Action Plan

Action Plans are works in progress.

Action Planning Template
Goal: Improve science achievement and for females and increase the number of females entering post secondary science programs and careers. I also hope to improve achievement for other historically low performing populations such as: African-American, Hispanic, and Economically Disadvantaged.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Explore 5th grade Science TAKS data for this year’s current 8th grade students	Alycea Lewis Jana Echols 8th grade Science teachers	Start by September 30th and end by October 15th	5th grade Science TAKS data for current 8th graders	Compare achievement between all demographic populations and between genders
Survey all students in 8th grade science to ascertain perceived science anxiety, perceived science competency, and effort expended on science before changing any classes to single-sex environments.	Alycea Lewis to find or develop relevant survey 8th grade science teachers to give surveys to students and collect Alycea Lewis to examine data gathered	Start by September 30th and end by October 15th	Surveys	Compile data from survey to use in comparison to “end of year” survey.
Survey teachers to ascertain how well students performed in the first six weeks (before splitting some of their classes into single-sex classrooms)	8th grade teachers on my campus 8th grade teachers on neighboring campus (if they elect to participate)	Start by September 30th and end by October 15th	Survey	Compile data from survey to use in comparison to “end of year” survey.
Before changes are made, conduct “snapshot observations” to make notes on class dynamics, strategies, what is happening in the classroom.	Alycea Lewis Jana Echols CCIS for other contents Polly Braun	September 20th – October 15th.	Snapshot forms	Hold onto forms for future comparison to classes after changes are made.
Split a large sample of students that are of a variety of ethnicities, economic statuses, and levels (special education, advanced, on-level) into single-sex science classes. The rest of the classes will remain coed.	Director of Instruction 8th grade science teachers on my campus Possibly 8th grade teachers and Director of Instruction at a neighboring campus	Split into classes by October 15th.	Data from District Tests Data from 2011 Science TAKS End of course surveys from students and teachers in both single-sex and coeducational classrooms.	Using: District Secondary Formative Assessments for 2nd – 6th six weeks grading periods. 2011 Science TAKS test End of course surveys from students in single-sex and coed science classes. Surveys from teacher observations of single-sex and coed science classes. - compile data and look for improvements in achievements for all populations.
Conduct “snapshot observations” to get a picture of the class dynamics	Alycea Lewis Jana Echols CCIS for other contents Polly Braun	Starting October 30th – Ending May 2011	Snapshot forms	Will be used to compare to snapshots taken before changes were made to classes
Analyze Data from formal and informal assessments, Lab performance, and 8th grade TAKS test for 2011	Alycea Lewis Jana Echols Cooperating teachers	Starting October 30th – June 2011	Data from assessments and labs	Compare data for single-sex classroom students to data from coeducational classrooms
Survey all students in 8th grade science to ascertain perceived science anxiety, perceived science competency, and effort expended on science in single-sex classes and in coeducational classes.	Alycea Lewis Jana Echols	April 2011	Surveys identical to surveys completed before classes were changed.	Compare the data retrieved from the surveys to surveys that were given to students before changes were made to see if students “feel” same, worse, or better, regardless of whether they experienced single-sex classrooms, or coeducational classrooms.
Survey 8th grade teachers to ascertain how much growth they feel students have made, if any, regardless of class placement.	Cooperating teachers Alycea Lewis Jana Echols	Start April 2011 – End June 2011	Surveys	Compare/contrast growth teachers explain single-sex and coeducational classes have made.
Interview students and cooperating teachers about progress/process and realizations and keep Reflective Journal AND Blog.	Alycea Lewis Jana Echols Cooperating Teachers	October 30th – June2011	Interviews (well thought out) Blog and Journal	Use information to ascertain how effective/ineffective is changing students into single-sex classes on their learning/growth.
Encourage students and principals to continue research during students’ high school experience.	Alycea Lewis Jana Echols Principals at feeder high schools Students	Begin discussion January 2011 after some data collected End May 2011	Data collected thus far to get a “yes” Data collected during high school to prove success	Evaluate assessments and enrollment trends of single-sex science students vs. coeducational students.
Track students’ acceptance and completion of degrees in science and career placements	Alycea Lewis Students	May 2015 - 2025	Correspondence between former students and Alycea Lewis	How many students responding were successful in post-secondary endeavors in the area of science