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.