Update on "ESL Best Practices" Action Research Plan

My action research project “ESL Best Practices” is off to a very busy but great start! I have completed around 20 documented hours because the program is currently being implemented at my campus. There has been a lot of prep work. In addition, I have participated in several professional development and staff meetings to solicit information so that the program can be effectively utilized in our classrooms this year. I actually started implementing the project in the summer in a robotics program that benefited our bilingual students in Third, Fourth, and Fifth grades. It was a huge success! We have actually seen the students in the program utilize their skills in the mainstream class. The program is organized around broad themes (e.g. “getting along,” “weather,” “health,” etc.) and has three proficiency levels per grade span (e.g. beginning, intermediate, advanced) in Kindergarten through Fifth Grade. The program is focusing on the understanding of explicit language instruction. The goal of the instructional program is to emphasize the development of all four language domains: reading, writing, listening, and speaking. In addition, the program will provide English Learners with language skills that will enable them to participate fully in the mainstream classroom. Simultaneously, the program can help develop a positive self-concept, an ability to relate well to others, and acceptable standards of conduct and citizenship. Since the first day of school, our teachers have been conducting oral and written “express placements” with all of our students so that they may be classified as beginning, intermediate, and/or advanced proficiency levels.  This has been about a three week process school-wide. In addition, our teachers have been collecting writing samples that will help with placement of students as well as offer a guide to note the effectiveness of the program at the end of the year. We will compare the final writing sample to the beginning of the year writing sample to note program effectiveness. In addition, we will conduct the oral “express placements” throughout the program to note the graduation of students to higher proficiency levels as this is a major goal of the program. Several pieces of data have been disaggregated as well and compiled to include in the project. My team will be continually be collecting data on various aspects of the program including district and state progress on specific elements of testing throughout the year. as well as student samples. The project will officially start on October 7, 2013, within all grade level classrooms. It will be highlighted in a daily designated instructional period that utilizes these “ESL Best Practices” instructional strategies that will be constantly spiraled throughout the day and everyday of the school year. I am looking forward to the continued progress of the project!

Week 5 - An Inquiring Mind Reflects

Wow! The last five weeks have been very busy but very informative and rewarding to me at the same time. I have not only finished this class, but also added distance to my morning and evening runs even in the Texas heat!

Before beginning this course, EDLD 5301 Research, I had absolutely no idea what to expect. I was very hesitant but yet eager to get the class started as soon as possible. I have several colleagues in my district and across the state that completed this same program. They “warned” me about the depth and time it took to complete the activities and assignments in the class. Therefore, I wanted to find out what being an action researcher is all about.

I found that our web conferences were very helpful. It is nice to have the constant collegiality among your peers each week. It is also nice to put faces with names that you are corresponding with on a daily or weekly basis. It was obvious that a lot of us are having similar hesitations and/or questions throughout the research process. Especially when it comes to TK20! Yikes! 

Another benefit of this research class was the blogging and discussion boards between my classmates. Reading and participating in discussions through our discussion boards and blogs have allowed for an informal environment wherein we were able to participate in a free flow and exchange of ideas, offer suggestions, solicit recommendations, and continually offer verbal motivation that has made our action research plans more solid. With the use of the boards and blogs for this class, it was amazing being able to see and communicate with others in my class. I have been able to rely on reactions and feedback from everyone in regard to reflections or assignments posted for suggestions or changes that needed to be made to my action research plan. I found that I was always looking to see if someone made a comment on my blog or discussion board with another great suggestion that I could add to my action research plan. The suggestions were noted and have made my plan more solid! So, please keep commenting! :)

I have found this course to be helpful and relevant to my professional career as an educator and a future administrator. With the use of the tools and resources received from this course, it will make the process of implementing my action research plan more efficient and effective.  I will use the information I obtained to not only to follow through with my current action research plan but also to create and implement other plans to improve our campus goals which in turn increases student motivation and achievement. This course provided me with intense knowledge on the steps and hard work it takes to do action research on my campus.  Further, I have been able to work more closely not only with the administration on my campus but also major decision makers in our district. I don’t know if I would have had the chance otherwise.This whole process has allowed me even more opportunity to take on more leadership roles as well as get a broader network among my fellow educators and administrators. I also have been able to understand the ins and outs of various departments in the district that I might otherwise not have a need to know in my current roles at my campus or in my district. This has offered a great stepping stone to the knowledge that I will gain and need to know as a future leader in a district. Working on my action research plan as well as the whole idea of inquiry and reflection has brought a new passion in how I will approach my various duties and goals that need to be achieved for the next school year.

In summary, the support of my site supervisor and other decision makers regarding the program implementation as well as my classmates has only been instrumental in relieving any stressors that I had going into this class! I learned how important it is to be an action researcher. You should always be “wondering” which in turn will lead to innovation and change for the benefit of students, parents, peers, staff, community et al. It is very exciting to know the possibilities of having a hand in positive changes for your campus/district. What a fabulous class! I think that anyone in education could benefit from taking this class! I wish all my classmates the best of luck in implementing your action research plans! I look forward to following your progression! 

Week 4 Reflections - A Ha's in Action Plan and Heat Strokes!

Well, the last seven days have been extremely busy for me! I had to attend two conferences on leadership back to back, completed the preparation work with my colleagues for our robotics camp in July, and continually to try to train for an upcoming marathon in October in 100 + degree Texas weather (without having a heat stroke - or maybe I have and not realized it)! (All tips on beating the heat while running are welcome!) Oh, let's not forget working on the necessary projects to wrap up this class in the next week. Whew!

First, I want to thank everyone for your continued comments on my action research plan this past week! I have made the adjustments to my action plan per some of your comments and simultaneously have graciously accepted the compliments! I met with my site supervisor this week to discuss the suggestions as well as any other improvements that might be needed. In addition to your comments, I have also revised my plan to reflect collaborative meetings with some target persons in our district's bilingual department that have recently taken new positions in this area as well as included a couple of instructional specialists that can really help me with the analysis of data from grades K, 1, and 2. I don't have as much interaction with the lower grades. So, I needed to collaborate with my colleagues that were more knowledgeable with the benchmarks and assessments needed for the success of the program.  In addition, I have become a constant intruder in our district's Assessment and Accountability Department. (Ha!) I told my main point of contact to just put me on speed dial #1 and to please not block my number. :)

Second, I enjoyed reading about more strategies this week (Force Field Analysis, Delphi Method, and Nominal Group Technique, and CARE Model) on sustaining improvement with programs for the success of our students. I was glad to learn the official name for "questionnaires, surveys, and faculty meetings." :) With that being said, I have used a couple of the methods already in preparation for the action plan. Throughout the next year, as needed, I will pinpoint the best method to use when receiving feedback from my colleagues and/or students regarding certain aspects of the plan. Also, by filling out the CARE Model template, I am able to focus on the top three (3) details for each component of the model.

Finally, I look forward to this final week as I reflect on what I have learned the past four weeks that have made my action plan more solid which includes each and everyone of your comments. I look forward to following your blogs and the progression of your action research plans. I want to see how your ideas develop into action for the improvements that you are needing for your individualized campuses/districts.

Thank you for following my blog! I look forward to your comments! I will follow-up with a comment!

Action Research Plan - ESL Best Practices

Please find below my action research plan "ESL Best Practices" that will be used as a guide in our campus' efforts to close the achievement gap with our ELL/LEP learners.

Action Research Plan – ESL Best Practices
Goal: In what ways will the implementation of an ESL best practices program increase the level of achievement of my campus’ ELL/LEP learners (K-5)? Will this type of framework for how to plan, teach, and monitor ESL best practices instruction aide in improving district and state assessments (e.g. MAP, STAAR, TELPAS, etc.)? Will this type of guided instruction increase the number of students that will be able to be reclassified or exit the bilingual education program because they met qualifying benchmarks on district and state assessments?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Have meeting with directors of bilingual education program in district to discuss funding and materials needed to implement program.	Self and members of district elementary bilingual education department	May 25, 2013 – June 1, 2013	ESL best practices program information; monies as distributed by elementary bilingual education department; materials to support ESL best practices program	Self-reflection on meeting notes
Develop flyer to introduce program to campus’ bilingual students	Self and members of the summer robotics camp for campus	June 1, 2013 – July 1, 2013	Information on details and fundamentals of topics to be introduced and taught at camp	Flyer approved by site supervisor as well as elementary bilingual education director
Have meeting to introduce/market the program to bilingual education students in 2nd, 3rd, and 4th grades during last week of school	Self and members of the summer robotics camp for campus	June 1, 2013 – June 7, 2013	Presentation video, camp flyer w/permission slip, sample of lesson plans and materials that will be utilized at camp	Self-reflection on meeting notes as well as number of student/parent response for permission to attend the program
Conduct meeting with bilingual instructional specialist to go over details of ESL best practices lessons and activities including technology	Self, bilingual instructional specialist, members of the summer robotics camp for campus	June 7, 2013 – Jun 15, 2013	ESL best practices binder, technology, bilingual education program objectives, manipulatives and lesson plan templates	Self-reflection on meeting notes
Mail flyer to bilingual education students for reminder of summer camp as well as follow-up calls to student/parent	Self, staff members of the summer robotics camp for campus	June 25, 2013 – July 15, 2013	Personal information of student from TEAMS to produce mailing labels, flyer, and mailing materials	Self-reflection on conversations from  number of students that will confirm their attendance at the camp
Give the “express placement” assessment that assesses grammatical structures at four level of proficiency (oral)	Self, staff members  of the summer robotics camp for campus, students in attendance at camp	July 22, 2013 and July 23, 2013	“Express Placement” assessment	Quick placement for ESL grouping; self-reflection on assessment observation
Give the “Gap Finder” assessment  that identifies gaps in English language knowledge in order to understand instructional needs of student	Self, staff members of the summer robotics camp for campus, students in attendance at camp	July 24, 2013 and July 25, 2013	“Gap Finder” Assessment of Language Use	Students will be given assessment and then proficiency level identified to understand the instructional needs of student; self-reflection on assessment observation
Conduct the summer robotics camp that incorporates ESL best practices, math, science and STEM lessons to bilingual students	Self, staff members of the summer robotics camp for campus, students in attendance at camp	July 22, 2013 through August 2, 2013	Various lesson plans that include listening, speaking, reading, and writing objectives with an emphasis on listening and speaking.	Various informal and formal assessments as designated by rubric which identifies level of proficiencies; daily lesson observation/self-reflection rubric
Give the “express placement” assessment at the end of camp that assesses grammatical structures at four level of proficiency (oral) to note any improvement in proficiency level	Self, staff members  of the summer robotics camp for campus, students in attendance at camp	August 1st, 2013 – August 2nd, 2013	“Express Placement” assessment	Quick placement for ESL grouping; self-reflection on assessment observation
Give the “Gap Finder” assessment at the end of camp that identifies gaps in English language knowledge in order to understand instructional needs of student to note any improvement in proficiency level	Self, staff members of the summer robotics camp for campus, students in attendance at camp	August 1st, 2013 – August 2nd, 2013	“Gap Finder” Assessment of Language Use	Students will be given assessment and then proficiency level identified to understand the instructional needs of student; self-reflection on assessment observation
Give presentation on ESL best practices during back to school professional development week in August 2013	Self, staff members, administrators	August 19, 2013 – August 23, 2013	Lesson plans for staff as well as presentation on findings from summer camp	Self-reflection on presentation as well as survey to staff on understanding of ESL best practices in classroom
Have teachers give the “express placement” assessment to students campus-wide	Self, staff members, bilingual students	August 26, 2013 – September 6, 2013	“Express Placement” assessment	Quick placement for ESL grouping; gather proficiency levels of students from grade levels for documentation at beginning of year
Have teachers give the “Gap Finder” assessment to students campus- wide	Self, staff members, bilingual students	August 26, 2013 – September 6, 2013	“Gap Finder” Assessment of Language Use	Students will be given assessment and then proficiency level identified to understand the instructional needs of student; gather instructional needs from grade levels for documentation at beginning of year
Implement ESL best practices program with detailed lessons and informal and formal assessments	Self, staff members, bilingual students	August 26, 2013 – June 2014	Various lesson plans identifying ESL best practices as well as formal and informal assessments	Results of weekly lesson plan formal and informal assessments per student/per grade level
Have teachers give the “express placement” assessment to students campus-wide to note any improvement levels	Self, staff members, bilingual students	December 2013	“Express Placement” assessment	Quick placement for ESL grouping; gather proficiency levels of students from grade levels for documentation at middle of year
Have teachers give the “Gap Finder” assessment to students campus- wide to note any improvement levels	Self, staff members, bilingual students	December 2013	“Gap Finder” Assessment of Language Use	Students will be given assessment and then proficiency level identified to understand the instructional needs of student; gather instructional needs from grade levels for documentation at middle of year
Students take district MAP test in reading and language arts	Bilingual students	December 2013	Online MAP testing as identified through district technology	Results of level of proficiency/benchmark scores according to district standard
Students in K, 1st, 2nd, and 3rd grades take TEJAS LEE and TPRI tests	Bilingual students	September 2013, January 2014, and April 2014	TPRI and TEJAS LEE assessments	Compare results of performance level of students in each grade from BOY, MOY, and EOY to note improvements
Students in 3rd, 4th, and 5th grade take STAAR test	bilingual students	April 2014 and May 2014	STAAR test	Compare results of performance level of students in each grade as well as percentage of students meeting satisfactory performance according to state standards in 2013 and 2014
Students take district MAP test in reading and language arts	Bilingual students	May 2014	Online MAP testing a identified through district technology	Results of level of proficiency/benchmark scores according to district standard
Students take TELPAS (Texas English Language Proficiency Assessment System) test	Bilingual students	April 2014 – May 2014	TELPAS test	Results of level of proficiencies; compare results for 2013 and 2014
Have teachers give the “express placement” assessment to students campus-wide to note any improvement levels	Self, staff members, bilingual students	May 2014 – June 2014	“Express Placement” assessment	Quick placement for ESL grouping; gather proficiency levels of students from grade levels for documentation at end of year
Have teachers give the “Gap Finder” assessment to students campus- wide to note any improvement levels	Self, staff members, bilingual students	May 2014 – June 2014	“Gap Finder” Assessment of Language Use	Students will be given assessment and then proficiency level identified to understand the instructional needs of student; gather instructional needs from grade levels for documentation at end of year
Identify bilingual education students as bilingual, ESL, or exit program at end of year	Self, bilingual education teachers, administrators	June 2014	Results from TELPAS, MAP, STAAR, TEJA LEE, AND TPRI; teacher recommendation	Compare number of students in bilingual education program reclassified as bilingual, ESL, or exit students; compare results from 2013 and 2014 to note improvements in scores that have effect on reclassification numbers
Survey staff on effectiveness of implementing program in classroom	Staff members	June 2014	Survey detailing feedback on components of program	Summarize results of survey from staff
Presentation on concluding findings of ESL best practices program	Self	June 2014	Results from disaggregation of data as collected from the action research plan	Conduct a reflection presentation to staff, administrators and members of district’s bilingual education department that identifies results of plan