Saturday, November 13, 2010
November Research Update
My action research is currently underway. There are 12 2nd grade students that we are currently tracking for fluency improvement. They were administered the BOY TPRI and are under current monitoring every 2-4 weeks for fluency rate. I have seen some improvement in some of the rates and will continue to track and adjust until the next administration in January. It is exciting to watch and monitor this process.
Friday, October 8, 2010
Research Underway
I have completed the first few steps of the Action Research Project. The 2010-2011 TPRI test has been administered to 1st and 2nd grade students. We have selected the students to be monitored for fluency progress and we have selected the strategies to be used to increase fluency with those students. The next step is to continue to track and moniotor these students until the MOY TPRI test is given in January. We are off and running!!!
Saturday, September 18, 2010
Action Research On The Move
The school year is off to a good start. The first step of this action research project was to get trained on the administration of the new TPRI. I was trained the first week of school and now we have trained our 1st and 2nd grade teachers to give the test. They are currently in their official testing window and will have student results next week. We are getting closer to having the data to make instructional decisions. Once those decisions are made, we will be able to more actively participate in the action research process. More info and details to come.....
Friday, August 13, 2010
Action Research Plan Refined
This week, I was able to read about 5 quality indicators that helped me refine my thoughts about the process of practicing and reviewing my action research. The 5 quality indicators are: Context of Study,Wondering and Purpose, Principal Research Design (Data Collection and Analysis), Principal-Researcher Learning, and Implications for Practice. This is my first action research project....that's why I call it Action Research Adventure. I know that I must start somewhere and this week I have learned how to asses the quality of my research and the research of others. This will help me to produce quality research and it will help me make more informed decisions about the transferability of other research. This entire process will strengthen my abilities to lead as the head learner and guide others to find their own inquiries.
Friday, August 6, 2010
Please review my updated action research plan!!!!
The post below contains and updated action research plan. Please review and give me some feedback!!! Also, I was unable to post the PIP chart with this action research plan. I know that some of you were successful with that.....how did you accomplish it? Thanks!!!!!
Action Research Plan Updated 8/14/2010
School Vision: The action research vision is to provide quality student instruction that promotes early intervention and effective teaching strategies for student achievement and success. This vision is directly related to the school vision of student instruction and performance.
Goal: To identify and monitor students with low fluency rates, to examine and explore fluency strategies used to increase low fluency rates, and to determine if those instructional strategies are effective for students.
Action Research Inquiry: Are the fluency strategies used by 1st and 2nd grade teachers effective for increasing fluency throughout the year using the TPRI test as a monitoring standard? Are strategies used to increase fluency effective for students who are below acceptable fluency rates at BOY (Beginning of the Year) and MOY (Middle of the Year) on the TPRI test?
Goals of the Action Research:
1. Identify and monitor 1st and 2nd grade students with low fluency rates at BOY and MOY of the TPRI test.
2. Track and evaluate fluency strategies that are use by 1st and 2nd grade teachers toimprove low fluency rates and determine if those strategies are successful.
3. Use TPRI data information and evaluation of classroom strategies to better drive reading instruction and to use fluency data for RTI tracking and decision making.
Framework of Activities Designed to Achieve Objectives:
1. Administer 1st and 2nd grade BOY, MOY, and EOY TPRI test in the testing windows.
2. Analyze and evaluate the data from the TPRI test and select students with low fluency rates to be monitored.
3. Select, monitor, and evaluate specific fluency strategies that 1st and 2nd grade teachers use to increase reading fluency.
4. Use data, observations, classroom notes, and progress monitoring to determine if the fluency strategies used are effective for increasing low fluency rates for struggling readers.
5. Make recommendations to change or improve early reading intervention strategies for fluency in 1st and 2nd grade.
Resources Needed for Data Gathering: TPRI test, TPRI Intervention Guide, TPRI Progress Monitoring Materials, Classroom Data/Grouping Charts, Student Fluency Progress Charts, Teacher Strategy Surveys, and Fluency Probes
Timeline and Steps for Activity Implementation:
Train teachers to administer the new TPRI test: August 2010
Administer BOY TPRI test: August-September 2010
Analyze test data with teachers, select students with low fluency rates to be monitored, and select instructional fluency strategies to be used to increase fluency: September 2010
Begin and continue fluency progress monitoring and specific strategy instruction: Sept.-Dec. 2010
Administer MOY TPRI test: January 2011
Analyze test data, students, and fluency strategies: Jan.-Feb. 2011 (Make any necessary adjustments to continue action research.)
Continue to track and monitor fluency progress and strategy instruction: Feb.-April 2011
Administer EOY TPRI test: April-May 2011
Evaluate action research and share inquiry results and the recommended actions that the research supports: May 2011
Persons Responsible for the Implementation of the Action Research Plan: Action Researcher, Principal, 1st and 2nd grade teachers, Reading Teacher
Process for Monitoring the Achievement of Goals and Objectives:
The process for monitoring this research will consist of giving the TPRI test 3 times during 2010-2011, analyzing the TPRI data, teacher meetings and discussions involving selected students and specific fluency strategy implementation, and making instructional decisions based on the data information and teacher strategy implementation. All this will be documented on specific tracking materials provided by TPRI and Coder Elementary School.
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study: TPRI tests for 2010-2011, TPRI Progress Monitoring Materials, Classroom Data/Grouping Charts from the TPRI Materials, Classroom Strategy Surveys and Results, Classroom notes, Discussion/Interview notes, and Observations, Fluency Probes
Goal: To identify and monitor students with low fluency rates, to examine and explore fluency strategies used to increase low fluency rates, and to determine if those instructional strategies are effective for students.
Action Research Inquiry: Are the fluency strategies used by 1st and 2nd grade teachers effective for increasing fluency throughout the year using the TPRI test as a monitoring standard? Are strategies used to increase fluency effective for students who are below acceptable fluency rates at BOY (Beginning of the Year) and MOY (Middle of the Year) on the TPRI test?
Goals of the Action Research:
1. Identify and monitor 1st and 2nd grade students with low fluency rates at BOY and MOY of the TPRI test.
2. Track and evaluate fluency strategies that are use by 1st and 2nd grade teachers toimprove low fluency rates and determine if those strategies are successful.
3. Use TPRI data information and evaluation of classroom strategies to better drive reading instruction and to use fluency data for RTI tracking and decision making.
Framework of Activities Designed to Achieve Objectives:
1. Administer 1st and 2nd grade BOY, MOY, and EOY TPRI test in the testing windows.
2. Analyze and evaluate the data from the TPRI test and select students with low fluency rates to be monitored.
3. Select, monitor, and evaluate specific fluency strategies that 1st and 2nd grade teachers use to increase reading fluency.
4. Use data, observations, classroom notes, and progress monitoring to determine if the fluency strategies used are effective for increasing low fluency rates for struggling readers.
5. Make recommendations to change or improve early reading intervention strategies for fluency in 1st and 2nd grade.
Resources Needed for Data Gathering: TPRI test, TPRI Intervention Guide, TPRI Progress Monitoring Materials, Classroom Data/Grouping Charts, Student Fluency Progress Charts, Teacher Strategy Surveys, and Fluency Probes
Timeline and Steps for Activity Implementation:
Train teachers to administer the new TPRI test: August 2010
Administer BOY TPRI test: August-September 2010
Analyze test data with teachers, select students with low fluency rates to be monitored, and select instructional fluency strategies to be used to increase fluency: September 2010
Begin and continue fluency progress monitoring and specific strategy instruction: Sept.-Dec. 2010
Administer MOY TPRI test: January 2011
Analyze test data, students, and fluency strategies: Jan.-Feb. 2011 (Make any necessary adjustments to continue action research.)
Continue to track and monitor fluency progress and strategy instruction: Feb.-April 2011
Administer EOY TPRI test: April-May 2011
Evaluate action research and share inquiry results and the recommended actions that the research supports: May 2011
Persons Responsible for the Implementation of the Action Research Plan: Action Researcher, Principal, 1st and 2nd grade teachers, Reading Teacher
Process for Monitoring the Achievement of Goals and Objectives:
The process for monitoring this research will consist of giving the TPRI test 3 times during 2010-2011, analyzing the TPRI data, teacher meetings and discussions involving selected students and specific fluency strategy implementation, and making instructional decisions based on the data information and teacher strategy implementation. All this will be documented on specific tracking materials provided by TPRI and Coder Elementary School.
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study: TPRI tests for 2010-2011, TPRI Progress Monitoring Materials, Classroom Data/Grouping Charts from the TPRI Materials, Classroom Strategy Surveys and Results, Classroom notes, Discussion/Interview notes, and Observations, Fluency Probes
Thursday, July 29, 2010
Thoughts about Action Research Plan Draft
I'm celebrating for actually getting this draft plan successfully posted to this blog!!!!! This week's assignment has made me think about this inquiry many times. It is helpful to have literature full of ideas and directions, but to actually write the action plan out in words did help with all the thoughts that were jumbled in the brain. I can see that putting the plan into action may improve the draft along the way. This research will begin as soon as school starts and that is approaching very quickly. I think that getting started will be a good thing!
Action Research Plan Draft
Action Research Plan Outline
Action Research Inquiry: Are the fluency strategies used by 1st and 2nd grade teachers/students effective for increasing fluency throughout the year using the TPRI test as a monitoring standard? Are strategies used to increase fluency effective for students who are below acceptable fluency rates at BOY (Beginning of the Year) and MOY (Middle of the Year) on the TPRI test?
Goals of the Action Research :
1. Identify and monitor 1st and 2nd grade students with low fluency rates at BOY and MOY of the TPRI test.
2. Track and evaluate fluency strategies used to increase fluency used by 1st and 2nd grade teachers.
3. Use TPRI data information and evaluation of classroom strategies to better drive reading instruction and to use data for RTI tracking and decision making.
Activities Designed to Achieve Objectives:
1. Administer 1st and 2nd grade BOY and MOY TPRI test in the testing windows.
2. Analyze and evaluate the data from the TPRI test and select students with low fluency to be monitored.
3. Select, monitor, and evaluate specific fluency strategies that teachers use to increase reading fluency.
4. Using data, observations, classroom notes, and progress monitoring determine if the fluency strategies used are effective for increasing low rates for struggling readers.
5. Make recommendations to change or improve early reading intervention in 1st and 2nd grade.
Resources Needed for Data Gathering:
1. TPRI test, TPRI Intervention Guide, TPRI Progress Monitoring Materials, Classroom Data Analysis Charts, Student Fluency Progress Charts, Teacher Strategy Survey Sheets, Fluency Probes
Draft Timeline for Activity Implementation:
Administer BOY TPRI test: August-September 2010
Analyze test data, select students and fluency strategies: September 2010
Begin and continue fluency progress monitoring and specific strategy instruction: Sept.-Dec. 2010
Administer MOY TPRI test: January 2011
Analyze test data, students, and fluency strategies: Jan.-Feb. 2011 (Make any necessary adjustments to continue action research.)
Continue to track and monitor fluency progress and strategy instruction: Feb.-April 2011
Administer EOY TPRI test: May 2011
Evaluate action research and share inquiry results and the recommended actions that the research supports: May 2011
Persons Responsible for the Implementation of the Action Research Plan: Action Researcher, Principal, 1st and 2nd grade teachers, Reading Teacher
Process for Monitoring the Achievement of Goals and Objectives:
The process for monitoring this research will consist of giving the test, analyzing data, teacher meetings and discussions involving students and specific strategy implementation, and making instructional decisions based on the data information and teacher strategy implementation. All this will be documented on specific tracking materials provided by TPRI and Coder Elementary School.
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study: TPRI tests for 2010-2011, TPRI Progress Monitoring Materials, Classroom Grouping Charts and Data Collection Charts from TPRI Materials, Classroom Strategy Surveys and Results, Classroom notes and observations, Teacher discussions and collaborations, Fluency Probes
Action Research Inquiry: Are the fluency strategies used by 1st and 2nd grade teachers/students effective for increasing fluency throughout the year using the TPRI test as a monitoring standard? Are strategies used to increase fluency effective for students who are below acceptable fluency rates at BOY (Beginning of the Year) and MOY (Middle of the Year) on the TPRI test?
Goals of the Action Research :
1. Identify and monitor 1st and 2nd grade students with low fluency rates at BOY and MOY of the TPRI test.
2. Track and evaluate fluency strategies used to increase fluency used by 1st and 2nd grade teachers.
3. Use TPRI data information and evaluation of classroom strategies to better drive reading instruction and to use data for RTI tracking and decision making.
Activities Designed to Achieve Objectives:
1. Administer 1st and 2nd grade BOY and MOY TPRI test in the testing windows.
2. Analyze and evaluate the data from the TPRI test and select students with low fluency to be monitored.
3. Select, monitor, and evaluate specific fluency strategies that teachers use to increase reading fluency.
4. Using data, observations, classroom notes, and progress monitoring determine if the fluency strategies used are effective for increasing low rates for struggling readers.
5. Make recommendations to change or improve early reading intervention in 1st and 2nd grade.
Resources Needed for Data Gathering:
1. TPRI test, TPRI Intervention Guide, TPRI Progress Monitoring Materials, Classroom Data Analysis Charts, Student Fluency Progress Charts, Teacher Strategy Survey Sheets, Fluency Probes
Draft Timeline for Activity Implementation:
Administer BOY TPRI test: August-September 2010
Analyze test data, select students and fluency strategies: September 2010
Begin and continue fluency progress monitoring and specific strategy instruction: Sept.-Dec. 2010
Administer MOY TPRI test: January 2011
Analyze test data, students, and fluency strategies: Jan.-Feb. 2011 (Make any necessary adjustments to continue action research.)
Continue to track and monitor fluency progress and strategy instruction: Feb.-April 2011
Administer EOY TPRI test: May 2011
Evaluate action research and share inquiry results and the recommended actions that the research supports: May 2011
Persons Responsible for the Implementation of the Action Research Plan: Action Researcher, Principal, 1st and 2nd grade teachers, Reading Teacher
Process for Monitoring the Achievement of Goals and Objectives:
The process for monitoring this research will consist of giving the test, analyzing data, teacher meetings and discussions involving students and specific strategy implementation, and making instructional decisions based on the data information and teacher strategy implementation. All this will be documented on specific tracking materials provided by TPRI and Coder Elementary School.
Assessment Instruments to Evaluate the Effectiveness of the Action Research Study: TPRI tests for 2010-2011, TPRI Progress Monitoring Materials, Classroom Grouping Charts and Data Collection Charts from TPRI Materials, Classroom Strategy Surveys and Results, Classroom notes and observations, Teacher discussions and collaborations, Fluency Probes
Friday, July 23, 2010
Action Research Thoughts
I have enjoyed watching the three scholars discuss the different ways that action research is being utilized in their school or district. All three were encouraging about the process and procedures used for inquiry. I am a teacher because I love making difference for students and their learning. After watching the interviews, I felt that the action research was always used for making the best decisions for instructional strategies that were effective for students. I also felt challenged to continue my own growth and learning, not only with this process, but through other's research as well. That is the great thing about following BLOGS....I can learn from other leaders and expand my ideas that will eventually improve my teaching and leadership abilities.
The nine areas that I read about for administative inquiry were: staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and socail justice. I found that every area had value and importance for action research. I thought the examples and shared situatiions gave insight to many future questions that I could explore as a leader.
Resource:
Dana, N.F.(2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
The nine areas that I read about for administative inquiry were: staff development, curriculum development, individual teachers, individual students, school culture/community, leadership, management, school performance, and socail justice. I found that every area had value and importance for action research. I thought the examples and shared situatiions gave insight to many future questions that I could explore as a leader.
Resource:
Dana, N.F.(2009). Leading with Passion and Knowledge: The Principal as Action Researcher. Thousand Oaks, CA: Corwin Press.
Wednesday, July 14, 2010
How Educational Leaders Might Use Blogs
Educational leaders are often "bogged down" in the many tasks of serving the students, faculty, and parents of their school. They also have other responsibilities to central office and to the community that surrounds them. Time and resources are critical. I think that blogging with other professionals connects them to a world of thinking and sharing that is at their fingertips at any time of the day or night. What a wonderful opportunity to share thoughts and ideas as well as research and reflections with others that have the same interest. It is a different type of connection and collaboration for leaders in the 21st century.
What Have I Learned About Action Research
I have learned that action research is basically an investigation or inquiry from the inside. Administrative/Instructional leaders look closely at their practices and seek areas to improve or change in the best interest of their educational family. This process happens by asking questions, collecting and analyzing data, and reading relevant pieces of information that will help give direction to the changes that need to be made. After the changes have been made based on the research and new practices emerge, it is important to share the findings with others and to reflect on the process. This seems like many steps to take just to solve a problem. But, in reality, the steps are precise and allow for a positive change from the inside out. Action research is relevant and can be empowering to those that participate. It is an opportunity for all stakeholders to investigate, collaborate, communicate, and reflect on the foundation and growth of the family. Once this process begins to occur, then it is an easy process to build on or to refine for future problems or areas of improvement. I am a teacher that is working on expanding my leadership capabilities. I can see that action research is beneficial to all parts of the school family. It is an opportunity to work together to solve issues or improve performance in a team manner. I like the idea because it gives specific feedback and drives professional development and finds strategies that are in the best interest of student instruction. As a teacher and as a future leader, it can be used for personal and professional development at all levels in the school community. It could be used for individual needs, management issues, curriculum study and development, leadership direction, or even culture and climate concerns. The ideas are endless and the opportunities for growth in a positive manner are infinite.
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