Action Research Plan - SIP/PIP

SCHOOL VISION: Through building a team atmosphere, Travis students, parents, staff, and community will involve themselves in the promotions of academic achievements, development of leadership, and the building of self-esteem among all its members. Our end results are having our students become better educated, responsible, productive citizens; thus, building an improved quality of life for everyone.

GOAL: To find the best methods of teaching to increase student achievement in the area of reading for English language learners (ELLs) at Travis Elementary School.

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Identify English learners who need additional instructional support and monitoring.	Conduct formative assessments that measure phonological processing, letter knowledge, and word and text reading. These measurements must be conducted in English.	Kindergarten to 1st Grade: OLPT 2nd to 5th Grade: TPRI	Classroom Teachers	August 2010 – November 2010	Reading/ELA CBA (Curriculum Based Assessment) Data from 1st – 2nd 6 Weeks	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data
Train teachers on how to use formative assessment data to guide instruction.	With the reading coach, Reading teachers on each grade level will research/review reading interventions to help these students.	Instructional Coach – Ms. Harris, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: PDF File provided by Dr. Garza	Ms. Harris – Instructional Coach, Monica Ramirez – Bilingual Representative	September 2010	Review findings from teachers with struggling ELL students.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.
Teachers of struggling ELL students will use intensive small group reading interventions.	Teachers will use small groups reading intervention to explicitly teach/re-teach phonological awareness, phonics, reading fluency, vocabulary, and comprehension.	Instructional Coach – Ms. Harris, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: PDF File provided by Dr. Garza	Classroom Teachers	September 2010 – May 2010	Review data from CBA's and Mock Tests, Look at data from STAR testing, and A.R.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.
Teachers will provide extensive and varied vocabulary instruction.	Teachers will consistently use student-friendly definitions, pictures, and vocabulary lists to help ELLs develop a broader vocabulary.	Google Images, Foldable workshops, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: PDF File provided by Dr. Garza	Ms. Harris – Instructional Coach, Monica Ramirez – Bilingual Representative, Classroom Teachers	September 2010 – May 2010	Review data from CBA's and Mock Tests, Look at data from STAR testing, and A.R.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.
Teachers will help ELLs develop academic English.	Teachers will teach academic English on a daily basis in the subjects of Math, Science, and Social Studies. Students should be able to know that words like force and power take on a different meaning when talking about Science.	Textbooks, Google, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: PDF File provided by Dr. Garza	Classroom Teachers	September 2010 – May 2010	Review data from CBA's and Mock Tests, Look at data from STAR testing, and A.R.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.
Teachers will schedule regular peer-assisted learning opportunities.	Teachers should devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English language proficiencies work together on academic tasks in a structured fashion. These activities should practice and extend material already taught.	Classroom objectives, text, Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: PDF File provided by Dr. Garza	Classroom Teachers	September 2010 – May 2010	Pre-test and Post-test on material to determine whether this strategy is effective for students. Informal assessment will include monitoring of groups by classroom teacher.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.
Teachers will evaluate each method and make suggestions for any needed changes.	Teachers will evaluate each method and make suggestions for any needed changes. Evaluations and suggestions will be carefully examined and any necessary changes will be made for the following school year.	PAISD Evaluation Form	Classroom Teachers	September 2010 – May 2010	This is the final evaluation.	TBD based on student achievement – Review Report Cards, CBA Data, Mock Testing, TPRI Data, TAKS Data, ITBS Data, Star Testing, and Accelerated Reader Data. Qualitative factors will also be reviewed.