Action Research Plan

This week I have been working on developing a plan for conducting my action research project.  As I was developing the plan, I realized how many steps there were going to be.  I am happy to have a plan because it will provide a focused course of action to cdomplete this project.  I am excited to see what the research shows is best practice, and I am excited to implement new instructional strategies into my classrrom writing instruction.  Here is my plan!

Here are my steps to follow!

Action Steps	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
List wonderings	Elizabeth Exias	September ‘11:	CMT Data, Research on editing and revising instruction, Dana (2009) Text	Research that addresses needs
Discuss topic with literacy instructional leader to provide insight.	Elizabeth Exias, Ellen Tuckner	September ‘11:	Ellen Tuckner, Books and other resources that she provides.	Identifying research that matches her insights
Inquire about databases for professional journals provided by Lamar University	Elizabeth Exias Lamar Professor	September ‘11	Email Database	Ability to locate professional journals
Research effective writing instruction with a focus on editing and revising, PLCs, and differentiation.	Elizabeth Exias	September and October ‘11:	Database for journal articles, Texts on editing and revising instruction such as Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop, Additional workshops in this area	Implementation of strategies in the classroom. Collecting and analyzing student data to monitor their progress after implementing research based strategies.
Give baseline assessment and analyze it.	Elizabeth Exias	September ‘11:	Baseline Assessment	Summative assessment in June will provide data that evaluates the implemented techniques. Anecdotal Notes will serve as data for the effectiveness of the PLC
Collect and analyze data	Elizabeth Exias	September ‘11:	Benchmark assessment, ongoing formative assessments, and summative assessments, CMT Results, rubric for editing and revising strategies in everyday writing	Analysis of the assessments will evaluate the effectiveness of the instructional strategies used.
Discuss Research-based Practices	Elizabeth Exias PLC Team	October ‘11	Professional literature	Implementation of research-based strategies in action plan
Meet with the PLC to discuss data and determine an action plan that includes two units, mechanics and revising.	Elizabeth Exias	October ‘11	PLC Team, data from a variety of assessments	Anecdotal records, formative and summative assessments, CMT results
Implement the action plan in the classroom.	Elizabeth Exias	October ’11 – June ‘12	PLC, Action Plan, Resources for Instruction	Formative and summative assessments that monitor progress
Monitor the progress of the students with formative assessments and adjust instruction accordingly.	Elizabeth Exias	Monthly October ’11 – June ‘12	Data from Formative Assessments	Analysis of data from the formative assessments
Give summative assessment and evaluate the growth that was made through this action research study.	Elizabeth Exias	May ‘12	Summative Assessment	Comparison of benchmark assessment and summative assessment
Share learning with others on blog, in discussion boards and at a staff meeting.	Elizabeth Exias	October ’11 – June ‘12	Blog, discussion boards, staff meeting	Comments on my blog and discussion posts

1. Examining the work: Setting the Foundation:

Our administration set a goal for the teachers in grades three thorough five to focus on making decisions on writing instruction using a study group, or a PLC.  In our initial meeting, my third grade team discussed the writing scores of the previous year’s third grade students, and we noticed that the students scored very well on their prompt writing portion of the Connecticut Mastery Test (CMT.)  The area where the students struggled most on was the editing and revising portion of the CMT.  Based on this information, we decided to focus our PLC meetings, for the 2011-2012 school year, on the area of editing and revising. 

2. Analyzing data :

My data collection plan will include looking at the results from the CMTs in my class for the past 3 years, as well as the classes of my colleagues.  I will also examine the results of a benchmark assessment for the students in my class to analyze their needs in this area.  I will read a variety resources including journal articles and textbooks to explore research based techniques for teaching editing and revising.  I am going to explore options for teaching editing and revising that have been proven to carry over into everyday writing.  In a PLC, my team and I will develop a research based action plan to meet the needs of our students and implement the plan.  We will monitor the progress of our students using additional assessments.  Through the analysis of this data and the continued exploration of best practice, we will revise our action plans in a PLC setting.

3. Developing deeper understanding :

I will begin to understand the pros and cons of specific instructional strategies focusing on the editing and revising of writing.  At this point, the team decided to use daily language reviews to begin practicing editing and revising writing.  This is done in isolation, and I am interested to learn the pros and cons of this decision.  Once these are defined, we can revise our plan of action to a plan that matches the research.  I will interview Ellen Tuckner, the literacy instructional leader, and get a variety of resources to use in developing a plan of action.  I will use Ebscohost to find recent journal articles of similar research projects that have been done by professionals in the field.  

4. Engaging in Self-Reflection:

• Do I have the skills and resources needed to develop an action plan that will help my students to improve their editing and revising skills and strategies?
• Will the resources that I use help my students edit and revise their everyday writing, not simply edit and revise in isolation?
• Will I be able to convince my team to alter the action plan if it is not successful or research-based? 
• If I do not have the knowledge on best practices in teaching editing and revising, can I gain those skills?
• If I do not have the resources to teach editing and revising well, can I procure them?
• Is the PLC process that we currently use, the most efficient way to conduct a PLC?
• Where will I find the time to focus on editing and revising and continue to stay on track with the demands of the writing curriculum that is currently in place?
• Will I be able to differentiate my instruction to meet the editing and revising needs of my students?

5.  Exploring Programmatic Patterns:

In speaking with the literacy instructional leader, I found out that teaching editing and revising in isolation has very little carry over into everyday writing.  She shared a resource called , Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson, that I will begin to read in order to find a more effective way to teach editing and revising. 

• Will I be able to develop an effective action plan to teach editing and revising strategies to my students?
• Will my team be open to changing their action plans along with me?
• Will I be able to fit research based instruction into my schedule?

6. Determining direction:

After reevaluating my approach to this action research study, I feel that my research questions are very clear.  I understand what I am attempting to solve.  There are two parts to this project.  The first part is analyzing the effectiveness of the PLC process.  The second part is developing and action plan to meet the needs of the third grade students in the area of editing and revising using research based strategies.  I have a good starting place for beginning my research.  I will look at previous year’s CMT scores and my current students’ performance on a benchmark assessment.  I will begin to read Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop by Jeff Anderson to help me understand some strategies for teaching editing and revising that follow the current research and trends.  I have discussed my plan with my site supervisor and the literacy instructional leader.  My action research is collaborative in nature because I will be using a PLC to develop an action plan for meeting the needs of my students.  The timeline is one school year.  This is realistic because I can monitor the progress of the students in my class throughout the year.  The project will be completed before they leave school for summer vacation.  My plan for monitoring the progress of my students and for determining the level of success of the project is to re-assess the students monthly.  This will give my team and me an idea of how effective the plan was, and it will help us to determine if we need to revise the plan throughout the year.  The plan will be determined to be effective if the students editing and revising skills are improving and if they are effectively editing and revising their everyday writing.  If the plan is ineffective, my PLC will use research based strategies to revise the plan.

7. Taking action for school improvement:

The committee that will assist me with my action research project is my third grade PLC team.  We have already agreed to focus on improving our instruction of editing and revising.  I have also discussed my plan with my site supervisor and the literacy instructional leader.  The three of us will be a second committee to discuss my findings with and to lead me in the right direction. 

8. Sustaining improvement:

If and when my research reveals an effective way to teach editing and revising, I will share it with my site supervisor and the literacy instructional leader.  Together, we will determine a way to share our findings with other teachers in the school.  I will look into presenting my findings at a staff meeting.  I will be posting my findings on my blog as well as discussing my project with my online peers in the discussion boards. 

Wish me luck as I begin this project!