Action Research Update (EDLD 5326)

My action research project is titled Increasing Fluency in Grades K-3.  The purpose of my project is to monitor and evaluate benchmark data in grades K-3 in the area of fluency to determine if the use of fluency folders increases the percentage of students who are developed in fluency as reported by benchmark data compared to last year’s data. The project is based on the implementation of a daily fluency folder program in grades K-3.  One week before school started the fluency folders had not been printed.  The printing process did not occur in a timely fashion for grades K, 2nd, and 3rd.  The scheduled calendar of assignments in the folders for these grades had to be modified.  The first grade group was the only group that started the implementation as scheduled during the first week of school.  The first benchmarks have taken place and I am in the process of starting to analyze the beginning of the year data.  My initial plan was to use TPRI (Texas Primary Reading Inventory) benchmark data, and then I learned that the third grade group does not use this instrument. The third grade group uses STAR Reading as their benchmark.  I will need to familiarize myself with this instrument.  I am not certain that STAR Reading targets the area of fluency, but rather gives information about the proficiency or reading levels of the students. As of now, there are changes that I will make to my research project based on the benchmark instruments used and fluency information I am able to obtain for the third grade group.

FORWARD...

“It is essential to understand that improvements cannot be sustained without actively looking to the future.  In other words, to not move forward is to move backward” (Harris S., Edmonson S., Combs J., 2010, p.93).


Let us all move forward with new insight and support for one another as we embark on this Action Research Journey!

Action Research Plan

Action Planning Template
Goal: Increasing Fluency in Grades K-3
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Implement the daily use of fluency folders in grades K-3.	K-3 Teachers	August 2012-May 2013	1 Fluency folder per child.	Documentation of timed readings in fluency folders.
K-3 Teachers will administer the BOY (beginning of the year) TPRI (TX primary reading inventory).	K-3 Teachers Angelica Okamoto	Sept. 3, 212-Sept. 28, 2012	TPRI administration kit IPAD	Analyze data obtained from BOY TPRI.
Provide K-3 teachers with a survey or questionnaire regarding use of fluency folders in their classrooms. (1st six weeks survey).	Angelica Okamoto K-3 Teachers	Oct. 1, 2012- Oct. 5, 2012	Survey or Questionnaire	Review survey results.
Provide K-3 teachers with a survey or questionnaire regarding use of fluency folders in their classrooms. (2nd six weeks survey).	Angelica Okamoto K-3 Teachers	Nov. 5, 2012- Nov. 9, 2012	Survey or Questionnaire	Review survey results.
K-3 Teachers will administer the MOY (middle of the year) TPRI	K-3 Teachers Angelica Okamoto	Nov. 2012- Dec. 2012	TPRI administration kit IPAD	Analyze data obtained from MOY TPRI.
Meeting with K-3 teachers to ask for feedback concerning use of daily fluency folders. (3rd six weeks)	Angelica Okamoto K-3 Teachers or grade level representative	Dec. 17, 2012- Dec. 20, 2012	Time of at least 30 minutes.	Summarize meeting with K-3 teachers and report to principal.
Provide K-3 teachers with a survey or questionnaire regarding use of fluency folders in their classrooms. (4th six weeks survey).	Angelica Okamoto K-3 Teachers	Feb. 11, 2013- Feb. 15, 2013	Survey or Questionnaire	Review survey results.
Provide K-3 teachers with a survey or questionnaire regarding use of fluency folders in their classrooms. (5th six weeks survey).	Angelica Okamoto K-3 Teachers	Apr. 8, 2013- Apr. 11, 2013	Survey or Questionnaire	Review survey results.
K-3 Teachers will administer the EOY (end of the year) TPRI	K-3 Teachers Angelica Okamoto	Apr. 2013- May 2013	TPRI administration kit IPAD	Analyze data obtained from EOY TPRI.
Meeting with K-3 teachers to ask for feedback concerning use of daily fluency folders. (6th  six weeks)	Angelica Okamoto K-3 Teachers or grade level representative	Apr. 29, 2013- May 3, 2013	Time of at least 30 minutes.	Summarize meeting with K-3 teachers and report to principal.
Presentation	Angelica Okamoto	May 20, 2013-May 24, 2013	Power Point presentation. Microsoft office document. Time of at least 30 minutes.	Present data resulting from action research to principal and staff.

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

(Harris, Edmonson, and Combs, 2010)

Action Research Plan

An area of elementary campuses that can always be improved upon is FLUENCY.  I am going on my tenth year of teaching First Grade, and will be researching Increasing Fluency in Grades K-3.  More to come next week!

Reflection: Finding a Wondering (5301 week 2)

"The compass that provides the direction for your inquiry comes from critical reflection in and on your own administrative practice.  When administrators seek out change and reflect on practice, the first steps of their journey begin with brainstorming questions or wonderings they wish to explore" (Dana, 2009, p.30).

Reviewing The Passions That Drive Your Journey has given me the insight needed to take charge of my own learning.  The question is: Where do I start? 

How Educational Leaders Might Use Blogs

Blogs allow educational leaders to make collections of data a part of their administrative practice, and to share ideas and insight with colleagues or other administrators instantly.  This online form of journaling can be used as a tool for reflection and inquiry as they happen simultaneously.  Through the use of blogs educational leaders ar able to: link to other blogs, comment on blogs or receive feedback from others, follow blogs of interest, and gain new insight from reading older posts or from others who comment on their blog.  Blogs provide immediate publishing capabilities and an archive of previous resources and experiences that allow diverse interactions amongst users. Blogs are an innovative networking tool for educational leaders.

Action Research: What I've Learned About Action Research and How I Might be Able to Use it

I have learned that administrative inquiry or action research is the step by step (systematic) process of studying one's own practices reflectively.  Reflection of practices are observed and used when analyzing data obtained during the inquiry process.  Changes and improvements are made based on this reflective practice and data.  Administrative inquiry or action research is a practice that must be developed as a process over time, hence the term "systematic", and focus on school improvement.  Principals and administrators must be reflective practitioners who are engaged in systematically identifying problems, developing plans of action based on analyzed data, who work towards change.  Administrative inquiry or action research is a tool from which learning and improvements are achieved. Through this inquiry/research process the principal/administrator is not being told what to do by outside experts or researchers, or telling others what to do.  He or she is a participant in the process working alongside the individuals or groups who are working towards a common goal. 

Aside from my action research project, I plan to use action research in my classroom to address the following areas: increasing parent involvement, improving reading skills, and encouraging positive behavior while reducing discipline issues.  I believe that through action research I will be able to build positive relationships with administrators, colleagues, parents, and students.  I will work with others in identifying and addressing problems for the improvement of our school, and my classroom.  I will do this by "inquiring", asking questions to have a better understanding of the problems, and by working towards a shared vision, while reflecting on the practices of myself and others.