Changes Are Inevitable...Apparently?

Well, so much has happened since my last post.  I had gotten well under way with researching and locating information related to my action research plan.  Then, over the summer, our administration completely changed and our district representatives decided that every primary age classroom would utilize the same phonics program.  This lead me to realize that it would be difficult to track data and gain understanding of relationships/differences among several phonics programs.

So, I then met my new administration and they are fabulous.  They have taken on the mentorship role and I have already learned so much more.  I have been talking with my new principal and we were discussing the fact that our district has resorted to using an online reading screener for all grade level students, K-5, in order to evaluate reading progress for students.  We have already seen how this is not working for all students, in that many are treating the screener as if it is a game.  Students are completing the screener in a matter of minutes.  Therefore, we are now wandering if the data gathered is going to be valid.  Many of our students are in the RTI process and it is unheard of that we will only utilize this new screener as a determination of student reading skills.  I would like to further my gatherings by determining how closely the reading screener and the actual face-to-face reading assessment (DRA) are related.  I would like to know if this screener is going to provide valid information for teachers, parents, administration, and students.

Now I sit here, tired and overwhelmed knowing I am starting over.  However, I know that flexibility is the key to learning and patience is a virtue.  Off too write up another Action Research Plan.....

Another long week...to end with a NEW Action Research Plan

Well, this week has yet again been eventful.  I am definitely learning about flexibility. Upon going in to meet with my site supervisor to get the "okay" to go ahead with my original ARP, she mentioned that she had just received notification and feedback from the district.  We were needing to conduct literature research and come up with a proposal for a new reading/ELA program to be used in the classrooms (K-3).  Based on her discussion, she requested that I change my ARP to conduct research to find the best fit program to use.  I was hesitant and overwhelmed by the thought of having to make this change...considering I had spent the entire week before writing a completely different ARP.  All that being said, I sat down and created my NEW ARP.  Please see below and feel free to make comments, suggestions, etc.

Here's to week 5

Action Planning Template
Action Research Question: How will implementing a new Reading/ELA program help to support positive student attitudes, enhance student participation, and improve student achievement in reading, writing, and speaking? Goal: To implement a Reading/ELA program that will increase student participation, improve student attitudes and engage students in experiential learning through research-based activities that encourage proficiency in reading, writing, and speaking.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Meet with site supervisor to identify needs and develop action research plan	J. Schultz Teresa Rogers	March 2013	Signed documentation giving approval to conduct the research plan.	None
Discuss recommendation for campus implementation of a new Reading/ELA program that will engage in experiential learning through research-based activities that encourage proficiency in reading, writing, and speaking.	J. Schultz T. Rogers	March 2013	District Curriculum & Academic Services Campus Resource Matrix	None
Research literature, contact distributors, review websites, determine costs of Reading/ELA programs	J. Schultz	March-April 2013	- Reading/ELA programs literature, websites, cost analysis, reviews - District Curriculum & Academic Services Campus Resource Matrix	-Spreadsheet of information gathered -Recap of findings
Write proposal for campus needs of implementation of Reading/ELA program	J. Schultz	April 2013	- Spreadsheet of information gathered - District Curriculum & Academic Services Campus Resource Matrix (Resource Vetting Questions)	Completed written proposal addressing all areas of the Campus Resource Matrix (Resource Vetting Questions)
Discuss written proposal and receive feedback from site supervisor (make any necessary changes discussed in meeting)	J. Schultz T. Rogers	April 2013	- Written proposal - Spreadsheet of information - District Curriculum & Academic Services Campus Resource Matrix (Resource Vetting Questions)	Site Supervisor approval to submit written proposal
Submit written proposal to district representative & await approval	J. Schultz T. Rogers A. Villerot (Asst Superintendent	May 2013	Completed written proposal addressing all areas of the Campus Resource Matrix (Resource Vetting Questions)	None
Attend training/ workshop to learn how to implement program	J. Schultz	June-August 2013	None	- Completion of training/ workshop - Receipt of program materials to utilize in the classroom
Determine and set up control groups for research purposes	J. Schultz	August 2013	- Classroom that will use implemented program (J. Schultz-1st grade class) - Classroom that will be not be using the same program	Anecdotal notes on students’ abilities to easily understand reflection sheets
Student Assessments- in areas of phonics, reading, fluency, spelling for beginning of year (BOY)	J. Schultz Non-program use classroom teacher	September 2013	-anecdotal records -DRA (BOY) -TPRI (BOY) -Benchmarks	Compiled data of assessment results for both classrooms
Conduct classroom observations of students using implemented program	J. Schultz 1st grade students	September  – December 2013	-anecdotal records -teacher observations -student feedback	Recap of observations
Conduct Post-test assessment for 6 week report card	J. Schultz Non-program use classroom teacher	October 2013	- Benchmarks - TPRI - DRA	-Spreadsheet of student data -Graphs to show comparison of data analysis
Conduct classroom observation of teacher not using program (possibly through PowerWalk with site supervisor)	J. Schultz Non-program use classroom teacher T. Rogers	November 2013	-anecdotal records - peer observation sheet - PowerWalk form (possibility)	-Recap of observations -feedback for classroom teacher -Completed PowerWalk form
Conduct post-test assessment for 6 week report card	J. Schultz Non-program use classroom teacher	December 2013	-Benchmarks -TPRI (MOY) -DRA	-Spreadsheet of student data and graphs to show comparison
Conduct class surveys of students using the program and not using the program to compare, find commonalities, likes/dislikes, student motivation	J. Schultz Non-program use classroom teacher Classroom students	December 2013	-Survey Monkey or Google Survey - student quotes	Survey results spreadsheet
Conduct teacher interview with non-program use classroom teacher	J. Schultz Non-program use classroom teacher	December 2013	-Interview recording sheet -Teacher quotes -Teacher field notes	Compile interview findings to compare thoughts, attitudes, successes, concerns of two different programs
Meet with site supervisor to discuss midway project findings	J. Schultz T. Rogers	December 2013	-Action Research -Artifacts/Results -Educational Blog http://jennlschultz.blogspot.com	Action plan to address concerns
Continue conducting comparisons of use of programs between two classrooms	J. Schultz Non-program use classroom teacher	January –May 2014	-EOY student surveys -EOY teacher interview -teacher field notes -student quotes -teacher quotes -EOY Assessments (DRA, TPRI) -Benchmarks	-Final Results report -graphs to show data -Action plan
Meet with site supervisor to discuss EOY project findings	J. Schultz T. Rogers	June 2014	-Action Research -Artifacts/Results -Educational Blog http://jennlschultz.blogspot.com	Action plan to determine next steps in the process
Revisit my action research plan, post it in school website, as well as educational blog for sharing and continuous improvement opportunities	J. Schultz T. Rogers	June 2014	-Action Research -Artifacts/Results -Educational Blog http://jennlschultz.blogspot.com	Comments and feedback from site supervisor.

Action Research Plan...a Work In Progress

I must say, this week has been long...and it is only Tuesday (I think).  I have sat for more hours the past few days than I think I have in a lifetime...just sayin!

Anyway, I have read, reread, reread, pondered, wondered, and have now seen others' great work.  I have put together what I think is the correct format for my action plan, but you never know.  I guess that is why I am so glad I have bought into this whole blogging thing, because you people are what keep me going and remind me of what is important.

After reviewing comments from some wonderful peers, I looked a little deeper into my original thoughts for action research.  I talked with my site supervisor a little more in depth today and we tweaked my idea some.  I already use "The Daily Five" in my classroom and my kids absolutely LOVE it.  I love the excitement in their eyes and bodies when they know it is time for "Daily Five".  However, I have never sat down and reflected at how powerful of a tool it is nor how truly beneficial it is to my students' achievement.  Therefore, I thought I would still really want to evaluate the impact of technology on reading fluency, but I want to take it a step further to really research and gather data to validate if using two of the Daily Five components ("Read to Someone" and "Listening to Reading") truly does make a difference in students' fluency levels.  I am hoping that the data I gather throughout the remainder of the year will be proof enough to allow me to share my findings with other members of our faculty who are reluctant to use the Daily Five.  AND, then get them on board to help me gather more data next school year.  Wish me luck!

Now, as promised, here is my Action Plan...of course, still a work in progress.

Action Planning Template
Goal: Assess the impact of Daily Five reading and listening components on student achievement.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Obtain administrators permission to conduct an action research plan on a first grade classroom.	Jennifer Schultz Teresa Rogers Alan Reaves	March 18-22, 2013	Signed documentation giving approval to conduct the research plan.	N/A
Obtain parental consent to conduct an action research plan with students.	Jennifer Schultz Classroom parents	March 18-22, 2013	Signed documentation giving approval to conduct the research plan.	N/A
Analyze latest first grade assessments	Jennifer Schultz	March 18-22, 2013	- Benchmarks - TPRI - DRA (on students’ reading level) - Student   demographics	Spreadsheet of student data
Review Daily Five components: (“Read to Someone” and “Listening to Reading”) and appropriate use of iPads/iPods	Jennifer Schultz First Grade Students	March 18-22, 2013	- Daily Five posters - iPods - iPads	Field notes on students’ understanding of Daily Five components
Identify and load apps to use during Listening to Reading	Jennifer Schultz	March 18-22, 2013	- iPods - iPads - App store - spreadsheet	Spreadsheet of apps
Identify appropriate reading level texts and record teacher(s) reading books onto iPods/iPads	Jennifer Schultz Adults (teachers, administrators) on campus	March 18-24, 2013	- iPods - iPads - additional adults to read - appropriate reading level texts	Review of student reading levels Review of appropriate books
Create “Read to Someone” partner list	Jennifer Schultz	March 18-24, 2013	- class list	Spreadsheet of buddy readers
Introduce Daily Five (“Read to Someone” and “Listening to Reading”) reflection sheets	Jennifer Schultz First grade students	March 25, 2013	- Listening to Reading reflection sheet - Read to Someone reflection sheet	Anecdotal notes on students’ abilities to easily understand reflection sheets
Obtain teacher anecdotal records, literature reviews, student data (running records-midway)	Jennifer Schultz	March 25-May 24, 2013	-anecdotal records -literature -running record forms (on students’ reading level	Field notes on monitoring and discussion with students
Conduct Post-test assessment	Jennifer Schultz	May 27-31, 2013	- Benchmarks - TPRI - DRA	Spreadsheet of student data
Conduct student survey	Jennifer Schultz First grade students	May 27-31, 2013	- Paper Survey - Survey Monkey (?) - ActiVotes	Spreadsheet of data and graphs to show comparison
Analyze data from assessment	Jennifer Schultz	May 2013	- Benchmarks - TPRI - DRA	-Spreadsheet of student data -Graphs of relationship data
Share project findings with administration	Jennifer Schultz Teresa Rogers Alan Reaves	June 2013	-Action Research -Power Point -Literature Review	Collected review and evaluation form on presentation