The year has been flying by and we are now at the midway point of the school year. The teachers are giving their middle of the school year TPRI exams now and will be giving the DRA2 when they get back in January.
The teachers that I have talked to about the assessment are liking the new TPRI better than the old one. I'm hoping that they find they are getting more information from this new assessment and that it is more useful.
I have sent off flip books to the print shop to give out during phonological awareness workshops in January and have been planning what to teach at these workshops. I have also been monitoring how teachers are doing with progress monitoring for RtI.
I want to try and get into the classrooms more to see how the students are doing so that I can give more productive feedback.
I think things are really going well though.
I can't wait to see the changes!
Wednesday, December 8, 2010
Monday, November 8, 2010
First steps towards improvement
This last week we took the first steps towards improving the reading of our students in kindergarten and first grade. The teachers had to look at their TPRI and DRA2 data (depending on their grade level). Then they had to look for the areas in which their students struggled the most. The teachers came to a consensus that the areas in which our students struggle the most is phonolgoical awareness. We came up with activities and a plan to try and meet these goals. One of our issues is that many of the teachers do not fully undestand what phonological awareness entails. The other literacy coach and I have met with the instructional strategist for our campus and decided to pui\t on a series of workshops for the teachers where they create activities or an activity file for teaching the various levels of the phonological awareness continuum to their students. This will go in phases so that the teachers can learn what to do as well as get the resources needed to address the needs of the students. It should be beneficial. I'm looking forward to getting feedback from the teachers on what they think about the workshops.
Friday, October 22, 2010
the data says it all...
The data from the TPRI and the DRA2 have all been collected. Everything has been put onto a color coded grid showing areas of weakness for students. This past Wednesday we met as a faculty and discussed the results in a general manner as well as the usefulness of the data. It ended up being a great discussion with many teachers concerned and starting to think about what can be done. Now I am planning on meeting with each teacher individually to go over their test results and determine areas of weakness for them as well as students that need the most help. This is coming at a great time because with our SMART goals process we are also looking at the data to create a grade level SMART goal. This should help with that process.
Friday, September 24, 2010
The first step...
Yesterday was the first step in my action research plan. I sat down with every grade level and instructed them on how to do the TPRI as well as informing them that they will be a part of my action research project. I explained the reasons why and what I wanted to accomplish by doing this project. The kindergarten teachers were very supportive of the project and saw the importance of doing the project. The first grade teachers were split. Half were supportive and saw the importance of doing the project. The other half were stuck on the idea of the time that will be needed to perform the assessments without being able to have someone cover their classes and the fact that this is more time away from their students. I stressed the benefits that will come from the assessments to them. I am hoping once they see what can be done with their assessment data their attitudes will change. On Monday the testing begins....
Saturday, September 18, 2010
Getting ready to start
TPRI boxes finally came in this last week. I got them placed in my classroom and will be training the teachers on how to use the new TPRI kits this next week. I turned in my plan to the principal during my class and she gave it an okay. I reminded her this last week that I will be training the teachers. I also sent my plan to the Instructional Coach for our campus so that she would know what is happening. Now this weekend I plan to review the TPRI once more before presenting it and using this time to introduce the topic as well as to teach the teachers what the new TPRI is all about. I hope I will not be too boring in my presentation and that the teachers will see the importance of administering the test and then using it. This has been a problem in the past. I am really wanting to get past this. So today I will take a deep breath and then I will plan on digging into my presentation.
Saturday, August 21, 2010
week 5 reflections
This class was very informative. When I started this class I was worried about
what it was going to be like because my definition of research was linked to the
old definition where someone else learned something that I read about and then
tried to fit into my situation. This class taught me that instead, research, "focuses
on the concerns of practitioners and engages practitioners in the design, data
collection, and interpretation of data around their question." (Dana, 2009, p.5) The
lectures were helpful in setting the stage for how to proceed with the research
plan. I really enjoyed the fact that the lectures stated what each step was
to doing the research. This made me more confident that I was completing the
assignment correctly. Also, the lectures spelled out expectations for
assignments. This was great because it helped me to identify what I needed to do
on my assignment.
The readings for this class were also helpful. The Dana book was helpful because
it started out by first identifying the definition of action research along with
identifying examples of action research that takes place. This was helpful in
helping to assuage any fears that I had about the project because it helped me
understand that I am already doing research in my current position, but that I was
going to learn to do it better and more effectively. The section of the book about
collecting data was also helpful. There were many ideas of ways that data can be
collected. This was helpful because some of the data collection methods I had
not thought of before reading this book. How to share my research was helpful
because since this is something new to me, I had not considered all of the
methods of informing others about what I learn in my research. This will help me
to share my research more effectively and to do a better job of doing so. The
quality indicators in the Dana text were helpful because they gave me ideas of
questions that I can ask at all stages of my research in order to ensure that my research is done effectively and without bias. Also, I can use these quality
indicators whenever I approach some research to judge whether or not it is
reliable and trustworthy to use in my learning as a leader.
The Harris text was helpful because it went through the steps of research. I have
gone through this type of process before with the SMART goals team, but I really
liked this book because it took the process step by step. I especially liked this
book because of the many resources in the book. The templates were great for
planning out my research plan. It made it easier to plan what needed to be done
and to follow the steps. Also, the different strategies for continuing in growth
were very helpful. It was great to learn about these strategies. I plan on using
them when I do this action research plan as well as others. I think they will be
invaluable in making sure that my plan is a success.
In this class I also did many searches on topics. I searched early literacy, parental
involvement, and I also searched teaching English Language Learners. All of
these searches helped to peak my interest on these subjects. I found some
interesting websites and articles that helped me to learn a little bit more about
each one of these topics. I learned about some great resources that are available
on these topics that I can use in the future.
I think I learned the most from the assignments that I did for this class. I learned
how to create an action plan that is sequential and included all of the important
components of a good action plan. I think this will help me in the future to not feel
apprehensive when it comes to doing research projects. I will already have
experience writing plans and developing them.
The discussion board and the blogs were the second most helpful thing about
this class. It allowed me to have a place to be reflective about what I was doing
and to express my thoughts and feelings about what I was learning. I liked the
fact that I could receive feedback from classmates about topics on the discussion
board. It validated my thoughts and helped me to see things that I might not have
seen or thought about before. The blog was a different way for me to reflect and
still is available for me and people of like topics to share what we learn and
bounce ideas off of each other. I look forward to using the blog throughout my
action research to improve my project. Overall, I learned a great deal about action
research in this class that I intend to continue as I do my own action research
projects during my career as an educator.
Dana, Nancy Fichtman (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.
what it was going to be like because my definition of research was linked to the
old definition where someone else learned something that I read about and then
tried to fit into my situation. This class taught me that instead, research, "focuses
on the concerns of practitioners and engages practitioners in the design, data
collection, and interpretation of data around their question." (Dana, 2009, p.5) The
lectures were helpful in setting the stage for how to proceed with the research
plan. I really enjoyed the fact that the lectures stated what each step was
to doing the research. This made me more confident that I was completing the
assignment correctly. Also, the lectures spelled out expectations for
assignments. This was great because it helped me to identify what I needed to do
on my assignment.
The readings for this class were also helpful. The Dana book was helpful because
it started out by first identifying the definition of action research along with
identifying examples of action research that takes place. This was helpful in
helping to assuage any fears that I had about the project because it helped me
understand that I am already doing research in my current position, but that I was
going to learn to do it better and more effectively. The section of the book about
collecting data was also helpful. There were many ideas of ways that data can be
collected. This was helpful because some of the data collection methods I had
not thought of before reading this book. How to share my research was helpful
because since this is something new to me, I had not considered all of the
methods of informing others about what I learn in my research. This will help me
to share my research more effectively and to do a better job of doing so. The
quality indicators in the Dana text were helpful because they gave me ideas of
questions that I can ask at all stages of my research in order to ensure that my research is done effectively and without bias. Also, I can use these quality
indicators whenever I approach some research to judge whether or not it is
reliable and trustworthy to use in my learning as a leader.
The Harris text was helpful because it went through the steps of research. I have
gone through this type of process before with the SMART goals team, but I really
liked this book because it took the process step by step. I especially liked this
book because of the many resources in the book. The templates were great for
planning out my research plan. It made it easier to plan what needed to be done
and to follow the steps. Also, the different strategies for continuing in growth
were very helpful. It was great to learn about these strategies. I plan on using
them when I do this action research plan as well as others. I think they will be
invaluable in making sure that my plan is a success.
In this class I also did many searches on topics. I searched early literacy, parental
involvement, and I also searched teaching English Language Learners. All of
these searches helped to peak my interest on these subjects. I found some
interesting websites and articles that helped me to learn a little bit more about
each one of these topics. I learned about some great resources that are available
on these topics that I can use in the future.
I think I learned the most from the assignments that I did for this class. I learned
how to create an action plan that is sequential and included all of the important
components of a good action plan. I think this will help me in the future to not feel
apprehensive when it comes to doing research projects. I will already have
experience writing plans and developing them.
The discussion board and the blogs were the second most helpful thing about
this class. It allowed me to have a place to be reflective about what I was doing
and to express my thoughts and feelings about what I was learning. I liked the
fact that I could receive feedback from classmates about topics on the discussion
board. It validated my thoughts and helped me to see things that I might not have
seen or thought about before. The blog was a different way for me to reflect and
still is available for me and people of like topics to share what we learn and
bounce ideas off of each other. I look forward to using the blog throughout my
action research to improve my project. Overall, I learned a great deal about action
research in this class that I intend to continue as I do my own action research
projects during my career as an educator.
Dana, Nancy Fichtman (2009). Leading with passion and knowledge: The principal as action Researcher. Thousand Oaks, CA: Corwin Press.
Friday, August 6, 2010
Action Research Plan version 2
Action Research Plan on Early Literacy
The topic of early literacy skills was chosen for action research because at our school the kindergartners and first graders are consistently performing below grade level on their DRA2 assessment. In Kindergarten at the end of the school year 70% of our students were below grade level on the DRA2. In first grade, 64% of our students were considered below grade level on the DRA2 level. This is a trend that is getting worse as the years continue instead of improving. The action research questions that address possible areas for action research are:
(1) What areas of reading are the areas in which our kindergartners and first graders struggle the most in learning to read?
(2) What research based practices can our teachers use in order to meet the needs of our struggling kindergartners and first graders in order to get them to be successful readers that read at or above grade level as prescribed by the school district?
(3) How does teaching to the identified greatest area of need in reading impact other areas of reading ability in the kindergarten and first grade teachers that are involved in the study?
The reason for doing action research on this topic is to identify gaps in the learning of students at the kindergarten and first grade level in reading instruction and to meet the needs of these students by providing teachers with research based strategies that will address these deficit areas and give the students the strategies and skills needed to be successful readers. This is important to study because reading affects every area of learning. If a student is not a successful reader, he or she will most likely have a problem in other areas because of the integral part that reading plays in all subjects. I think that if this area of study is addressed and a specific area of weakness is found then the best practices that are identified for this area of weakness can be used to help the students to be better readers. Improvement in one area of reading will help to improve the other areas of reading as well, and then our students should be more successful readers. When the students are more successful readers, they will enjoy it more and they will hopefully become lifetime readers and hopefully that will lead to more success in school overall.
Goals and objectives/outcomes of the research investigation: The goal of this action research project is to identify the areas of reading in which our students in kindergarten and first grade struggle the most and to address those needs using research based practices. When these practices are put into place it is expected that the students in kindergarten and first grade will become more successful readers and will be able to meet the district set standards for being successful readers. This means that the students in kindergarten will end the school year reading on DRA2 level 4 in May and the first graders will end the school year reading on DRA2 level 18 by the end of the school year. The goal is also for these kindergarten and first grade students to receive a rating of developed on the TPRI assessment for their grade level.
Activities designed to achieve the objectives: This action research project will begin with an information meeting September 27th. Then the students will take assessments that are given individually by the classroom teacher beginning on October 4, 2010. These assessments will test phonological awareness, phonics, vocabulary, comprehension, and fluency. The assessments that will be used will be the TPRI and the DRA2. Once the assessments have been completed, the data will be compiled and I will look at the data in order to identify an area of deficiency in one of these five areas of reading. Once an area has been identified, research based strategies will be identified that will address this need in the students. The teachers of the grade levels along with administrators and me will meet to identify the strategy or strategies that we feel will best meet the needs of our students. The teachers will be trained in using this strategy or strategies and go back to the classroom to put them into practice. I will meet with the teachers every six weeks to allow for time to evaluate how the teachers feel the program is working and whether or not the strategies need to be adjusted for the students. The students will be assessed three times a year using the DRA2, and the TPRI. The data from these assessments will be used in the meetings as data for influencing decision making. At the end of the school year the assessment data will be compiled and the administrators, teachers, and me will get together to assess how effective this research has been in meeting the needs of the students.
Resources and research tools needed for data gathering: The resources and research tools that will be needed for gathering data on the action research project are the TPRI and the DRA2 at the appropriate grade level. There will also need to be a log for keeping track of meetings and decisions made about the instruction of the students. Another tool that I can use will be a resource that contains research based strategies for meeting the needs of students in each of the important areas of reading. This information can be found in the Master Reading Teacher Certification binders and books that I obtained this summer in my Certification class.
Timeline for completion or implementation of activities: An assessment timeline consists of dates for the various activities that will help to enact this research study. The timeline begins on the week of September 27, 2010 with an informative meeting to explain the action research project. Then on October 4, 2010 there will be beginning of the year assessments. The teachers will have two weeks to complete these assessments and will need to have them turned in to me by October 15, 2010. The middle of the year assessments will occur during the two week period that begins with January 10 and lasts until January 24, 2011. Assessment data will need to be turned in to me by January 24, 2011. The end of the year assessments will take place from May 2, 2011 until May 13, 2011. The data will need to be turned in to me by May 13, 2011. The first meeting will take place October 22, 2010 in order to identify an area of need. From October 22, 2010 until October 29, 2010 will be used to gather research based strategies. A meeting will be held on November 2, 2010 in order for the group to come to a consensus on what strategies they would like to use first. November 4, 2010 will be used to teach the strategies to the teachers and instruct them on expectations. Meetings will be held every six weeks until the end of the school year to review how things are going. January 27, 2011 the teachers will meet after the mid-year assessment to evaluate how things are going and see if any changes need to be made. Data from this meeting will be given to administrators. Meetings will continue every three weeks after this meeting. The last assessment data is due May 13, 2011. There will be a meeting May 18, 2011 to review the research and reflect on the process. Teachers will be interviewed on how they think the process went and will be asked for suggestions for the future. The data and the interview responses will be given to administrators in order to let them know how things went in the study. At this meeting student data will be used to plan instruction for the next year for kindergarten and for first grade.
Persons responsible for implementation of the action research plan: I will be running the action research project. I will lead the meetings and the project. I will provide all necessary materials and I will facilitate the meetings and decision making that occurs. All data will be turned in to the principal to keep her updated on what is happening and any findings. The teachers of kindergarten and first grade will assess their students and provide them with instruction using the practices that have been researched. These teachers will also be interviewed for their input and will help in the decision making based on what they experience and see in their classrooms. The principal will review the data and make any suggestions she deems necessary. She will provide support for the program in the school.
Process for monitoring the achievement of goals and objectives: In order to monitor the achievement of the goals and objectives of this research project, I will meet with the teachers and the administrator regularly. A journal or log will be compiled that outlines the steps that were taken and the reasons behind the decision making. All data from the assessments will be turned in to me so that I can compile it into a format that determines how successful the project was in meeting the desired goals and objectives.
Assessment instrument(s) to evaluate the effectiveness of the action research study: The assessment instruments that will be used to evaluate the effectiveness of the action research study are the TPRI and the DRA2. If the students are considered to be on grade level on the TPRI, they will be scored as developed in their grade level. If the students are to be considered on grade level for DRA2, they will have to meet or exceed standards set by the school district. For kindergarten, this means obtaining a DRA2 score of 4 by the end of the school year. For first grade, this means obtaining a DRA2 score of 18 by the end of the school year. Teacher interviews will also be used in order to gain insight into what the teachers saw and experienced in the classroom as to the effectiveness, usefulness, and practicality of the practices that were used during the school year.
OUTCOMES ACTIVITIES RESOURCES/ RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE
Establish understanding of plan Meet with the teachers to explain action research plan Data from previous years Terry Boyd and Classroom Teachers September 27, 2010
Baseline data for determining area(s) of need Pre-assessment TPRI- K & 1st grade
DRA2-1st grade
Classroom teachers will complete assessments
Terry Boyd will compile data into grid October 4-October 15, 2010
Area(s) of need identified Meet and collaborate with kindergarten and first grade teachers to identify area of need in reading. Data from beginning of the year assessments Classroom teachers
Terry Boyd
*Data turned in to administration October 22, 2010
Research based strategy bank Research possible strategies to meet deficit area of students Master Reading Teacher materials containing research based strategies Terry Boyd October 22-29, 29, 2010
Agreed upon research based strategy Meet with teachers to gain consensus on strategy to use for identified need. Research based strategies bank created from MRT resources Classroom teachers and Terry Boyd
*strategy turned in to administration November 2,2010
Establish criteria and expectations and instruct on research based strategy Meet with teachers to establish expectations and instruct on the proper use of the agreed upon strategy Research based strategy and materials for instruction Classroom teachers and Terry Boyd November
4, 2010
Collaboration and Communication Meet with teachers to discuss concerns and questions that arise from implementation Classroom teachers and Terry Boyd Every six weeks until
End of the program and/or as need arises in informal checks with teachers in passing
Data for evaluation of best practice and revaluation of program Midyear assessment TPRI-K
DRA2- K & 1st grade Classroom teachers will complete assessments
Terry Boyd will compile data into grid
*data turned in to administration 1/10/2011-1/24/2011
Data for evaluation of best practice End of year assessment TPRI-K & 1st grade
DRA2- K & 1st grade Classroom teachers will complete assessments
Terry Boyd will compile data into grid
*data turned in to administration 5/2/2011-5/13/2011
Interviews from teachers on success/failures of strategy and ideas for improved results Evaluate data and program revaluate process and strategy for future use Data from assessments
Interview questionnaire
Classroom teachers and Terry Boyd
*data turned in to administration 5/18/2011
Plan for next year Meet with teachers and administration. Present data and findings and decide plan for the 2011-2012 school year. SIP or PIP form
Data from assessments
Findings from study prepared in presentation format Classroom teachers and Terry Boyd
Administrators 5/23/2011
*Remember, the Action Research Plan is the framework or blueprint for your Action Research Project that may take several courses, and months, to complete. One of the major goals of EDLD 5301 is to provide this blueprint to assist you in implementing, monitoring and assessing your Action Research Project process and product.
Report and Dissemination of SIP/PIP Findings, Implications and Recommendations: Students will be asked to develop a School Improvement Action Plan Report for your Final Comprehensive Report in EDLD 5398. This report should also address the findings, implications and recommendations from your action research. The report should also provide
The topic of early literacy skills was chosen for action research because at our school the kindergartners and first graders are consistently performing below grade level on their DRA2 assessment. In Kindergarten at the end of the school year 70% of our students were below grade level on the DRA2. In first grade, 64% of our students were considered below grade level on the DRA2 level. This is a trend that is getting worse as the years continue instead of improving. The action research questions that address possible areas for action research are:
(1) What areas of reading are the areas in which our kindergartners and first graders struggle the most in learning to read?
(2) What research based practices can our teachers use in order to meet the needs of our struggling kindergartners and first graders in order to get them to be successful readers that read at or above grade level as prescribed by the school district?
(3) How does teaching to the identified greatest area of need in reading impact other areas of reading ability in the kindergarten and first grade teachers that are involved in the study?
The reason for doing action research on this topic is to identify gaps in the learning of students at the kindergarten and first grade level in reading instruction and to meet the needs of these students by providing teachers with research based strategies that will address these deficit areas and give the students the strategies and skills needed to be successful readers. This is important to study because reading affects every area of learning. If a student is not a successful reader, he or she will most likely have a problem in other areas because of the integral part that reading plays in all subjects. I think that if this area of study is addressed and a specific area of weakness is found then the best practices that are identified for this area of weakness can be used to help the students to be better readers. Improvement in one area of reading will help to improve the other areas of reading as well, and then our students should be more successful readers. When the students are more successful readers, they will enjoy it more and they will hopefully become lifetime readers and hopefully that will lead to more success in school overall.
Goals and objectives/outcomes of the research investigation: The goal of this action research project is to identify the areas of reading in which our students in kindergarten and first grade struggle the most and to address those needs using research based practices. When these practices are put into place it is expected that the students in kindergarten and first grade will become more successful readers and will be able to meet the district set standards for being successful readers. This means that the students in kindergarten will end the school year reading on DRA2 level 4 in May and the first graders will end the school year reading on DRA2 level 18 by the end of the school year. The goal is also for these kindergarten and first grade students to receive a rating of developed on the TPRI assessment for their grade level.
Activities designed to achieve the objectives: This action research project will begin with an information meeting September 27th. Then the students will take assessments that are given individually by the classroom teacher beginning on October 4, 2010. These assessments will test phonological awareness, phonics, vocabulary, comprehension, and fluency. The assessments that will be used will be the TPRI and the DRA2. Once the assessments have been completed, the data will be compiled and I will look at the data in order to identify an area of deficiency in one of these five areas of reading. Once an area has been identified, research based strategies will be identified that will address this need in the students. The teachers of the grade levels along with administrators and me will meet to identify the strategy or strategies that we feel will best meet the needs of our students. The teachers will be trained in using this strategy or strategies and go back to the classroom to put them into practice. I will meet with the teachers every six weeks to allow for time to evaluate how the teachers feel the program is working and whether or not the strategies need to be adjusted for the students. The students will be assessed three times a year using the DRA2, and the TPRI. The data from these assessments will be used in the meetings as data for influencing decision making. At the end of the school year the assessment data will be compiled and the administrators, teachers, and me will get together to assess how effective this research has been in meeting the needs of the students.
Resources and research tools needed for data gathering: The resources and research tools that will be needed for gathering data on the action research project are the TPRI and the DRA2 at the appropriate grade level. There will also need to be a log for keeping track of meetings and decisions made about the instruction of the students. Another tool that I can use will be a resource that contains research based strategies for meeting the needs of students in each of the important areas of reading. This information can be found in the Master Reading Teacher Certification binders and books that I obtained this summer in my Certification class.
Timeline for completion or implementation of activities: An assessment timeline consists of dates for the various activities that will help to enact this research study. The timeline begins on the week of September 27, 2010 with an informative meeting to explain the action research project. Then on October 4, 2010 there will be beginning of the year assessments. The teachers will have two weeks to complete these assessments and will need to have them turned in to me by October 15, 2010. The middle of the year assessments will occur during the two week period that begins with January 10 and lasts until January 24, 2011. Assessment data will need to be turned in to me by January 24, 2011. The end of the year assessments will take place from May 2, 2011 until May 13, 2011. The data will need to be turned in to me by May 13, 2011. The first meeting will take place October 22, 2010 in order to identify an area of need. From October 22, 2010 until October 29, 2010 will be used to gather research based strategies. A meeting will be held on November 2, 2010 in order for the group to come to a consensus on what strategies they would like to use first. November 4, 2010 will be used to teach the strategies to the teachers and instruct them on expectations. Meetings will be held every six weeks until the end of the school year to review how things are going. January 27, 2011 the teachers will meet after the mid-year assessment to evaluate how things are going and see if any changes need to be made. Data from this meeting will be given to administrators. Meetings will continue every three weeks after this meeting. The last assessment data is due May 13, 2011. There will be a meeting May 18, 2011 to review the research and reflect on the process. Teachers will be interviewed on how they think the process went and will be asked for suggestions for the future. The data and the interview responses will be given to administrators in order to let them know how things went in the study. At this meeting student data will be used to plan instruction for the next year for kindergarten and for first grade.
Persons responsible for implementation of the action research plan: I will be running the action research project. I will lead the meetings and the project. I will provide all necessary materials and I will facilitate the meetings and decision making that occurs. All data will be turned in to the principal to keep her updated on what is happening and any findings. The teachers of kindergarten and first grade will assess their students and provide them with instruction using the practices that have been researched. These teachers will also be interviewed for their input and will help in the decision making based on what they experience and see in their classrooms. The principal will review the data and make any suggestions she deems necessary. She will provide support for the program in the school.
Process for monitoring the achievement of goals and objectives: In order to monitor the achievement of the goals and objectives of this research project, I will meet with the teachers and the administrator regularly. A journal or log will be compiled that outlines the steps that were taken and the reasons behind the decision making. All data from the assessments will be turned in to me so that I can compile it into a format that determines how successful the project was in meeting the desired goals and objectives.
Assessment instrument(s) to evaluate the effectiveness of the action research study: The assessment instruments that will be used to evaluate the effectiveness of the action research study are the TPRI and the DRA2. If the students are considered to be on grade level on the TPRI, they will be scored as developed in their grade level. If the students are to be considered on grade level for DRA2, they will have to meet or exceed standards set by the school district. For kindergarten, this means obtaining a DRA2 score of 4 by the end of the school year. For first grade, this means obtaining a DRA2 score of 18 by the end of the school year. Teacher interviews will also be used in order to gain insight into what the teachers saw and experienced in the classroom as to the effectiveness, usefulness, and practicality of the practices that were used during the school year.
OUTCOMES ACTIVITIES RESOURCES/ RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE
Establish understanding of plan Meet with the teachers to explain action research plan Data from previous years Terry Boyd and Classroom Teachers September 27, 2010
Baseline data for determining area(s) of need Pre-assessment TPRI- K & 1st grade
DRA2-1st grade
Classroom teachers will complete assessments
Terry Boyd will compile data into grid October 4-October 15, 2010
Area(s) of need identified Meet and collaborate with kindergarten and first grade teachers to identify area of need in reading. Data from beginning of the year assessments Classroom teachers
Terry Boyd
*Data turned in to administration October 22, 2010
Research based strategy bank Research possible strategies to meet deficit area of students Master Reading Teacher materials containing research based strategies Terry Boyd October 22-29, 29, 2010
Agreed upon research based strategy Meet with teachers to gain consensus on strategy to use for identified need. Research based strategies bank created from MRT resources Classroom teachers and Terry Boyd
*strategy turned in to administration November 2,2010
Establish criteria and expectations and instruct on research based strategy Meet with teachers to establish expectations and instruct on the proper use of the agreed upon strategy Research based strategy and materials for instruction Classroom teachers and Terry Boyd November
4, 2010
Collaboration and Communication Meet with teachers to discuss concerns and questions that arise from implementation Classroom teachers and Terry Boyd Every six weeks until
End of the program and/or as need arises in informal checks with teachers in passing
Data for evaluation of best practice and revaluation of program Midyear assessment TPRI-K
DRA2- K & 1st grade Classroom teachers will complete assessments
Terry Boyd will compile data into grid
*data turned in to administration 1/10/2011-1/24/2011
Data for evaluation of best practice End of year assessment TPRI-K & 1st grade
DRA2- K & 1st grade Classroom teachers will complete assessments
Terry Boyd will compile data into grid
*data turned in to administration 5/2/2011-5/13/2011
Interviews from teachers on success/failures of strategy and ideas for improved results Evaluate data and program revaluate process and strategy for future use Data from assessments
Interview questionnaire
Classroom teachers and Terry Boyd
*data turned in to administration 5/18/2011
Plan for next year Meet with teachers and administration. Present data and findings and decide plan for the 2011-2012 school year. SIP or PIP form
Data from assessments
Findings from study prepared in presentation format Classroom teachers and Terry Boyd
Administrators 5/23/2011
*Remember, the Action Research Plan is the framework or blueprint for your Action Research Project that may take several courses, and months, to complete. One of the major goals of EDLD 5301 is to provide this blueprint to assist you in implementing, monitoring and assessing your Action Research Project process and product.
Report and Dissemination of SIP/PIP Findings, Implications and Recommendations: Students will be asked to develop a School Improvement Action Plan Report for your Final Comprehensive Report in EDLD 5398. This report should also address the findings, implications and recommendations from your action research. The report should also provide
Tuesday, August 3, 2010
CARE MODEL
The CARE Model review will provide you with a strong rationale and framework to enrich your Action Research Plan conference with your site supervisor.
Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs
Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Students need to be successful in reaching their grade level goals for reading. (3 least important)
2. Teachers need to learn strategies that will improve their instruction. (2)
3. Students need to improve their reading skills in order to become better readers. – 1 most important)
Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)Rankings are in parenthesis after each item.
1. Teachers are teaching the curriculum that they are presented in our district. (3)
2. Students are being taught in a non threatening environment that encourages taking risks. (1)
3. Teachers are eager for their students to be successful in the attainment of reading skills. (2)
SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)Rankings are in parenthesis after each item.
1. The kindergarten and first grade teachers will implement the best practice that is chosen to meet the greatest area of need of their students for at least 30 minutes a week every week of the action research project. (3)
2. 80% of all kindergartners and first graders will achieve a test rating of developed on the TPRI assessment at the end of the 2010 -2011 school year. (1)
3. 50% of all kindergartners and 80% of all first graders will achieve a rating of on grade level or above on the DRA2 assessment at the end of the 2010-2011 school year. (Kindergarten- level 4; First grade – level- 18) (2)
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. The implementation of the best practice will be evaluated by observations of the teachers and discussions in small groups about the effective implementation of the practice. Meetings involving the discussion of effective implementation will occur at minimum once every six weeks. Observations of the implementation of the practice will occur at least once every six weeks.
2. The evaluation of the implementation of the goal of 80% developed rating on the TPRI will be evaluated midyear and end of year on the TPRI as well as teacher using CBMs every 3 weeks if warranted.
3. The evaluation of the implementation of the goal of 50% of kindergartners reaching grade level and 80% of first graders reaching grade level will be evaluated at midyear and end of year on the DRA2 assessment and every 6 weeks using a fluency probe
Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs
Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Students need to be successful in reaching their grade level goals for reading. (3 least important)
2. Teachers need to learn strategies that will improve their instruction. (2)
3. Students need to improve their reading skills in order to become better readers. – 1 most important)
Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)Rankings are in parenthesis after each item.
1. Teachers are teaching the curriculum that they are presented in our district. (3)
2. Students are being taught in a non threatening environment that encourages taking risks. (1)
3. Teachers are eager for their students to be successful in the attainment of reading skills. (2)
SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)Rankings are in parenthesis after each item.
1. The kindergarten and first grade teachers will implement the best practice that is chosen to meet the greatest area of need of their students for at least 30 minutes a week every week of the action research project. (3)
2. 80% of all kindergartners and first graders will achieve a test rating of developed on the TPRI assessment at the end of the 2010 -2011 school year. (1)
3. 50% of all kindergartners and 80% of all first graders will achieve a rating of on grade level or above on the DRA2 assessment at the end of the 2010-2011 school year. (Kindergarten- level 4; First grade – level- 18) (2)
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. The implementation of the best practice will be evaluated by observations of the teachers and discussions in small groups about the effective implementation of the practice. Meetings involving the discussion of effective implementation will occur at minimum once every six weeks. Observations of the implementation of the practice will occur at least once every six weeks.
2. The evaluation of the implementation of the goal of 80% developed rating on the TPRI will be evaluated midyear and end of year on the TPRI as well as teacher using CBMs every 3 weeks if warranted.
3. The evaluation of the implementation of the goal of 50% of kindergartners reaching grade level and 80% of first graders reaching grade level will be evaluated at midyear and end of year on the DRA2 assessment and every 6 weeks using a fluency probe
Thursday, July 29, 2010
Action Plan for Action Research- Week 3
| SCHOOL VISION: |
The District, through a model of shared decision-making involving students, parents, and community members, shall provide an opportunity for all students to develop academic skills, future career readiness, social and civic responsibility and to become contributing members of our society.
GOAL:
The goal of this action research project is to identify the area of reading in which our students in kindergarten and first grade struggle the most and to address that need using research based practices. When these practices are put into place it is expected that the students in kindergarten and first grade will become more successful readers and will be able to meet the district set standards for being successful readers. This means that the students in kindergarten will end the school year reading on DRA2 level 4 in May and the first graders will end the school year reading on DRA2 level 18 by the end of the school year. The goal is also for these kindergarten and first grade students to receive a rating of developed on the TPRI assessment for their grade level.
| OUTCOMES | ACTIVITIES | RESOURCES/ RESEARCH TOOLS NEEDED | RESPONSIBILITY TO ADDRESS ACTIVITIES | TIME LINE | Benchmarks/ ASSESSMENT | Revisions to SIP/PIP based on monitoring and assessments |
| Baseline data for determining area of need | Pre=assessment | TPRI- K & 1st grade DRA2-1st grade | Classroom teachers will complete assessments Terry Boyd will compile data into grid | 9/7/2010-9/21/2010 | | |
| Area of need identified | Meet with kindergarten and first grade teachers to identify area of need in reading. | Data from beginning of the year assessments | Classroom teachers Terry Boyd *Data turned in to administration | 9/24/2010 | | |
| Research based strategy bank | Research possible strategies to meet deficit area of students | Master Reading Teacher materials containing research based strategies | Terry Boyd | 9/24/2010 -10/8/2010 | | |
| Agreed upon research based strategy | Meet with teachers to gain consensus on strategy to use for identified need. | Research based strategies bank created from MRT resources | Classroom teachers and Terry Boyd *strategy turned in to administration | 10/8/2010 | | |
| Establish criteria and expectations and instruct on research based strategy | Meet with teachers to establish expectations and instruct on the proper use of the agreed upon strategy | Research based strategy and materials for instruction | Classroom teachers and Terry Boyd | 10/13/2010 | | |
| Collaboration and Communication | Meet with teachers to discuss concerns and questions that arise from implementation | | Classroom teachers and Terry Boyd | Every three weeks until End of the program | | |
| Data for evaluation of best practice and revaluation of program | Midyear assessment | TPRI-K DRA2- K & 1st grade | Classroom teachers will complete assessments Terry Boyd will compile data into grid *data turned in to administration | 1/10/2011-1/24/2011 | | |
| Data for evaluation of best practice | End of year assessment | TPRI-K & 1st grade DRA2- K & 1st grade | Classroom teachers will complete assessments Terry Boyd will compile data into grid *data turned in to administration | 5/2/2011-5/13/2011 | | |
| Interviews from teachers on success/failures of strategy and ideas for improved results | Evaluate data and program revaluate process and strategy for future use | Data from assessments Interview questionnaire | Classroom teachers and Terry Boyd *data turned in to administration | 5/18/2011 | | |
*Remember, the Action Research Plan is the framework or blueprint for your Action Research Project that may take several courses, and months, to complete. One of the major goals of EDLD 5301 is to provide this blueprint to assist you in implementing, monitoring and assessing your Action Research Project process and product.
Saturday, July 17, 2010
Week 2 musings....
I have been working on my week 2 assignment today. I thought that the interviews with the leaders of school districts were very helpful. They all had some important advice to anyone doing research. I think that it is important to listen to people who have already done what we are doing now. These administrators have already been through the research class, and the advice that they give is a result of experience. I especially liked it when Dr. Lewis said to make sure that whatever you study is something that interests you and that will apply to your situation. So many times in the past as a student people have asked me to do research on something that I had no interest in doing. I always had a hard time with doing the research because it was something that interested the teacher and not me. Also, I didn't always see its importance to me. If I research something that will benefit me, my students, and/or my school in the future, I will see a need for it and a real purpose. I will not feel like I am wasting time doing an assignment for the sake of doing an assignment.
Also, Dr. Chargois had an important point when he talked about the importance of doing research in our classrooms. So many times we are handed data or resources and told to use it in our rooms. It might not apply to our situation, or it may only apply in limited amounts. If the classroom teacher is doing research and adjusting what he or she is doing along the way based on results then the situation is more beneficial to the students and the teacher and everyone involved benefits. They don't see what they are doing as a waste of time.
I look forward to doing my action research at our campus and making it something that the teachers see as useful and important. I think this will be a learning process that will be invaluable in my future career and it will help me when I am dealt different situations that need resolving.
Also, Dr. Chargois had an important point when he talked about the importance of doing research in our classrooms. So many times we are handed data or resources and told to use it in our rooms. It might not apply to our situation, or it may only apply in limited amounts. If the classroom teacher is doing research and adjusting what he or she is doing along the way based on results then the situation is more beneficial to the students and the teacher and everyone involved benefits. They don't see what they are doing as a waste of time.
I look forward to doing my action research at our campus and making it something that the teachers see as useful and important. I think this will be a learning process that will be invaluable in my future career and it will help me when I am dealt different situations that need resolving.
Thursday, July 15, 2010
This week I have learned a great deal about action research. I have learned the difference between action research and "traditional research". I have also learned the benefits of action research to the person doing the research and all stakeholders. I also learned the different places that action research occurs in an educational setting.
All of the reading that I did this week lessened my anxiety level about doing the action research. I had a real fear of doing this project because it has been such a long time since I had done a research paper. However, after doing the readings, I learned that I have already been doing action research at my campus. I already know some of the steps in the process and I have seen some real benefits from the process. I have been involved in the leadership team at the district level and at the campus level in my school district. We have looked at data about TAKS scores and have used the data to define our greatest area of need. We found that math was an issue at our school. We then looked at our TEKS and decided which TEKS the students were struggling with based on the disaggregation of test data. Using that data we found several areas that need improvement. We decided to focus on problem solving skills in math first. We looked at best practices and chose a strategy to teach school wide that would help our students whenever they are faced with a problem solving situation. We modeled and practiced, and have the students practice using the strategy that we found. We then looked at our test data the following year to see how successful the strategy was in meeting our need. We then decided to continue teaching the problem solving strategy as well as deciding to add another strategy to our repertoire in order to address another TEK that the students were struggling with on the TAKS test.
I think my going through this process already has helped me to better understand the process of action research. I found many benefits of this process and have real life experience going through each stage of the process.
Now I am not as stressed about going through the class I feel like I can breathe a little easier because I have some experience in doing action research. I also have seen the benefits of this process so I know from trial and error some things that were done that worked and some things that did not work so well at our campus.
I plan on using this action research in the area of literacy. I haven't decided if I want to do research on reaching the emergent readers and making sure that they have the basic skills needed for learning to read or if I want to address teaching the English language learners. I plan on looking at data from assessments that the students have been given as well as future assessments. I will look at the data in order to devise a plan of attack on an area of need. I will then use published data to find best practices and have the teachers implement these best practices. Once I have done this I will monitor the effectiveness of the strategies introduced and look at future assessments in order to see how the best practices introduced can be altered to improve instruction even more.
Educational leaders might use action research as my campus did in order to improve an area of the school that concerns them. This could be an achievement area where the students are struggling or an area that is a conflict between different groups involved with the school. I could see this as a positive way to make decisions that are informed and very beneficial to the campus. I think that by using action research the administrators can make better informed decisions because it takes into account situations unique to the school the administrator is in charge of leading.
All of the reading that I did this week lessened my anxiety level about doing the action research. I had a real fear of doing this project because it has been such a long time since I had done a research paper. However, after doing the readings, I learned that I have already been doing action research at my campus. I already know some of the steps in the process and I have seen some real benefits from the process. I have been involved in the leadership team at the district level and at the campus level in my school district. We have looked at data about TAKS scores and have used the data to define our greatest area of need. We found that math was an issue at our school. We then looked at our TEKS and decided which TEKS the students were struggling with based on the disaggregation of test data. Using that data we found several areas that need improvement. We decided to focus on problem solving skills in math first. We looked at best practices and chose a strategy to teach school wide that would help our students whenever they are faced with a problem solving situation. We modeled and practiced, and have the students practice using the strategy that we found. We then looked at our test data the following year to see how successful the strategy was in meeting our need. We then decided to continue teaching the problem solving strategy as well as deciding to add another strategy to our repertoire in order to address another TEK that the students were struggling with on the TAKS test.
I think my going through this process already has helped me to better understand the process of action research. I found many benefits of this process and have real life experience going through each stage of the process.
Now I am not as stressed about going through the class I feel like I can breathe a little easier because I have some experience in doing action research. I also have seen the benefits of this process so I know from trial and error some things that were done that worked and some things that did not work so well at our campus.
I plan on using this action research in the area of literacy. I haven't decided if I want to do research on reaching the emergent readers and making sure that they have the basic skills needed for learning to read or if I want to address teaching the English language learners. I plan on looking at data from assessments that the students have been given as well as future assessments. I will look at the data in order to devise a plan of attack on an area of need. I will then use published data to find best practices and have the teachers implement these best practices. Once I have done this I will monitor the effectiveness of the strategies introduced and look at future assessments in order to see how the best practices introduced can be altered to improve instruction even more.
Educational leaders might use action research as my campus did in order to improve an area of the school that concerns them. This could be an achievement area where the students are struggling or an area that is a conflict between different groups involved with the school. I could see this as a positive way to make decisions that are informed and very beneficial to the campus. I think that by using action research the administrators can make better informed decisions because it takes into account situations unique to the school the administrator is in charge of leading.
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