Action Research Templete

GOAL:  The goal of this action research is to develop and understand how data can effectively drive instruction and support vertical alignment on campus. 

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Ensure tier 2 and tier 3 intervention can reoccur immediately when school begins	Organize tier students within each grade level	Aimsweb	Classroom teachers and principal	Prior to the first day of class.
As a grade level, data will be recorded in a table to identify classroom needs.	Disaggregate data based on TEK or knowledge and skill	Aimsweb	Classroom teachers and principal	Prior to the first day of class
Tier 1 instruction in the classroom will teach areas of concern.	Plan lessons for Tier 1 instruction as a grade level based on data found on last year’s end of year benchmark assessments.	Aimsweb CSCOPE	Classroom teachers	Prior to the first day of class
Tier 2 instruction in the classroom will  reteach areas of concern in the classroom	Plan lessons for Tier 2 instruction as a grade level based on data found on last year’s end of year benchmark assessments.	Aimsweb CSCOPE Other Materials	Classroom teachers	Prior to the first day of class
Tier 3 instruction will  reteach areas of concern in the classroom	Agree upon lessons that will guide tier 3 instruction	Aimsweb CSCOPE Other Materials	Classroom teachers, CCC’s (curriculum specialists)	Prior to the first day of class.
Assessment days will be planned and given on the assigned day.	Map curriculum to incorporate benchmark testing days	CSCOPE	Curriculum Director, CCC’s, and myself	Prior to each six weeks (occurs 6 times)
Data can be  Disaggregated based on TEK or knowledge and skill	Evaluate data each six weeks to continue spiraling instruction	CBA tests (where applicable) Teacher created six week tests in other grade levels	Classroom teachers, and principals	During PLC as assessments are given
Strengthen Tier 1 instruction	Determine needs for Tier 1 instruction	Six-week assessment data	Classroom teachers, principal	During PLC as assessments are given
Strengthen Tier 2 instruction	Determine and update needs for Tier 2 instruction. Evaluate previous programs used for interventions	Six-week assessment data	Classroom teachers, principal	During PLC as assessments are given
Strengthen Tier 3 instruction	Determine and update needs for Tier 3 instruction. Evaluate previous programs used for interventions	Six-week assessment data	Classroom teachers, CCC’s and principal	During PLC as assessments are given

Week two update

I have added and changed some information to my action research initial plan. I am trying to incorporate vertical alignment meetings with the use of data to more efficiently structure students at the beginning and throughout the school year.  We are heading in a direction to hopefully use one of the first days of in-service to use data and teacher support to eliminate teachers having to learn, on their own, about a student in their classroom this coming year.  We realize that we will have several new students, but this type of action research should help save time and allow for quicker evaluation of students that moved on to the next grade.  This idea will require the use of test data in both areas of math and reading.  I still have a goal of learning how data can drive instruction in a positive way, but I have added some information to help get me there.   I think that with the help and support of my site supervisor we can research and help value instructional time for students and teachers. 

Action Research for Educational Leaders

Action Research

Action research or administrator inquiry begins with a deep look into an administrator’s district, campus, or even their own leadership.  Administrators first begin their inquiry by asking questions and or wondering about their own practice.  Administrators research an area of concern by collecting and evaluating data, investigating what others have found through a variety of literature, and sharing ideas amongst colleagues or peers.  A need for change has become apparent at this point.  Administrators activate a change after they have constructed a plan.  This change is monitored and updated, as needed, throughout the process.   The value of action research is greater when research is shared with others.   This spirals back into the cycle of another administrator taking on a similar problem at their campus.  Administrators must become, and maintain, an active role throughout this process.  In addition to their role, administrators often times must recruit teachers, and or other professionals within the district to venture with them through this process.  These other professionals help support, implement, and evaluate a plan.  By working together as a team, the research meshes with professional development at many levels.  Action research is a very important strategy for administrators to learn, use and guide their own school improvement.  

How can I use action research?

As a future administrator, I plan to use action research to develop a process to allow data to drive instruction in a healthy way.   Data and testing have fallen into a negative light.  I would like to help link data analysis to success in the classroom.  This is a process that will take support from many professionals in my district.  

How might educational leaders use blogs?

Educational leaders might use blogs as a way to implement action research. With the lack of time in a school day to meet with other professionals on your team a blog creates a way to interact at any point throughout the day.  One of the nice things about a blog is it convenient.  A blog can be posted and comments can be made when convenient for the other individuals working with you.  Also a blog is a great way to share research with other administrators who may be facing a similar issue or problem at their campus.  By following a blog the next administrator can feel like they have been a part of the process all along.