Action research revised

Week 3 Assignment, Part 3

Draft Action Research Project Progress Report

Action Research Report Components

Directions:

·         Using the following eight outline elements, write your paper at the end of this assignment document in the space entitled Draft Action Research Project Report.

a.       Action research Plan and Title – To improve the 3^rd grade academic student performance for the STAAR reading test through the Utilization of the best language (Spanish or English) and facilitation of the best practices and foundational bilingual support for students. Selection of the language in which the 3^rd grade bilingual students will take the STAAR reading 3^rd grade test based on a study of action research.    (5 points)

1.       Needs Assessment – Does the explicit teaching of the TEKS standards enhance English Language learner’s performance on the STAAR reading test and which language should they test to make certain they are successful? Curriculum standards were designed to ensure every student gained the same education as his or her peers. However, these curricula did not account for the English versus Spanish variations and the types of learners each classroom possesses. Every student does not learn the same way. Now that this has been established, a sampling of 42 third grade students were selected to test a theory of early exit versus maintaining students in the bilingual program for the recommended 6 years based on research and the new district recommendation. By varying the techniques of instruction through the use of English or Spanish, the teacher can ensure each student’s needs are met and provide them with every opportunity to succeed in the language that the student is more comfortable when taking the 3^rd grade reading STAAR test.

2.       Objectives and Vision of the action research project. (ELCC 1.1) –Since every student does not respond to the same method or language of instruction, it is the teacher’s responsibility to find various avenues to reach each and every student. According to Tracey Hall, senior research scientist for the National Center on Accessing the General Curriculum, “To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively” (Hall, 2002). Differentiated instruction is a method of changing teaching and learning for students with different language abilities within the same classroom environment.  The use of English and Spanish falls into the category of differentiating instruction.  Utilizing the language that the student is more comfortable with also augments the relationship between teacher and student. If the correct selection of language is identified and used effectively; and teachers take on the role of mentor rather than teacher. Also, using the right language when mastering reading helps make the student's learning experience more meaningful and fun.

3.       Review of the Literature and Action Research Strategy – A few References to theories that guide my action research :

Cohen, E. G., R. Lotan and L. Catanzarite. "Can expectations for competence be altered in the classroom." In M. Webster, Jr. and M. Foschi (Eds.), Status generalization: New theory and research , 2001
This paper looks at nine bilingual elementary school classes in the San Jose area to determine how student language misconceptions affect the classroom. The children in the classrooms work together at learning centers and solve problems involving math and science concepts. The authors examine the data obtained from these classrooms to see whether the effects of student characteristics, such as having a first language other than English, can be altered.

Figueroa, R. A. and E. Garcia. "Issues in Testing Students from Culturally and Linguistically Diverse Backgrounds." In Multicultural Education , Fall 1994.University Press, 1988, pp. 27-54)
Figueroa and Garcia approach the task of educating limited English proficiency students from an assessment standpoint. They believe that these students often do not develop either their first or second language to its fullest potential because of an emphasis on learning English quickly rather than developing skills and engaging in content-area learning.

Ellis, N. E. "Collaborative Interaction for the Improvement of Teaching." Teaching and Teacher Education , 6:3, pp. 267-77, 1990.

This reference looks at the effects of the implementation of collaborative interactions among elementary school teachers within an instructional science program for bilingual classrooms, and suggests that frequency and structured quality of collaborative meetings among teachers affected the quality of the implementation of the program.

4.       Articulate the Vision (ELCC 1.2) –  A group of all the 3^rd grade bilingual teachers addressed the need to differentiate instruction further to help English language learners build skills and confidence when while reading in both languages.  My research has been shared to a diverse group of people consisting students, teachers, specialist, parents and other administrators. Deer Park ISD has used oral presentations in the form of PLC meetings and staff development training to explain to the Deer Park Elementary school staff the purpose for the action research. We have sent data information to parents and other schools regarding the need for improvement in this area. Any data presented has been evaluated. This would give me an opportunity the change any growing concern for student performance in our school. I have used blogs, teacher grade level communication and emails to gain valuable feedback.

5.        Manage the organization (ELCC 3.1) – We spoke with the principal and the campus curriculum coordinator about our idea for action research.  They were both supportive and were looking forward to the results. The students were given a very brief overview of the project. Parents were notified with a letter regarding the project and were invited to contact us if they had any questions. A copy of the action plan was submitted to the Bilingual director for comments and concerns.                                                                          As a part of the focus of study, the collaborating teachers gathered a group of 22 third grade bilingual students who were either Spanish dominant or English dominant readers. Our school has collaborated using team grade level chairs and reading specialists to review job descriptions and evaluation strategies using current reading standards. (For example , current reading STAAR standards will be used as a guide to indicate students needs according to objectives they scored poorly on TAKS). Following the meeting with the committee or team I will meet with each member to discuss their major duties, concerns, and recommendations for improvement.

6.       Manage Operations (ELCC 3.2) – The student's progress through this study was based on various criteria.  During the process of the action research plan development I was in charge of routinely meeting with the staff responsible for the implementation of the action research project; the teachers were required to record the data. Using this data, I planned with the reading specialist to develop a professional development training including current evaluations and future needs. Other data includes three district assessments one for the beginning, middle, and ending of the school year. STAAR assessment data was evaluated for only one year because it is a recent test; while the TAKS assessment data was evaluated for the previous three years. The team involved did build a concern about the lack of Reading LAB time for the 3^rd grade teachers which was later resolved by having classroom teachers plan with the reading/technology lab specialist every week in order to be able to continue having Reading Lab exercises done in the classroom. Another method of determining the student's success was the use of I-Stations in Spanish or English.  Each month, the student would be tested to determine his or her overall growth in text fluency, letter knowledge, phonemic awareness, alphabetic decoding, comprehension, vocabulary, and spelling.  Another method of assessment was the students overall achievement on weekly reading activities and assessments.

7.        Respond to Community Interest and Needs (ELCC 4.2) – The action research project will serve the needs of the 3^rd grade bilingual students and students with diverse backgrounds (cultural, ethnic, economic, or special interest groups) by helping the student build confidence in his or her reading skills in the language that he or she is more comfortable and successful.   The ELL students will benefit from this action research. The teachers will benefit by figuring out what teaching techniques or how information must be presented in order to improve passing rate on the reading STAAR test by the ELL student population. The school as a whole will benefit, the students individually, the teacher morale, the school district and the community.