Week 3: Part 3 Revised Action Plan

Revised Action Research Plan

Goal:

Classroom teachers will effectively employ RtI protocols before referral for special education evaluation is made to ensure quality referrals.

Research Questions:

1. Are teachers using appropriate RtI protocol before making a referral for special education evaluation?

2. Are students who are referred for special education evaluation meeting eligibility criteria?

3. For students who are found not to meet eligibility criteria for special education, what interventions are put into place?

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
Review and plot previous year's referrals and outcomes for patterns.	Andrea Layne	August, 2010	Spreadsheet to plot data	Reflect on last year's patterns of when, by who and why students are being referred.
Interview principal about current RtI protocols and how they are communicated to the teachers.	Andrea Layne	September, 2010	Time for appointment	Reflect on the RtI process used in our school.
Interview lead teacher of each grade level to study their understanding of RtI protocols.	Andrea Layne	September, 2010	Time for appointment	Reflect on teachers' understanding of RtI process.
Discuss SST referral for special education with the counselor.	Andrea Layne	September, 2010	Time for appointment	Reflect on the review of RtI protocols before referrals are made.
All classroom teachers complete a questionnaire about the students projected to need RtI this year. Results are plotted.	Andrea Layne Classroom Teachers	October, 2010	All Teacher Questionnaire #1 Spreadsheet	Reflect on teachers' projected use of RtI.
Locate and review literature related to effective use of RtI before making a referral for special education evaluation.	Andrea Layne	October, 2010	Internet, Literature	Reflect on the data already available from those who have faced similar questions.
All classroom teachers complete a questionnaire about the use of RtI this year and a count of students who continue to need further intervention. Results are plotted.	Andrea Layne Classroom Teachers	January, 2011	All Teacher Questionnaire #2 Spreadsheet	Reflect on teachers' use of RtI during the Fall semester and the number of students still needing intervention.
As a referral for special education evaluation is made, plot data of when and by whom the referral was initiated.	Andrea Layne	August, 2010- June, 2011	Spreadsheet	Reflect on patterns emerging and compare them to last year's data.
Referring teacher completes a questionnaire reviewing RtI previously employed. Results are plotted.	Andrea Layne and Referring Teacher	August, 2010- June, 2011	Teacher Questionnaire #1 Spreadsheet	Reflect on teacher's implementation of RtI.
After the special education evaluation is complete, plot the outcome data.	Andrea Layne	August, 2010- June, 2011	Spreadsheet	Reflect on the connection between the referral and the outcome.
For those students who are not eligible, the classroom teacher completes a questionnaire reflecting on the substance of the referral and what interventions will be put into place. Results are plotted.	Andrea Layne and Referring Teacher	August, 2010- June, 2011	Teacher Questionnaire #2 Spreadsheet	Reflect on the connection the teacher makes between the referral and outcome. Reflect on plan for further intervention.
For those students who are not eligible, the counselor completes a questionnaire reflecting on the substance of the referral and what interventions will be put into place. Results are plotted.	Andrea Layne Mrs. Clinton (counselor)	August, 2010- June, 2011	Counselor Questionnaire Spreadsheet	Reflect on the connection the counselor makes between the referral and outcome. Reflect on plan for further intervention.
All classroom teachers complete a questionnaire about the use of RtI this year and a count of students who were successfully served by RtI and how many needed a referral for special education evaluation. Results are plotted.	Andrea Layne Classroom Teachers	May, 2011	All Teacher Questionnaire #3 Spreadsheet	Reflect on teachers' successful use of RtI during and the number of students still referred for special education evaluation.
Formative Evaluation	Andrea Layne Dr. Richey (prinicipal)	January, 2011	Spreadsheets	Review data gathered thus far using survey results and referral data.
Formulate new questions that arise from research and possible solutions.	Andrea Layne	February, 2011	Spreadsheet	Reflect on questions not previously anticipated.
Summative Evaluation	Andrea Layne Dr. Richey (principal)	June, 2011	Spreadsheets and Interview Data	Compile all survey results, interview data and referral/ outcome data to compare effective use of RtI and quality referrals to special education evaluation.
Share results of action research.	Andrea Layne, Dr. Richey (principal), Mrs. Clinton (counselor), Special Ed Admin Team	June, 2011	Charts and Summary Information.	Review findings of action research and reflect on new approaches/ solutions.

Week 3: Part 2 Action Research Plan

Action Research Plan

Goal:

Classroom teachers will effectively employ RtI protocols before referral for special education evaluation is made to ensure quality referrals.

Research Questions:

1. Are teachers using appropriate RtI protocol before making a referral for special education evaluation?

2. Are students who are referred for special education evaluation meeting eligibility criteria?

3. For students who are found not to meet eligibility criteria for special education, what interventions are put into place?

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
Review and plot previous year's referrals and outcomes for patterns.	Andrea Layne	August, 2010	Spreadsheet to plot data	Reflect on last year's patterns of when, by who and why students are being referred.
Interview principal about current RtI protocols and how they are communicated to the teachers.	Andrea Layne	September, 2010	Time for appointment	Reflect on the RtI process used in our school.
Interview lead teacher of each grade level to study their understanding of RtI protocols.	Andrea Layne	September, 2010	Time for appointment	Reflect on teachers' understanding of RtI process.
Discuss SST referral for special education with the counselor.	Andrea Layne	September, 2010	Time for appointment	Reflect on the review of RtI protocols before referrals are made.
As a referral for special education evaluation is made, plot data of when and by whom the referral was initiated.	Andrea Layne	August, 2010- June, 2011	Spreadsheet	Reflect on patterns emerging and compare them to last year's data.
Referring teacher completes a questionnaire reviewing RtI previously employed. Results are plotted.	Andrea Layne and Referring Teacher	August, 2010- June, 2011	Teacher Questionnaire #1 Spreadsheet	Reflect on teacher's implementation of RtI.
After the evaluation is complete, plot the outcome data.	Andrea Layne	August, 2010- June, 2011	Spreadsheet	Reflect on the connection between the referral and the outcome.
For those students who are not eligible, the classroom teacher completes a questionnaire reflecting on the substance of the referral and what interventions will be put into place. Results are plotted.	Andrea Layne and Referring Teacher	August, 2010- June, 2011	Teacher Questionnaire #2 Spreadsheet	Reflect on the connection the teacher makes between the referral and outcome. Reflect on plan for further intervention.
For those students who are not eligible, the counselor completes a questionnaire reflecting on the substance of the referral and what interventions will be put into place. Results are plotted.	Andrea Layne and Counselor	August, 2010- June, 2011	Counselor Questionnaire Spreadsheet	Reflect on the connection the counselor makes between the referral and outcome. Reflect on plan for further intervention.

Purpose and Significance of Action Research Questions

I am the special education coordinator at 2 elementary campuses in my district. I have noticed that some students referred for special education evaluation have been through rigorous RtI and special ed is truly a last resort, while other students have had relatively little previous intervention.

Are teachers using appropriate RtI protocol before making a referral to special education? Are students who are referred for special education evaluation meeting eligibility criteria? For students who are found not to meet eligibility criteria for special education, what interventions are put into place?

The findings would be significant to the teachers because it would provide better guidance in supporting a struggling student in their classroom using RtI. This would, in turn, benefit to student learning. It would be significant for the special education team because better teacher understanding of RtI should lead to stronger referrals to have special education evaluation and less "DNQ's (did not qualify)". Lastly, the results would be significant for parents because it would reduce the unnecessary worry and anguish sometimes associated with a special education evaluation.

Week One Assignment: Part 3

What I have learned about action research and how I might be able to use it...
Action research (also called administrative inquiry) is a process a principal uses to study an issue and use their findings to change practices accordingly on their campus. There are significant benefits to this method of thoughtful approach to change with the goal of improved student achievement. Because the inquiry of study is chosen by the principal, it is customized to their campus, population, stakeholders and needs. The issue is purposefully studied among professional learning communities. Data is gathered and analyzed. From the conclusions, strategies are put into place and practices are improved to provide meaningful change. The strategy/practice is continually measured for effectiveness which makes the process cyclic. Because the process is done in-house, rather than through outside “experts”, you have greater chance of effective implementation and stakeholder buy-in. Administrative inquiry is an excellent source of professional growth because it engages the principal in meaningful study of their own practices and reflection upon the benefits of changing those practices. This requires precious time from the already tight schedule of a principal. It takes time to meet, study, discuss and reflect. But this is a necessary and worthy use of time. Bringing together your professional learning communities gives the principal much needed opportunity to connect with peers and exchange with other professionals. Additionally, it provides the opportunity for principals to role model continual learning. Action research is done for the purpose of bringing about change and done in the environment where the change will take place.

I can use action research in my current position as Special Education Coordinator of two elementary campuses. I would like to do a professional inquiry about RtI in hopes of getting more appropriate special education evaluation referrals. Another wondering is how to improve the relationship between parents of students served in special education and the school's special education team. We are initiating a program in the fall that deserves action research. The principal and I are meeting with each grade level team once per 6-weeks to discuss appropriate implementation of IEP's.

How educational leaders might use blogs...
Blogs are formidable force these days. With ease, anyone can share their views with the world. A feat unfathomable for a regular joe with little tech skills just a few years ago. Blogs in the classroom provide a portal to each other and peers across the world. The beauty of blogs is being able to connect intimately with someone (a class in your school, your neighboring schools' principals, etc.) on your time... and they connect with your on their time. Blogs can be an easy way to communicate with school stakeholders. A Professional Leaning Community may use a blog for a book study. Use a school blog to communicate information to parent about school happenings. A simple post can relay information in a timely fashion without the cost of using paper and remove the possibility of the paper not making it home.