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.