Action Research Update

How is our campus dealing with the Response to Intervention program, when this program is mandated but not funded by the state? How is intervention being implemented to meet Tier criteria and help students be successful? Are the students gaining growth with what our campus is doing with RTI?

Through the collaboration with my principal and assistant principal it was discussed that the implementation of the response to intervention program was critical to the success of students. It was noted that many schools are trying to find different ways to implement RTI since they were not allowed to hire interventionist at this time; which lead to restructuring some staff members to handle small groups for intervention. We then decided to ask: "How are we dealing with the Response to Intervention program when it is mandated but not funded by the state?"

 

Through the collection of intervention tools, universal screeners, student reports and interviews with various teachers and other staff members, I can evaluate all grade levels and what teachers are doing to enhance student performance using the Response to Intervention program. I have collected data from our math and reading universal screeners which the district has given cut scores for both English and Spanish students. These cut scores tell whether students are on or below grade level. Progress monitoring is used to assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure. (Dexter and Hughes, 2011)

 

In our 2010-2011 and 2011-2012 AEIS reports, across subgroups we were very low in Math. Even though we were able to meet the passing percentage in 2010-2011 TAKS scores, we were very low in meeting STAAR standards for 2011-2012. Our 5^th grade Special Education students continue to be very low in Math. Students struggling with mathematics may benefit from early interventions aimed at improving their mathematics ability and ultimately preventing subsequent failure. (IES, 2009)

 

The data collected will allow teachers to see how their grade level and other grade levels are doing to meet RTI. It will present a collaborative environment where the pros and cons of this system can be evaluated. The data can provide a picture for ways to enhance student's achievement and understand how the Response to Intervention program is functioning on our campus.

 

With the assistance of my administrator, I have all the resources available to conduct my action research. I will have to assure that any student information obtained will not be released and all procedures for confidentiality will apply.

 

In conducting my action research, I feel that I have adequately addressed the subject of interest. My resources will assist me in the collection of data needed. I believe that through interviewing and conducting surveys I am establishing a collaborate approach in reaching the intended goal of the research. The data will be monitored through data collection and the timeline. I have created the timeline to reflect with when the teachers obtain student information. With the use of the data to make comparisons and evaluations, I will be able to show success in student performance. After all data is shared, principals can determine if there is need for revision or improvement.

 

I conducted a meeting to introduce the research project during staff development at the beginning of the year. I handed out questionnaires to staff. Since then I have been meeting with teachers, interventionists and collecting data.

I have met several times with interventionist to gather information for progress monitoring every six weeks. We have just instituted RTI Tuesday meeting, in which I am a member of to assist teachers in attaining information in regards to intervention for low performing students. As Lead Bilingual Teachers, I also act as a LPAC representative for ELL students.

References

Gersten, R., Beckmann, S., Clarke, B., Foegan, A., Marsh, L., Star, J., and Witzel, B. (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools. Institute of Educational Science.

 

Dexter D., and Hughes, C. (2011). Progress Monitoring within a Response to Intervention Model., National Center for Learning Disabilities, Inc., Penn State University., http://www.rtinetwork.org/learn/research/progress-monitoring-within-a-rti-model

Action Research Update

For my action research project I am looking into how schools are dealing with the Response to Intervention program and that when this program is mandated, it is not funded by the state. I am looking at how intervention is being implemented on campuses to meet Tier criteria and help students be successful, and if the students are gaining growth with what the schools is doing with RTI.

For my action research project I have had to reduce my research to evaluating one school. I have sent a letter to the administrator asking permission to conduct research on his campus. I was approved and scheduled a meeting with all teachers.

During the meeting I was able to explain my purpose for researching the RTI process. I handed out consent forms for each teacher and handed out questionnaires to all teachers, counselors, diagnostician, and interventionist. I have begun to collect the questionnaires and reports from teachers. I have interviewed the interventionist and counselor about the tier process and student scheduling.

After collecting and analyzing the data, I would like to inform all my administrators of my findings and sit and discuss their thoughts on the data. I want my research to be used in a positive way so that we can meet student’s needs when many times we lack resources. I would like for teachers to see this as peer collaboration and the transferring of information to assist in implementing RTI. Since we are only on one campus, we don’t see what other teachers or administrators are doing to make students successful.

EDLD 5344 Reflection

I am pretty knowledgeable about the teacher contracts. What I learned was that teachers do have rights and capabilities within the law, such as freedom of speech and due process. I have always wondered how administrators decide when to dismiss, when to just comment on an issue and when it needs to be documented in the permanent file. I was in a situation once when I felt that I was really being mistreated and discriminated against. After reading about school expression and evaluating different case holdings, I was able to differentiate appropriate freedom of speech from inappropriate employee expression. Teachers are held as role models, but we are still human.

Teacher evaluations are very important and have a way of showing how the school is managed. Teacher evaluations allow the administrator to see if he is providing his teachers with all the support that they need. Since NCLB requires high qualified teachers, an administrator must make sure that they stay highly qualified. Due to the fact that evaluation systems are always changing, it ensures that the teachers are also evolving with what and how they teach. Evaluations also give an idea of what staff developments administrators can hold or suggest. Many see staff development as a way to take up time, but an effective administrator understands how to use staff development and evaluations to enhance student learning. I really need to familiarize myself with district policy. I would like to get better acquainted with the evaluation system and learn more about PDAS from an administrator's stand point by attending some professional development courses with my administrator or possible when I register for my IDL courses.

A legal topic that I really found interesting was the McKinney-Vento Law. During my course of being a data clerk, I have had my share of registering homeless families. In reading the McKinney-Vento Law I searched my own districts policy so that I could know where to find it. I learned that districts had to provide transportation or districts had to formulate a plan for transportation for a student. I was not aware of this. I also spoke to the counselor about the law and had to inform her about posting visible registration criteria for homeless students. It is imperative to know the law concerning homeless families, as an administrator, my campus has to be the advocate for the student. We are in the position to give that student the stability they need while their family is trying to get on their feet. I passed along the information to my counselor, so that she could be better informed. Our counselor is great about helping families. We have so many programs that assist our students. I believe that teachers have a passion and when it comes to their students, they are protective about the environment they show to students.

Another legal topic that was of great interest was the issues generated with cyber law. Now that we are moving quickly into a society that is based on technology, educators are being pushed to use technology every day. Technology is used in class room to broaden the limits that textbooks have imposed, but at the same time, technology can inflict damage also. Educators worry about how to integrate technology into the classroom and then they are prohibited from using it. The case law on the "Facebook Law" opened up many questions. Not only do teachers use Facebook in the classroom, they use blogs and other social media to enhance student learning or make material and information more accessible to students. Districts are being held accountable by deeming e-rate accounts a requirement to be able to use internet technology. It's funny how we never think to bother to ask about what the districts use to block content. I really think this subject enlightened a lot of educators in this class.

The student-management issue that I think will be most relevant to me as an administrator will be to become familiar and understand the law when it comes to students in the special education program. I have been in education for almost ten years. I have been an aide, and I have worked as a data clerk, so I am familiar with many laws that pertain to attendance and student records. Now that I am a teacher I have learned about the Bilingual education laws. Due process and many of the example ARDS that were given in the discussion and assignments were all new to me. I feel that I have learned valuable material that will give me the knowledge to lead my campus. I really thought that the case scenario was interesting because I have special education students and I am always asking questions about their IEP's. One thing that my campus has is collaboration. Planning and collaboration with the teachers and the parents are valuable aspects in making sure those goals and objectives are being met in class and in the school. Even though I am not on the IEP team, we can always come together to talk about what is working and what needs to be changed. I feel that I know how to handle situations about how the IEP needs to be implemented and how to go about the due process procedures when a special education student is involved. I really found the information on the manifestation meeting to determine if behaviors are a cause of the disability. This changes perspective on how to deal with each situation. I think that all new teachers should be given staff development on IDEA and 504 eligibility. Veteran teachers should have an update staff development every so often. I don't think that teachers are given that much information on special education law unless you your certification is in that area.

 

 

 

My Reflections on Action Research

I really didn’t know what to expect from this class and I didn’t really know that principals conduct action research. I learned the difference between types of research and which one was relevant to educators. I now understand that action research is important to administrators and their campuses. As in the text, action research usually refers to research intended to bring about change of some kind. (Dana, 2009)

As a teacher I always had questions about how to make my teaching better. I now realize that at some times I have been doing action research. I think about my concerns and look for data and analyze it on how I can use it to make changes to help my students. I know that I will be able to use the action research process because it is done to improve issues that I am concerned about. Many ways that I can research is by collecting information that will assist me in what I want to know. I have learned about websites like ACDS that have articles written by others and gain some insight in their findings, but by me having input I can apply it better to my situation. Action research is also a way of self development you will continue to learn new things as you go.

I have always enjoyed researching, but I genuinely enjoyed talking with my administrators and evaluating a topic that was relevant to our campus. I think that I have learned many aspects about conducting the research and the tools that will assist me in making it successful. I feel that I have been well equipped with information after reading the assigned texts and watching the videos.

Being able to see so many examples about how research is done by principals has opened my eyes about they go about improving different areas and concerns that they may have.

What I really found helpful were the tools like the templates, the collection strategies and also the various ways about sharing my work after the initial research is finished. I really think that I have thought out my action research plan and have aligned it with concerns that are relevant to what I am doing at my campus and my campus will benefit from the research.

Reflecting on the different tools that can be used in Sustaining Improvement

After reading chapter 8, I think everyone can agree that we have at least used two of the tools mentioned. I found the Nominal Group Technique interesting. We do a lot of group work in Staff development but there is usually discussion. I can understand giving a rating to the issues but I didn't see how that would solve a problem. I felt that it could be used to put things in perspective by importance, which helps with prioritizing.

Agreed upon Action Research Plan

This is the plan my administrator and I have agreed upon. Please feel free to look at it and leave comments.

Action Planning Template
Goal: How are schools dealing with the Response to Intervention program, when this program is mandated but not funded by the state? How is intervention being implemented on campuses to meet Tier criteria and help students be successful? Are the students gaining growth with what the schools are doing with RTI?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Obtain the written permission of 3 principals to perform action research on campus and AEIS report from previous year	Samantha Cruz	Sept.  4, 2012- Sept. 10, 2012	Consent Forms	None/Compare AEIS reports from all three schools
Obtain written permission of the interventionist and Instruction Support Teachers on all 3 campuses	Samantha Cruz	Sept. 10, 2012-Sept. 14, 2012	Consent Forms	None
Interview interventionist and Instruction Support Teachers about the universal screeners to Identify students that are in Tier 2 and Tier 3	Samantha Cruz	Oct. 1, 2012-Oct. 19, 2012	Interview Questions/Note book for note taking
Survey Teachers from K-5 grade levels about the tools they used to identify students, how they are implementing  intervention in the classroom and/or after school tutorials and group ratio	Samantha Cruz	Nov. 5, 2012-Nov. 30, 2012	Survey Questions	Compare answers between schools to evaluate how intervention is done
Obtain Permission from counselor to be interviewed	Samantha Cruz	Dec. 3, 2012- Dec. 7, 2012	Consent Form	None
Interview Counselor about the percentage of referrals from previous year and the referrals for the current year	Samantha Cruz	Jan.  14, 2013- Jan. 21, 2013	Interview Questions/notebook for note taking	Compare school by the percentage of referrals
Interview Teachers from K-5 grade levels and obtain student annual reports for reading and math	Samantha Cruz	Feb. 11, 2013-Feb. 15, 2013	Universal screener annual reports	Compare student growth from beginning of the year to present time
Compile data of student reports to be presented	Samantha Cruz	End of Feb. 2013	All research materials collected	Compilation of comparisons of all three campuses and their success rate ate implementing RTI
Share data with administrators	Samantha Cruz	Date to be determined by administrator	All research data collected	To inform administrators of student success from beg. to end of year and how the school’s implementation of RTI is contributing to students success

Writing My Action Research Plan

I enjoy doing research over topics that interest me. I liked the way the plan came together. I was able to think out what I needed to do and by when. I really think it was an effective tool. Sometimes when you have to research you don't know where to start this helped get thoughts down and look at how you wanted to share the information and with whom it needed to be shared with. I am a planner so everything has to be laid out for me anyway. This just made it easier.

Action Research Plan

Action Planning Template
Goal: How are schools dealing with the Response to Intervention program, when this program is mandated but not funded by the state? How is intervention being implemented on campuses to meet Tier criteria and help students be successful? Are the students gaining growth with what the schools are doing with RTI?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Obtain the written permission of 3 principals to perform action research on campus and AEIS report from previous year	Samantha Cruz	Sept. 4, 2012- Sept. 10, 2012	Consent Forms	None/Compare AEIS reports from all three schools
Obtain written permission of the interventionist and Instruction Support Teachers on all 3 campuses	Samantha Cruz	Sept. 10, 2012-Sept. 14, 2012	Consent Forms	None
Interview interventionist and Instruction Support Teachers about the universal screeners to Identify students that are in Tier 2 and Tier 3	Samantha Cruz	Oct. 1, 2012-Oct. 19, 2012	Interview Questions/Note book for note taking
Survey Teachers from K-5 grade levels about the tools they used to identify students, how they are implementing intervention in the classroom and/or after school tutorials and group ratio	Samantha Cruz	Nov. 5, 2012-Nov. 30, 2012	Survey Questions	Compare answers between schools to evaluate how intervention is done
Obtain Permission from counselor to be interviewed	Samantha Cruz	Dec. 3, 2012- Dec. 7, 2012	Consent Form	None
Interview Counselor about the percentage of referrals from previous year and the referrals for the current year	Samantha Cruz	Jan. 14, 2013- Jan. 21, 2013	Interview Questions/notebook for note taking	Compare school by the percentage of referrals
Interview Teachers from K-5 grade levels and obtain student annual reports for reading and math	Samantha Cruz	Feb. 11, 2013-Feb. 15, 2013	Universal screener annual reports	Compare student growth from beginning of the year to present time
Compile data of student reports to be presented	Samantha Cruz	End of Feb. 2013	All research materials collected	Compilation of comparisons of all three campuses and their success rate ate implementing RTI
Share data with administrators	Samantha Cruz	Date to be determined by administrator	All research data collected	To inform administrators of student success from beg. to end of year and how the school's implementation of RTI is contributing to students success