Action Research Template

SIP (SCHOOL IMPROVEMENT PROJECT) PLAN OF ACTION-Brenda Brinkman

GOAL:  To improve our learning gaps with our non-LEP Hispanic economically disadvantage students.

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
1.Setting the Foundation: Looking at how to improve reading gaps with our  non-LEP Hispanic economically disadvantage students.	Gather AYP report and TAKS data for the past two years.	1.Wed resources 2.Interview fourth grade teachers, principal, reading specialist, ESL teacher 3.Acess to target population’s ISIP scores, Texas Treasure data	Brenda Brinkman, Principal: Jill Parker	November 28-December 2, 2011	Monthly running records, and ISIP data collected on targeted population
2.Analyzing Data: I’ve analyze our AYP data, TAKS scores, ISIP, RTI paperwork, and Texas Treasure data.	Meeting with our reading specialist and analyzing our data from AYP and TAKS scores for the past two years. Request Texas Treasure data from fourth grade teachers.	1.Pinpoint target population 2. Prepare student reports on who is already being worked with through RTI 3.  Determine student’s small group instruction	Brenda Brinkman Action Committee: Reading  specialist: Dafne Stengle ESL teacher: Sally Kious	December 2, 2011 –June 1, 2012 Texas Treasure data: 10/16/11, 12/9/11, 1/31/121, 3/25/12, 5/11/11	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress.
3.Developing Deeper Understanding: Gather qualitative data and get outside resources on how to improve parent involvement with targeted population.	Interview fourth grade teachers, reading specialist, ESL teacher, and principal	1.Web resources 2.Interviewee’s 3.Professional periodicals	Brenda Brinkman	December 2, 2011- June 1,2012	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress
4.Engaging in Self Reflection: Are the students making progress? Do I have teacher buy in? Can I get fourth grade teachers to perform small group reading instruction? Are we able to make changes as needed?	Review websites and articles regarding.  I will meet with principal about my questions?	1.Web resources 2. Professional periodicals	Brenda Brinkman, Principal: Jill Parker	December 5, 2011 - June 1, 2012	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress
5. Exploring Patterns: Reviewing data from ISIP, RTI paperwork, and Texas Treasure data.	Review assessments; meet with action committee and review findings are any new trends showing up?  Discuss changes that might need to be made.	1.Current data 2.Web resources 3. Professional periodicals	Brenda Brinkman, Fourth grade teachers, Action Committee: Reading  specialist: Dafne Stengle ESL teacher: Sally Kious	Nov. 28, 2011 / June 1, 2012	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress
6.Determining Direction: Using the data from  AYP results, TAKS scores, ISIP, RTI paperwork, and Texas Treasure data to determine action.	Move targeted population into a intervention program and monitor progress.	1.Wed resources 2.Interview fourth grade teachers, principal, reading specialist, ESL teacher 3.Acess to target population’s ISIP scores, Texas Treasure data 4. Work with intervention teachers. 5. Compare student report to prior scores.	Principal: Jill Parker Brenda Brinkman, Fourth grade teachers, Action Committee: Reading  specialist: Dafne Stengle ESL teacher: Sally Kious	December, 2011	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress
7.Taking Action: Placed targeted students into interventions, offer parent workshop on reading, offer trainings to fourth grade teachers on small group instruction	Tutor at risk students in reading, place targeted students into interventions, offer parent workshop on reading, offer trainings to fourth grade teachers on small group instruction	1.Wed resources 2.Set up parent literacy night at campus 3. Set up training for fourth grade teachers 4. Start tutoring targeted students 3.Acess to target population’s ISIP scores, Texas Treasure data 4. Work with intervention teachers. 5. Compare student report to prior scores.	Principal: Jill Parker Brenda Brinkman, Fourth grade teachers, Action Committee: Reading  specialist: Dafne Stengle ESL teacher: Sally Kious	Jan. 2012- June 2012	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress
8. Sustaining Improvement: Reflect over how it went.  Was the action plan successful? Continue to monitor next year’s test data.	Compare data from the benchmark tests and the actual STAAR Tests, see where there were discrepancies and adjust for these in the new teaching curriculum	Student data reports, TEA test results Work with action committee comparing benchmark test data and actual test scores.	Principal: Jill Parker Brenda Brinkman, Fourth grade teachers, Action Committee: Reading  specialist: Dafne Stengle ESL teacher: Sally Kious	June, 2012	Monthly running records, and ISIP data collected on targeted population Monthly meetings with action committee to discuss progress STARR data

Action Reseach Plan

Action Research Plan

Brenda Brinkman EDLD 5301 Research

Setting the Foundation:

To improve our learning gaps with our non-LEP Hispanic economically disadvantage students. Since my research is showing that, our Hispanic economically disadvantage students seem to be most at risk. My targeted population is our non-LEP Hispanic economically disadvantage students they account for 30% of our fourth grade population, which is 22 students.  I would like to start this after Christmas and continue until June.  I want to find out how our non-LEP Hispanic economically disadvantage students can pass the state assessment in third grade, but failed it in fourth grade.  What changes need to happen?  Can we pinpoint the students in need?  Do we have enough time to make a change? 

Analyzing Data:

I have looked at our AYP data, the past three years state assessment scores in third and fourth grade, ISIP data, reading levels, and I’ve pulled all the RTI paperwork.   This has led to more questions, for example: Has fourth grade being departmentalized caused the state assessment scores to fall by 8%?  Is it the higher level of questioning on the assessments?

Activities/ Deeper Understanding:

To get qualitative data, I interviewed our specialty teachers who work with every grade level and some fourth grade teaches. I’ve interviewed our Dyslexia teacher, reading specialist, and our ESL teacher and ask them what they thought is causing our drop in scores.  One teacher thought it was a lack of detailed instruction; another thought it’s because our ESL students are often quiet teacher pleasers so the teachers are unaware that they don’t understand.  The last teacher thought it was because of the grade level being departmentalized.  I’m also going to ask the question to our fourth grade teachers about targeted group.  I will continue to look at data for patterns and research articles in the Regional Educational Laboratories and other educational resources.  I will offer tutoring for students, training for parents, and training teachers on how to help struggling non-LEP Hispanic economically disadvantage students.  I’m going to try and get our Reading Recovery trained teachers to offer training for teachers on how to implement small-group reading instruction.  Try to have reading recovery-trained teachers to perform intervention or tutoring for the target students.  

Engaging in self-reflection:

Will I be able to find a clear pattern? Will I be able to discuss my findings without offending others?  Can I really implement my plan?  Can I get teachers who are already overwhelmed to listen to new ideas?

Exploring Programmatic Pattern:

After looking at more data, I saw a pattern with our non-LEP Hispanic economically disadvantage female students.  Which was interesting because AYP’s data shows that our problem lies with our economically disadvantage students and not so much our Hispanic students. What I am seeing, is that some of our Hispanic females passed with scores in the 80’s on the state assessment in third grade, but fail it in fourth grade.   

Determining Factors:

The action research project will end in June 2012.   I would like to continue to monitor STARR data for the next school year to make sure no other pattern arises.  I will monitor our achievement of the goals and objectives through monthly meetings, and looking over current data that is available.  I will continue to look for patterns in data and make changes as needed.  I will evaluate the progress of the identified students by having monthly meetings discussing goals; analyzing running records, and ISIP data, Texas Treasures assessments, and the STARR test data to track progress of students.    

Taking Action For School Improvement:

  We will participate in tutoring for the targeted group of students by providing small reading group instruction. Training will be offered to fourth-grade teachers on how to implement small reading group instruction.  Training will be offered to parents on how to help their students at home. I will be responsible for implementing the action research plan along with our reading specialist, ESL teachers, and fourth-grade teachers and some reading recovery trained teachers. 

Sustaining Improvement:  

To sustain improvement we must reflect often. What is working and what isn’t?  Make changes as needed based on our reflections. Continue to look at test data and qualitative data to help drive instruction. Look for new patterns and catch them before they get out of control.