Week 3

               

Action Research Plan: What are the effects of regular education teachers providing inclusion support for sixth and seventh grade students?

GOAL:  To Determine the Effects Regular Education Teachers have as Inclusion Support for Sixth and Seventh Grade Students

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	Benchmarks/ ASSESSMENT	Revisions to SIP/PIP based on monitoring and assessments
Setting the Foundation- Meeting to talk about new program of utilizing regular classroom teachers as inclusion support and what the effect is	Meeting with the Asst Principle, Principle, and talking to some of the teachers	Email, Inclusion Teachers	Shannon Jedlecka And Traci Harvey	October 2011	Data Comparison, and Classroom teacher will assess at the end of every six weeks
Analyzing Data – Choose 5 teachers that are both inclusion and classroom teachers	Observations in classes that have inclusion support, Questionnaires for inclusion teachers as well as the classroom teachers and some are both,  Google any similar programs for data comparison	5 Inclusion and Classroom Teachers, Create Surveys,  Computer to search	Traci Harvey	December 2011	Data Comparison, and Classroom teacher will assess at the end of every six weeks
Developing Deeper Understanding – Meetings, Emails, and keeping in contact with Region III	Once a month there are inclusion support meetings for voicing any concerns or suggestions	Time set up once a month and meeting is mandatory	Region III Principle	May 2012	Data Comparison, and Classroom teacher will assess at the end of every six weeks
Engage in Self-Reflection – Looking at everything so far	Did questionnaire cover enough information? Were enough teachers used for the research? Were enough resources used? Is the inclusion as well other students and the classroom teacher getting the assistance needed from inclusion support?	Time to analyze and look at what has been done so far	Traci Harvey	December 2011	Examining and looking at the data and the Classroom teacher will assess at the end of every six weeks
Exploring Programmatic Patterns – Making sure the students are getting inclusion support on schedule	Look at everything from attitudes to rapport between teachers in classroom. Expectations need to be voiced to inclusion support by the classroom teacher. Everything makes a difference in the students’ learning.	Meetings, Collaboratives, Looking at the data	Traci Harvey and other inclusion/regular education teachers and Shannon Jedlecka	March 2012	Examining and looking at the data and the Classroom teacher will assess at the end of every six weeks
Determining Directions – Looking at everything collected and talked about to determine direction of program	Looking at outcome will determine if changes need to be implemented for program to be successful or become more successful	Reflecting and Analyzing Data Collected	Shannon Jedlecka Traci Harvey	April 2012
Taking Action for School Improvement – Suggest Changes for improvement of program for next school year	Work as a collaborative group and suggest any needed positive changes for the program for the next school year	Data Collected  and collaborative group of teachers and at least one administrator	Shannon Jedlecka Traci Harvey	May 2012
Sustain Improvement – Keep reflecting about program and keep learning about the program	Keep communication open so meetings are important but be available for one on one, observations, workshops, learning from similar districts, Reflecting	Region III, Google, Blog, Teachers, Administrators, Books	Shannon Jedlecka Traci Harvey	Ongoing	Reflecting everything known about the program so far, including data collected, and collaboratives, be flexible and keep learning