Action Research Plan

DRAFT ACTION RESEARCH PLAN

Goal: Improving the reading achievement of our lowest quartile students in 3rd and 4th grades.

Action Step 1:
Curriculum Development
Investigate alignment between the state standards of student learning (TEKS) and the assessments used to measure the learning.
Actioned by: Principal and 3rd and 4th grade lead teachers

Timeline:
Aug to Oct

Needed resources:
Analysis by lead teachers and principal of educational research on the topic of achieving alignment to determine which curriculum changes must be made for the 3rd and 4th Grades reading programs.
Principal will take field notes and conduct interviews with teachers and other principals to determine the new curriculum resources that are required to achieve alignment of standards and assessment.
Monies will be used to purchase the new curriculum materials these resources may include:
Michael Eaton reading program;
My Skills Tutor computer software;
TAKS preparation materials.

Evaluation:
Continual evaluation of student achievement based on benchmark tests, TASK reading scores, and other student work.
Interview teachers to provide feedback on how well the new curriculum is aligned with state standards.

Action Step 2:
Staff Development Sessions
Help teachers to achieve effective delivery of new Curriculum Materials.

Actioned by:
Principal and 3rd and 4th grade lead teachers

Timeline:
2 PD sessions held in Oct.

Needed resources:
Principal and lead teachers will take field notes and interview experts from other campuses to find strategies to best teach the new curriculum to students.
In collaboration with the principal, lead teachers will conduct a staff training program detailing the proper delivery of the new curriculum materials.
Equipment and materials for successful delivery of PD sessions

Evaluation:
Principal will use field notes and interviews to assess the effective delivery of instruction by teaching staff.
Principal and lead teachers will analyze reading benchmark test results from Jan and Apr assessment periods to see if students are making progress and using new strategies for academic success.

Action Step 3:
Implementation of tutoring program before and after school

Actioned by:
3rd and 4th grade teachers;
Spec. Ed. Staff;
CMC teacher;
Educational
Assistants.

Timeline:
Oct to Apr

Needed resources:
Analysis by lead teachers and principal of performance indicators to determine which students may qualify for tutoring(TAKS scores, report cards, TPRI scores and benchmark test);
Field notes and interviews by principal to evaluate which students need tutoring.
Monies and materials to support improved tutoring groups

Evaluation:
Benchmark tests in Jan and Apr to determine progress made of students performance;
Field notes and interviews by principal to judge effectiveness of tutoring program;



Monitoring Improvement Actions – In order to evaluate the school improvement plan for increased reading achievement, the principal will conduct quarterly meetings with lead teachers to discuss student achievement on benchmark tests, the tutoring program, and delivery of instruction by teachers. As well, progress reports on these three aspects of the plan will be delivered by email to staff from the each subcommittee. The progress reports will contain information on how well the tutoring program, delivery of instruction, and testing results are being executed. As well, discussions of timelines, personnel, and materials that need changing will be discussed in these reports.

Evaluating the Action Plan – At the end of the school year, when the TAKS scores for Reading arrive, an evaluation of the action plan will be conducted by the principal. The principal will evaluate what worked and what did not work in the plan. He will use quantitative and qualitative data to determine success of the action plan. The principal will share his evaluation of the action plan with staff and other stakeholders. This evaluation will be used as a instrument to implement further improvements for the next school year.

Lessons Learned - Week 2

The video interviews with leading Texas educators was of benefit to me. From Dr. Briseno, I learned that a leader must make decisions based on quantitative data. In other words, numbers don’t lie, and data must be the most important information from which to make decisions. As well, I came to know that teachers training other teachers is the most palatable way for faculty members to receive staff development. Dr. Briseno insisted that most teachers do not want to learn about teaching methods from administrators or principals. And, finally, I learned that if one has an area of interest for action research, it is important to tap into the wealth of information available and read up on the topic. The Internet and educational journals are a great place to generate ideas to help solve one’s own problems.

From Dr. Lewis, I have come to understand that a hot topic for action research is in the area of staff development. He stated that changing the delivery of instruction was the most important change necessary in his district. As well, I learned that making the core curriculum more rigorous and relevant for students is of utmost importance. Students require a curriculum that will help them to gain a deeper understanding of the world around them, and, an improved curriculum must have as its goal the development of students’ critical thinking skills. Finally, I learned that reading research that others have provided about specific topics is important when one is thinking about one’s own areas of concern. However, Dr. Lewis maintained that, in order to truly increase student achievement, one must find and apply the practical information from action research that will be useful to one’s district, school or classroom.

My Introduction to Action Research

I have learned that action research is an important tool for school improvement in the 21st Century. Administrators, as well as teachers, can use action research to turn around failing schools and to enhance the learning of students in successful school settings. Action research can be defined as the study of one’s own administrative, or teaching practice, and, taking action for change based on the study that one has been engaged. Practitioners of action research look for worthwhile change to make in the school setting, engage in reflection , pose questions, collect data, analyze data, read relevant literature, and make important changes in teaching and learning.

I have also learned that, unlike traditional educational research, action research is an excellent way for educators to tackle the immediate concerns in one's own school. Action research engages administrators and teachers to design, collect data and interpret data around their own questions. And, unlike traditional research, theories and knowledge are grounded in the realities of the school situation.

Action research is a practical tool for administrators and teachers to use to address the problems in their own schools. These concerns can include, but are not limited to, curriculum standards, achievement benchmarks, questions of cultural background and immigration status, income disparities, physical and mental disabilities and students with learning disabilities. These challenging problems can be solved with action research.

Blogs create the opportunity for administrators and teachers to discuss topics of concern. With a blog, educators are able to share their thoughts and opinions about school issues. Through blogs, educators have time to be reflective professionals. Also, blogs can help administrators and teachers work together for a given action research study topic by allowing them to network and conference.