Administrative Internship Overview of Projects/Tasks Aleah Al-Sad Area of Concern Action Research: Use of graphing calculators in math classrooms

Needs Assessment Informal and formal observations reveal that students in math classrooms are unengaged and uninspired. Projects Action Plan Implement daily use of graphing calculators to determine if inclusion of technology keeps students interested and motivated to work hard in mathematics. Facilitate and supervise recruitment activities for the Magnet Program in order to increase exposure to everything the campus provides. Evaluation Results of the survey found an increase in student self-perceived strength and confidence as a mathematics student after six weeks of graphing calculator use, but no significant increase in student attitudes and enjoyment in class. Number of applications to the Magnet Program reportedly at 250 by mid-December; on track to meet goal of 400 by midJanuary. Competency Addressed C 004

Promotion and positive public perception of Magnet Program

Use of data by teachers to drive instruction

Application numbers and quality of applicants from previous school year indicate that parents and students are not making Stevenson MS their first choice school. Analysis of lesson plans and observations of department meetings indicate that teacher teams are not truly using assessment data to drive instruction in

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Provide clear Teacher teams are data reports reviewing data as to assessments are departments graded and and grade returned, but not levels and all departments are refer to data altering pacing reports while calendars to altering address student pacing misunderstandings. calendars and More work needed developing with departments. intervention

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the classroom.

Teacher knowledge and comfort level with new data system

Staff members and department heads report feeling uncomfortable with new data system; rely heavily one on administrator to provide data instead of compiling it on their own.

plans for struggling students. Teach teachers how to spiral in low-scoring objectives and choose which objectives to teach based upon data. Train teachers and staff members on how to access data, compile reports, input assessments, print scantrons, and share assessments with one another.

Two weeks following training, there is a dramatic increase in the number of assessments that are input by teachers themselves into the new data system.

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