Action Research Update

     My action research project is going well so far, but is definitely an assignment that must be given attention and great effort in meeting the deadlines I have set in my timeline.  I’m sure we will all agree time is an issue, there’s never enough of it.  However, I’m learning that “having more than one iron in the fire” makes it difficult, but not impossible. I have completed most of my steps within the time I indicated in my plan.  These completed steps include organizing my notebook to store all documentation, obtaining the list of Read 180 fifth grade students, discussing my project with the Read 180 teacher, collecting student reading data and student observations in the Read 180 classroom.     
     I began my Action Research Project one week before school started with the organization of my action research notebook.  The final Read 180 student rosters were posted the week before school started so I was also able to add the rosters to my notebook at that time.  There are two fifth grade Read 180 classes.  Some of these students are new to the program and others began the program in October 2012.  I have documented this in my notebook so I can consider the effect this may have on the outcome of my project.  The data I have collected so far includes last school year’s STAAR scores and beginning of the year SRI (Scholastic Reading Inventory)results.  This data has been placed in my notebook and recorded on a spreadsheet for convenience in analyzing and comparing scores.  I will have more data to record on my spreadsheet next week since students have just completed the beginning of the year screener, ISIP (Istations Indicators of Progress) and their first reading benchmark.  I have written a reflection on my first observation of the fifth grade Read 180 students during class and added this documentation to my research notebook.   
     The student reading survey I planned to give the fifth grade Read 180 students is still incomplete and my original survey idea has been tweaked.  My plan was to create or find a simple survey that would give an inside look at the way these students view reading.  The Read 180 teacher and I met to discuss the survey activity in my action research project and what we hope to learn from the survey.  I felt involving the Read 180 teacher in the reading survey process would be beneficial because of her reading knowledge and experience with students who have reading difficulties.  Getting her help with the reading survey has been a great idea, but finding time to do so has been an issue.  We both have very busy and conflicting schedules which has slowed this process.  We have met two more times to brainstorm questions we felt should be on the survey and take a look at any surveys we could find already created that might meet our needs and save time.  I would like to mention one of the surveys I discovered on a website because I found it quite impressive and wish to share it.  I found Measuring Attitude Toward Reading:  A New Look for Teachers by Michael C. McKenna and Dennis J. Kear on the website http://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurvey.pdf.  I like this survey because it is obvious the authors took great care in the survey’s development.  It contains components that none of the other surveys I found did such as; the research in its development, how to administer, score and interpret the survey.  I also like that this survey uses a simple pictorial format with the comic strip character Garfield.  However, upon discussion with the Read 180 teacher we agreed that at this point in time any survey we could find or create would not show accurate information and would be skewed because attitudes had already began changing since the first and second day of class.  The Read 180 teacher came up with a great suggestion that I agree will show a truer picture of these fifth graders’ view on reading since they started the program to now.  Her suggestion to gain this student information was to incorporate their attitude about reading into a writing assignment.  Read 180 has a writing component that is proving to be very successful and I liked the idea of having students write about their view on reading.  We are currently thinking about a prompt for this writing/reading assignment and are scheduled to meet Wednesday, Oct. 2, to agree upon a writing prompt that will lead students in expressing their views on reading and the Read 180 class.  October 4 is the scheduled date for this writing assignment.
     Now that the beginning of school frenzy is slowing down I am feeling more confident that it will be somewhat easier to stay on top of my action research. Getting the students  to complete their writing assignment and express their views on reading and Read 180 will put me right on target with my action research.  

A Slow Start

The slow start I am referring to is truly not the first week of school but rather my ARP.  So many things were happening this first week that what I had scheduled to do in my plan did not happen.  However, I have my reading survey for the fifth grade Read 180 students ready to go and the Read 180 teacher on board with me.  Hopefully, I will MAKE time this week to stay on target with my ARP.  Planning to make a running start this week!

Never Say Never

     First, I have to admit something I never thought would be possible; I never would have believed it possible for me to enjoy research and find it anything other than painful. So, never say never because surprisingly I have enjoyed this research class.  The following are my thoughts on the happenings in EDLD 5301:
     Lectures:  I found Dr. Arterbury and Dr. Jenkins lectures to be helpful, especially during week two when I was stressed about how to get started with my inquiry. Week two’s lecture helped me understand how to choose the words for writing my action research wondering, which was such a big deal because words and questions were all over the place in my brain. 
     Readings:  I think the book by Nancy Fichtman Dana is outstanding and a keeper.  The Dana text does a super job explaining what action research is and how it’s different from traditional research.  It explains the reasons for research and reflection.  I liked the many examples for topics and action researches provided in the text.  The chapter giving suggestions on how to make time for research was very helpful since time is a concern of mine.
     Searches:  The resource section of this course has an awesome list of websites to explore.  The name of this list is “Essential Websites”.  The list is well organized and can be a time saver when searching for a specific website.  I have found time to explore some of the websites and already found a couple that will be helpful to my action research.  There are many interesting titles that I am eager to explore and share with my campus.  Unfortunately, there is a blank page in the website list and you can tell there are websites missing because they’re numbered.  Also, some of the website links I've tried did not work.  
     Assignments:  Though some of the assignments stressed me out, they all helped me retain the knowledge provided because I had to apply what I learned.  I am excited about my action research plan, conducting it throughout the next several months, and learning the results of my inquiry.  I think it will be an exciting journey!
     Discussion Board:  The discussions are something I didn’t like in the beginning of the course, but they grew on me.  I liked reading others thoughts about the subject and getting responses from my reply.   The replies were always helpful, encouraging and kind.  It was also exciting to read what others were experiencing at their schools.  Some of their experiences were relatable to my campus and others I’m grateful do not exist on my campus.  Classmates on Discussion Board have given me some good ideas.
     Web Conferences:  I always had problems with sound during the web conferences.  Toward the end of the course, I finally gave up and waited to watch the recorded session.  Watching the recorded sessions were just as painful because it would freeze.  I managed to struggle through all but one of them.  I realize it is probably my internet connection, but it’s as good as it’s going to get because of my location. I think all the webcams being turned on effects my connection because when they were all turned off in the previous course the sound was great and I didn’t have a freezing problem.  I also found the side bar posting more distracting than helpful during this course.  A lot of the same questions were asked over and over and most answers could be found in the assignment, resource section, and/or in the weekly overview posted on the Google site.  One thing I did get from the web conferences was that Dr. Abshire was genuinely interested in helping her students be successful in this course.  
     Blogs:  I know I’m part of a minority when I say blogging has not been a favorite of mine.  I look forward to this opinion changing and hope the more I blog the better I’ll like it.  I enjoyed creating my blog and I really like reading blogs.  Many of the research blogs I’ve read have very talented writers.  I understand the importance of blogging and how helpful it can be, but I do not like posting on a blog.  Blogging is similar to writing in a journal.  I like writing in my journal, which I do often.  The biggest difference between journaling and blogging is that nobody is reading it.  When journaling I’m not concerned with the grammar, spelling, punctuation or if it even makes sense.  I feel free to write exactly like I would speak, in my Southeast Texas way.  When blogging I spend way too much time on those things.  I wear myself out proofing what I’ve written and checking to see if it makes sense.  (I must have some kind of problem that has a special name).  This will be hard for me, but I’m going to work on proofing my post only a couple of times then throwing it out there.  Another reason I don’t care for blogging is having to ask people to leave comments.  I appreciate comments and find them helpful, but I don’t like asking people to take the time to do so.  Requesting comments for me is like trying to sell wrapping paper.  As you can guess, I would not be very helpful as a salesperson during fund raising time at our school.
  
 
     




 
 
 

Revised Action Research Plan

I have already started back to school and this week has been pretty hectic. I think I am learning to pace myself pretty well. I met with my site supervisor again this week and we looked over my action research plan. She is very pleased with my plan and glad we changed the target group from fourth to fifth grade. Both of us are anxious to see what the findings of my research shows. We are hoping to see improvement and evidence that the money being spent on this program is well worth it. This past year we were able to see improvement in many students’ confidence and attitude toward reading. Before meeting with my site supervisor this week I made some revisions to my action research plan based on your comments. I have added more details to my action steps and tried to make the end goal of my action research clearer. I also added a step to help me remember I will need to create the student survey I will be giving in step 6. My site supervisor has given her approval to my plan and I look forward to getting started next week. I am posting my revised Action Research Plan and hope that you will again leave some very helpful comments. Thanks!

Dana Brecht’s Action Research Plan
Goal:  What impact will Read 180 have on fifth grade STAAR reading scores?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1  Organize action research notebook for recording and keeping documentation supporting research.	Dana Brecht	August 12, 2013-August 1, 2014	•  notebook •  divider tabs •  journal pages	Organize all action research documentation including (but not limited to) rosters, surveys, journaling, spreadsheets, etc.
2  Obtain a list of target group - 5th grade Read 180 students.	Dana Brecht	August 12-16, 2013	•  5th grade Read 180 roster •  spreadsheet	Add students to spreadsheet.  Make a column to note 1st and 2nd year students in the program.
3  Create student survey to get students input/thoughts about reading.	Dana Brecht	August 12-16, 2013	•  computer/word •  survey questions	Student survey  that reflects his/her thoughts about reading.
4  Obtain and analyze STAAR reading scores to provide answer to action inquiry.	Dana Brecht	August 2013 March 2013 April 2013 July 2013	•  2012-2013 4th grade STAAR reading scores •  2013-2014 5th grade STAAR reading scores •  spreadsheet	Add STAAR scores for 5th grade Read 180 students to spreadsheet. Summary of STAAR scores.
5  Meet with Read 180 teacher to provide background information and discuss action research.	Dana Brecht Dalena Pickett	August 20, 2013	Action Research Plan	Summary of meeting.
6 Distribute beginning of year student reading survey to 5th grade R180 students to provide a look into the way these students view reading.	Dana Brecht	August 27-30, 2013	•  self-created reading survey •  copies of survey •  5th grade R180 students	•  Students completed survey. •  Summary of surveys.
7  Collect scores and analyze data from the three R180 SRI assessments given to track student progress.	Dana Brecht	August 2013 January 2014 May 2014	•  SRI spreadsheet •  May 2013 SRI scores •  January 2014 SRI scores •  May 2014 SRI scores	•  SRI scores documented on spreadsheet. •  Summary of results.
8 Collect scores and analyze ISIP data from three administrations to track student progress.	Dana Brecht	August 2013 January 2013 May 2013	•  ISIP spreadsheet •  beginning, middle, end of year ISIP results for 5th grade R180 students	•  ISIP scores documented on spreadsheet. •  Summary of results.
9  Collect and analyze reading benchmark scores to track student progress.	Dana Brecht	August 2013-May 2013	•  reading benchmark scores for 5th grade R180 students •  spreadsheet	•  Benchmark scores documented on spreadsheet. •  Summary of scores.
10  Observe 5th grade R180 students while in classroom to collect qualitative data.	Dana Brecht	August 2013-May 2014	self-created student observation checklist	Summary of each observation.
11 Research Read 180 and its results at other schools for comparison to my end results.	Dana Brecht	August 2013-June 2014	•  Read 180 literature •  websites about Read 180	•  Summary of Read 180 and other schools results •  Comparison of research and my results.
12  Analyze and interpret different types of 5th grade data collected to make predictions about STAAR reading scores.	Dana Brecht	February 2014	•  SRI scores •  ISIP scores •  benchmark scores	Record predictions in journal.
13  Distribute student reading survey to see if student opinions have change from beginning of year.	Dana Brecht	May 2014	•  self-created reading survey •  copies of survey •  5th grade R180 students	•  Completed student surveys. •  Comparison summary of surveys.
14 Meet with principal and R180 teacher to discuss findings at this point and  STAAR score predictions.	Dana Brecht Beverly Hall Dalena Pickett	February 2014 June 2014	•  action research notebook •  data based predictions	Summary of meetings.
15 Compare and analyze STAAR reading data for evidence of R180 impact on 2014 5th grade scores.	Dana Brecht	July 2014	•  2013 STAAR data •  2014 STAAR data •  graphic organizer	•  Results of Read 180 impact on 5th grade STAAR reading scores. •  Self-Reflection on findings.
16 Organize action research presentation to support argument for R180 impact on STAAR scores and continued funding for program.	Dana Brecht Dalena Pickett	August 2014	•  collected data (STAAR scores, SRI, ISIP, benchmarks, student survey and observations) •  summaries •  graphic organizers •  self-reflection	•  Developed oral presentation and powerpoint slides. •  Presentation approval by principal. •  Scheduled Presentation date/dates.
17 Present action research findings to teachers, administrators, school board members and parents to show the impact Read 180 is having on STAAR scores and if the impact warrants continued funding.	Dana Brecht Dalena Pickett	August 2014	•  developed presentation •  powerpoint slides	Oral presentation with powerpoint.

 

 

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Action Research Plan

Dana Brecht’s Action Research Plan
Goal:  What impact will Read 180 have on fifth grade STAAR reading scores?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
1  Organize action research notebook.	Dana Brecht	August 12, 2013-August 1, 2014	•  notebook •  divider tabs •  journal pages	Organize all action research documentation including (but not limited to) rosters, surveys, journaling, spreadsheets, etc.
2  Obtain a list of 5th grade Read 180 students.	Dana Brecht	August 12-16, 2013	•  5th grade Read 180 roster •  spreadsheet	Add students to spreadsheet.  Make a column to note 1st and 2nd year students in the program.
3  Obtain and analyze STAAR reading scores for fifth grade Read 180 students.	Dana Brecht	August 2013 March 2013 April 2013 July 2013	•  2012-2013 4th grade STAAR reading scores •  2013-2014 5th grade STAAR reading scores •  spreadsheet	Add STAAR scores for 5th grade Read 180 students to spreadsheet. Reflection on STAAR scores.
4  Meet with Read 180 teacher to discuss action research.	Dana Brecht Dalena Pickett	August 20, 2013	Action Research Plan	Reflection of meeting.
5  Distribute beginning of year student reading survey.	Dana Brecht	August 27-30, 2013	•  self-created reading survey •  copies of survey •  5th grade R180 students	•  Students completed survey. •  Survey reflection.
6  Collect and analyze R180 SRI scores for 5th grade students.	Dana Brecht	August 2013 January 2014 May 2014	•  SRI spreadsheet •  May 2013 SRI scores •  January 2014 SRI scores •  May 2014 SRI scores	•  SRI scores documented on spreadsheet. •  Reflection on results.
7  Collect and analyze ISIP scores for 5th grade Read 180 students.	Dana Brecht	August 2013 January 2013 May 2013	•  ISIP spreadsheet •  beginning, middle, end of year ISIP results for 5th grade R180 students	•  ISIP scores documented on spreadsheet. •  Reflection on results.
8  Collect reading benchmark scores for 5th grade Read 180 students.	Dana Brecht	August 2013-May 2013	•  reading benchmark scores •  spreadsheet	•  Benchmark scores documented on spreadsheet. •  Reflection on scores.
9  Observe 5th grade R180 students while in classroom.	Dana Brecht	August 2013-May 2014	self-created student observation checklist	Reflection on observations.
10  Gain knowledge about Read 180 and its results at other schools.	Dana Brecht	August 2013-May 2014	•  Read 180 literature •  websites about Read 180	Reflection on new learning and other schools results.
11  Analyze and interpret different types of 5th grade data to make predictions about STAAR reading scores.	Dana Brecht	February 2014	•  SRI scores •  ISIP scores •  benchmark scores	Record predictions in journal.
12  Meet with site supervisor and R180 teacher to discuss results and STAAR predictions.	Dana Brecht Beverly Hall Dalena Pickett	February 2014 June 2014	•  action research notebook •  data based predictions	Reflection of meetings.
13  Compare, analyze and interpret STAAR reading data on 5th grade R180 students.	Dana Brecht	July 2014	•  2013 STAAR data •  2014 STAAR data •  graphic organizer	Results of Read 180 impact on 5th grade STAAR reading scores.
14  Present action research findings to Read 180 teacher, 5th grade teachers, administrators, and school board members.	Dana Brecht	August 2014	•  action research documentation •  summary of findings	Oral presentation with powerpoint.

 

 

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)