Action+Research+Plan

• How can I build a computer tool that will serve as classroom curriculum resource as well as intervention tool of classroom # 2 pre-kindergarten bilingual PM session students that are considered at risk while integrating technology within the classroom? • Goal: to build a computer tool that will serve as classroom curriculum resource as well as intervention tool of classroom # 2 pre-kindergarten bilingual PM session students that are considered at risk while integrating technology within the classroom
 * ACTION RESEARCH PLAN**

**Action Step(s)** 1. What information do we want to include in the computer tool? 2. What type of media do we want to use? 3. Do we want to focus on L1 only or do we want to include L2 as well? 4. Do we want to give access to everybody or just to the population selected? 5. Do we want to do it with all the bilingual classes in our campus, just the inclusion class, or just the PM session of classroom # 2? 6. How do I create the tool?

**Evaluation** 1. Check data from evaluation tools (zone placement sheets and cpals). 2. Check resources available, and abilities/preferences of students. 3. Review data from beginning of the year and curriculum expectations. 4. Discuss with rest of committee. 5. Discuss pros and cons with committee. 6. Review final data and start designing information that has to be included in the tool.

**Topic to research:** How can I build a computer tool that will serve as classroom curriculum resource as well as intervention tool of classroom # 2 pre-kindergarten bilingual PM session students that are considered at risk while integrating technology within the classroom?

**School vision:** to provide a setting where children can grow in all five developmental areas (social, emotional, intellectual, physical and creative) in a way that provides opportunities for parent training and assistance, fosters enthusiasm for a developmental appropriate program, makes use of a broad range of community services, and is involved with local, state and national organizations that make policies affecting early childhood education.

**Goal:** to have children develop successfully in a model mulit-cultural program proudly supported by parents, educators, and the community.

**Action research plan** **Examining the work:** • **Setting the Foundation** – A concern that pre-kindergarten teachers from the bilingual classes have is the fact that most of the tools available (that integrate technology within the classroom) are in English while at pre-kindergarten level is important to develop first L1 (language one = Spanish) rather than L2 (language 2 = English), so in that way transfer of knowledge from L1 to L2 will happen more easily and naturally (Comparison of Philosophical Assumptions of English-only L2 Instruction Versus Bilingual Education, Jill Kerper Mora, retrieved online, 22/07/10, http://www.moramodules.com/Prop227/AssumptionsEOvBE.htm).

• **Analyzing data** – the use of data from several testing tools from last school year and this upcoming school year (brigance, pda’s, zone placement sheets), will give us the information needed to find out the topics and parts of curriculum that have to be included in the desired tool.

• **Developing deeper understanding** – Data gathering will lead the team members to ask more questions and analyze the information in order to see what information we want to include in the classroom tool that will develop pre-reading skills and other skills to enhance student performance regardless of their race, abilities, culture, and language.

**Engaging in Self-Reflection – Reflective questions:** • Is the solution what I want to do? • Is the solution the best for everybody involved in the process of developing the tool? • Do I have the skills needed to develop this tool? • Do I count with the resources needed to complete the tool? • The selected population is willing to participate and provide feedback once the project has been completed?

• **Exploring Programmatic Patterns** – I will talk to all the team members to discuss about the possible solutions as well as the pros and cons of each one of them. I will have in mind the following question: What skills and resources do they think are essential to successful project implementation? In that way all the parts involved in the process provide opinions, solutions, and feedback to not only develop the project but also complete it and implement it.

• **Determining direction** – Have always in mind the following questions: A. Are you clear on what you are attempting to solve (your research questions)? B. Have you adequately addressed the skills and resources questions? C. Have you established a collaborative approach to the issue? D. Are your timelines realistic? E. Do you have a reasonable plan to monitor the project? F. Do you have a reasonable plan for determining the level of success – how do you evaluate if the plan is effective? G. How will you revise and improve the plan based on monitoring and evaluation? If the answer to these questions is positive then I am ready to go on, if not, it is time to re-evaluate the project, modify and develop the research plan. Feedback, feedback, feedback. That is the only way to know if the project is going to be successful or not.

• **Taking action for school improvement** – Once I have organized the teams for each stage of the action research plan/project, it is important that I keep track of the results, timelines, and tasks; The use of written journals, summaries, and evaluations will give me the information needed to make changes or to continue with the implementation of the project.

• **Sustaining improvement** – If the final result of the project is one that affects in a positive way the school, students, staff, and community, share your work as it will improve the performance not just of other schools in your district but also other school communities looking for a better performance of their students.

UPDATED Action Research Plan
[|Updated Action Research Plan]