My revised action research plan is below. I changed the time length from eight weeks to twelve weeks. I also decided that a student would move to another group if they master the TEKS for that week. This will be done by having groups who are on differnet levels, seperate days, and with different instructors.

Action Research Question: What effect does a reading intervention program have on the reading achievement of sixth-grade reading students at A.T Stewart middle school?

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. After students take District Exam they will be put into pull out groups based on scores and a schedule will be created.	Me	One week	District Exam Scores -Student schedules.	N/A
2. Students will work with a tutor twice a week on reading passages and activities that target their low TEKS or SE’s. Each week the students will be given a quiz to monitor their progress.	Tutors and Me	Each week for twelve weeks.	Tutors Passages and Activities	Weekly Formative Assessments.
3. The quizzes will be used to monitor the student’s progress. If the students do not understand an SE, the SE will be retaught using another approach. If the students master the SE, the student will move to another group that will focus on the next SE. The student will continue to move from group to group until all the SE’s are mastered.	Tutors and ME	This will happen continuously throughout the twelve weeks.	Passages and Activities -Progression Chart Tutors	Progression Chart. Weekly Formative Assessments..
4.  The final evaluation will be the STAAR exam. We will compare students District Exams to their STAAR exams to determine whether or not the pull out `program was helpful.	Me, Principal	At the end of the pull out program.	STAAR results -District Exam scores	Comparison of STAAR to Content Based Assessment given by the district.

My action research plan is below! Tell me what you think!

Question: What effect does a reading intervention program have on the reading achievement of sixth-grade reading students at A.T Stewart middle school?

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
1. After students take District Exam they will be put into pull out groups based on scores and a schedule will be created.	Me	One week	District Exam Scores -Student schedules.	N/A
2. Students will work with a tutor twice a week on reading passages and activities that target their low TEKS or SE’s. Each week the students will be given a quiz to monitor their progress.	Tutors and Me	Each week for eight weeks.	Tutors Passages and Activities	Weekly Formative Assessments.
3. The quizzes will be used to monitor the student’s progress. If the students do not understand an SE, the SE will be retaught using another approach. If the students master the SE, the student will move on to the next SE. The student will continue to move from group to group until all the SE’s are mastered.	Tutors and ME	This will happen continuously throughout the eight weeks.	Passages and Activities -Progression Chart Tutors	Progression Chart. Weekly Formative Assessments..
4.  The final evaluation will be the STAAR exam. We will compare students District Exams to their STAAR exams to determine whether or not the pull out `program was helpful.	Me, Principal	At the end of the pull out program.	STAAR results -District Exam scores	Comparison of STAAR to Content Based Assessment given by the district.

April 20,2013

During the second week of EDLD 5301, we brainstormed and chose a topic for our action research project. I chose to create a pull out program for reading where specific TEKS would be retaught to bubble students. I will use data from the Curriculum Based Assessment made by the district and given every six weeks target the areas of concern. I think that my students will benefit from this program because it will put them in a small group setting where they won't get overlooked. It will be easier for them to ask questions and it will make it easier for me to make sure that every child understands the concepts being taught.

What I have learned about an action research plan /How educational leaders can use blogs

What I have learned about action research plans.

I have learned that using an action research plan can be very useful and valuable when trying to resolve a problem. The plan allows the practitioner to be a part of creating the subject of the plan and working to solve the issue. I like that it is a continuous project and gives the practitioner a chance to identify a situation on their campus, formulate strategies to improve or resolve the situation, implement the strategies chosen and  evaluate their effectiveness. After this is done, the practitioner clarifies the situation, looks for new problems that arise, and seek ways to improve the new situation. This goes into the next plan of action.  Unlike traditional educational research, the practitioner is the one in charge and is not pushed to the side and replaces with “experts”, who use theories and studies that have already been conducted to solve the problem at hand. Every campus is different and needs their own individualized plan.  Furthermore, experts are the main people on the campus. The best way to resolve the  issues on school campuses are to ask the people who work on them every single day because they know what they students and professionals of that campus needs and that’s exactly what the action research plan does.

Ways that blogs could be used by an educational leader

Educational leaders can use blogs to keep their faculty and staff informed about things that are going on around the campus and about upcoming events. The faculty and staff could reply to the information posted in the blog and give their input on issues that are addressed.