Updates

The Action Research Project I have implemented on my campus is in progress. Out of the 26 hours I have documented as to having worked on the project, ten of those hours I spent reviewing the literature concerning the benefits of an increased focus on academic vocabulary. Included in the literature that I have used to base my actions upon, I have included Marzano (2010); Beck, McKeown, and Kucan (2008), Bell (2005), and Burke (2012). Based upon this research, my teachers and I have realized that we have to teach two types of academic vocabulary: Tier 2 and Tier 3 (Beck, McKeown, and Kucan, 2008). Tier 3 words are specific to content areas while Tier 2 words are used across content areas. From the results of a survey we conducted amongst teachers, we realized that we were teaching Tier 3 words consistently in the classroom. Tier 2 words were the issue.

            Based upon the research, we then spent ten hours analyzing the STAAR Released Tests for Grades 3-6 for academic vocabulary. First, we compared two lists of Tier 2 academic vocabulary words: Common Core’s Academic Vocabulary Words and Jim Burke’s Academic Vocabulary List. We decided to use Burke’s because it was more user-friendly to us. We then analyzed each question for each STAAR Test. We looked for words from Burke’s list that were contained in the question. If we found a word from the list within the question, we wrote the number of the question down on a list. We then calculated the percentage of questions for each test that contained Tier 2 Academic Vocabulary. Next, we used DMAC to disaggregate STAAR Test data for questions containing Tier 2 Academic Vocabulary. We looked at each question that was missed by 60% or more of the students taking that test. We did this for all students and then broke the information into subpopulations.

            From this process, we have determined that at least 50% of the questions for each test contained at least one Tier 2 Academic Vocabulary word. Out of these questions, at least 60% of the students got the questions wrong. Average mastery for all of the questions was 43%. As far as subpopulations are concerned, we have realized that economically disadvantaged students struggle the most with academic vocabulary, which is supported by the literature review.

            To address this issue, we have created a plan to implement academic vocabulary instruction that targets Tier 2 words. To begin with, we have narrowed down the list of Tier 2 words. We are using Larry Bell’s 12 powerful words for the first 12 weeks and will increase the number of words after that. To facilitate the teaching of Tier 2 words, professional development was presented regarding teaching academic vocabulary.

            Academic vocabulary has also become a focus for our weekly vertical alignment meetings. The teachers came to a consensus regarding having all of the classes learn the 12 Powerful Words song. We made a contest out of it. We are even recording the entire student body of the elementary school singing it together. We will then place the video on the school’s Facebook fan page as a way to promote our vocabulary instruction. Also, each week we choose an academic vocabulary word of the week. If a student approaches me and uses it properly in a sentence, then they are rewarded. The success of the word of the week is palpable. The students are excited about learning vocabulary.

            In addition to this, teachers are required to teach Tier 2 academic vocabulary words each week. We utilize Marzano’s Six Steps to Academic Vocabulary Instruction. I have created a Google site where I update a list of academic vocabulary strategies, games, and ipad apps. We are using ipads to increase focus on academic vocabulary. I am currently including academic vocabulary instruction as one of the things I look for during walkthroughs.

            Soon, we will give a benchmark test to get a baseline of where our students are concerning test performance. We will continue to teach Tier 2 Academic Vocabulary and monitor progress. We will benchmark again around January and make adjustments to the program based upon the results.

            Overall, I am encouraged by the level of interest in the academic vocabulary program displayed by both teachers and students. Teachers have embraced the program. Students actively participate. The superintendent supports the program. Parents comment on their child’s excitement. Now, we have to keep the momentum going for the academic vocabulary to be effective. That task belongs to me. I plan to keep academic vocabulary fresh in everyone’s minds every week.

           

 

Course Reflection

As I reflect back on what I have learned while taking this course, I am presented with a dilemma. It is not so much of coming up with enough information to include in my reflection. Instead, I am having trouble limiting what I have learned. Out of the videos, the readings, the blog, and the discussion board I have gained so much useful information that has guided my action research project to this point, and will continue to guide my activities as an action researcher.

      To begin, one of the key insights that I have learned through this course is the need for reflection. I have always been a reflective person in most aspects of my life, including teaching. Even with saying this, I must confess that the form of reflection that I practiced was more of an informal reflection. This course has caused me to take a more formal approach with my reflection. With the blog requirements, I have formulated my reflection through writing. This process has caused me to think deeper about my action research plan than I normally would have before the course.

     Because of this new insight into reflection, I decided to look back at the previous weekly assignments for this course to confirm exactly what I had learned. To accomplish this review, I opened up the assignments from the past four weeks at the same time on my laptop. I then read through the assignments in their entirety in chronological order. What follows are highlights of what I have learned as I completed the weekly assignments.

     In Week One, I was introduced to two texts that were required readings for the course. In this first week’s reading, I was challenged to consider my prior notions regarding research. I quickly learned the difference between traditional research and action research. Over and over the purpose of improvement within action research was emphasized (Dana, 2009). Also, I learned that the process of action research presents itself as cyclical as opposed to a linear process as found in action research (Harris, Edmonson, and Combs; 2010). One does not finish action research. One simply moves on to another question that has arisen as a result of the initial question or moves onto another topic altogether.

     Moving in to Week Two, I had the opportunity to view videos of interviews of three action research practitioners within various levels of administration (a principal, a district director of research, and a superintendent). What these gentlemen had to say regarding action research gave me some practical insight into action research. For example, Dr. Timothy Chargois mentioned that for the change created by action research to be successful it must be systemic change. Curious as to what he meant by systemic change, I conducted an internet search of the term. As a result of that search, I read a book entitled Systems Thinkers in Action: A Field Guide for Effective Change Leadership in Education (2008) edited by Blane Despres. In this collection of essays, scholars address how to apply systems theory and system dynamics to bring about school improvement. From such reading, I have changed how I think about bringing about change onto my campus as an educational leader. I cannot simply make a change in one aspect of the campus without thinking through the ramifications of such a change that will be felt in all of the other aspects of the campus.

     While Week One and Two provided a theoretical basis for my action research plan, Week Three put theory into practice. Week Three, for me, also seemed to be the heaviest workload of all the assignments for this course. It was during Week Three that I actually formalized my action research plan. The actual planning of my action research was a valuable learning process for me. Of particular note were the insights I gained into the value of collaboration and feedback within the action research process. These insights were an out-flow of the required discussion board postings. Through these postings I was able to receive suggestions from fellow practitioners who are in the midst of their own action research project. For example, one student was able to share with me that her own experience with enriching academic vocabulary helped her 3^rd grade students (Ottis, 2013). Such personal observation reinforced my resolve to improve the academic vocabulary of the students on my own campus.

     In addition to the comments provided in Blackboard, the comments provided on my blog gave me food for thought, as well. I realized the power of blog comments during Week 4. One blog comment in particular was very useful. One of my followers asked whether or not I would model the academic vocabulary strategies for the teachers on my campus (Harris, 2013). I originally planned to model the strategies during our collaborative planning session and during our weekly alignment meetings, but after a review of literature on coaching that I conducted because of the comment on my blog, I have decided that I want to model the strategy in the teacher’s classroom. In reflecting on this modeling, I realize that I will need to observe the teachers using the strategy and provide positive feedback throughout the process.

      Compared to the previous weeks’ assignments, the Week Five assignment did not take as much work, but it was by no means unimportant. The Week Five assignment provided a capstone to the action research process. It allowed me to reflect upon the class, and as a byproduct, upon my action research plan. The week’s reading included Quality Indicators for Practitioner Research (Dana, 2009). These indicators allowed me to question various aspects of my action research plan. Through this questioning, I have strengthened my plan to ensure that the entire process will be of professional quality.

     As one can see, the value of this course is immeasurable. My perspective towards action research has been changed. Before this course started, I was a little perturbed by being required to take a course in research because of already having completed a Master of Arts degree. I now realize how arrogant and foolish such thinking is. English and education are two separate disciplines, and traditional research and academic research are just as different. That much and more I have learned through this course. Of all that I have learned, the purpose of action research rings truest. Since I have changed assignments within my district and am now leading a campus that needs improvement, I have come to appreciate the impetus for change within action research.

References

Dana, N. (2009). Leading with passion and knowledge: The principal as action researcher. 

      Thousand Oaks: Corwin.

Despres, Blane (Ed.). (2008). System thinkers in action: A field guide for effective change in

     leadership in education. Lanham, MD: Rowman & Littelfield.

Harris, A. (2013, August 01). [Web log message]. Retrieved from

     http://wonderingsineducation.blogspot.com/2013/08/action-rearch-plan.html

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8

     steps from analysis to action. Larchmont, NY: Eye on Education.

Lamar University. (n.d.). Interview 2: Dr. Timothy Chargois [video file]. Retrieved from

      https://luonline.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=2_1&url=

      /webapps/blackboard/execute/launcher?type=Course&id=_62327_1&url=.

 Ottis, M. (2013, August 03). Re: Components of action research plan [Online forum comment].

     Retrieved from   

      https://luonline.blackboard.com/webapps/portal/frameset/jsp?tab_tab_group_id=2_1&url=

      /webapps/blackboard/execute/launcher?type=Course&id=_62327_1&url=.

The Power of Blog Comments

     As I looked back over my blog this week to reflect on the comments, I was struck by the depth of some of the comments. By sharing my plan and my reflections on my plan on my blog, I have been given a sounding board to my plan. The comments from others in the program have provided fuel for more reflection. This process, then, becomes a form of digital collaborative effort. These comments have highlighted areas in which to revise my action research plan.

     One comment that spurred such revision asked questions of my plan that I had not even considered in developing my action research plan. How many academic vocabulary strategies would I include in my plan? This question I would have to answer for the strategies to be effective. I know from previous experience that a scatter gun approach to strategies leads to disaster. In my head, I guess that I would address this sooner or later as part of the process.

      Being asked this question at this time has led me to rethink how I was going to determine which strategies to include. Based upon what I’ve been reading (independent of the action research project) on implementing change, collaboration has been a recurring concept. Combining the two trains of thought, why would I be the one to determine which strategies would be used by teachers in their classrooms? Shouldn’t the teachers have a say as to what strategies they would use?

      In response to the original question in the comment on my blog and the questions that were generated during reflection on the original question, I have decided to use collaboration with the teachers on my campus when deciding upon which strategies to use.

     A second question that was raised in my blog concerned whether or not I would model the strategies for the teachers. I originally planned to model the strategies during our collaborative planning session and during our weekly alignment meetings, but after a review of literature on coaching that I conducted because of the comment on my blog, I have decided that I want to model the strategy in the teacher’s classroom. In reflecting on this modeling, I realize that I will need to observe the teachers using the strategy and provide positive feedback throughout the process.

     By posting my action research plan to my blog, I have received help in fine tuning my plan. This help has come from a source that I had not considered before: fellow students in the research class who are now fellow action research practitioners. Before this class, I misconceived research as an isolated event. This misconception was due in part to my previous experience with research while completing a M.A. in English and as a literary critic. I held a view of research as belonging to the realm of academia and had not considered practical applications.

     This course and the blogging requirement have changed my view of research. I have learned a different type of research that has great potential for my campus. I have also gained a network of fellow researchers who are invaluable to the process of action research.

Changes This Week

     At the end of last week, I  had a major change take place not only within my action research plan, but within my internship program overall. I received a call from our superintendent asking me to move from the high school to the elementary as an assistant principal. Also, she let me know that she was wanting to take over as my site supervisor because she wanted to mentor me herself.
     Of course, I immediately agreed to her request and thanked her for the opportunity. I then shared with her both my internship plan and my action research plan. She approved of both and commented that both were excellent and just what our district needs.
     As to revising the action research plan, I don't have to make any major changes. I will simply use Grade 3-6 students as my sample group, instead of Grades 9-11.
     One thing that I have learned this week, after immediately going back to work on Monday unexpectedly, is that I have to schedule time to focus on my action research plan and to reflect. The minute I stepped foot on the campus, I was rushed with issues that needed to be addressed before I even unloaded my boxes out of the car. In the midst of packing up my old classroom, setting up my office, and every other task given to me this week I have had to juggle time to be able to reflect. I realize that, through trial by fire, I need to tackle time management before it runs me over. I have started to work on time management by creating a prioritized to-do list and blocking off time for certain activities on my calendar. One of these must-have time slots is dedicated to reflection.
      Already, by scheduling time for reflection, my focus has become clearer. Out of this reflection, I have decided that part of my data analysis would be to examine the academic vocabulary contained in the actual STAAR test questions. The timing could not have been better since TEA just released last year's STAAR test.
     I will share what I have discovered from my viewing the released tests as soon as I have completed the task.
    

Action Rearch Plan

My district is composed of 75% economically disadvantaged students. I know from previous reading that economically disadvantaged students do not increase in vocabulary at the same rate as non-economically disadvantaged students- a difference of 2,000 words a year in grades 1-3 (Baker, Simmons, and Kame’enui; 1997). I also know from personal observation that our students do not have the academic vocabulary to comprehend the questions on the STAAR test, much less answer them. Because of this, I want to know: how can strategies in improving academic vocabulary help improve student performance on the STAAR test?

Action Planning Template
Goal: Implement strategies for developing academic vocabulary to improve STAAR test scores Objectives: 1.  Identify effects of academic vocabulary on standardized testing performance 2.  Identify strategies that help develop academic vocabulary 3.  Increase student academic vocabulary 4.  Improve STAAR results due to increased academic vocabulary
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Disaggregate initial STAAR test results for elementary campus	Christopher Meche	Start: July 2013 End: August 31, 2013	DMAC STAAR test results uploaded to DMAC (excluding retests)	Data will be broken down into reports for campus and grade level subpopulations for the last two years (when STAAR test began)
Conduct teacher surveys regarding how they utilize academic vocabulary strategies in their own classroom and their perception of student academic vocabulary	Christopher Meche	Start: August 19, 2013 End: August 31, 2013	Self-created teacher survey form Planning meeting time to inform staff of purpose of survey, directions for the survey, and expected completion date of survey	Survey is completed by staff and data is interpreted by self
Identify strategies that improve academic vocabulary	Christopher Meche	Start: Aug. 12, 2013 End: Aug. 25, 2013	Prior Research, Suggestions from Teacher Survey, Internet databases (ex. JSTOR)	Literature Review is performed with list of strategies created
1st Benchmark test given to Grades 3-6	Christopher Meche Crystal Day (campus testing coordinator) Individual teachers	Start: Sept 3, 2013 End: Sept. 5, 2013	DMAC Benchmark tests	Test scored by self and uploaded to DMAC TEKSCORE
1st Benchmark Analyzed	Christopher Meche	Start: Sept 9, 2013 End: Sept 11, 2013	DMAC	Data disaggregated into subpopulations
Strategies List supplied to teachers	Christopher Meche	Start: Sept 17, 2013 End: Sept 18, 2013	Copies of Strategies List Weekly Meeting Time	List of strategies has been discussed by teachers. Teachers given choice of strategies and instructions for implementation including timeline
Teachers Implement Academic Vocabulary Strategies	Christopher Meche	Start: Sept 23, 2013 End: May 30, 2013	Individual teachers	Lesson plans submitted weekly indicating when academic vocabulary strategies will be utilized
Observation of students involved in academic vocabulary strategies	Christopher Meche	Start: Sept. 23, 2013 End: April 1, 2013	Self-created observation form	Copy of completed observation form and feedback given to teacher
Administer 2nd Benchmark Test	Christopher Meche Crystal Day Individual Teachers	Start: Jan. 14, 2014 End: Jan 16, 2014	DMAC Benchmark tests	Test scored by self and uploaded to DMAC TEKSCORE
1st Benchmark Analyzed	Christopher Meche	Start: Jan. 17, 2014 End: Jan. 19, 2014	DMAC	Data disaggregated into subpopulations
STAAR Test Administered	Christopher Meche Crystal Day Phyllis Stephens	Start: May 5, 2014 End: May 16, 2014	Teachers to administer test Testing materials	Students will take STAAR test
2014 STAAR Results Disaggregated	Christopher Meche	Start: As soon as results are released and uploaded to DMAC End: June 30, 2014	DMAC STAAR TEST Results	Data will be analyzed to determine if students showed improvement on STAAR results
Results presented to Superintendent	Christopher Meche	Start: June 2014 End: July 2014	Self-created presentation	Results will be shared with superintendent concerning the effects of academic vocabulary strategies on STAAR results
Planning for use of academic vocabulary strategies for 2014-2015 school year	Christopher Meche Paula Quick	Start: July 2014 End: August 2014	District Summer Planning Meetings	Self and Superintendent will either agree to continue specific strategies as is,  modify strategies, or discontinue use of strategies
Results shared with teachers	Christopher Meche	Start: August 2014 End: August 2014	Self-created presentation	Results will be shared with teachers during in-service in August 2014
Evaluation of effectiveness of strategies	Christopher Meche Individual Teachers	Start: Sept 23, 2013 End: May 30, 2013 Will be ongoing throughout plan	Weekly Meetings Feedback Forms Unit CBA’s	Teachers provide feedback through created forms and weekly meetings regarding student achievement on Unit CBA’s and with academic vocabulary
Self- Reflection	Christopher Meche	Ongoing throughout process	Blog, journal, and meetings with site supervisor (Superintendent)	Record reflections regarding strengths, weaknesses, suggestions for improvement, and synopsis of the process.

Week 2 Reflection: Narrowing Down a Question Choice

     As I sat down at my desk on Monday, I began to think about a possible action research question that I want to investigate. Immediately, I came up with multiple topics. I started writing them down on a notepad. I came up with so many that I had filled the page.
      When I looked up at the clock, I realized I had consumed my entire morning with this sort of wondering.
While my stomach was rumbling because it was lunchtime, I was amazed at how many ideas I had generated. I think this highlights an important fact about action research: topics abound if you are willing to look close enough.

     Because of how busy my week has been, I let the list sit for a couple of days. When I returned to it, I decided I needed to cut the list back. I was now left with coming up with a way to cull ideas.

     First, I decided that I was not going to totally toss away an idea. I learned from my studies in writing that an idea may not necessarily be a bad idea. It just may not be the right idea for right now. I have a file in which I save writing samples I have started or writing topics I have dreamt up that I, for whatever reason, have chosen to not to pursue in that moment. I also have scraps that I revised out because who knows how I can use those later.

     I decided to do that with my action research topics. Next, I prioritized them based upon what I felt was the greatest need on my campus. I also considered the length of time that I felt it would take to complete research on the topic. I gave a lower priority to items that I deemed to be short-term projects. A few other projects I culled that I felt would best be researched by someone else on the campus. For example, a few of these topics I believed to have been a great topic for collaborative research by my teachers. I also remembered that one idea was being pursued by a teacher on my campus. My idea could have been considered a subtopic of her topic, so I culled it. All of the topics I did not consider of high priority I saved as a list on my thumb drive.

     Finally, I had a list of three ideas that I felt were of high priority and of high interest. It was time to choose the one that I would pursue as my action research project for this program. At this point, I took more time to reflect (and to eat- it seems I do quite a bit of reflection while taking a bite).

     As I reflected, the data kept coming up in my mind. Our district is composed of 75% economically disadvantaged. I knew from previous reading that economically disadvantaged students do not increase in vocabulary at the same rate as non-economically disadvantaged students- a difference of 2,000 words a year in grades 1-3 (Baker, Simmons, and Kame’enui; 1997). I also knew from personal experience that our students do not have the academic vocabulary to answer questions on the STAAR test.

     Therefore, I decided that my action research question would be this: In what ways can increased focus on academic vocabulary help our students, especially economically disadvantaged students, improve student performance on standardized testing? I chose this topic because I am interested in this topic, it is relevant to my campus, and I believe it is the topic that will be of the greatest help at this time to my campus.