Reflection

This course was very interested because I never heard of an action research plan. Besides being an enlightening course, I learned how to blog. Before taking this course, I really did not know anything about action research and inquiry-based research. This will prepare me to be a principal-researcher that will improve investigative and leadership abilities in many ways. The book, Leading with Passion and Knowledge: The Principal as Action Researcher (Dana) is a very resourceful and informative book on developing and conducting an action research study from beginning to end. Originally, I thought the book was really going to be the same information that I learned during my master program. The book provided insightful views and strategies for my action research plan. This book helps me to understand the purpose of an action research plan.
I also enjoyed learning about blogging. Writing my own blog was very excited. Reading other peoples’ blogs online helped me to understand there are different types of action research plan. It’s was very interesting to create my own blog. Other people have not read it yet. I found this class also involved collaborative and communicative in the discussions posted on the discussion board each week. I found the discussions with my classmates to be very informative, insightful and supportive in terms of my action research plan. The meeting with my site supervisor was an important part of this class and determining what my action research plan. The meeting was difficulty to agree on. When we finally met, she recommends that my first action research plan was too general and very difficult to find examine. Therefore, we brainstorm on a new topic. Finally, I believe my action research plan is a good one and will provide me the opportunity to become a better thinker, researcher, and ultimately a better leader.

Action Plan #2

This is the action research plan #2. Having problems inserting the chart.

GOAL: The goal for action research project is does an interactive reading program improve student’s reading standardized test scores.

Action Step(s)
Conduct a meeting to inform teachers and administrators about the research project
Complied an evaluation for teachers to evaluate the standardized test scores in the classroom
The teachers will take the workshop for the Reading 180 Program interactive reading program
The students will be assign a login and introduction of the program Assign each person a subject to create a usable center for the classroom reading, writing, math, science, social studies…
Meet with the teachers about the progress of the students
Meet with the teachers about the progress of the students
Meet with the teachers about the progress of the students
Conduct a meeting to review the prior year standardized test scores with the current year.

Responsible Person(s)
H. King
Y. Yang
D. Halls
C. O’Connor

H. King
Y. Yang

H. King
Y. Yang

H. King
Y. Yang

H. King
Y. Yang
C. O’Connor

H. King
Y. Yang
C. O’Connor

H. King
Y. Yang
C. O’Connor

H. King
Y. Yang
C. O’Connor

Timeline: Start/Finish
Before school starts
Before school starts and then meet back in 6 weeks.
August 2010
First week of school
End of the first nine weeks
End of the second nine weeks
End of the third nine weeks
May 2011

Needed Resources
Computers, Interactive Reading Program (Reading 180 program)
Computers
Evaluation
Reading 180 interactive reading program
Computers
Reading 180 interactive reading program

Computers
Reading 180 interactive reading program
Progress Report
Computers
Reading 180 interactive reading program
Progress Report
Computers
Reading 180 interactive reading program
Progress Report
Prior year standardized test scores and current year

Evaluation
Complete a checklist that was created ahead of time. This checklist will include last year's standardized test scores, students’ data,
Each teacher will evaluate themselves and the test scores
Check the sign in sheet for confirmation of attendance
Each teacher will update the checklist
Teachers will compare the pretest assessment with the progress assessment
Teachers will compare the first nine week assessment with the progress assessment
Teachers will compare the second nine week assessment with the progress assessment
The team will evaluate the test scores to see if any improvement was made

Second Action Plan

Description of context or setting: The action research plan will deals with using an interactive program improves standardized test scores. Does using an interactive reading program improve standardized test scores? Does traditional setting without the supplement of the interactive reading program improves standardized test scores?

Target Population: The target population will be forty, third graders. The ages range from 8-9 years old. Ten of the participate will be boys and ten will be girls.

Sample Selection: The sample is select because they passed the 2nd grade standardized test. The accessible population will be twenty third graders. All participates will have passed the 2nd grade standardized test.

Rational: Standardized test scores are an important role in the school district. Test scores are very important for the school, students, and the district. If a child could read well then there will be success in others subjects.

Reserach: I want to research that interactive reading program improve standardized test scores over traditional setting without an interactive reading program.

Action Plan Week 3

My goal is to involve students with autism in social interaction with their non serve peers during recess.
Goals and objectives/outcomes of the research investigation
Activities designed to achieve the objectives
1. All students will be involved in an activity during recess.
Teach about rules, fair play, sharing, and good sportsmanship
2. All students will learn a new game once a week.
Different games will be taught weekly
3. All students will invite non-serve peers to play with them.
Skills for communicating with non serve peers during recess

Resources and research tools needed for data gathering
1. Games
2. Survey
3. Chart
4. Questionnaire

Draft timeline for completion or implementation of activities
1. Sept 13-17
2. Sept 20- Oct 22
3. Oct 4 – Oct 22


Persons responsible for implementation of the action research plan
1. Myself, Teacher, Paraeducator, LSSP, Behavior Specialist, and ABC Facilitator
2. Myself, Teacher, Paraeducator
3. Teacher, Paraeducator

Assessment instrument(s) to evaluate the effectiveness of the action research study
1. Interviews
2. Observations
3. Survey
4. Participation Chart

Action Plan

Description of context or setting of study:
My action research is on how to involve students with Autism to social interactions with their non-sever peers during recess. What are the social interactions effects during recess? Are social interactions important during recess? What activities during recess is beneficial for social interactions?
Target Population:
The target population would be five students in the first and second grade. All five students are on the spectrum of ASD.
Sample Selection:
I have chosen this group because of the age and disability of the students. The ages of the students indicates that typically begin to establishing and terminating friendships based on sharing time and personal objects. Students with the ASD have a hard time sharing, less interest in peers, difficulties with joint attention and stereotyped behaviors.
Rationale:
Children with autism have a strong lap of developmental for social skills development. In the process of improving the social skills with the students is an ongoing skill. A student in the age group of 5 to 7 has begins to establish and terminate friendships. Students with ASD have difficulties in relating with others; therefore, social skills need to be developed. Recess and lunchtime is not just for playing or eating in isolation but to social interact with peers.
Research:
I will conduct the research through observation and interviews. There will be a pre observation of their interaction with non-serve peers over four days. Interview with different staff member that’s involve with the student educational and behavior plan.