Action Research Report-Draft

The Effect of the Inclusion Model for Limited Proficient Students

Cindy Teichman

EDLD 5397 Action Research Progress Report

Lamar University

June  2012

Needs Assessment

Historically in the region, Limited English Proficient students have been below the achievement gap in all areas of state testing.  Schools in the region are looking for models that are the most effective for their English Language Learners.  Placing students in models that will help them acquire English proficiency in the most effective way and in a short amount of time to be prepared to take the state standardized test, STAAR.  Schools have determined with recent cutbacks that the pullout model is very costly with results that still are not acceptable.  Schools are shifting with the paradigm of the inclusion model.  The school is looking for ways to give the students the most quality education while developing their language skills. 

Objectives and Vision of the Action Research Project

Our vision for the action research project is to provide teachers with the necessary support that they need in order to help Limited English Proficient students to gain the academic language skills needed to be successful in the classroom.  As a result of the data we collected, we recognized that we have to get away from least effective and most expensive pull-out model. The training would have to begin with the teachers.   Administrators will identify cohorts of students and determine which teachers will be providing the language support.    As we move forward, we will utilize state assessment data to determine if the students are progressing at least one language level each year.   
As a result of this action research project, the goal is to have highly quality teaching while developing academic language for English Language Learners.   

Review of the Literature and Action Research Strategy

I will be using literature based on Classroom Instruction the Works for English Language Learners and the SIOP model. 

Articulate the Vision

I surveyed administrators on how the teachers are providing English as a Second Language services to the English Language Learners within the content areas.  The administrators brainstormed ways they could improve the teaching skills working with ELLs and encourage teachers to attend staff development at the Education Service Center to help understand the standards that must be addressed to LEP students.  By including the teachers in the vision, we hope that we hope they will be willing to implement and apply the standards necessary to accelerate the students’ language needs.  The District Improve Team which includes parents, community members, administrators, and teachers were made aware of the vision based on the data reviewed during the district planning process. 

Manage the organization

The action research project is going to be a collaborative effort between the administrators and teachers. There will be less cost in personnel since they will no longer employ a full time ESL Coordinator.  The administration is required oversee the paperwork and meetings.  They will also review data and review teacher certifications and professional development needs to serve the English Language Learners.  This process will continue until we decide to stop the action research. After the action research project is completed I will meet with the campus administrators and teachers in order to debrief.

Manage Operations

The campus principals will be managing the project.  We used the needs assessment and data in order to develop the action research project as well as utilizing the District/Campus Improvement Plan.  We want to provide the necessary resources and support so that the teachers feel like they have the necessary skills and tools to work with English Language Learners.  We built consensus after utilizing the state assessment data, it was obvious something needed to be changed. Teachers were very receptive since they saw the importance of accelerating academic language with the content areas.    

Respond to Community Interest and Needs

The action research project will serve the needs of students with English as their Second Language, but it will also be beneficial for students of poverty and lack academic language skills including many Hispanic children.  While teachers develop a better understanding of how to work with students that lack academic language skills, it will also benefit many other areas of need. 

Web Conference

The web conference I attended was useful in that it helped me understand the importance of community and parental involvment.   I am usually pretty quiet and just listen to the questions being asked so I can absorb everything that is being said. It was helpful that so many students have thought so far ahead and were asking some great questions about the assignment.  The most helpful tool to me is rereading the lectures and taking in everything they have to say.

Week 3- Action Planning Template

Action Planning Template
Goal: To determine what kind of effect the Sheltered Instruction (inclusion) model has on language development for students previously served by English as a Second Language pull-out program.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Resources	Evaluation
Meet with site supervisor to get a list of LEP students and determine cohort of students to research.	C. Teichman, D. Tackett, K. Cox	November 2011	PEIMS list with identified LEP students served by ESL inclusion.	List of complete cohort to research.
Collect class schedules for cohort and determine which teacher(s) provides the language support or ESL services.	C. Teichman, D. Tackett, K. Cox	November 2011	Class schedules from PEIMS system	Class schedules for cohort.
Gather data on cohort for the last 3 school years.	C. Teichman	December 2011-January 2012	DMAC- TELPAS, TAKS, any other state assessment data, or benchmarking data	DMAC reports for TAKS, TELPAS, or Benchmarks and summarize in template.
Survey teachers on factors that can impact second language acquisition.	C. Teichman	December 2011	Surveymonkey and teacher email addresses.	Survey results summary.
Review teacher certification, training, professional development, number of years of working with ESL/LEP students.	C. Teichman, D. Tackett, K. Cox, B. Seigler	January 2012	Avatar System at Region 9 and Certificates	Summary of trainings/ professional development.
Collect new state assessment data and final benchmarks for the end of school year.	C. Teichman	June 2012	DMAC- TELPAS and local benchmarks.	Add results to template.
Present data to site administrators, teachers, and District Improvement Team.	C. Teichman	Summer 2012	District Administrators, teachers involved in study, and District Improvement Team.	Presentation of data to assist in district and campus improvement plans.

Lessons learned about Action Research

After reading chapter 2, The Passions That Drive Your Journey, I learned about the nine areas that are considered the major wonderings of many school leaders.  I found that the area that I was thinking about researching could fall into many categories that are considered major wonderings.  This kind of makes me think that I need to pick one of the areas to narrow the scope of my action research plan.  I am afraid I may be too broad and general.  I am going to rely on my sight supervisor to advise me on what would be best for the school.  I learned that action research really is a useful tool for todays leaders in whatever postion they are serving.  I am excited to be a part of this process and hope that I can narrow down my topic soon.

Blogs and Educational Leaders

Blogs can be utilized by educational leaders as an effective communication tool that provides  important information about action research or other hot topics.  This can include text, pictures, data, or links to other websites.  This allows everyone to be interactive through an online format.

Action Research

Action research or administrator inquiry is a process of engaging in intentional self reflection and making changes based on what you have learned in the study.  Being engaged in action research gives school personnel an opportunity to grow professionally and to investigate problems to make better choices in educational practices.  This allows for collaboration between instructional stake holders as they get to play a part in the research process which allows them to be have ownership and facilitate change based on their findings.  This process includes reflecting on practical situations that need improved, determining strategies to improve the situation, implementation of the strategies and evaluating the effectiveness of the strategies, and looking for new areas for improvement.  Action research is a continual process of reflection and action.  The whole intent is to make change and improve the school.

Action research will allow me to work with the school in a cyclical process to improve an area of the school.  This type of activity will facilitate growth with the staff while being engaged in the process of school improvement.  Administrators  get a chance to look for ways to change by reflecting on self practice.  This can be a powerful tool to grow professionally and to reform schools. Action research can create change that matters for student success.