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. |
Friday, October 21, 2011
Week 3- Action Planning Template
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3 comments:
I am wondering if you have an opinion on your question before you begin collecting data. This is another one of those topics that tends to have strong opinions on both sides. Data to support, or change, an opinion will be great. I have a sister that serves the ESL students in a high school setting. She will be very interested in your results.
The ESL pull-out model is thought to be the most expensive, least effective model. However, I think inclusion will only prove to be beneficial if teachers are doing the right things with the kids. If the case is they are not, then I believe that a school would be better off with a pull-out model if all teachers are not getting on board with working with ELLs. I am very interested in what in what it will show.
You're action research plan looks very good! It is clear to see what your goal is and how you plan to reach that goal. I beleive you have a good topic as well that can produce valuable information to many educators. Best of luck!
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