Update on Action Research

At this time in my Action Research Project, I’ve completed three out of twelve steps. I chose to complete my Action Research Project on, “The Effectiveness and Benefits of Targeting 7^th Grade LEP Struggling Readers in Technology Based Intervention Reading Programs.” Since we’ve not met AYP for the second year, we’ve decided to target our LEP/ESL students in a Read180 or Achieve 3000 technology based reading intervention program classes. After two hours of discussing, adding, and improving my action planning template with my site mentor’s approval, we looked over the placement list and testing scores from the STAAR test, in addition to the Scholastic Reading Inventory test and Level Set test for lexile levels from the last given test at the end of 2012. I talked with the counselor regarding our 7^th  grade  LEP students and the available licenses needed to ensure these students will be in a Read180 class or enrolled in the Achieve 3000 database that is not as intense of an  intervention as Read180. We also discussed if this would be the appropriate placement for most. These discussions and data study with the principal, DI, and counselor has taken eight hours.  Mr. Gilliam and I administered the Scholastic Reading Inventory test through the Read180 database known as Scholastic Achievement Manager (SAM), which is a comprehensive online management system that collects and organizes student performance data. SAM gives teachers instant access to critical performance data that lets them correctly assess and place students, group and instruct by student needs, as well as monitor overall class progress. I’ve assisted the basic reading teachers in completing the Level Set test for Achieve 3000. We will not receive data for grouping and benchmark skills that need to be addressed until the students have completed four activities. Although, we have been able to examine the lexile levels in Achieve 3000, I am finding discrepancy between those lexiles and the lexile levels from the SRI testing. I will be conferring with the District Reading Coordinator about this issue next week. 

 

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Site Mentor Approval	Wendy Harris	August 2012-June 2013		Site mentors thoughts and suggestions
Placement of targeted struggling readers	Wendy Director of Instruction 7th grade Counselor	August	Student placement list Testing scores	Counselors thoughts and suggestions
Administer the Scholastic Reading inventory test and Set Level test	Wendy Classroom teacher	September	Computers Student ID Teachers to implement test	Databases Lexile test scores
Survey students on reading attitudes	Wendy	September	Survey monkey Computers	Results of survey

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Interview teachers regarding pros and cons of programs	Wendy Harris	October	Time Teacher perceptions	Teachers thoughts and suggestions
Research and monitor materials for differentiated instruction	Wendy	September 2012-May 2013	rBook Software Achieve 3000 database	Scholastic Achievement Manager – collects and organizes student performance data
Progress testing	Wendy Classroom teacher	December February May	Computers Student ID Teachers to implement test	Databases Lexile test scores
Skills testing	Wendy Classroom teachers	October December February April May	Computers Database	Scholastic Achievement Manager – collects and organizes student performance data

Action Planning Template
Goal: To review and research the two technology based reading programs for their effectiveness and benefits on 66 7th grade LEP students to increase literacy skills.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Student participation in lessons on database	Wendy Harris	September 2012- May 2013	Time Computers	Databases Observation Student conferences
Direct instruction of teachers	Wendy	September 2012-May 2013	rBook Software Achieve 3000 database	Observation Teacher conferences
Staff development for Read180 and Achieve 3000	Wendy Reading Coordinator	September December February	Materials Databases Student performance data	Student performance data
Final assessment and evaluations	Wendy Teachers Students	Ongoing	Survey monkey	Conferences Test

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

The Passions That Drive Your Journey

As I read through, The Passions That Drive Your Journey, I felt my head knotting up and down with agreement through all nine areas. At the end of this school year, my principal changed a veteran teacher's assignment and to say the least she was not a happy camper. Although, I am not sure if she had been in a long time. You could tell by her demeanor, relationship with the students, and ongoing efforts to stay within her "box" that she needed a change. So this school year through peer coaching, share sessions, and new team members, the VT was a whole new person. She seemed full of energy that poured out of her and into her students.

Analysis of How Educational Leaders Might Use Blogs

As educational leaders, we can use blogging to share our reflections and ideas which allow us to receive comments from others. We are able to discuss the research and other important information that we are currently engaged in, and learn from other educators’ feedback going through the same situations. Blogs can also be used to stay connected with the community and faculty by sharing upcoming events, newsletters to keep all stakeholders updated, and classroom and/or student successes.

My findings

I’ve learned that action research is the focus of looking into ones current practices and are motivated by the quest for improvement through research, collecting and analyzing data, making beneficial changes based on results, and sharing findings with other teachers and administrators. This allows practitioners to internalize and reflect on their practices, formulate and implement action strategies, analyze and evaluate the effects of these practices on all stakeholders, and consider ways of working differently. Teachers and administrators collaboratively work together to help each other in their professional development and are more likely to facilitate change based on the information and knowledge that they generate.

As a Campus Content Instructional Strategist, I will use my action research plan on literacy interventions targeting struggling readers by implementing and evaluating reading programs and improving teacher instruction in the reading classroom to gather information on how interventions improve literacy. What practices are working and not working, for me as a teacher and CCIS, and by sharing my findings with the reading teachers.  I will make my inquiry an ongoing process by continuously gathering and analyzing data to ensure that our instructional practices are improving, not only for my professional growth, for all learners in my school community.