My Action Research Plan

Okay, folks.  Here's my Action Plan Template.  Let me know what you think when you get a chance.  I'll be trolling the blogs later on tonight to check out yours and offer my two cents (for whatever two cents is worth anymore).

Action Planning Template
·       Goal: I will determine the extent to which the overall performance of struggling readers be increased through the implementation of a multi-faceted reading intervention program?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Determine eligible students for the program	Mrs. Shannon Allen, Principal	May 2012-July 2012	STAAR raw scores, STAR scaled scores	Students who exhibited low performance on both assessments will be placed in the program. Remaining spots will be filled based upon Fall 2012 Universal Screen (STAR) data
Institute class periods during which the interventions will take place	Mrs. Shannon Allen; Mrs. Ava Batiste, Counselor; Mr. Jeffrey Farley, ELAR Teacher	May 2012-June 2012	Master Schedule	Evaluate Master Schedule to assess the possibility of removing 8th grade ELAR students to other teachers in order to make Mr. Farley’s class periods available for Reading Improvement classes
Conduct Universal Screen	Mr. Jeffrey Farley, Reading Department	August 31, 2012-September 7, 2012	Campus STAR Reading subscription, computer labs (3 labs/3 days)	All students on the campus (except Life Skills students) will take the assessment in order to verify placement of children from previous assessment data and to fill spots in the classes with as many other students from the bottom of the field as the class capacity allows. Look particularly at incoming 6th graders for placement.
Begin daily interventions using audio books	Mr. Jeffrey Farley	September 6, 2012-April 24, 2013	Taped books, PlayAways, cassette players, headphones, power (strips, cords, etc.), Campus Accelerated Reader (AR) subscription	Students will work four days each week (M-Th) reading for 40 minutes each day. Remaining time will be spent documenting the day’s reading on the summary bookmark created for that book. Student reading will be tracked through the AR Reading Practice quizzes – point totals, average book level, and average quiz score will be assessed and documented.
Administer STAR Reading assessment weekly to monitor progress	Mr. Jeffrey Farley	September 14, 2012-May 3, 2013	Campus STAR Reading subscription, computer lab (every Friday, all year – administer STAR 2nd-4th Fridays of every month)	The STAR assessment will be used to determine starting Zone of Proximal Development (ZPD) in terms of AR Book Level to help students choose appropriately comfortable/challenging independent reading material. Students will also track their own scaled score from the weekly assessments on a paper graph in their folder – this will help them self-assess their own progress and drive them to keep reaching.
Administer Istation Indicators of Progress (ISIP) assessment	Mr. Jeffrey Farley	October 12, 2012-May 10, 2013	District Istation subscription, computer labs (1st Friday of every month), headphones	The ISIP assessment will be a second diagnostic tool to help understand specific problem areas for each child in the program. The assessment will also inform the Istation practice platform so that each student receives interventions appropriate to his or her level/area(s) of difficulty
Administer Student Reading Survey	Mr. Jeffrey Farley	November 2, 2012	Google Survey modified from 2011 Concordia University Research study survey component	I will build the online survey using the CU survey component as a guide and administer the online survey after weekly progress monitoring in the lab on 11/2/2012. Survey data will be assessed as immediately as possible to determine whether factors within the students might need to be addressed during the program.
Begin using “Reading with ISIP” computer-based intervention program	Mr. Jeffrey Farley	November 2, 2012-May 31, 2013	District Istation subscription, computer labs (every Friday of the school year)	Students will spend any time after completing either the STAR or the ISIP on the Istation reading practice platform. Performance in this environment will be assessed at least every three weeks for grade reporting purposes and to discover the nature of the students’ use and priority areas as determined by performance in the practices.
Begin taking AR Vocabulary quizzes immediately following AR Reading Practice quizzes	Mr. Jeffrey Farley	October 25, 2012-May 31, 2013	Campus AR subscription	Based on preliminary examination of ISIP data, many students are struggling specifically with vocabulary and word analysis.  While the vocabulary quizzes in AR are based on the level of the book, and those book levels are often well-below grade level, the vocabulary quiz offers another data point for the dashboard and an opportunity to remediate students when performance of these assessments is low.
Administer mid-year STAR Universal Screen	Mr. Jeffrey Farley, Reading department	January 1, 2013-January 15, 2013	Campus STAR Reading subscription, computer labs (3 labs/3 days)	Mid-year Universal Screen will look for students who may have dropped during the first half of the year or entered the school during that time but after the initial Screen. All students will, again, be compared against every other student on the campus.
Administer STAAR Reading assessment	Entire Marshall MS faculty	April 3, 2013 (8th grade) and April 24, 2013 (6th & 7th grade)	State-provided Assessment	The STAAR Assessment will be one of the major, overall assessments of whether students improved throughout the course of the year. By comparing scaled scores with the 2012 scaled scores (to be reported in January 2013), we can begin to assess overall improvement.
Administer end-of-year STAR Universal Screen	Mr. Jeffrey Farley, Reading department	May 1, 2013-May 15, 2013	Campus STAR Reading subscription, computer labs (3 labs/3 days)	End-of-year Universal Screen will provide a second assessment of overall reading progress based on scaled score, grade equivalency increases, and increases in Instructional Reading Levels (IRLs). All students will, again, be compared against every other student on the campus.