Helga Gomez's Action Research Plan
This is the draft for my Action Research Plan. I might change some things along the way, but the foundation is there. I will focus on English Language Learners ELLs speaking students. The implementation of SIOP model in all classroom and the difference that makes in language acquisition. It is actually presented to you in the actual SIP plan of action.
SIP or PIP (SCHOOL or PROFESSIONAL
IMPROVEMENT PROJECT) PLAN OF ACTION
SCHOOL VISION: Provide exemplary professional development
based upon sound educational performance throughout the school community which
results in improved student achievement.
GOAL: Equalize the
language acquisition opportunities for the English Language Learners through the
Sheltered Instruction Observation Protocol (SIOP).
OUTCOMES
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ACTIVITIES
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RESOURCES/
RESEARCH TOOLS NEEDED
|
RESPONSIBILITY
TO ADDRESS ACTIVITIES
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TIME
LINE
|
Benchmarks/
ASSESSMET
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Revisions
to SIP/PIP based on monitoring and assessments
|
|
Equal
% of English Language Learners ELLs students to scoring FES (Fluent English
Speaker) on Post-LAS (Language Assessment Scales)
|
·
Analyze English Pre and
Post-LAS assessment data for English Language Learners ELLs
·
Identify students with
Pre-LAS scores below FES
·
Pair students who are
below FES with students that are FES
·
Provide on-going English
language support to students who are below FES using SIOP (Sheltered
Instruction Observation Protocol) strategies
·
Analyze SIOP model
|
·
Pre-LAS Scores (from
previous grade level; new students will be tested at the beginning of the
school year)
·
LAS assessment Kit
·
Post-LAS scores
·
SIOP Professional Development
·
Anecdotal notes
·
SIOP PROTOCOL(classroom
observation instrument)
·
Student interviews
(conducted in English)
|
·
Campus Literacy Coach
·
Reading subject area 4th
and5th Grade Teachers
·
Campus Instructional
Supervisor
·
Dr. Weaver (In-house
University of Houston Professor in charge of SIOP training)
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December 2012-June 2013 academic school year
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|
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Equal
% of English Language Learners with on or above grade level Post-DRA
(Developmental Reading Assessment) scores
|
·
Analyze Pre-DRA scores
·
Form Strategy Reading Groups based on levels
·
Meet with Strategy
Reading groups who are below grade level as an additional support to the
homeroom teacher at least once a week
·
Keep running records on
below grade-level students
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·
DRA Assessment Kit
·
Strategy reading books
(English)
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Strategy Lessons Reading Professional Development
·
Teacher Interviews
·
Anecdotal notes
·
Student surveys
·
Student work (English
products)
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·
Bilingual Team Leader
Campus Teacher
·
Campus Literacy Coach
·
4th and 5th
Grade Literacy Teachers
·
Campus Instructional
Supervisor
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December 2012-June 2013 academic school year
|
·
Pre-DRA
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Post-DRA
·
TELPAS-Reading
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·
If % of students is not
equal, look for patterns in walk-throughs documenting SIOP protocol being used or lack of it in 4th
and 5th Grade TWI and Bilingual
classrooms
·
Suggest additional staff
development on Strategy Lessons
·
Literacy and Bilingual
Coach provide support, such as modeling Strategy Lessons
·
Provide additional SIOP
professional development
·
Form learning
communities addressing SIOP
·
If successful continue
activities listed and form learning communities addressing successful
strategies used to target English Literacy development for English Language
Learners
|
|
Equal
% of English Language Learners ELLs students scoring Advanced and Advanced
High in listening, speaking, reading, and writing on TELPAS
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·
Analyze Pre-TELPAS data
·
Identify students who
did not receive a rating of Advanced or Advanced High
·
Target English
vocabulary development for identified students, including peer tutoring, ESL
websites, and SIOP strategies
·
Target English Writing
for identified students by providing in-school interventions
|
·
TELPAS State Assessment
Data
·
Teacher Interviews
·
Anecdotal notes
·
Writing conference Notes
·
Student interviews
·
Student work (English
products)
|
·
Campus Bilingual Coach
·
Campus Literacy Coach
·
Science 4th and 5th Grade TWI
Bilingual Teachers
·
Campus Instructional
Supervisor
·
Assistant Principal
|
2012-2013 academic school year
|
·
TELPAS
·
TELPAS Writing Samples
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Science Journals
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·
If % of students is not
equal, look for patterns in walk-throughs documenting SIOP Model use in 4th
and 5th Grade TWI and Bilingual classrooms
·
Literacy and Bilingual
Coach provide support, such as modeling guided reading and writing lessons
·
Provide additional SIOP
professional development
·
If successful continue
activities listed and form learning communities addressing successful
strategies used to target English literacy development for English Language
Learners students
|
|
Equal
% of 5th Grade English Language Learners ELLs students meeting
state expectations on English Reading,
and Science STAAR
|
·
Analyze prior year’s
STAAR scores
·
Identify students who
did not, or barely met state expectations
·
Analyze district
benchmark data
·
Analyze district 9 weeks assessment data
·
Provide in-school
interventions for identifies students
·
Provide after-school
tutoring for identified students
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·
Current and prior
English Reading STAAR data
·
Current English Science
STAAR data
·
District Benchmark data
·
District 9 weeks
assessment data
·
Teacher Interviews
·
Student interviews
·
Anecdotal notes
·
Student surveys
·
Student work (English
products)
·
After school tutoring
Lesson Plans
|
·
Campus Bilingual Coach
·
Campus Literacy Coach
·
4-5 Science Campus Coach
·
4th and 5th
grade Science Teachers
·
Campus Instructional
Supervisor
·
Assistant Principal
·
Principal
|
2012-2013
academic school year
|
·
English Reading STAAR
·
English Science STAAR
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·
If % of students is not
equal, look for patterns in desegregated STAAR data
·
Target low performing
objectives
·
Continue after school
tutorials
·
Provide professional
development on SIOP
·
Provide professional
development addressing interventions
·
If successful, continue
listed activities, and form learning communities addressing successful
strategies used to target English literacy development for English Language
Learners students
|
|
Your plan looks good. When I was teaching in Florida we had many ESL or ELL students. There was some wonderful training for it too. I found technology was a good way of giving them support. See it in actin helped them a great deal.
ReplyDeleteThanks Darla, Technology is something I haven't thought about , but it sounds effective also, I will see if there is a way I can incorporate technology in my plan.
DeleteI don't know if it is my fault or what........it is very difficult to see your entire template. It is not fitting my screen. But what I can see, it looks well thought out and ready for implementation!
ReplyDeleteThanks Rebecca.
ReplyDelete