Action Research Project Summary (EDLD5326 Week 5)

AR Project Summary (at least 250 words): My Action Research Project of Implementing an effective K-2 RTI program is on track. I began my project by meeting with the teachers to tell them about my project. We fall short on documentation. We’re a very small school so we’ve come to depend on communicating concerns to each other simply because it’s easier, quicker, and we feel more one-on-one. I spoke with the teachers about this and assured each of them that they were doing a fantastic job. However, my concern was that we all have to start documenting if we want to get help for our students. The law requires documentation. Parents will also want to see documentation. Teachers understood this but needed help on what documents to use. The right document was also a concern of mine. There are so many documents out there and choosing the best one was a long process. Finally, I was able to form a document that is easy for teachers to use. With my principal’s approval of the document, I brought it to our weekly faculty meeting and explained what exactly needed to be documented. All teachers seemed very pleased with this form. The universal screening that my principal and superintendent chose is the TPRI (Texas Primary Reading Inventory). Our Kindergarten and 1^st grade teachers just finished last week with their first universal screening process. I will meet with them this week on kids identified as possibly needing help (Tier 1). Our 2^nd grade teacher finished two weeks ago with universal screening. I met with her and we identified at risk students. I’ve provided different strategies that she can implement in her classroom. I talked with my principal concerning how long teachers should document before we take the next step. She informed me that teachers should document for nine weeks before we take the next step. I’m anxious to speak with our 1^st and 2^nd grade teachers about their TPRI tests. In my opinion, their TPRI’s should’ve been completed two weeks ago just as 2^nd grade. The 1^st and 2^nd grade teachers are veteran teachers and they don’t like change. During our meetings, they don’t voice any concerns and seem anxious to get started. They are good teachers and want to help their students in any way possible. However, documenting is something they’re not good at because they’ve never had to or been held responsible if they didn’t. I have to handle them with “kid gloves” to get them to begin the process of documentation. I know, though, that once they get started with it and feel comfortable then they will be okay. Right now documentation as well as RTI is new for them. It’s up to me to make them understand RTI and to help them become comfortable with everything concerning RTI. During the summer my principal ordered quite a few books on RTI. I’ve started reading them to learn about different strategies that I can give our teachers to help students.

Revised Action Research Plan (8/12/2012)

Action Planning Template
GOAL:	Implementing an effective K-2 Response to Intervention (RTI)  program at Palo Pinto ISD
Action Step(s)		Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. Ensure curriculum is aligned with K-2 TEKS		Danna Reed, Teresa Mahan	09/2012 – 12/2012	K-2 TEKS, lesson plans	Analyze information
2. Examine teaching intervention strategies to determine alignment with K-2 core curriculum		Danna Reed, Teresa Mahan	09/2012 – 10/2012	K-2 TEKS, textbooks, lesson plans	Classroom observations, meetings with teachers and principal
3. Analyze and examination of grade appropriate teaching strategies for K-2		Danna Reed, Teresa Mahan	09/2012 – 05/2013	K-2 TEKS, professional development, financial resources for professional development	Classroom observations, meetings with teachers and principal
4.Training teachers on effective documentation procedures		Danna Reed, Teresa Mahan	09/2012 – 12/2012	Computers with internet access, professional development	Meetings with teachers checking progress on documentation
5. Document student achievement results to determine the need for staff training		Danna Reed, Teresa Mahan	09/2012 – 10/2012	TPRI scores, Reading Renaissance scores, Real Math scores, professional development	Analyze test results
6. Collect data from teacher documentation of intervention strategies being implemented for at risk students to determine effectiveness		Danna Reed, Teresa Mahan	09/2012 – 05/2013	TPRI scores, student work, RTI forms	Analyze information
7. Examine Scope and Sequence along with teacher lesson plans		Danna Reed, Teresa Mahan	09/2012 – 05/2013	Scope and Sequence, K-2 TEKS, teacher lesson plans	Analyze information
8. Determine accessibility of internet based curriculum		Danna Reed, Teresa Mahan	09/2012 – 10/2012	Computer with internet access, K-2 TEKS	Analyze information
9. Determine the curriculum and technology programs being implemented in the classroom are research based and data driven		Danna Reed, Teresa Mahan	09/2012 – 05/2013	Computers with internet access, researched based data, K-2 TEKS	Analyze information, classroom observations, meeting with teachers and principal
10. Determine the gap between a student’s present level of performance and expected level of performance		Danna Reed, Teresa Mahan	09/2012 – 05/2013	TPRI scores, Reading Renaissance scores, student work, teacher documentation	Analyze information, meetings with teachers, principal, and parents
11. Identify at risk K-2 students		Danna Reed, Teresa Mahan	09/2012 – 05/2013	TPRI scores, Reading Renaissance scores, student work, teacher documentation	Analyze information, meetings with teachers, principal, and parents

Action Research Plan (Updated)

Action Planning Template GOAL: Implementing an effective K-2 Response to Intervention (RTI)  program at Palo Pinto ISD Action Step(s) Person(s) Responsible Timeline: Start/End Needed Resources Evaluation 1.Examine teaching intervention strategies to determine alignment with K-2 core curriculum Danna Reed, Teresa Mahan 09/2012 – 10/2012 K-2 TEKS, textbooks, lesson plans Classroom observations, meetings with teachers and principal 2.Analyze and examination of grade appropriate teaching strategies for K-2 Danna Reed, Teresa Mahan 09/2012 – 05/2012 K-2 TEKS, professional development, financial resources for professional development Classroom observations, meetings with teachers and principal 3.Training teachers on effective documentation procedures Danna Reed, Teresa Mahan 09/2012 – 12/2012 Computers with internet access, professional development Meetings with teachers checking progress on documentation 4. Document student achievement results to determine the need for staff training Danna Reed, Teresa Mahan 09/2012 – 10/2012 TPRI scores, Reading Renaissance scores, Real Math scores, professional development Analyze test results 5.Collect data from teacher documentation of intervention strategies being implemented for at risk students to determine effectiveness Danna Reed, Teresa Mahan 09/2012 – 05/2012 TPRI scores, student work, RTI forms Analyze information 6.Examine Scope and Sequence along with teacher lesson plans Danna Reed, Teresa Mahan 09/2012 – 05/2012 Scope and Sequence, K-2 TEKS, teacher lesson plans Analyze information 7.Determine accessibility of internet based curriculum Danna Reed, Teresa Mahan 09/2012 – 10/2012 Computer with internet access, K-2 TEKS Analyze information 8.Ensure curriculum is aligned with K-2 TEKS Danna Reed, Teresa Mahan 09/2012 – 12/2012 K-2 TEKS, lesson plans Analyze information 9.Determine the curriculum and technology programs being implemented in the classroom are research based and data driven Danna Reed, Teresa Mahan 09/2012 – 05/2012 Computers with internet access, researched based data, K-2 TEKS Analyze information, classroom observations, meeting with teachers and principal 10.Determine the gap between a student’s present level of performance and expected level of performance Danna Reed, Teresa Mahan 09/2012 – 05/2012 TPRI scores, Reading Renaissance scores, student work, teacher documentation Analyze information, meetings with teachers, principal, and parents 11.Identify at risk K-2 students Danna Reed, Teresa Mahan 09/2012 – 05/2012 TPRI scores, Reading Renaissance scores, student work, teacher documentation Analyze information, meetings with teachers, principal, and parents