Reflections of Week 3

The following is a reflection of my week 3 assignment to include my action research plan, finding, and recommendations:

Week 3 lesson and readings have helped me to formulate a game plan and organize my thoughts in a more cohesive manner. I feel more comfortable now knowing where to begin as well as the process to proceed.

Action Planning Template
Goal: To increase special education inclusion student achievement by improving the current inclusion program in our school.
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Modifying the delivery of instruction in the classroom	Regular and special education inclusion teacher	August 2012/May 2013	Inclusion training for special education and regular classroom teachers	Classroom observation, Surveys, Interviews
Special education inclusion teacher and/or paraprofessional in the classroom	Building principal, Assistant Principal of Special Education, Personnel Dept	August 2012/May 2013	Money for salaries, teachers	Observation
Establish joint planning period for regular and special education teacher	Assistant principal, regular, and special education inclusion teacher	June 2012/May 2013	Scheduling time	Lesson plan review, interview, surveys
Inclusion of technology in the classroom for inclusion student use	Building principal, special education director, director of technology	August 2012/May 2013	Money for equipment	Observation of equipment use in each classroom, student interviews, teacher/inclusion teacher interviews
Classroom access to personalized supplemental aids allowable to be used for state assessments for each student	Special education department, Assistant Principal	August 2012/May2013	Money for materials, inclusion teacher to demonstrate and promote use of materials	Classroom observation

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools

(Harris, Edmonson, and Combs, 2010)

Action Research Project

To increase special education inclusion student achievement by improving the current inclusion program in our school.

Examining the work: Setting the Foundation – The need to increase special education inclusion student grades, decrease failing rates, and increase the number of inclusion student passing rates on statewide assessments.

Analyzing Data – Examining the quantitative measurement of student achievement via progress reports, grades, and standardized test scores.

Developing Deeper Understanding – Utilizing qualitative data such as classroom observations, student and teacher surveys and interviews, regular and inclusion teacher meetings, and meeting with the special education staff.

Engaging in Self-Reflection – What additional training does our special and regular education staff need in working in a co-teach model? What additional funding is required to staff co-taught classrooms for the four core subject areas? How motivated is our staff to work collaboratively to fulfill the vision of improving our inclusion program? What can I do as the team leader to motivate and provide my experiential insight to work towards the successful implementation of this endeavor?

Exploring Programmatic Patterns – Are the causes of poor student achievement as measured quantitatively an academic or qualitative issue? Are the issues of low scores a result of inadequate instruction, lack of time for student processing, student programming/placement, lack of classroom special education support, or lack of access to supplemental technology or materials?

Determining Direction – My research topic is clear and concise, and I am clear on the goal set forth. I have adequately addressed the skills necessary to proceed and the method to which I will approach my research. I have been given direction and permission to develop an inclusion team consisting of regular and special education teachers to include four core teachers and four inclusion teachers.

Taking Action for School Improvement – I have utilized the Tool 7.1 Action Planning Template (Harris, Edmonson, and Combs) to organize the research and guide me through the steps of my project. I will be working in collaboration with other staff through an inclusion team committee to research, analyze, implement, evaluate, and reflect on the progress of the project.

Sustaining Improvement – This action research project will be an ongoing endeavor to maintain the effectiveness of the program. Reflection, continued data collection, analysis, and constant program monitoring will need to continue beyond the scope of the timeline set forth to maintain the integrity and viability of improving the inclusion program in our school. Results and ongoing progress updates will be shared via my Blog and online discussions to not only update but seek recommendations, information, and ideas outside the scope of the committee thinking.

As this project is a collaborative effort via an inclusion team committee consisting of special education inclusion teachers and regular classroom teachers, all aspects of research, data gathering, analysis, evaluation, and reflection will be shared among team members throughout the entire process of the steps to action research. We will report to the assistant principal over special education and our building principal as we progress through each phase of the action research project. In addition, all core teachers as well as special education teachers and paraprofessionals will be routinely apprised of the results of developments and discussions as a result of committee meetings to maintain communication and cohesiveness between committee members and staff integral in implementing the program.

It is imperative too to inform all staff, students, and parents as to the justification of pursuing this endeavor. I feel it will provide an opportunity to gain input from those stakeholders as to additional information we, as a committee, may not consider. It also provides them with the feeling of unification and involvement in the improvement of another facet of our school and district. This will bring the community together and alter the climate of our school to not only recognize but embrace our special population as well as notice the effort we are making to improve the lives and achievement potential of that particular population of students.

Providing Background Information: Special education inclusion programs vary from school to school and district to district in their design and how they provide accommodation and instruction, and regardless of the different approach they each may take, they all strive to achieve the same goal: To help their students learn, achieve their maximum potential, and perform well in school and society. My work experience, interest in this project topic, need for change in our inclusion program, and dialogue with my assistant principal is what has prompted my participation in this action research project.

Sharing the Design of the Inquiry: The inclusion team committee will work collaboratively to collect data, discern the findings, and share the results. We will then work to formulate a process to implement change to the current program based on data and reflection of information disseminated.

Stating the Learning and Supporting the Statements with Data: As we present our intent to improve our inclusion program to stakeholders, we will strive to present the need for our inquiry and justify it with current data to include standardized test scores, classroom observations, students’ grades, and teacher reports. We will also present our plans to revise the current program with examples of action plans towards the modifications of what is currently in place. Support for our presentation will include examples illustrated in the formalized action plan.

Providing Concluding Thoughts: As I mentioned earlier in this week’s assignment, working to improve the special education inclusion program is a continuous effort. Once research, data collection and analysis, conclusion of changes to be made, and implementation of change have occurred, the committee will need to reflect and evaluate the program continually to assess its effectiveness and make changes as needed. The change to any programming in education is not conducted in a vacuum, nor can it become stagnate. We as a committee will need to continually monitor and adjust as the need warrants.