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.