ARP Update (Wow, it's been 6 weeks!?)

When I first read this part of the assignment (update in 250 words or more for Lamar EDLD 5326) my initial reaction was, “Uh-oh…what have I done lately with my research project!?”  However, once I revisited my original timeline (because I’m not exactly looking at it every day), I realized I have actually been staying on track for the most part.  To date I have continued with my research and I have expanded it to include keeping track of an elementary school that is in its first year of utilizing a balanced calendar (Hamilton ELC, School District of La Crosse, La Crosse, WI). I have worked with their principal previously during his previous tenure as a middle school band director.  This better enables our ability to communicate, especially for me to be able to feel more comfortable with asking questions and requesting information. 

We have taken many positive steps within my own district.  I met with our superintendent prior to the start of the school year to share my initial findings.  His response was positive and he suggested the next steps.  First, he said he would bring the matter to the school board to keep them in the communication loop.  Second, he suggested reaching out to the district staff to determine their interest. After the ensuing school board meeting I e-mailed the district staff to inquire their interest in exploring the viability of a balanced calendar for our district.  I invited all who were interested to a meeting the next week in the IMC.  The response was all positive.  The demographics of the 10 (plus me) people in attendance at the meeting were our superintendent, our 7-12 guidance counselor, 1 high school teacher, 1 junior high teacher, and 6 elementary teachers. I started the meeting by sharing some basics that I’ve encountered in my initial research.  I then shared some anticipated pros and cons associated with such a calendar for our district. Interest in this topic is a bit more heightened because the local television news coverage of Hamilton ELC.  Many of the anticipated concerns associated with lingo and negative stereotypes were all but non-existent thanks to the positive and accurate coverage of Hamilton’s transition to their balanced calendar. Many of the questions brought up by those at the meeting were excellent questions that I had already thought of and could answer confidently.  Other questions/concerns that were brought up that I had not yet thought of were written down for further follow-up.  I put together notes from the meeting and shared them with the district staff for all to see (via Google Docs).  I invited all to share their perspectives to broaden the effective scope of the project.  Two people (one who attended the meeting and one who only read the shared notes) both brought up concerns that are specific to our district that I would not have thought of unless someone else brought them up.  I added their concerns to the balanced calendar spreadsheet that I shared with all so that all interested parties have the same information on their radar screens. 

The next step is for our superintendent to inquire with the other conference suprintendents if there is any interest in a balanced calendar in their districts.  There could be some to none, but sharing our interest in this matter may spur on other districts to begin to do the same.  After that conference superintendents meeting I will follow-up with the staff who expressed an interest in being a part of this exploration to seek their input on what to do next.  Unless someone has something specific in mind, I think the next step is to survey the staff about their definitions and concerns related to the potential switch to a balanced calendar so we can have a better idea of where our employee population is at with this topic.

So in 250 words (or 600+), that is the latest related to my action research project.  I think it’s going pretty well.

5301-5 (Course Reflection)

The overall concept of this class was worthwhile.  My wife and kids appreciated that it did not consume as much time as the first course.  However, I believe more could be done with the potential of this course.  I reflect throughout each day, both in regards to class and non-class items.  When it comes to this course, I felt that more often than not I was redoing many of the same things I did the previous week (specifically through the discussion board posts, the blog posts, and even the assignments to a certain extent).  I realize that this course explores the topic of action research, but ultimately I feel that this course consisted of 2 weeks of actual work/content spread out repeatedly over five weeks.  We explored some methods of action research through the text, but as we toured through this course the mention of other methods was more of a side note than a path more thoroughly traveled.  I would consider this course’s curriculum (if I encountered it as a principal, parent, or colleague) to be insufficient.

In regards to the lectures, I did not have access to high speed internet so I had to view the transcripts (an appreciated feature).  However, once I did have a chance to view a lecture video my presumptions were realized.  The lectures, although unique in format, were not pertinent to success in this class.  The readings were very good.  There were many nuggets that I marked in my texts for future reference (especially when determining the need for future inquiries).  The searches (if we’re talking about those conducted for material related to my action research) were very consuming and extensive.  There is a lot of material related to my action research topic (the viability of a balanced school calendar for my school district) available on the web.  The search (which will continue, although not to the same extent, throughout the life of the project) has been productive.  I’ve also been researching districts that have adopted a balanced calendar both recently and for an extended time.  My only concern is the suggestion from Steven Michaels (Principal, Hamilton Early Learning Center, La Crosse, WI) to allow a minimum of three years for idea to implementation to occur.

Ultimately, this course and this program are what I make them.  I intend to earn my degree, not just buy it.  Earning the piece of paper is meaningless if I don’t also have the ability to apply all that I learn.  I plan to make the most of my opportunity.

5301-4.Week 4 Reflection

This week's text referred to a handful of methods to use when seeking to explore, support, and sustain change (presumably for the better) within a setting such as education.  The four methods were: Force Field Analysis; the Delphi Method; the Nominal Group Technique; and the CARE Model.  I appreciate learning about new methods such as these.  It’s like buying a new tool that you can add to your toolbox for later use.  The goals of education are fairly common, but the methods needed to arrive at the destination need to vary depending on the people you are working with.  I was thinking about how I could use each of these methods for previous and even anticipated areas of staff inquiry (such as my action research project).  I recently talked to a colleague (a fellow band director who is now a principal at a K-3 elementary building that is in the first weeks as a school with a balanced calendar) who shared how the idea of a balanced calendar first came onto their radar.  It started at a staff meeting where he asked the staff to fill out a 7-question survey regarding their mission/vision and where they are at as a school and a staff in striving to achieve their mission/vision (a modification of the Delphi Method).  He shared the comments with his staff.  About 8 comments spoke towards or specifically about looking at a year round calendar.  The staff’s ownership began to take root as the concept of a balanced calendar began to blossom.  The projects that I have been associated with that brought true results and were the most worthwhile were the projects that utilized some form of strategies similar to what was shared in this week’s text.

02.5301-3.ARP - Related Information and A VERY Rough Draft (Sandpaper Not Included)

PART I -- Related Information

Background Information Our school district’s free and reduced lunch population is quite high and has either held steady or increased over the years.  Our students tend to not test well when compared to students within the conference, CESA, and the state.  Standards and expectations to improve have increased recently at both the state and federal levels.  If our district maintains its current course of action the results will not keep pace with expectations and our justification to exist will wane.  We need to think outside of the box and actively pursue any and all possible methods for improving each student’s opportunity to learn (and therefore, improve each student’s ability to test more successfully). Data Collection and Analysis The data gathering process has been quite expansive.  The challenge has been deciphering the value of each data set.  Ultimately, there have been some key data sources that have driven the project (both in clarifying the pros and cons of YRE - year round education).  This process is not done.  In fact, I anticipate keeping this door of data gathering open for most if not this entire project, especially if the data sheds new light or reinforces previously established conclusions. Inquiry Design The ultimate purpose of this project is to determine the viability of a YRE calendar for our school district.  I intend to involve our superintendent and other district staff and administrators in the project throughout to keep them involved as well as to weave in their respective perspectives.  This will hopefully keep the awareness and ownership of the project and a high level. Anticipated Conclusion This is a significant undertaking that cannot be rushed.  It very well could need more time to develop than is provided within this program (my anticipated graduation from Lamar is by the end of 2014).  I would rather take the time to do it right than rush towards a mistake.  Plus, the process will lengthen as more people are brought on board for the purpose of increasing ownership.  This change is significant and affects everyone in our district.  The seeds of change need time to take root and blossom.  Rushing such a process hinders the potential and desired fruit sought in the first place.  The overall project’s status will constantly be determined by the willingness of each person to remain open to the potential benefits of a YRE calendar. As this project takes traction so will the development of each of these four tasks.

PART II -- ARP Rough Draft

The following table is one of the most fluid products I've produced yet.  My project's development is not at the rate that it seems this course (5301) is requiring.  I am not concerned overall but I am open to the possibility that I am not up to par as of this point in the process.  Your perspectives are always valued and sought.  Thank you in advance!

Action Research Plan
GOAL: Determine the viability of a balanced (or year round) calendar for the School District of New Lisbon. YRE  = Year Round Education BalCal = Balanced Calendar FRL = Free & Reduced Lunch
Action Step(s)	Person(s) Responsible	Timeline (Start/End)	Needed Resources	Monitoring/ Evaluation
Identify district data from pertinent areas: ·       Past testing (WKCE, ACT, etc.) ·       Demographics (ethnicity, poverty, home settings) ·       Retention recommendations ·       At-risk related data ·       Compare data to districts at conference, CESA, and state levels to serve as starting point	Ryan Meyer (with assistance from Guidance, Administration, CESA)	September 2013/January 2014	District and State data	Mark Hansen is the primary source of the information sought. Place data in NL BalCal spreadsheet
Determine potential cost analysis of BalCal: ·       Additional intercession staffing ·       Intercession transportation ·       Food ·       Building maintenance	Ryan Meyer (with assistance from Administration to determine potential costs and potential curriculum)	September 2013/January 2014	District budget information	Place data in NL BalCal spreadsheet
Survey students, staff, and parents regarding awareness and potential acceptance of BalCal. Analyze survey data to ascertain status of each group.	Ryan Meyer	Late Spring 2014/Fall 2014	Communication distribution methods (paper/digital)	Place data in NL BalCal spreadsheet
Determine best methods and timing for engaging community in process	Ryan Meyer	Spring 2014/Fall 2014	Time to search and question decision makers in districts already using BalCal or YRE	Unknown at this time; based on feedback from current BalCal or YRE   districts
Survey staff regarding retention ·       How much do you have to review from previous year/class? ·       How much time do you have to review? ·       Determine FRL percentage of each classroom.  Is there a correlation?	Ryan Meyer	Fall 2013 & Fall 2014	User-friendly, streamlined method for surveying staff	Unknown at this time
Seek, process, and potentially apply past, current, and future related data	Ryan Meyer	Throughout project	Establish search methods such as Google search filters	Unknown at this time
Determine effects of BalCal on extra and co-curricular schedules.	Ryan Meyer	2013-14 school year	WIAA calendar, NL activities calendar	List pros, cons, and other factors in spreadsheet
Project Evaluation	Ryan Meyer	Prior to Lamar Ed Admin completion (November 2014)	Methods for measuring the perspective of each affected group	A(n) report/update will be submitted within this date window to provide interested, outside parties a status of where this project is at in its development.