Action Research Plan...finally!

Hanselka - Action Research Plan
Goal:  How will the implementation of the flipped classroom model increase student achievement and understanding of course content in a seventh grade ELA class at La Vernia Junior High?  Will the flipped classroom model contribute to a higher percentage of students achieving commended status on the state assessment?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Step 1: Read literature and obtain information on the flipped classroom model.	Brandi Hanselka	September, 2013	Flip Your Classroom by Jonathan Bergmann and Aaron Sams; Internet sites relating to the flipped classroom model	Gain information on how to implement the flipped classroom model to one ELA class.
Step 2: Obtain 2012-2013 individual performance data from the State of Texas Assessment of Academic Readiness (STAAR).	Brandi Hanselka	September, 2013	2012-2013 STAAR data; Eduphoria	Analyze data to identify specific performance weaknesses; Analyze data to identify participants who did/did not achieve commended performance
Step 3: Record lecture/lesson and post on Google site or edmodo.	Brandi Hanselka	October, 2013 - April 2014	Video camera Online software Google site Edmodo account	Analyze student participation in viewing of videos
Step 4: Implement the flipped classroom model for one ELA class.	Brandi Hanselka	October, 2013 - April 2014	Videos, class time for student-student and student-teacher interaction for clarification and discussion	Analyze participants’ posts/ comments, questions, concerns regarding video lesson in preparation for next day’s student-students and student-teacher interaction
Step 5: Survey students’ opinions/ experiences with the flipped classroom model.	Brandi Hanselka	December, 2013 April, 2014	Electronic survey with Google forms	Evaluate responses to “tweak” flipped model process(es); evaluate responses to determine success/ effectiveness of model
Step 6: Evaluate student performance involving class participation and assessments with flipped model participants.	Brandi Hanselka	October, 2013 - April 2014	Classroom observations; classroom assessment data; Eduphoria; written responses	Analyze objective and subjective data; evaluate depth and complexity is written responses demonstrating understanding of course content
Step 7: Evaluate student performance involving class participation and assessments with traditionally instructed group	Brandi Hanselka	October, 2013 - April 2014	Classroom observations; classroom assessment data; Eduphoria; written responses	Analyze objective and subjective data; evaluate depth and complexity is written responses demonstrating understanding of course content
Step 8: Obtain 2013-2014 STAAR individual student performance data	Brandi Hanselka Dana Grubb	May 2014 - June 2014	2013-2014 STAAR data; Eduphoria	Analyze data to identify student performance levels documenting any growth, regression, or static results; Analyze data to identify participants who did/did not achieve commended performance
Step 9: Report findings based on analysis of both quantitative and qualitative data and share with site supervisor and (with approval) staff.	Brandi Hanselka	July 2014 - August 2014	Computer; research documentation	I will share my findings and results with my site supervisor.  With approval and guidance, I will share my results with the ELA department and other staff.
Step 10: Reflect upon the benefits and challenges of the flipped classroom model.	Brandi Hanselka Bill Mikeska (site supervisor)	August 2014	Student surveys (April 2014); observation data; STAAR assessment data	What are the benefits, challenges, and successes of integrating the flipped classroom model?  What areas of improvement are necessary to ensure more success in the future?