My Action Research Plan - Flipped Classrooms

I'm attaching the current draft of my Action Research Plan here. I'd love to get any feedback, comments, or ideas you may have for me as I move forward. Thanks!

Action Planning Template
Goal: How might a “flipped classroom” model be appropriately implemented to benefit and enhance Middle School Science instruction?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1. Assess staff knowledge and/or attitudes towards the “flipped classroom” model before implementation.	Samantha Hernandez	Summer 2012 – September 2012	Participation from at least 2 other middle school science teachers; Research information, articles, and/or books to share and review together	Interviews/surveys done with teachers (face-to-face and on paper); Initial discussion group of reflections on literature review
2. Assess student and parent knowledge of the “flipped classroom” model and attitudes/experiences toward school-work done during class vs. at home	Samantha Hernandez Other participating Science teachers	Fall 2012 Semester	Paper and online surveys; Contact with feeder MST magnet elementary school teachers to discuss classroom instruction models previously used	Pre-project surveys done on paper (with students)
3. Create at least one “mini-unit” of content that fits into existing curriculum using modified “flipped classroom” methods.	Samantha Hernandez – create unit and provide support for other teachers Other participating Science teachers -create materials for their grade level	Fall 2012 Semester – Work together to research and create content for lesson delivery January-February 2013	District online curriculum/TEKS; Contact with Science Facilitator Apple Products to create and record lesson materials (already on campus); relevant research and literature to ensure quality activities, time-guidelines, differentiation, etc.	Weekly meetings/contact with participating teachers; Meetings with Science Facilitator to ensure alignment with district curriculum; comparison of newly created materials with existing “flipped classroom” materials
4. Implement and incorporate the previously created mini-units into the district curriculum’s scope and sequence.	Samantha Hernandez Other participating Science teachers	January-February 2013	Previously created lesson materials, Apple devices on campus for student use during class and tutorials, Additional scheduled tutorial time as needed	Weekly meetings/contact with participating teachers to discuss struggles and successes of the mini-units; Possible observations/feedback from other teachers and Science and Technology Facilitators
5. Measure results and post-project attitudes towards a “flipped classroom” model.	Samantha Hernandez Other participating Science teachers	February – April 2013	District curriculum assessment results in Edugence (Both ‘12-‘13 and ‘11-‘12 school years), Post-project paper and online surveys for parents and students	Analyzing district curriculum results – specifically item analysis to compare student performance on TEKS presented in the flipped unit vs. curriculum taught with traditional methods. We will also compare results from the previous school year to measure performance on the same TEKS in ’11-’12. Teachers will also conduct post-project surveys with students and parents to measure any change in attitudes or opinions from the pre-project survey. Debriefing/ reflection meetings with participating teachers and facilitators.
6. Based on results, explore ways to further implement or modify flipped classroom techniques at various levels.	Samantha Hernandez Other participating Science teachers Science and Technology Facilitators	May 2013	Previously analyzed data, pre- and post-project survey organized results, Teacher notes/reflections from meetings throughout the project	Teacher and participant reflections, summative meetings, outlines/schedules for where we might be able to include this type of instruction for the following school year.