Action Research Progress Update/Summary

Throughout the course of the action research project, I have been able to work with a small group of 2^nd grade students that need intervention regarding their literacy development.  This includes comprehension, fluency, vocabulary development, writing, spelling and phonics.  I have documented their starting level, progress, work samples and feedback.  This feedback includes my small group observations, parent comments/emails and homeroom teacher observations.

While working with these students, I have gotten to know them better and witness their learning styles, struggles and interests.  They have shown interest and have been very cooperative throughout the course of the program.  These readers have been assessed at the beginning of the year with iStation, a computerized reading assessment, and DRA 2.  Teachers gave feedback regarding behavior, reading development and language background.  Some candidates of the program are English Language Learners; they continued to participate in the ESL pullout program.  

Several of the parents felt the program helped their child become more aware of what their reading selections were, learning more information and that they gained a stronger self confidence.  They enjoyed the books that were used throughout the lessons and the homework was easy and quick to finish.  The leveled literacy homework was in addition and not a substitution for other literacy homework, so students and parents were happy that it was not extensive and time consuming.  It challenged them and at the same time reviewed and supported what they had already learned the lesson prior.

As this new school year has begun, we are assessing a new group of students and will be starting the Leveled Literacy Program again.  I will continue being the LLI representative/teacher for my grade level and monitor and track the students’ progress to prove whether or not this program is successful and effective.

Throughout this Research course, I have learned more about action research and different ways to utilize it towards the development of my career.  Many different aspects benefit the learning of action research and I am sure I will continue to learn about action research after the course itself is complete.  While viewing the lectures and videos over the past 5 weeks, I have learned that action research is always evolving and revisions can always be made.  In fact, at this point in the course, no revisions may seem questionable and would bring myself to question if my action research was adequate enough and accurate?  I also learned that many different action research plans are developed around current situations and learning experiences as well as a wide variety of learning topics that administrators and educators face on a daily basis. The readings provided by Dana and Harris, et. al, were quite insightful.  Learning about different theories and methods of actions research was eye opening as it applies to collaborations I have been involved with in the past and current year.  The Delphi Method is one strategy that I was unaware existed, but went through the technical/physical actions of the method.  By responding to an issue or giving feedback, this has contributed to an overall consensus (Harris, et. al, p. 95).  During the draft of my action research plan, I found myself thinking of new activities/tasks that would benefit to the research and data collection.  Always drafting a “plan” that is detail oriented can be very overwhelming and I found this to come naturally as I have a natural curiosity and wondering towards my action research goal.  I know there will be revisions as my action research is being conducted and will make changes accordingly. Seeing firsthand others’ discussions and their action research plans, other questions have been brought up and I found I can apply them to my research plan as well.  It is refreshing and beneficial to view others’ perspectives on action research and how they apply it to their teaching experiences, learning situations and real world events.  Others have given me some insight to my own research plan and pointed out different evaluations and self assessments I can use towards my goal. I have used a wiki for my classroom and learners; however I have not used a blog for my own personal reflection.  I found this to be insightful as my colleagues and peers are able to view and comment on my personal learning.  Not only that, but this allows me to share with them and vice versa.  It’s great to view other educators around Texas learning and experiencing action research in the same realm, but different circumstances.  It also gives allows me to pick and choose different methods and strategies that work best toward my learning/teaching style. This action research course has been a great learning experience in that I have gained valuable information on how to better research and evaluate myself as a professional.  I can use this in my current position as well as my future leading position in an administrative role.

This week I  looked at all the ways I could use the action research plan by the different methods in the readings.  The force field analysis, Delphi Method, Nominal Group Technique and the CARE Model. I feel that each and every one of these methods is a great way to resolve conflict and work collaboratively with colleagues.  I am familiar with the Delphi Method and have participated in a situation where this was used.  I feel that I could use the Nominal Group Technique with my teammates when concerning my action research plan.  Their feedback and concerns can give me insightful information and useful data.  I am not certain that I could use the Force Field Analysis as there are no new changes to the Leveled Literacy Intervention Program that is implemented on my campus and grade level.  Not all teammates are knowledgeable and informed of the LLI program in full detail.  

While drafting my research action plan, I have been thinking that I have been doing some research action without realizing.  Not all of the criteria are necessarily met, but in some way I have been conducting research based on collecting data and results from students, comparing the results and collaborating with other colleagues.  Several leveled literacy intervention leaders and I met earlier this year to discuss different strategies and implementations that are working at our campuses.  It was a great way to pick each others' brains and see what was working.  Next year it will be good to see how effective they have been for others and to use this information in my action research.

Action Planning Template
Goal: Goal:  In what ways will the leveled literacy intervention program improve the reading success and overall reading level of below grade level 2nd graders?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Take running records on students every 2 days.	Lacey Coble	September 2012-May 2013	Varied leveled books; running records; students	Running records data, fluency scores
Survey teachers of students to track/monitor progression in the classroom within guided reading groups.	Lacey Coble	September 2012 monthly	2nd grade students below level; 2nd grade staff
Use iStation results to see if progression has affected the monthly results.	Lacey Coble, Lacey Kuehn, Missy Pell, Lindsay Schrader, Kelly Will, Julie Wood	September 2012-May 2013	2nd grade students below level, 2nd grade staff	Monthly progress reports; tier levels; progress charts
Meet with SST committee to discuss further interventions with struggling readers that participate in LLI.	Lacey Coble	September 2012-monthly	SST committee members
Meet with other campus literacy leaders to discuss effective strategies and implementation	Lacey Coble	November 2012	District literacy leaders, other leveled literacy leaders for specific campuses within the district	Meet with other campus literacy leaders to discuss effective strategies and implementation
Research online different results or anecdotes of other educators that have used the LLI program	Lacey Coble	September 2012-May 2013	internet	Research online different results or anecdotes of other educators that have used the LLI program
Compare results with last year’s students to see the effectiveness and compare qualitative data	Lacey Coble, Shannon Mistr-Campus literacy leader	May 2013	May 2012 data and results	Compare results with last year’s students to see the effectiveness and compare qualitative data
Survey parents to see the effectiveness and progression at home	Lacey Coble	September 2012-May 2013	Parents; samples of student work	Survey parents to see the effectiveness and progression at home
Use DRA2 assessments from classroom teachers to monitor progression of reading and comprehension	Lacey Coble, Lacey Kuehn, Missy Pell, Lindsay Schrader, Kelly Will, Julie Wood	September 2012-May 2013	DRA2 assessment results, fluency scores, DRA2 leveled books	DRA2 assessment results

Action Research:  Week 2 - Areas of Passion

This week has given me more insight to action research and different ways to utilize it in teaching.  There are 9 different areas of passion regarding inquiry and action research.  They are:

• Staff development
• Curriculum development
• Individual teacher(s)
• Individual student(s)
• School culture/community
• Leadership
• Management
• School performance
• Social justice

I have learned that action research is constantly in effect on my campus.  I've participated in book studies to help better understand learners and it helped an administrator gain new perspective.  Myself and others also gained new information we apply to our daily teaching.  My mentor and principal has used action research to gain our opinion and feedback about her as a leader.  This was a different approach as she shared the results and feedback with us at a faculty meeting.  The constructive criticism was used to help her be a more effective and communicative leader.  

I plan on doing my action research based on a leveled literacy program that is new this year.  As the grade level leader, I am going to use the student information and apply it to the duration of the program, its effects after, and how students utilize it within the classroom. 

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