Action Research Template

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Action Steps Person(s) Responsible Timeline: Start/End Needed Resources Evaluation 1.Disseminate TPRI scores. Renee Cook Sept. 2010, Jan. 2011, May 2011 TPRI Kits and Palm Pilots for each teacher Students will be ranked from highest to lowest, based on a compilation of TPRI benchmark scores. 2.Select lowest-performing 3 to 4 students per classroom,based on TPRI scores. First Grade Teachers Sept. 2010, Jan. 2011, May 2011 TPRI scores The lowest performing 3 to 4 students will be instructed using Leveled Literacy Intervention. 3.Begin LLI instruction with selected groups. First Grade Teachers Sept. 2010 LLI kit for each teacher/Teacher notes and observation from LLI instruction. Informal teacher observation, student reading level on LLI books. 4. Determine whether students’ reading skills are improving as a result of LLI. First Grade Teachers/Renee Cook/Jen Martin Sept. 2010- May 2011 TPRI, Rigby, Dolch, LLI reading level throughout year/PLC meetings to discuss findings. Teachers and administrators will view TPRI, Rigby, Dolch, and LLI results to assess whether reading improvement was made with LLI and whether it should be continued. 5.Look for growth in other areas such as other academic subjects, behavior, or social skills, or confidence to see if reading improvement may have led to other improvements. First Grade Teachers, Renee Cook, Jen Martin Sept. 2010- May 2011 Grades, informal teacher observation. Additionally, teachers will need PLC meeting opportunity to discuss findings. Teachers and administrators will determine if there were any other areas of growth noted among LLI participants.