Draft Action Research Plan

Tool 7.1 Action Planning Template

Goal: The purpose of this project is to address the question “In what ways does between-class ability grouping affect student academic growth in first grade Balanced Literacy?”

   Action Steps         Persons Responsible         Timeline          Needed Resources         Evaluation  

1. Analyze beginning-of-year TPRI and OS scores as well as current Text Reading Levels of all students. Use this data to divide all of the first grade students into four homogeneous groups.	The four first grade teachers- Mrs. A, Mrs. B, Mrs. C, and Mrs. D.	This step was completed November, 2011.	TPRI data was available through DMAC. OS scores were gathered and analyzed by the classroom teachers. Time is the main resource needed to administer the assessments. The teachers need substitutes for their classrooms in order to properly administer the assessment in a testing room.	Using the available data, place the students into four homogeneous groups of similar size.
2. Assign each group to a classroom teacher. The teacher will then divide her classroom into 4-5 groups of 4-5 students. These smaller groups will also be homogenous based off of the same data in Step #1.  However, each classroom teacher will be able to further analyze the data of each student in order to better meet their needs and group them accordingly.	Each classroom teacher will assign their own groups based on data as well as input on potential behavior issues from the homeroom teacher.	This step was initially completed in November, 2011. However, it is an ongoing step. The groups within the classrooms are fluid.	Data from Step #1.	The classroom teacher will continuously monitor and adjust the needs of the groups in her classroom. The groups should be considered flexible. Students will move throughout groups as new skills are learned and new areas of instruction are identified by the teacher.
3. Classroom teachers conduct Balanced Literacy and Guided Reading groups with their new Reading classes. The teachers will conduct the required aspects of Guided Reading including Progress Monitoring, Running Records, and Student Progress Reports.  This data will be used to monitor and adjust groupings. Learning stations will be designed to meet the needs of the students and provide appropriate levels of challenge.	Classroom teachers are responsible for the implementation of Balanced Literacy and Guided Reading in their own classrooms. The campus literacy coordinator and Reading Recovery teacher are also available resources in this step.	The implementation of Balanced Literacy is daily and ongoing.	The teachers already have the necessary resources for implementing Balanced Literacy.	The classroom teachers continuously evaluate the progress of individual students through progress monitoring and running records.
4. Assess progress after 9 weeks of implementation. This step will include the administration of mid-year TPRI and OS. Once scores are available, student progress from beginning-of-year to mid-year will be charted. We will identify which students are showing the most progress and which appear to be progressing the least. Adjustments within and among classroom groupings will be made at this time. During this step the teachers will also discuss the idea of whether or not to rotate teaching assignments. Is it unfair that one teacher gets to work with all of the really “high” kids or is continuity better for students and teachers?	Classroom teachers will be responsible for administering the assessments. Analysis and evaluation will take place teachers, literacy coordinator, principal, and myself.	Middle-of-the-year TPRI and OS testing took place February 3, 2012.  The results should be available for analysis by February 13, 2012.	Test data; mid-year goals designated by the teachers in October.	This step is the evaluation.
5. Resume Action Step #3. Teachers continue with Balanced Literacy after implementing any necessary modifications identified in step #4.	Classroom teachers.	Daily and ongoing until end-of-year testing in May.	Resources for Balanced Literacy already in place.	Student progress will be evaluated with progress monitoring and running records.
6. Analyze end-of-year results in order to determine rate of student growth.  We will attempt to identify what, if any, impact homogeneous classroom groupings has on student growth in Balanced Literacy.	Classroom teachers, literacy coordinator, principal, and  myself.	The end-of-year TPRI and OS results should be available for analysis by May 11, 2012.	TPRI and OS data. Similar data from first grade students in previous two school years.	We will use all available data to evaluate overall growth of individual students and ability groups. We will then compare the rate of growth for this year’s students with the rate of growth for previous first grade classes. We hope to be able to determine which type of grouping provides the most benefit to students.