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.