Action Research Plan

Wow... what a week!  I feel like I need a BREAK from Spring Break!  From the Facebook feed, it seems like I'm not alone with these thoughts!  Below is my draft for my action research plan.  I will be meeting with my site supervisor next week when we return from spring break to get her feedback as well!  Hope everyone is having a great week, and remember Don't STRESS!

School Vision: Our Mission Statement: Uniting a community of self-directed, life-long learners within a challenging and nurturing environment dedicated to excellence
Action Research Question: Examine the effectiveness and motivation related to using traditional reading fluency and comprehension interventions (paper based) with technology enhanced fluency and comprehension interventions.
Goal:  To implement technology enhanced lessons into tier 3 interventions in reading fluency and comprehension, and to increase student motivation during these individualized instructional lessons.
Action Steps	Person(s) Responsible	Timeline	Needed Resources	Evaluation
Survey my PAR (Plano Accelerated Reading) students to identify things they like or dislike about the current traditional paper based comprehension and fluency interventions.	Hannah Maness	April, 2013	Student Survey	Use survey results to guide the action research process.
Review PAR students’ assessment data from the BOY and MOY (IRI level, and fluency rate).  Traditional paper based interventions were used during BOY and MOY.	Hannah Maness	April, 2013	Student assessment information, IRI results, and fluency cwpm results from the BOY and MOY.	Analyze assessment data, and determine different areas needing continued growth in order to be reading on level by the EOY third grade.
Identify current research on using technology-enhanced programs/applications specifically in the areas of reading fluency and comprehension.	Hannah Maness	May, 2013	Educational Technology Literature focusing on best applications and programs to use in the general education classroom, and during tier three interventions.	Reflections from information gathered from the literature, and incorporate in my tier three instruction plans.
Interpret data from the literature review and reflect on technology programs and applications that will best meet my students’ specific needs.	Hannah Maness	May, 2013	Technology Related Literature	Reflect on new information learned from literature review, and use it in my tier three instruction.
Incorporate technology enhanced instruction into my tier three reading intervention groups.	Hannah Maness	June, 2013	Reading and fluency applications and programs	Tier three observations, field notes, and student feedback.
Completion of EOY assessment data (IRI reading comprehension and fluency rates)	Hannah Maness	June, 2013	Student assessment information, IRI results, and fluency cwpm results from the EOY.	Compare the reading assessment information from the BOY/MOY  (paper-based) with the EOY (technically enhanced).
End of the year student survey to identify what they were motivated by throughout the technology enhanced interventions.  What did they like, and what did they not like.	Hannah Maness	August, 2013	Student Survey	Compare student survey data from the beginning of the plan to the end of the plan.
Present my research and data collected to another grade level teacher, and have them incorporate technology enhanced reading interventions into their tier three learning groups, and report the findings.	Hannah Maness and Cody McGregor	June, 2014	All relevant data from action research project.  Including literature review, student surveys, and observation notes	Compare and analyze the effectiveness of the technology enhanced programs and applications between grade levels.  Present information to site supervisor.
Format based on Tool 7.1 Examining What We Do to Improve Our Schools (Harris, Edmondson, and Combs 2010)