Action Research Plan Draft - Week Three

Hello All!  I believe that I have a draft of my action research plan that is ready for your critique, finally!  Please look it over and let me know what you think.  Thanks so much for any comments or suggestions. 

Action Research Plan Project Evaluation of ESL 100% Graduation Plan
Research Question:  Are the expectations of the ESL 100% Graduation Plan being met?  What portions of the plan are successful?  Where can the plan be improved?  Should any part of the plan be deleted?  Are there any additions that need to be considered or added? Goal:  To determine the effectiveness of the implemented plan and to adjust, delete, or add new requirements as indicated by research findings.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Setting the Foundation - Obtain a copy of the ESL 100% Graduation Plan and become familiar with every detail of the plan.	Tammy Watson	April 2013 (2 weeks)	Copy of the ESL 100% Graduation Plan	Notes on Concerns and/or issues with the plan.
Analyzing Data - Interview the members of the ESL Team Members on campus regarding how they perceive the success or failure of the plan	Tammy Watson	April 2013 (2 weeks)	Questionnaire Notepad ESL Team Members	Review completed interviews of all team members.  Make note of areas that team members consider success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey teachers and counselors who work with these students regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	April 2013 (2 weeks)	Anonymous Survey using Google Docs Access to a computer or IPad Access to sheltered teachers and counselors who work with ESL students	Review completed surveys.  Make note of areas that were considered success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey students affected by this plan regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	May 2013	Anonymous Survey using Google Docs Access to a computer or IPad Access to all ESL students on campus	Review all surveys collected.  Make note of areas that students consider success or problem areas in order to gather data to either support or disprove.
Analyzing Data - Survey the parents of the students affected by this plan regarding how they perceive the success or failure of the plan	Tammy Watson Site Supervisor Academic AP	May 2013	Anonymous Survey using Google Docs Access to a computer or IPad OR, for those with no internet access, paper survey or telephone interview	Review all surveys collected.  Make note of areas that parents consider success or problem areas in order to gather data to either support or disprove.
Developing Deeper Understanding - Gather data for year prior to implementation of the plan and the first year of the plan.	Tammy Watson	June 2013	Previous ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data to create illustrations of past standing under the plan.  Take note of areas of outstanding improvement, areas that seem to be stagnant, or areas that need to be improved.
Developing Deeper Understanding - Gather data for the current school year 2012-2013	Tammy Watson	July 2013	ESL Lead Teacher reports for 2012 - 2013 DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data from current year.
Exploring Patterns – Compare data gathered from 2012-2013 school year with previous school years data	Tammy Watson	July 2013	Previous ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Create comparisons of past and current standing under the plan.  Take note of areas of outstanding improvement, areas of consistent improvement, areas that seem to be stagnant, or areas that need to be improved.
Determining Direction - Present research findings to the ESL Team Members and Site Supervisor	Tammy Watson	August 2013 (During or prior to in service week, 1 meeting)	Research Data IPads Meeting Room ESL Team Members	Distribute and discuss findings with team members. Discuss possible areas of focus and brainstorm ideas for improvement
Determining Direction -  Create a draft of the ESL 100% Graduation Plan that includes modification based upon research and consensus of the ESL Team Members	Tammy Watson	August 2013 (During or prior to in service week, 2 meetings)	Research Data Draft of Plan IPads Meeting Room ESL Team Members	Finalize Plan
Determining Direction - Present finalized action plan to principal, site supervisor, and the ESL Team Members	Tammy Watson	August 2013 (During or prior to in service week, 1 meetings)	Research Data Final Copy of Plan IPads Meeting Room ESL Team Members	Receive feedback, possible approval/modification of plan
Taking Action - Implement plan with modifications for the 2013-2014 school year	Tammy Watson ESL Team Members ESL Teachers	School Year 2013-2014	Notepad Data from ESL Lead Teacher Reports Class Pass/Fail Rates DMAC Data TAKS/EOC Data	Observe, take notes, gather data, compare/contrast current year to previous years to monitor increase/decrease
Sustaining Improvement- Gather data school year 2013-2014	Tammy Watson	June 2014	ESL Lead Teacher reports for 2013 - 2014 DMAC Data TAKS/EOC Data Graduation Rates	Gather and analyze data from current year.
Sustaining Improvement- – Compare data gathered from 2012-2013 and previous years to current school year	Tammy Watson	June 2014	ESL Lead Teacher reports DMAC Data TAKS/EOC Data Graduation Rates	Create comparisons of past and current standing under the plan.  Take note of areas of outstanding improvement, areas of consistent improvement, areas that seem to be stagnant, or areas that need to be improved.
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools (Harris, Edmonson, and Combs, 2010)

What I have learned with regard to Action Research

I have learned that action research is important in becoming the "head learner" in our schools. We need to understand how to use the action research process for proposing new ideas, for making changes, and for evaluating initiatives already in place.  Not only do we need to understand its use, but we need to be able to model its use for our faculty members.  Being able to model the action research process will encourage teacher leadership and engagement.  The result of action research benefits the entire school community. 

Action Research Possibilities

Here are the three possible topics: 

ONE - I want to measure the performance of our English Language Learners on state assessments, and how class pass rates have improved since we have started to implement a new 100% graduation intervention for ELLs.  The research will show senior graduation rates prior to the intervention and for two years following.  It will also show core class pass rates for 9th through 12th grades and state assessment improvements for 9th through 12th grade.  This action research will benefit the teachers and ELL students at our school.  It will show if the current intervention is having a positive effect and highlight areas that the intervention needs improvement. 

As the ESL teacher at a secondary school, it is not uncommon for me to hear complaints about the ELL students such as they are “lazy” or “unwilling” to learn.  Additionally, I have heard teachers say that ESL classes are “dumbed down” or that they are special education classes.  I feel that an action research project with questions such as Mr. Scott, another administrator from our text, asked is in order.  Questions such as “What can we do to help close the achievement gap and improve our practice toward language learning students?” would be important in highlighting professional development efforts that could be made to open the teachers’ eyes to the true needs of the ESL student. 

TWO - Our district has a mentoring program that all new teachers and all teachers new to the district are required to participate in.  The program assigns the new teacher to an experienced mentor teacher on his or her home campus.  The mentor is trained by the district and offered a small stipend for the service.  The mentoring continues for a period of two years and then, often, the teacher exiting the program is asked to serve as a mentor for other new teachers.  I went through the program and did not find it effective.  As a matter of fact, the program only added to the stress of those two years for me.  I would be interested to see some action research done to evaluate the success of this program and the satisfaction of the teacher participants.  I believe that questions like “What benefit, if any, are the teachers getting from the program? How can this program be revamped to improve teacher satisfaction?  What support do the mentor teachers need in order to be effective in the mentoring role?” 

THREE - Our district has a mentoring program that all new teachers and all teachers new to the district are required to participate in.  The program assigns the new teacher to an experienced mentor teacher on his or her home campus.  The mentor is trained by the district and offered a small stipend for the service.  The mentoring continues for a period of two years and then, often, the teacher exiting the program is asked to serve as a mentor for other new teachers.  I went through the program and did not find it effective.  As a matter of fact, the program only added to the stress of those two years for me.  I would be interested to see some action research done to evaluate the success of this program and the satisfaction of the teacher participants.  I believe that questions like “What benefit, if any, are the teachers getting from the program? How can this program be revamped to improve teacher satisfaction?  What support do the mentor teachers need in order to be effective in the mentoring role?”