Action Research Progress

I have enlisted 3 total teachers to use various types of reading intervention strategies with their deaf and hard of hearing students. I had them collect beginning data from their BAS assessment as well as a running dolch word inventory. Each of the five areas of literacy are addressed and each teacher has specific data collection forms for collecting their data daily during guided reading groups. The teacher's grade levels range from first grade, third grade and fifth grade. My focus is the elementary grades due to data showing that the average reading level of a deaf education student graduating high school is third grade. I really want to analyze what reading intervention strategy will best solve this problem. Of course, I am finding that every special education student is different and their needs are different as well. Overall, the data is leaning toward a program called early literacy intervention strategies. Each teacher was given data collection forms and based on the beginning reading level, was then instructed how to use the specific reading intervention strategy for their area of weakness. The younger grades focused more on phonemic awareness and phonics using visual phonics with the profoundly deaf students. The third grade teacher used early literacy to focus on word recall, reading strategies as well as comprehension. The fifth grade teacher used early literacy as well as a fluency program to increase the fluency of her higher leveled readers. I have yet to analyze the results, but have been collecting very good data. My next step will be to analyze the data and breakdown the data to a more useful form.

Feedback

After meeting with my site supervisor, there were a few changes to my end goal, but none to the actual plan itself.  I have narrowed my scope of research and focused my attention, but her response was positive and encouaging.  We are both looking forward to finding out the specific results of the data.

ACTION RESEARCH PROJECT PLAN

ACTION RESEARCH PLAN

 

GOAL: How can the development of a reading intervention strategy across grade levels for deaf and hard of hearing students in a self contained regional day school for the deaf improve the five areas of literacy: phonemic awareness, phonics, fluency, comprehension and vocabulary? OUTCOMES ACTIVITIES RESOURCES /RESEARCH TOOLS NEEDED RESPONSIBILITY TO ADDRESS ACTIVITIES TIME LINE Benchmarks/ ASSESSMENT Determine beginning reading level Assess current beginning of year reading levels BAS scores (Benchmark Assessment System) for the beginning of the year Classroom teachers 3 weeks BAS Train participating teachers on reading intervention strategies that address each literacy area Utilize the video trainings as well as classroom observations to train teachers on the individual reading intervention strategies. Notebook with information about each strategy, video of the use of each strategy, planned professional development session to train teachers. Myself 1 month Teacher surveys after trainings regarding the need for more clarification Determine if reading levels are improving Document the use of reading strategies by teachers. Answer the following questions: How often were the interventions used? Are students improving comprehension? Are students improving reading levels? How accurately are the teachers using the materials? Observations, weekly checks of reading folders to determine quantity and quality of instruction Classroom teachers/myself 2 nine week grading periods Daily Log of comprehension and accuracy Analyze the most commonly used and most effective reading strategy Survey the teachers on which reading intervention strategies best fit the needs of their students. Cross reference this information with the reading logs and improvement data. Survey, reading logs Classroom teachers, myself 2 weeks Middle of year BAS assessment scores

Examining the work: Setting the Foundation – As the research shows and according to one study done by Mayburry, 2002, “Sixty percent of deaf high school students read at or below grade four, eight percent read at or above grade eight.” Due to these staggaring statistics, it is our job as educators of this population to find a way to bridge this gap between deaf and hard of hearing students and their hearing peers. Analyzing data – It is important to first analyze beginning of the year and end of the year district reading assessments. As implementation of reading strategies progresses, there will be surveys, and data analysis to determine the next step in the research process. Developing deeper understanding – Google research and supervisor input will guide what more in depth research needs to be done in this area versus what has already been done previously in our same field of study. Engaging in Self-Reflection – Are teachers receptive to changing their way of teaching reading? -Are student's really comprehending new text or just improving accuracy? -Can students generalize vocabulary and comprehension to other subject areas? -Do students gain confidence in other subject areas as reading increases? Exploring Programmatic Patterns – Some of the forseen problems are lack of time in the day if there are more than 8 students in a classroom, including other areas of ELA during the given time of day, adequate support staff for reading interventions to be successful, and teacher buy-in to the effectiveness of reading interventions versus traditional reading instruction. Determining direction – How can I better use the collaborative approach when presenting the various literacy interventions? Do I have a plan for teachers to monitor their own success weekly? Taking action for school improvement – Organize a literacy team to discuss problems and solutions that come up throughout the year. This team will meet twice a year at first to research literacy practices and evaluate the current interventions. They will plan professional development trainings based on need and offer feedback on programming. Sustaining improvement – In order to sustain improvement, there must be a philosophy shift. Teachers must have grade-level expectations for all students from the beginning of their academic career. With such expectations, we must constantly be monitoring, changing and adapting to new ideas, ways of teaching, research, and technology. In addition to each of these areas, our students are individuals who must be taught at their individual academic levels with the expectation of growth and improvement.

What I learned from week 2 of EDLD 5301

The greatest benefit that I received from week two was the interview with my supervisor to choose an action research project.  We had great discussions about each of the choices and picked one that I am very excited to start work researching.  I also enjoyed coming up with the various projects for each of the passion areas.  That exercise motivated me to think of other areas where this can be successful.

How to Use Blogs as Administrators

How to use Blogs as Administrator During an Action Research Project

Blogs are a great way for administrators to really think about their thinking.  When blogging I am able to think through my research and really become enlightened by my findings.  As I am blogging and discussing data collection that has been taken based on my concern, there can be immediate feedback from colleagues and staff.

What is Action Research

What is Action Research and How Can I Use it?

Action research is taking traditional research to a new level.  In traditional research, there is very little room for interpretation or modification based on need.  Action research not only allows the researcher to choose topics that are relevant to their everyday lives, but also to collaborate with colleagues to provide solutions to problems faced everyday.  The benefits of action research greatly outweigh those of traditional research.  In the education field there are many different ways to use action research.  One way is to use PLCs or professional learning communities.  I would allow staff to sign up for an area of interest after brainstorming 10 concerns facing the staff.  After we have identified those concerns, and the staff have signed up for their area of interest, we would then begin as small groups researching solutions to each of the 10 problems.  Another area that is a huge area of concern in my specific field is how to improve literacy and comprehension in students who are hearing impaired.  As our students struggle with their language, reading and comprehension has continued to be a concern and struggle that affects every deaf education teacher.  I plan on using action research to find best practices when teaching reading and comprehension to our specific demographic.  These are just a few ways that I would plan to use action research as an administrator.