Update on Action Research Pan

Action Research Project Title:  Improving the reading ability of the lowest quartile students at Freiheit Elementary.

Blog URL:  http://laurelwilson182200.blogspot.com/

Number of AR Project Documented Hours:  88 hours

AR Project Summary (at least 250 words):  My action research project began over the summer with the development and implementation of professional development for the entire teaching staff in the use of Thinking Maps and Quality Tools.  Thinking maps was taught in its entirety; however, quality tools are being rolled out progressively at each faculty meeting and supplemental staff development.  Also completed is the training of staff in the use of a universal screener and an introductory training in how to analyze data from these screeners to drive instruction.  Multiple informal meetings have been conducted to speak with teachers about the products that are being generated in classrooms, how thinking maps and Langford Tools, along with accurate data can help to drive planning and instruction.  Continued modeling and development of data use will take place throughout the year.  As teachers use the thinking maps and quality tools to improve instruction, I as a reading coach, am using their samples to share with other grade levels and promote professional learning communities that are helping to enhance teacher leaders on campus and build the rigor of lessons.  I am collecting images, student feedback, teacher feedback and making observations of the use of these tools.  Still needed are survey results as well as capacity matrices to determine the level of understanding and application of the tools in the classroom.  Also, continued monitoring of data throughout the year will help show progress as we move our lowest quartile of students towards improved reading ability.

Getting Started

     I spoke recently with my site supervisor regarding the direction of my action plan and any suggestions she might have.  The initial part of my plan, to establish a tutoring program at our school, involves me, as well as the math specialist working together to schedule, implement and progress monitor our groups.  My site supervisor recommended waiting until mid or late fall in order to begin the process as she would prefer that we are coaching teachers more and pulling out students as little as possible.  We discussed a coaching model that I would like to implement, but we are waiting to hire a new math specialist next week and need to include them in the conversation.  She worked with me to incorporate the professional development time I need to present Quality Tools, Thinking Maps and other instructional strategies into our yearly calendar in a way that would allow teachers options in what they chose to participate in.  She suggested that by allowing options, I might have more buy-in and participation.  I have at least one, sometimes two after schools sessions on the calendar now and will offer PD based on the needs of the teachers and our curriculum.  In regards to the plan, she reminded me that as the year progresses, I may need to update or change some things after getting survey results and feedback from staff.  Opportunities for collaboration to discuss setbacks and progress in the implementation of my study will be created to ensure an action research model that allows for continuous improvement.

Action Research Plan

Research Action Plan
Goal:  To improve the reading ability of the lowest quartile students at Freiheit Elementary.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Set up a tutorial program.	Reading CIT, CIS, teachers	October 2013-May 2014	Data from screeners and common assessments on each student, tutoring schedule, reading resources including Burst materials, books, vocabulary and fluency resources.	Capacity matrix based on student knowledge of skills, fluency charts, growth of reading levels, higher performance on screeners and common assessments.
Provide summer professional development for teachers in the use of Thinking Maps.	Reading and Math CIT, Principal, Assistant Principal	August 2013	Thinking map tools, chart paper.	Survey assessing the level of understanding for teachers.
Provide summer, as well as ongoing professional development for teachers in the use of Quality Tools to improve instruction.	CILT Team, Reading and Math CIT	August 2013, monthly thereafter through May 2014	Quality Tools resource books, chart paper or board.	Survey assessing the level of understanding for teachers.  Capacity matrix showing growth in knowledge of Quality Tools over time.
Provide training to teachers in the use of universal screeners as well as continued support in the analysis of that data to improve instruction.	Reading CIT	September 2013, as needed thereafter to support teacher neesds.	Computer access, student data from universal screener.	Informal survey assessing the level of understanding for teachers.
Monitor use of quality learning tools, thinking maps and provide opportunities for teachers to share experiences using these tools during professional learning communities.	Reading CIT, CILT Team	September 2013-May 2014: monthly.	Examples of Quality Tools from teachers to share during PLC time, Thinking Maps or Quality Tools used as a model to reflect on best practices.	Continuum chart mapping out the level of learning and comfort for the teaching staff.  Survey assessing the level of understanding for teachers.  Capacity matrix showing growth in knowledge of Quality Tools over time.
Monitor data from screeners as well as common assessments to determine growth in student reading.	Reading CIT	September 2013-May 2014: minimum every six weeks; more often for at risk students.	Screening tools, common assessment data over time.	Growth chart showing reading levels per class, grade and as a whole.  Individual data sets for at risk students.
Collect field data regarding the use of Quality Tools and Thinking Maps in the classroom, as well as questions from teaching staff.  Also collect observations of student performance using these tools.	Reading CIT, teachers, students	September 2013 – May 2014	Time, teachers, students.	Data collection through field notes.
Share results of study with teaching staff and administration.	Reading CIT	May 2014	Student data and survey results from process.	Analyze results to determine where to improve the next year.

Which action research topic fits?

     In completing my action research, I proposed the following three questions for consideration to my site supervisor:

1. How does the process of instructional coaching versus intervention pullout, impact student learning?
2. How can I use professional learning communities (PLCs) as a tool for our teachers to develop the reading program at our school?
3. What actions can our faculty take to improve the reading of our lowest quartile students?

     After discussing my possible topics with my site supervisor, she agreed that each of these would provide valuable information that would support student success.  The topic of coaching versus pullout is not only a controversial topic in our district, but also on our campus.  The traditional role of intervention teacher, pulling children in small groups, has been challenged this year by a new superintendent who feels that there is more benefit to coaching teachers to work with their tier II students and developing teacher’s ability to intervene in their own classrooms.  While the concept seems good, the application of coaching teachers on our campus has been met with quite a bit of push back.  To conduct this action research, am I going to have enough support and buy in from teachers to make the research data valid?  The idea of PLCs in our district is also new this year.  Administrators and teachers do not yet know how these times will be structured and how much input individual campuses will have towards the content of these meetings, however, it is very likely that reading strategies across the school could be affected by the collaboration and dialogue from these meetings.  The third option felt broader and more encompassing, although that may be wrong for an action research plan unless divided into sub questions.  The use of PLCs, as well as coaching could both easily play into this topic.  I could specify the grade level to study, making the topic narrower and data to collect more finite.  Ultimately, my site supervisor and I agreed that the third topic would be most suitable for our school given the circumstances and that narrowing down the parameters of the topic with sub-questions could help make the action research more beneficial towards the development of reading on our campus.

How Educational Leaders can use Blogs

     Blogs can be used by educational leaders in a variety of ways.  In addition to providing a platform for educators to post commentary about research they are doing, blogs are a powerful tool for documenting the process of inquiry as it unfolds.  Unlike plain websites, blogs allow people to post pictures, links to other blogs and have correspondence with readers.  Currently, you can visit principal blogs that cover some of the following topics:

• dealing with change
• schools going green
• responding to cultural diversity
• technology
• 21st Century teaching
• efficiency and productivity

     The ability to post thoughts, ask questions, and have a group of people to share ideas with, makes blogging an important tool for educational leaders.

Lessons Learned about Action Research

     Action research, or administrative inquiry is the process of a principal intentionally studying their own practices and behaviors in an effort to use the results to promote change.  This process is systematic, reflective, usually collaborative and engages people in the design, data collection, and interpretation of data surrounding a question.

     This type of research encourages stakeholder participation in the inquiry process to develop questions, investigate solutions, and then facilitate change based on their experiences and knowledge gained.  It is interactive, empowers participants to facilitate change, and it is designed around the needs of the specific school and students, not just theory.  The benefits of action research include more professional collaboration, effective modeling of desired behaviors, and an increase of best practices being utilized.
  
     As an instructional specialist, my uses for action research would include determining the effectiveness of an intervention program, or the effect of specific student services provided to at risk students.  I might also use action research to determine the effectiveness of professional development that I provide to teachers that would help determine future courses.  Action research provides an avenue to reflect on current practices, develop questions for further understanding that will provide valuable feedback, and conduct research that will help with decision making.