1. James Little
Action Research Plan Question: What is the true effectiveness of tutorial (after-school
or scheduled), mentor-mentee, and summer school programs on assisting students raise
course averages and/or achieving standards set on state-mandated exams?
School Vision: Our vision is to increase student success in the classroom and on state-
mandated exams by creating successful assistance programs.
Goal: Our goal is to create and monitor student-assistance programs that will enable
students to become successful in the classroom and on state-mandated exams
Goals/ Activities Resources/ Persons Timeline Progress Revisions
Objectives Tools Responsible Assessments/
Evaluations
Introduce Meet with Data J. Little August None SBDM
action SBDM researched SBDM 2010 Committee
research team and and data Committee may
idea to discuss my collected suggest
SBDM team action from other other
research schools that programs to
topic and support the assist in my
explain need for goal
data evaluation
researched and use of
different
student
assistance
programs
Introduce Provide an 1. Power J. Little August Questionnaire None
my action introduction Point SBDM 2010 that will be filled
research to action Presentation Committee out by the staff to
topic and research 2. Research Campus Staff determine current
plan to the topic to the data to programs and
faculty at faculty and support my teaching used
our provide action during tutorials
beginning of supporting research and additional
the year resources activity student
campus as to why assistance
inservices we should programs
study and
revamp our
current
programs
Share idea Explain the 1. Handout J. Little August None Plan may
of mentor- purpose of describing Grade level 2010 be
mentee a mentor- mentor- teams reorganized
program mentee mentee based on
with grade program program general
level teams and review 2. Research concerns
AEIS and data from staff
additional describing
TAKS data several
with successful
campus student-
staff assistance

2. programs
3. AEIS and
additional
TAKS data
Survey the Meet with Survey which J. Little August Survey Additional
students the will address Grade level 2010 programs
and gain an students of the positives teachers may be
insight on each grade and Grade level researched
what types level and negatives of students based on
of student- explain the the student- student
assistance purpose of assistance survey
programs my action programs on
they feel is research campus
necessary project Survey will
on our Provide the also allow
campus students students to
with a suggest
survey to student-
determine assistance
their needs programs
on campus necessary
for the
campus
Grade level 1. Each Previous J. Little August Pre-six weeks Students
teachers will teacher will year’s 2010 – benchmark who have
collaborate provide individual SBDM May exams failed the
with one their TAKS results Committee 2011 TAKS test
another and students the
separate with a pre- Pre-six Grade level previous
those six weeks weeks teachers year and
student who benchmark benchmark have been
either did exam at the exams promoted
poorly on beginning or students
previous of each six Pencils who have
year’s TAKS weeks failed
Exam or period multiple
failed the 2. Teachers pre- or
pre-six will post-six
weeks determine weeks
benchmark what benchmark
exam into groups the exams will
either students not be
teacher-led will be exited from
tutorial placed the
groups or based on program
peer mentor their
groups benchmark
or previous
year’s
TAKS
scores
Students will 1. Once Course J. Little August Current subject It will be at
either attend separated, materials 2010 – materials the
teacher-led the and Grade level May discretion
or peer students technology teachers 2011 Post-six weeks of the
tutorial will programs to benchmark exam teachers
period and (actively) assist in the Peer tutors and
receive the participate tutoring in principal if
additional in their the students they feel a
assistance assigned student can
necessary tutorial Paper, be exited
for them to period pencils from the

3. be 2. Students tutorial
successful will be program
on the post- assigned
six weeks certain
benchmark materials to
complete
Peer-led during each
tutorials will tutorial
be actively period
monitored 3. Students
by a teacher attending
the tutorial
Students will periods will
be provided be provided
a post-six a post-six
weeks weeks
benchmark benchmark
to determine
the success
of the
tutorial
period
Grade level Each grade Pre- and J. Little August Post-Six Weeks Students
teachers will level team Post-Six 2010 – Benchmarks that fail the
collaborate will be Weeks Administrators May six-weeks
and share encourage Benchmark 2011 TAKS results or post-six
the d to share Exam results Grade Level weeks
information student Teachers Six Weeks benchmark
and grade information Grade Speed Average may be
data with one data switched
collected another from their
with one and gauge current
another the success tutorial
of the program to
tutorial another
program tutorial
that the program
student is
attending We will
consider on
a student
basis the
correlation
between
student’s
grade and
tutoring the
student
received
Grade level Data will be TAKS results J. Little January Student results Revisions
groups will collected to 2011 – on benchmark and student
collaborate determine Pre- and SBDM June exams, six weeks assignment
and what Post-Six Committee 2011 averages, and will or can
determine corrections Weeks Exam TAKS tests be altered
the efficacy need to be results Grade Level based on
of the made to Teachers student
separate increase Tutorial performance
student our student reports Administrators
assistance success
programs rate Six Week
Grade
Students will Reports

4. provide
feedback
about the
tutorial
programs
that they
attended
throughout
the school
year
Tutorial Grade level Activity J. Little May Evaluations of Changes to
program teams will Sheets used 2011 – our mentoring our tutorial
and meet and throughout SBDM June and tutorial program
activities will conduct an tutorial Committee 2011 programs will be will be
be assessed open periods based on six dependent
and altered discussion Grade Level weeks averages on student
for the on the TAKS results Teachers and TAKS results results and
following successes success of
year and failures Grade Speed the
of our Data program
tutorial
periods.
The
committees
will make
an effort to
determine
which
method of
assisting
our
students
was most
successful