My revised plan

Action Research Project

Process Overview

Using IPADS for intervention purposes for Struggling Students

Goals: To determine if an IPAD could offer a different teaching venue to struggling students. To establish if this venue helps to motivate these students and helps them to reach their full potential. Objective: ·        Researcher will use this IPAD technology to enhance areas shown as a deficit on universal screeners on both reading and math. ·        Researcher will use the technology in either the independent activitiy or reteaching portion of their lesson. ·        Researcher will utilize, organize, and analyze all data collected from the progress monitoring systems in place. ·        Students will independently be able to walk you through the process of learning. Needs: 1.     Funding for ongoing Professional Development 2.     Increased Instructional Support 3.     Committee to continue to explore new uses for these products. 4.     20 more IPADS Timeline: 1.     1st six weeks of the school year the teacher will introduce, model, and allow students to explore the IPADs and work on the lowest area of math shown on our universal screener, 2.     2nd six weeks of the school year the teacher will introduce, model, and allow students to explore the IPA DS and work on the lowest area of reading shown on our universal screener. 3.     3rd six weeks of the school year the students will explore the IPAD for the promotion of all extension of lessons, accessibility to Ebook libraries, and the repetition of electronic flashcards for the review of addition, subtraction, and multiplication. 4.     4th six weeks the teacher will review scoring of the progress monitoring and the MOY universal screener to see if this subgroup of strugglers has advanced with use of the IPADS. Progress Monitoring: A.    Teachers will use universal screener to determine which students will be involved in this research group. B.     Teachers will progress every 2 weeks to determine if any change is occurring. C.     Teachers will monitor their students by feedback in the classroom D.    Teachers will assess student learning by corrects vs. incorrect on IPADS Assessment: Students will be assessed as follows: A.    Authentic Assessment B.     Practice STAAR reading and math tests C.     Universal screeners given 3 times a year Persons Responsible: 1.     Principal: will discuss and oversee the execution of the entire Action Research Project. 2.     Action Researcher: A.    Will determine the sample group through the universal screener. B.     Coordinate the IPADS with apps that will promote classroom teaching. C.     Collaborate with teachers about the reteaching using the IPADS D.    Oversee the progress monitoring of these students E.     Oversee all data and research for project data integrity. F.     Track At-Risk students development and growth over the year and continue for the years that follow. G.    Will set up a wiki to collaborate with other schools using IPADS 3.     Classroom Teachers: A.    Send feedback via comment cards or anonymous suggestion to the Action Research Project Researcher. B.     Collaborate with researcher on changes seen in the classroom

Action Research Project

Process Overview

Using IPADS for intervention purposes for Struggling Students

Goals: To determine if an IPAD could offer a different teaching venue to struggling students. To establish if this venue helps to motivate these students and helps them to reach their full potential. Objective: ·        Teacher will use this IPAD technology to enhance areas shown as a deficit on universal screeners on both reading and math. ·        Teacher will use the technology in either the guided or reteaching portion of their lesson. ·        Teacher will utilize, organize, and analyze all data collected from the progress monitoring systems in place. ·        Students will independently be able to walk you through the process of learning. Needs: 1.     Funding for ongoing Professional Development 2.     Increased Instructional Support 3.     Committee to continue to explore new uses for these products. 4.     20 more IPADS Timeline: 1.     1st six weeks of the school year the teacher will introduce, model, and allow students to explore the IPADs and work on the lowest area of math shown on our universal screener, 2.     2nd six weeks of the school year the teacher will introduce, model, and allow students to explore the IPA DS and work on the lowest area of reading shown on our universal screener. 3.     3rd six weeks of the school year the students will explore the IPAD for the promotion of all extension of lessons, accessibility to Ebook libraries, and the repetition of electronic flashcards for the review of addition, subtraction, and multiplication. 4.     4th six weeks the teacher will review scoring of the progress monitoring and the MOY universal screener to see if this subgroup of strugglers has advanced with use of the IPADS. Progress Monitoring: A.    Teachers will use universal screener to determine which students will be involved in this research group. B.     Teachers will progress every 2 weeks to determine if any change is occurring. C.     Teachers will monitor their students by feedback in the classroom D.    Teachers will assess student learning by corrects vs. incorrect on IPADS Assessment: Students will be assessed as follows: A.    Authentic Assessment B.     Practice STAAR reading and math tests C.     Universal screeners given 3 times a year Persons Responsible: 1.     Principle: will discuss and oversee the execution of the entire Action Research Project. 2.     Action Researcher: A.    Will determine the sample group through the universal screener. B.     Coordinate the IPADS with apps that will promote classroom teaching. C.     Collaborate with teachers about the reteaching using the IPADS D.    Oversee the progress monitoring of these students E.     Oversee all data and research for project data integrity. F.     Track At-Risk students development and growth over the year and continue for the years that follow. 3.     Classroom Teachers: A.    Send feedback via comment cards or anonymous suggestion to the Action Research Project Researcher. B.     Collaborate with researcher on changes seen in the classroom

Well I have changed my mind and I am going with IPADS as an intervention for struggling students.

Topics for possible action research:

                                                              i.            How the recent SAT time that has been placed in our schedule helps or hinders the classroom teacher?

                                                            ii.            How the collaboration of higher to lower grade level would help with the utilization of instruction time?

                                                          iii.            Will the Aligning our curriculum to the new readiness and supporting standards help our testing scores?

                                                         iv.            More technology use in the classroom would this be beneficial?

These are the ideas that I have for the action research plan I am still not for certain which one I will do. But, it is time to narrow it down.

My Action Research view

Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It is designed to analyze the findings to improve your own practice. Action research can be done by individuals or by teams of participants.

Action research has the potential to generate real improvements in schools. It gives educators new opportunities to reflect on and assess their teaching and other things. It enables us to explore and test new ideas, methods, and materials. With this type of research we are able to assess how effective the new findings are and if they are effective.  It enables us to share feedback with fellow team members; and to make decisions about which new approaches to include in the team's curriculum, instruction, and assessment plans. Some of the most important advantages of action research are teachers and principals work on problems they have identified for themselves and they work collaboratively. Also, teachers and principals become more effective when encouraged to examine and assess their own work. Working with colleagues also helps teachers and principals in their professional development. Action research can revitalize the entire learning community, as well as help teachers change or reflect on their classroom practices. It can support initiatives by individual teachers, schools, and districts. In addition, more than one type of action research can be used in a given setting at the same time.