Action Research Project Update

So far, I am on track with my action research project.  We are currently using data from our district benchmark assessments to guide instruction.  With the implementation of all of the platforms in Eduphoria, we have been able to track our progress on TEKS that have been problematic for our students.  Also, beginning of the year TMSFA and SRI assessments have been administered to students in Reading Strategies and Read 180 classes.  We will conduct end of the year TMSFA and SRI assessments in order to measure student growth.  We are still fine-tuning instruction, so that students will master target objectives.

In October, we hired two Reading Interventionists to work 6^th and 7^th grade “bubble” students.  In December, I was also able to hire an interventionist to work with 8^th grade students as well.  This was an important position to fill since 8^th grade students need to pass reading due to SSI requirements.  The interventionists are able to work with small groups, so that students are receiving targeted instruction for their area of need. 

My campus was also able to hire a reading consultant.  She comes twice a week to work with grade-level teams and help plan instructional activities that encourage critical thinking.  The STAAR test challenges students to be critical readers and thinkers, so the consultant has done a great job of getting us to think about planning lessons that promote critical thinking as well as ways to assess what the students have learned. 

Week Five Reflections

When I was registered for this course, I feared what it would entail.  However, I have a different perspective as a result of engaging in the course content.  In reflecting on what I have learned from this course, most significant for me was how administrator inquiry was defined.  According to Dana (2009) administrator inquiry is defined as the as “the process of a principal engaging in systematic, intentional study of his/her own administrative practice and taking action for change based on what he/she learns as the result of the inquiry.” (p.2) This was important in helping me to understand that this course is designed to help me research a topic that was meaningful to me and one in which I feel that I can make a difference.

This course has truly changed my perspective on what “research” is.  I now realize that I can be an active participant in the process and can relate the research to something that is important to me.  I feel confident that I will be successful in conducting my action research project because of what I learned from this course.

 

Week 4: Reflection

This week I learned the importance of selecting strategies to sustain and improve my action research project.  The strategies discussed in the Harris et. al text described three strategies for sustaining and improving action research projects: force field analysis, the Delphi method, and the nominal group technique.  Our discussion board topic generated a lot of discussion about the challenges we anticipate in completing in our action research project and we also discussed how we planned to overcome those challenges.  Everyone agreed that time was the biggest challenge and we all encouraged each other by  providing suggestions.  Later this week I reviewed a comment from my blog concerning the structure of my action research plan and was appreciative of the positive feedback.  I also met with my site supervisor who also provided positive feedback concerning my action research.  I feel that I have a sound plan and am ready to proceed with my project.

Action Research Plan

Action Planning Template
Goal: To use data-driven decisions to improve reading scores
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Review current STAAR data to target TEKS which are problematic for students and focus on those that are applicable to the current scope and Sequence for each bundle (every 9 weeks) Tier I	Reading/Language Arts  Academic Lead Teacher, Reading/Language Arts Administrative Principal, 7th Grade Reading/Language Arts team	August 27-September 30, 2012	STAAR Reading Scores by Objective and Student Expectation Student Learning Report from Lead4ward that will have information on initial data for campus performance on each student expectation assessed on STAAR	Target TEKS have been taught and documented in lesson plans and in Eduphoria, so that progress can be tracked. Teachers will use data from Lead4ward’s Student Learning Report to track progress of students on each target TEK.
Perform TMSFA and QRI assessments for students in Reading Strategies and READ 180 classes to inform placement of students for small group instruction. Tier II	Reading/Language Arts Academic Lead Teacher, 7th Grade Reading Strategies and READ 180 teachers, 7th Grade Reading/Language Arts teachers	September 4, 2012-May 31, 2012	TMSFA and QRI data Timers Monitor lists in Eduphoria	Students increase at least one year in reading level. Students demonstrate  improvement in reading fluency and comprehension as indicated by End of Year TMSFA assessment. Students meet the standard for reading on the STAAR assessment.
Track progress of students on target TEKS by analyzing campus-based assessments and district benchmark data	Reading/Language Arts  Academic Lead Teacher, Reading/Language Arts Administrative Principal, 7th Grade Reading/Language Arts team	September 2012-February 2013	Student work Campus-based assessments and benchmark data	More than 90% of students passing campus-based assessments and meeting the standard on district benchmark assessments. More than 90% of students demonstrate mastery of target TEKS identified in the Student Learning Report from Lead4ward
Students who are on the “bubble” will be placed in tutorial groups and monitored for progress.	Reading/Language Arts  Academic Lead Teacher, Reading/Language Arts Administrative Principal, 7th Grade Reading/Language Arts team, Reading and ESL interventionists	October 2012-May 2013	Title I funds to compensate Reading and ESL interventionists, Resources for interventionists such as reading intervention kits and work books, data from STAAR, campus-based assessments and district benchmark data and teacher recommendations to develop monitor lists in Eduphoria	More than 90% of students passing campus-based assessments and meeting the standard on district benchmark assessments. Students meet the standard for reading on the STAAR assessment.
Share findings with 7th grade Reading/ Language Arts teachers and instructional leadership team on how effectively used data to improve reading instruction	Reading/Language Arts Academic Lead Teacher (C. Patterson)	October 2012-June 2013	Campus-based and district benchmark assessments, QRI and End of Year TMSFA data, Progress data from Student Learning Reports	Reflect on what was effective and ways to improve how to utilize data for targeted instruction

Week Two Reflection

This week I learned the importance of researching areas of importance to me.  Additionally, the importance of finding literature that is relevant to the problem that I am inquiring about.  The topics for action research are endless, but should be one that addresses a relevant issue which could improve student performance.  The wondering that I will commit to action research is: "How can we meet Adequate Yearly Progress and improve test scores using data-driven decisions?"

Reflections on Action Research: Week One

I have learned that administrator inquiry is essential to the professional growth of principals.  In addition, it is an effective way for principals to make a significant impact upon the schools in which they work.  It is a deliberate process by which principals research problems that are relevant to the needs of their campus, collect data, use recommendations from the data to make changes, and monitor/evaluate the effectiveness of those changes.  Many principals find that they have little or no time to engage in inquiry.  However the benefits involved in engaging oneself in action research are the ability to to collaborate and discuss one's practice in a logical meaningful way, being a role model to the teachers on your campus, and allowing best practices to flourish.  Principals should commit time to engaging in action research that is relevant to what they have to do.

  I also learned that reflection in action research is critical because it allows the principals to study their practice in a systematic and meaningful way.  The principal reflects in the process of action research and after initiatives have been implemented in order to adjust and make changes accordingly.  I am interested in using action research in our Reading/Language Arts professional learning community this year.  We need to meet AYP and could study data to find instructional gaps and make changes that will improve instruction.

Blogging is an effective tool for "capturing thinking." (Dana, 2009, p.87)  Web blogs allow principals opportunities to share their action research projects with other principals and give and receive feedback.  Also blogging provides a myriad of opportunities for administrators to collaborate/participate in a variety of projects and activities.  It is an excellent forum for sharing/developing ideas which ultimately promotes professional growth.