Looking Ahead

Action Step Person Responsible Timeline Start/End Needed Resources Evaluation   1. Meet multiple times with the G/T pullout teacher (Hicks) to determine acquired learning taking place within the pullout program. Determine if there is a sufficient difference in these students’ work performance when they are outside the general education classroom. Myself Melissa Hicks September - December Student samples from the pullout setting and student work samples from within the classroom I will compare student samples from within the classroom to student samples from within the G/T pullout classroom. 2. Access data to determine why (if any) there is a difference in work performance when the g/t students are in a general education classroom versus a gifted class. While researching I would also like to find effective assessments to give my gifted learners to test the effectiveness of their learning environment. Myself October- January Data, assessment techniques for  acquiring the level of learning obtained in class versus the level of learning taking place in the g/t setting. I will perform the acquired assessment on the students and hopefully  determine the best learning environment for them. 3. Use strategies and resources to make my gifted learners rise to their ability levels and perform at a higher standard Myself January-May Assessment tools and resources through research End of course exams, data proven assessments, conferencing, standardized test scores, universal screenings.

Steps of Action

1.  Setting the Foundation- The need for my research topic is to improve motivation and performance levels of gifted/talented learners.

2. Analyzing Data- Information will be gained through universal screening, assessment, standardized test scores, and informal assessment.

3. Developing Deeper Understanding- I will work directly with the G/T pullout teacher to determine if the gifted students are performing at a higher level in the mixed ability classroom or within the gifted classroom. I will perform tasks with the gifted students in the classroom to see if they perform at their ability level within the mixed ability classroom, then the pullout teacher will complete similar tasks with the gifted students and we will compare data.

4. Engaging in Self-Reflection- As an educator it is my duty to see that every child is performing at their highest ability. With this research, I intend to determine if achieving the highest ability level for gifted learners is better served in a higher ability level classroom or within the mixed ability setting.

5. Exploring Programmatic Patterns- My gifted students often seem bored or unfocused on our daily learning objectives. When I work with my gifted students in a small group setting together, they often tend to achieve higher. While I realize most students have higher achievement when placed in a small group setting, the pattern still arises far more visibly with the gifted learners. Are my gifted learners being neglected in daily lessons that are geared toward the improvement of my slower learners?

6. Determining Direction- I plan to work directly with the G/T pullout teacher. We will collect data and perform assessments and universal screenings to determine if the G/T students’ performance is affected by the classroom setting.

7. Taking Action for School Improvement- This research will be available to all faculty. Also, the research will have a possible affect on how G/T students are placed in classrooms next year.

8. Sustaining Improvement- I will continue to research and keep data updated in attempt to ensure every student rises to their highest ability.

Research Week 2

After watching the interviews this week I learned that Pasadena ISD is a recipient of the Melinda and Bill Gates Foundation Grant. Pasadena ISD is not far from my district, Buna ISD, and we have similar demographics. I am going to discuss with some administrators and see if my district is eligible for this grant as well.
What a great week!