Action Research Project Plan
Goals/Objectives/Outcomes:
*Increase the number of students passing the state reading assessment.
*Provide enrichment to support current regular reading curriculum through the reading remediation lab curriculum.
*Meet state and district regulations to provide additional support to those ELA students placed in tier 2 RTI.
*Create a reading remediation curriculum proven to improve student performance.
*Monitor remedial reading curriculum and implementation of curriculum.
Goals/Objectives/Outcomes:
*Increase the number of students passing the state reading assessment.
*Provide enrichment to support current regular reading curriculum through the reading remediation lab curriculum.
*Meet state and district regulations to provide additional support to those ELA students placed in tier 2 RTI.
*Create a reading remediation curriculum proven to improve student performance.
*Monitor remedial reading curriculum and implementation of curriculum.
Activities:
*Analyze past TAKS data, from incoming students, to distinguish areas of weakness that need to be addressed to improve student performance.
*Research districts deemed as “exemplary” by the AEIS reports, to determine what resources they use for reading remediation and tier 2 RTI support for ELA students.
*Interview effective reading instructors from within and outside of the district, to gather suggestions for elements needed in the new remedial reading curriculum.
*Research reading instruction resources to select those resources that best meet the needs for the reading remediation class, as found by the previously stated research.
*Create a curriculum guide to assist instructors in implementing the curriculum and using the resources selected.
*Monitor curriculum and implementation through observations, benchmark data, and student and staff surveys.
*Meet with staff monthly to discuss strengths and weaknesses of curriculum
*Meet with RTI Committee before and after school year to align curriculum to meet tier 2 necessities
Resources and Research Tools needed for data gathering:
*2010 Sixth graders’ TAKS reading scores- analyzed by objectives and met standard/ not met standard
*2010-2011 Student schedules to identify those enrolled in remedial reading lab
*Diagnostic testing results for incoming seventh grade reading students
*State AEIS reports indicating districts scoring “exemplary” in reading
*Interviews with reading instructors from within and outside the district before creation of curriculum and during implementation
*Multiple, recommended reading instruction tools/resources, including recommended hands-on activities and lesson plans
*Student surveys (target population)
*Staff surveys (administrators and implementing teachers)
*Field observations from teachers implementing new curriculum
*Administrative walk-through “snapshots” or observations to monitor new curriculum
*2011 Seventh graders’ TAKS reading scores- specifically those students in the remedial reading class
*2010 Sixth graders’ TAKS reading scores- analyzed by objectives and met standard/ not met standard
*2010-2011 Student schedules to identify those enrolled in remedial reading lab
*Diagnostic testing results for incoming seventh grade reading students
*State AEIS reports indicating districts scoring “exemplary” in reading
*Interviews with reading instructors from within and outside the district before creation of curriculum and during implementation
*Multiple, recommended reading instruction tools/resources, including recommended hands-on activities and lesson plans
*Student surveys (target population)
*Staff surveys (administrators and implementing teachers)
*Field observations from teachers implementing new curriculum
*Administrative walk-through “snapshots” or observations to monitor new curriculum
*2011 Seventh graders’ TAKS reading scores- specifically those students in the remedial reading class
Timeline and Implementation of Activities:
July 2010
-Research AEIS reports to identify districts with similar demographics that are scored exemplary
-Email/interview teachers and/or administrators from other districts to discuss remedial reading programs used to improve student performance in reading
-Compile a list of recommended reading resources and programs (software, workbooks, hands-on activities, lesson plans, presenters)
August 2010
- Analyze past TAKS data for incoming seventh grade students
-Meet with counselor to identify students enrolled in new remedial reading class (lab)
-Interview reading teachers to gather input on researched resources and suggestions for remediation curriculum
-Meet with department members, reading specialist, administrators to choose resources to create remedial reading curriculum
-Meet with RTI committee to discuss elements needed within curriculum to support students moved to tier 2 ELA instruction
-Meet with curriculum team to organize resources into a basic curriculum to support student needs that may arise (remediation must be flexible to be individualized)
-Organize staff training for new remedial reading curriculum and resources
September 2010
-Begin Implementation of remedial reading curriculum through new remedial reading class/lab
-Perform diagnostic assessment to analyze weaknesses in prior knowledge, before beginning much of new curriculum
-Perform Beginning of Year Texas Middle School Fluency Assessment (TMSFA)
-Analyze diagnostic data to fine tune curriculum to meet the beginning needs of the individual students
-Administer Benchmark 1 to reading students
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
October 2010
-Analyze Benchmark 1 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 1 data to restructure and fine tune curriculum to better meet individual needs
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Conduct student and staff surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
November 2010
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Conduct student and staff surveys and/or evaluations of curriculum
December 2010
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 2(Semester exam) to reading students
-Analyze Benchmark 2 (Semester exam) data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 2 data to restructure and fine tune curriculum to better meet individual needs
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Interview implementing teachers and administrators to monitor perceived effectiveness of curriculum
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 2(Semester exam) to reading students
-Analyze Benchmark 2 (Semester exam) data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 2 data to restructure and fine tune curriculum to better meet individual needs
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Interview implementing teachers and administrators to monitor perceived effectiveness of curriculum
January 2011
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Middle of the Year Texas Middle School Fluency Assessment (TMSFA)
-Administer Mock State Assessment for data analysis (possible-pending administrative decision)
-Analyze Mock State Assessment to monitor student growth
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Mock State Assessment to restructure and fine tune curriculum to better meet individual needs and areas of weakness
-Conduct student and staff surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Conduct parent surveys/evaluations to monitor perceived effectiveness of curriculum
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Middle of the Year Texas Middle School Fluency Assessment (TMSFA)
-Administer Mock State Assessment for data analysis (possible-pending administrative decision)
-Analyze Mock State Assessment to monitor student growth
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Mock State Assessment to restructure and fine tune curriculum to better meet individual needs and areas of weakness
-Conduct student and staff surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Conduct parent surveys/evaluations to monitor perceived effectiveness of curriculum
February 2011
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 3 to reading students
-Analyze Benchmark 3 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 3 data to restructure and fine tune curriculum to better meet individual needs
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Interview implementing teachers and administrators to monitor perceived effectiveness of curriculum
-Meet as a team to identify students still performing below standard and in need of after school tutorials
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 3 to reading students
-Analyze Benchmark 3 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 3 data to restructure and fine tune curriculum to better meet individual needs
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Interview implementing teachers and administrators to monitor perceived effectiveness of curriculum
-Meet as a team to identify students still performing below standard and in need of after school tutorials
March 2011
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 4 to reading students
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
April 2011
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Analyze Benchmark 4 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum so far
-Meet as a team to analyze Benchmark 4 data to restructure and fine tune curriculum to better meet individual needs
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Administer State reading assessment (TAKS 2011)
May 2011
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 5 (Final Exam) to reading students
--Analyze Benchmark 5 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum
-Meet as a team to analyze Benchmark 5 data to restructure and fine tune curriculum to better meet individual needs of students next school year
-Meet with RTI committee to discuss any changes to curriculum needed to better support tier 2 ELA instruction
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Administer End of Year Texas Middle School Fluency Assessment (TMSFA)
-Analyze data from State reading assessment (TAKS 2011) to determine student improvement and success or failure of remedial reading curriculum
-Interview implementing teachers and administrators to receive feedback concerning the curriculum and or remedial reading program
-Monitor curriculum through walk-through observations, class observations, and administrative snapshots
-Administer Benchmark 5 (Final Exam) to reading students
--Analyze Benchmark 5 data to monitor student growth.
-Analyze student growth to determine effectiveness of curriculum
-Meet as a team to analyze Benchmark 5 data to restructure and fine tune curriculum to better meet individual needs of students next school year
-Meet with RTI committee to discuss any changes to curriculum needed to better support tier 2 ELA instruction
-Conduct student surveys and/or evaluations of curriculum
-Conduct student reading fluency and comprehension assessments weekly (formal and informal)
-Administer End of Year Texas Middle School Fluency Assessment (TMSFA)
-Analyze data from State reading assessment (TAKS 2011) to determine student improvement and success or failure of remedial reading curriculum
-Interview implementing teachers and administrators to receive feedback concerning the curriculum and or remedial reading program
Person(s) Responsible for Implementation:
Research involving incoming students’ TAKS data: Janella Betz (department chair/teacher), Phillys Morian (reading teacher), Joscelyn Strother (reading teacher), Michael Hatton (reading teacher), Deanna Fisher (internal reading coach), Laura Jones (reading teacher), Jacqueline Martin (inclusion SPED reading teacher), Linda Ebarb (reading teacher)
Curriculum resources research: Janella Betz (involving other districts), Deanna Fisher (concerning resources already available to district), Phillys Morian (concerning reading materials used in regular classrooms)
Curriculum Development: Janella Betz, Deanna Fisher, Phillys Morian
Staff Training for Curriculum: Janella Betz, Deanna Fisher, Phillys Morian, Mervin Cleveland (Principal), Gwen Gilford (Asst. Superintendent of Curriculum)
Implementation of Curriculum (teachers of the remedial reading class/lab): Janella Betz, Phillys Morian, Linda Ebarb, Deanna Fisher
Monitoring Curriculum: Janella Betz, Deanna Fisher, Mervin Cleveland, Phillys Morian, Linda Ebarb, John Seybold (Asst. Principal/Site Supervisor), 2010-2011 RTI Committee
Assessment Administration: Janella Betz, Deanna Fisher, Reneisha Chambers, Phillys Morian, Linda Ebarb
Monitoring Data Analysis: Janella Betz, Deanna Fisher, Phillys Morian, Michael Hatton, Laura Jones, Linda Ebarb, Joscelyn Strother, Jacqueline Martin
Final Data Analysis: Janella Betz, Deanna Fisher, Mervin Cleveland, Gwen Gilford, 2010-2011 RTI Committee
MONTHLY: administrator observations (snapshot data analysis), student and staff surveys, analysis of implementing teachers field notes and student observations (including weekly fluency and comprehension assessments)
EVERY SIX WEEKS: benchmark exams administered, implementing teachers and administrators will meet to analyze benchmark data to determine student improvement and effectiveness of curriculum
BEGINNING, MIDDLE, AND END OF SCHOOL YEAR: Texas Middle School Fluency Assessment (to establish student growth), interviews with implementing teachers to receive feedback on curriculum and perceived effectiveness, Diagnostic testing (beginning of year), Mock testing (middle of year), state assessment data analysis to establish student growth and effectiveness of curriculum, meeting with RTI Committee to discuss elements of curriculum required to support tier 2 RTI instruction
Assessment Instruments:
Texas Middle School Fluency Assessment
Formal and informal student assessments
Standardized test formatted benchmarks each six weeks
Student and staff surveys and evaluations
Staff interviews
Administrative observations (snapshots)
State standardized test
Janella, your Action research plan is extremely thorough and well thought out. I think that with the way you have it set up, you will be able to find valuable information to help you better serve your district. I noticed that you were going to look at AEIS results for Exemplary schools and try to mirror their stategies. I currently work at a 3A school district that has just reached Exemplary status. I don't know what size school your work at, but I would also look to see how those "exemplary" schools match your school's demographics. Again, you plan looks great and good luck with your research.
ReplyDeleteGreat point about demographics. I fully intend to try to find schools that have a similar level of diversity, just hadn't added that part. Our school is also 3A, but we are very diverse, 45% White, 45% AA, 5% Hispanic, and 5% other. It would be silly to try to use the same strategies as a district with little diversity. Thanks for the feedback.
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