The Plan (Week 3)

Action Research Plan

Objective: Determine the benefits of using Accelerated Reader versus silent sustained reading in grades 6-8 to increase reading comprehension in all content areas.

Action Step 1:
Select six core content classes (2 per grade) to participate as part of my sample group. One class will have mostly English Language Learners and the other class will have native English speakers.
Person Responsible: Olivia, Site Supervisor
Timeline: September 1, 2010 – September 30, 2010
Needed Resources: Master schedule
Evaluation: Classes will be identified by mid-September.

Action Step 2:
Identify the students’ reading levels prior to beginning their assigned activities.
Person Responsible: Olivia, Participating teachers
Timeline: September 15, 2010 – September 30, 2010
Needed Resources: TAKS test, Gates-MacGinitie assessment results
Evaluation: Student’s reading levels from the participating classes will be determined through data disaggregation.

Action Step 3:
Assign one class in each pair to work on the Accelerated Reader program and the other group to engage in silent sustained reading. Each group will spend an hour on their assigned activity three days per week.
Person Responsible: Olivia, Participating teachers
Timeline: October, 2010 – May, 2011
Needed Resources: Accelerated Reader reports, Teacher lesson plans
Evaluation: Teacher lesson plans will reflect student participation in assigned activities.

Action Step 4:
Observe students during their activity.
Person Responsible: Olivia
Timeline: Every nine weeks between October, 2010 – May, 2011
Needed Resources: Field note collection method
Evaluation: Each class will receive two observations each semester.

Action Step 5:
Interview teachers to gather feedback and their daily observations.
Person Responsible: Olivia, Participating teachers
Timeline: December, 2010 and March, 2011
Needed Resources: Interview protocol
Evaluation: Interview notes will be recorded.

Action Step 6:
Collect and compare student work.
Person Responsible: Olivia
Timeline: Every nine weeks between October, 2010 – May, 2011
Needed Resources: Student work
Evaluation: A portfolio of student work before and after the project will be maintained to determine growth over time.

Action Step 7:
Disseminate research findings.
Person Responsible: Olivia, Site Supervisor
Timeline: July – August, 2011
Needed Resources: 2011 TAKS Test scores; Pre and Post Gates-MacGinitie assessment results
Evaluation: Action research findings will be shared with the faculty during a faculty meeting and will be available through the creation of a summary report.

Template adapted from the Harris et al. text.



Dana, N.F. (2009). Leading with passion and knowledge: the principal as action researcher. Thousand Oaks, CA: Corwin Press.

Harris et al. (2010) Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont. NY: Eye on Education.

Decisions, decisions!

This week has been spent deciding on THE final topic for my action research. There were so many topics to choose from-rigor and relevance to the TRUE impact of afterschool. After talking with my site supervisor, we both agreed that the most beneficial topic for both myself and the school would be to focus on the comparison of Accelerated Reader to silent sustained reading in the classroom. Although I never considered the topic, I am excited about the possibliities! I also had the oopportunity to listen to three educational leaders with amazing insight on action research, one from my district-Pasadena I.S.D. The overall message was looking at the data is EXTREMELY important.

Lead Me to a Blog!

In this age of high-technology living, information is readily available at the click of a button. One of the quickest ways to learn best practices and stay abreast of trends in education is to stay connected via the internet. One of the tools that provide an incredible forum for professional sharing is a blog. Educational leaders will be able to learn, inquire, and apply strategies posted on blogs. Several organizations have started online professional learning communities to provide assistance, insight, and support to fellow members.

Lead me to a blog to learn more about educational leadership!

"What is action research?"

Action research is a systematic, collaborative process to decision making that garners buy-in from the participants because they have a strong part in creating the process. From reading the two textbooks, Leading with passion and knowledge: The Principal as Action Research by Nancy Fichtman Dana, Examining what we do to improve our schools: 8 steps from analysis to action by Sandra Harris, Stacey Edmonson, and Julie Combs, and the article, Action research: An Effective Instructional Leadership Skill for Future Public School Leaders, I have learned that action research is very different from traditional research. I was very relieved to discover that action research was a collaborative process that involved practitioners from the campus working together to identify and pose solutions that eventually lead to action steps solving a particular issue rather than the traditional style of research that rarely involves a practitioner in a capacity other than the observed subject and is typically not of use to a classroom teacher.

Because I have discovered that I have a task-oriented leadership style, the step-by-step process that action research provides will be useful in creating a strategic plan for any school where I serve on the leadership team. In addition, I believe action research will help me use different types of data, in unison, to make practical decisions about campus issues such as how to involve more minorities in math and science, or the effectiveness of professional learning communities as a vehicle for sharing best practices.