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Taking Action: A Data-Informed Professional Project Plan, Progress Update
Rosa M. Sarita
Colorado State University Global
OTL-579-Research-Based Professional Project
Dr. Kimberly Smith
January 16, 2022
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Taking Action: A Data-Informed Professional Project Plan
Organization's Vision and Mission
DIRECTIONS: It is important to align all actions taken by a teacher with the organization's vision and mission. Add the organization's
vision and mission here and identify it by district and/or school.
Organization's (District or School) District Vision: All Camden Students will attend a high-quality school where they are valued,
challenged, and prepared for college and careers that positively impact their community and the world ( Schoolpresser,2021).
Organization's (District or School) School Mission: Camden High School is committed to academic excellence and providing a high-
quality education in a safe and clean learning environment. Through the implementation of improved curriculum, meaningful
assessments and high expectations for students and staff we are continuing to grow. We have specialists in literacy and math to drive
instruction via new textbooks and technology. We also recognize and respect the critical role that both parents and members of the
community play and we strive to strengthen those relationships (School messenger presence, 2021).
What Decisions Need to Be Made?
Stage 1: Clarifying Vision and Targets
DIRECTIONS: Based on an analysis of classroom, school, district, or state data, what decisions need to be made to inform future
action (e.g., your educator evaluation results, district student data, classroom student data, district strategic initiatives, school
improvement plans, etc.)? Begin by presenting available data to support a needed change in your learning environment. Then,
consider possible actions that could be taken to help implement such a change. Determine the best mode (these are your project
options) to help address this needed change.
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Provide a data analysis summary, including visual representation here (e.g., chart, graph, table, etc.):
Genesis gradebook
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Analysis
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90
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50
40
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Wanyely Ginelys Raudy Samuel
Do Nows/Exit Ticket Chapter Problems Assessment
Projects Attendance
Graph Analysis
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Excel Chart
Gradebook Report
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Analysis
I will be using previous research I used in my course of action of research. I would like to measure every student growth,
development, and mastery thru data. Previous analysis of the data collected via the internet based are standards progress reports
grade reports 20% classwork/ participation, 20%lab/projects/STEAM, 40% exams/quiz/midterm/final, 20% homework/research and
assignment/grade reports indicated a few actionable insights patterns. Among those patterns are baseline data for each student
available at the start of the term at the end of every chapter and unit, which is comparable formative data throughout the term with
which to measure student progress through various methods. Therefore, the collected data seemed to demonstrate important trends
regarding the students' performance across the various skills. I designed an excel sheet to see each item's range and measure student
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strength and weaknesses per item of difficulty. Evidence shows one-fourth of the peers are most likely to succeed; the majority failed
several assessments. Statistically, 2 students out of 4 performed above 70%. Two students performed lower than 50%(gradebook
spreadsheet, meaning that most of the students were not familiar with algebraic math skills). It is common in our district since 9th
graders take physics first, then chemistry following biology in 11th and environmental science 12th grade. One clear trend is the large
variance in apparent is data evidence attendance affects student achievement. Educators should provide students with explicit
instruction on using achievement data regularly to monitor their own performance and establish their own goals for learning.
Assessments
Students learn best from their own achievement data and when exposed to the learning objectives written in a student-friendly
format. Providing tools such as rubrics provide students with a clear sense of learning objectives, criteria, and data presented can
measure students' strengths and weaknesses. Based on the data represented in the visual and analysis above, baseline evidence data
should be established going forward for each peer. Once a rubric is distributed, students can modify and set their learning goals and
even translate it into student friendly. Schools should start creating standardized rubrics. Teens should be exposed more often to
rubrics for any content area in school. Data for last Parcc in Camden results report shows that statewide 43.8% in math and English
language of arts with a 56.2% ELA" have been able to pass the parcc(School District, C. 2017, page 9). Leading to a complete failure
in the district, more improvement needs to be done to accelerate these students to another level to be the difference. Educators must
compare and graph data to analyze on a Google Sheet or excel spreadsheet to see results and pattern and provide pre-assessments to
prepare students to see the progress after taking post-assessment.
Smart Goals
The goal to increase students' knowledge in the field of science content physics is to incorporate rubrics, pre-assessments, and
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post-assessment in the content. Measurables smart goals are to be implemented to achieve these specific processes by incorporating
rubrics; it will improve skills that have to be learned to accomplish physics concepts. The accomplishment will be measured by a
rating scale to measure students' skills performance. The assessments will also measure the student's progress in every unit and
chapter. Attainable measures will be the resources available for the students to achieve proficiency. In order to be relevant while using
rubrics in physics, students will focus on their efforts and self-assess their own work. It will engage and provide feedback and
reflection on students' performance. While using rubrics and assessments by the end of the year, students will be proficient in the
course, apply physics concepts, and the ability of the inner working of our world.
Mission statements are to guide us into the school's core value by increasing the human potential of every student through
growth, development, and mastery of a wide array of knowledge and skills. Accomplishing all these goals will require believing that
everyone can learn, grow, and accomplish more than an individual has ever been able to do in the past. Action research guarantees the
process will be a way where teachers can have an assurance of following the district and schools’ elements in place.
At least 75% of students and teachers will have access to resources provided by the classroom teacher by introducing
enrichments that appeal to the individual. Students' success can be measured by tracking our current High school students'
assessment and comparing last year's data to their final scores. By the end of the year, students will be proficient in the course,
apply math and physics concepts.
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The chart above demonstrates students' performance on state standardized tests called parcc provided in New Jersey by each
grade level by ELL, which is my population. Evidence shows students perform below average in need to implement new strategies
and methods to improve student growth.
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Consider the Audience
DIRECTIONS: Identify the audience(s) that will benefit from the decisions identified above and add detail for your choice (what
makes your selection(s) an authentic audience)? For example, if you choose the Professional Presentation: Council for Exceptional
Children presentation submission for 25th Annual International Conference, etc., you might select “The Education Profession” or
“Other” and explain the type of audience member who would be present for this conference. Also think about audience from the
standpoint of feedback. Your project, though the final version is not due until the last day of the course, needs to be finished by Week
7 to share with an authentic (or alternative) audience. You will also be sharing your project with your fellow OTL579 learners. So,
also think of who would be a qualified authentic audience to help you prepare for your project – in the example above, for the
conference. Delete all audiences that do not apply to your project.
● Me, my students, and their parents
● Immediate colleagues
● Other educators working in the same context (district, state, region)
● The education profession
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● Other (identify)
· Me, my students, and their parents—students will be my primary audience as they engage in authentic
learning through lessons, rubrics and assessments during Action Research.
· Immediate colleagues—I will ask current feedback throughout meetings and observational classes, in order to collaborate on
student performance and methodologies and strategies to approach diverse process via plc.
· NJCTL professional development to identify different methodologies to adapt in a classroom.
· Tesol annual conference attendee for the end of the year for student Esl learning enhancement, performance strategies.
Alternative Authentic Audience for this Course
DIRECTIONS: Due to timing, you may not be able to present to your authentic audience by Week 7 of this course. Therefore, you
will need to present to an alternative audience (in addition to your OTL579 colleagues) in order to get feedback. Identify the
alternative authentic audience(s) that can provide you feedback on your professional project. Delete all that do not apply.
● Colleague: All content area teachers
● Grade level team
● Professional learning community
● Administrator
● District curriculum coordinator
● Direct supervisor
● Other
· Colleague : All content area teachers: Collaboration colleagues/Math/Science/Sped/bilinguals/ESL Instructor to collaborate on
student performance during plc meeting.
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· Identify best practices in mathematics and science instruction thru a variety of learning styles and their individual needs.
· Collaborate on students’ strengths, learning styles, and needs.
· Outline curriculum and standards with the data reflecting our students’ performance on the science content.
Culminating Experience: Professional Project Selection
DIRECTIONS: Based on the data-driven identified need, which of the following will you present to an authentic audience?
• Professional Leadership Website
• Online Professional Learning Environments
• Professional Presentation
• Grant Proposal
• White Paper
• Curriculum Leadership
Actionable Timeline
DIRECTIONS: Develop a working timeline DRAFT that can be added to and amended each week to keep the instructor informed of
progress on the final professional project.
Actionable Steps in the Activities To Do: Professional Project Progress and Questions (in this
Development of Culminating Development Timeline (here you column you will update the
Professional Project: · Collaborate with math will indicate the week you plan to instructor on each actionable item
bilingual teachers on their plc. accomplish each task listed under you set to accomplish for the week
· Research current math column 2- at least one task should and list any questions you have):
· Proposal of observe classes of be assigned to Weeks 2-7 so
curriculum, benchmarks, Pre- foundation and algebra weekly progress can be noted): During the plc meeting, math
assessment, methods, and and sped teachers offered
practices being used for 9-12th · Explore District Pacing Week 2 positive feedback for my
graders Curriculum project. ESL instructors offer
student growth objective
school math (bilinguals). · Compare and contrast current assessments to measure
methods and practices with students' goals. ESL teachers
science class. offer to create a personalized
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rubric for the assigned topic in
physics class. As we met, we
discussed current practices in
High school math and science
and discuss district pacing
calendar and curriculum. We
started by identifying common
standards we have in common
we can use both in math and
science. We planned for me to
observe classes during week
four. While observing, I will be
allowed to take notes and
discuss after school or during
prep. I will also be able to
support students during
instruction.
I spoke with the teachers to
meet on our fourth block on A
Day since we have common
planning. Esl offered reports as
for the end of the year since they
started their SGO as of October
to see students’ growth progress
in each level. As for math
teachers they agreed to let me
observe them in block two B
days (Mr. Dugue and Mr.
Rivera).
Begin creating and organizing •Update the professional Week 3 I am updating my professional
the professional leadership leadership website by creating a development website with new
website. style adapting background. page called OTL 579. I wrote an
introduction page and created
•Write an introduction and future tabs to be use. Link OTL
create tabs for each section. 579 - Welcome (weebly.com)
•Review multiple intelligences I am continuing to research
and learning styles math instructional methods and
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• Research on instruction review multiple intelligence and
approaches, methods, lessons, learning styles. I even found an
etc. assessment which I plan to
administer in week 5.
•Review instructor input and
make appropriate revisions While on meeting during my
prep I learned with algebra
math teacher Mr.Dugue to
imply a methodology to use for
more effectiveness in my physics
class. He showed me the
substitution method because I
use letters to represent variables
and the elimination method with
numbers. Which I will adapt in
the future.
• Take notes of observation in
Conduct Observation math classes and other classes Week 4 During week 4, I observed two
• Review lesson plan math classes, one physic and one
• Collaborate with other ESL and took notes on current
instructors methods used by my colleagues
•Review instructor input and during their lesson. I also helped
make appropriate revisions students during instruction. I
uploaded the observations on
my web page under data driven.
As I collaborate with my
colleagues, they provided
positive feedback and future
methods where I can imply in
my class.
Provide Assessment •Collect student assessment Week 5 In week 5, I was part of the
and give feedback math concepts/lessons in Dugeys
and my physics classes. Students
• Analyze data took two assessments that count
as a grade and one evaluation to
•Review instructor input and learn their learning style. The
make appropriate revisions assessment is aligned with the
lesson. I conducted a meeting
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interview with my colleagues.
We concluded that Students
need to be reinforced into
manipulations of equations step
by step to dominate algebra I.
We learned with the learning
style that many students are
visual learning. Strategies to use
are Recite Material out loud
when calling out the steps.
Provide pre-activity of
construction paper with variable
each of different color for the
students to recognize the steps to
follow since many struggles with
the unit procedure or get mixed
up with the givens. Flashcards,
Incorporate creative
visualization techniques for
identification.
Dua 1 physics test result
Dua 1 math test result
learning-style-assessment
Physics DUA 1.pdf assessment
Algebra DUA 1.pdf assessment
The analisis is posted on the
website. I will post the graphic
displays on week 6 as stated to
present my findings. The above
documents I’m waiting on
district approval to upload on
the website since I’m not the
creator of the document and I
must ask permission to be
published.
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During week 6, I continued to
Present findings to • Create graphic displays of Week 6 reflect on the assignment and
Authentic/Alternative data colleague’s feedback. I
Audiences and obtain created a graphic depiction of
feedback • Update website with new the data in charts I have
data all to website gathered, which I have
uploaded into my website. I
•Review instructor input and have created three charts
make appropriate revisions reflecting the math test
results. Science test results.
And data collected with
students record in school.
Each with an explanation.
I will also upload the other
documents of week 5
approved by permission of
the district. Update final data
into the website.
I am researching on
educational resources that
can be useful to post them
before week 8 on my website.
Final revisions to • Revise previous input on Week 7 During week seven I
professional leadership the website presented my website to my
website other peers, and I updated
• Present to authentic my website with my
audience (class) and professor’s feedback from
colleagues module six and other
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• Review instructor input and students’ feedback in the
make appropriate revisions discussion forum.
I also started to work on my
five-year plan.
Professional Project turn-in Review entire project, make Week 8 I reviewed my entire project and
revisions, update as necessary continued to finish my five-year
plan. Updated my references
and updated my website with
final outcomes for my final
project.
URL live link to your project
If submitting hard copy project materials, ensure they are added as additional pages after this template so you are making
a single assignment submission each week. All grant proposal drafts, white paper drafts, website links, etc., must be
included by Week 3 so the instructor can see weekly progress on the actual project.
https://rosasarita.weebly.com/otl-579.html
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SOURCES: Add a References Page for the research/sources you are using in your project (begin on a new page and follow the APA
guidelines in the CSU-Global Guide to Writing & APA).
.
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References
PARCC Fall State Summary Report algebra I SY - 2018-2019. nj.gov. (n.d.). Retrieved from
https://www.nj.gov/education/assessment/results/reports/1819/fall/ALG01.pdf
School District, C. (2017, September). 2016-17 PARCC RESULTS SUMMARY.
http://www.camden.k12.nj.us/UserFiles/Servers/Server_340793/File/Camden%20Schools%202016-17%20PARCC%20Results.pdf.
School messenger presence. (2021). Mission statement. Mission Statement - Camden High School. Retrieved October 24, 2021, from
http://chs.camden.k12.nj.us/about_us/mission_statement.
Schoolpresser. (2021, October 8). District Home Page. Camden City School District. https://camdencityschools.org/.
