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
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