Action Research Plan

Action Planning Template
Goal:  Does targeted small group instruction improve the standardized testing results of a specific group of students?  Does individualized small group instruction improve my advanced test scores?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Evaluate students’ test results from 4th grade	Joanna McCord (use Instructional Coach to analyze data together)	Before school starts in Aug. 2013	STAAR test results from 4th grade (April 2013)	Through the evaluating of the STAAR results from this school year, I will be able to identify the group of students I will target.
Place students into small groups based on the areas they need specific instruction and determine the specific group I will be collecting data on (in each section)	Joanna McCord	September 2013	STAAR test results from 4th grade (April 2013) – look at standard/objective breakdown for each student determine their area of weakness	I will know that this step is complete when I have a group of students – all with like instructional needs and are in my target range. (in each class that I teach)
Create a scope and sequence of instruction that meets the specific needs of each group	Joanna McCord and Instructional Coach	Before school starts in August 2013 and weekly during the school year	Results from I-Station and DRA Resutls from STAAR test that show the SE that each student struggled with Reading curriculum from district	I will know that this step has been completed when I have a guide to follow during my small group instruction specific to my targeted groups
Implement small group reading instruction schedule for each class	Joanna McCord	September 2013	Class schedule and class lists and data from the first 2 action steps	Classroom and small group observation
Meet with targeted group of students (in each class) 3-4 times a week using individualized instruction	Joanna McCord	September 2013 – May 2014	Scope and sequence that I created Teaching materials – Comprehension Toolkit, IStation lessons, guided reading books	Use formative and informative assessments to monitor progress
Create higher level questions and reading activities for target students to use during independent work time	Joanna McCord	September 2013 – May 2014	I-Station results and activities created for each student Stephanie Harvey’s Comprehension Intervention resource based on the Comprehension Toolkit	Use formative assessments to track students’ progress
Compare Data	Joanna McCord	April 2014	2013-2014 STAAR results	I will look at the new STAAR results and see if there was any change in my students’ scores
Reflection	Joanna McCord	April 2014	Data collected	I will reflect on my data and determine what was beneficial to continue for the following year and what changes need to be made.

Action Research Project Process Overview
 SETTING THE FOUNDATION: Through collaboration with my principal and campus instruction coach, the issue of student performance in reading in regards to advanced scores on the STAAR test has been identified.
 ANALYZING DATA: I will use a variety of data – STAAR results, I-Station results, DRA results, as well as formal and informal assessments in the classroom.
 DEVELOPING DEEPER UNDERSTANDING: Initial data gathering will lead to additional questions that will cause me to dig deeper into analyzing if my small group targeted instruction is showing improvements.
 ENGAGE IN SELF-REFLECTION: I will ask my self my some reflective questions, such as Will I be able to consistently implement small group instruction in order to collect data? Is small group instruction time helping to maximize the reading instruction minutes per day? Are my students making strides with higher-level comprehension questions?
 EXPLORING PROGRAMMIC PATTERNS: After talking with my site supervisor, our campus instructional coach, and other reading teachers, I will begin to create a more definite plan. DETERMINING DIRECTION: I am clear on what I am attempting to solve during my action research project. I will collaborate with our campus instructional coach as I implement my daily small groups. My time line is about 8-9 months. I believe this is very reasonable. As the project gets underway, I will revise and improve as needed.
 TAKING ACTION FOR SCHOOL IMPROVEMENT: I will develop a written plan of my project and will use the Tool 7.1 template to assist me.
 SUSTAIN IMPROVEMENT: If my results show success and benefits for my students, then I will share my findings with other teachers that could benefit from the data. I will also apply this process to other parts of my professional development.