LAKE COUNTY SCHOOLS

ACTION RESEARCH PROJECT

TO BE COMPLETED BEFORE ACTION RESEARCH IS INITIATED

Teacher Researcher
Name / Nancy Humes / Emp. ID
School or Department / The Villages Elementary of Lady Lake – 3rd grade/co-teach ESE
Issue or Topic / Reading comprehension scores are low according to the testing data from the Scholastic Reading Inventory (SRI) and the Florida Assessment of Instruction in Reading (FAIR ). Students need to improve comprehension strategies to assist them in mastering the required third grade comprehension skills.
Research Hypothesis / Will incorporating specific strategies, through differentiated instruction assist the general education and E.S.E. students in mastering third grade comprehension skills?
Principal‘s Signature / Date

TO BE COMPLETED AT CONCLUSION OF ACTION RESEARCH

RESEARCH PROCESS
1.  What student data formed the baseline? Beginning of the year SRI and FAIR test results:
·  On the Florida Assessment for Instruction In Reading (FAIR) test, 2 /13 non ESE students and 3 /3 ESE students, scored below target of 25% FCAT Success Probability in reading comprehension.
·  On the Scholastic Reading Inventory (SRI) assessment for reading comprehension 5/13 non ESE students and 2/3 ESE students scored below 500 lexile which is the lowest score for a third grade student.
2.  What research resources, i.e., books, documents, were studied? Differentiation in Action by Judith Moore , The Daily Five by Gail Boushey and Joan Moser, and Cooperative Learning by Dr. Spencer Kagan
3.  What student demographic groups were used and how were they selected? Third grade students in the co-taught, E.S.E. classroom were used for this Action Research. This includes 11 general ed. students , 3 ESE students and 2 Title I students. There are 3 ESE students that receive reading instruction in a resource room that were not included.
4.  What strategies were implemented during the study? The use of learning centers in the co-taught classroom provided differentiated materials to address the needs of all students. Manipulatives, leveled readers, cooperative learning strategies, as well as individual and small group projects, provided appropriate practice and remediation of skills.
5.  What was the timeline for the study? September 2009 – May 2010
Approved / Disapproved / Comments
Principal’s
Signature / Principal assigns
10-30 points / Date
Director of Staff
Development Signature / Date Acknowledged

LAKE COUNTY SCHOOLS

ACTION RESEARCH PROJECT - SHARING THE RESULTS

[Complete online and email to

Title of Action Research Project / Improving Reading Comprehension through Differentiation
Name of Teacher Researcher / Nancy Humes
Name of School / The Villages Elementary of Lady Lake / Grade Level / 3rd/ESE
ABSTRACT:
I co-teach in a third grade class during the reading/language arts block and provide accommodations to the E.S.E. (Exceptional Student Education) students within this class. The Florida Assessment for Instruction in Reading (FAIR) and the Scholastic Reading Inventory (SRI) were administered at the beginning of the school year to these students. The results of these two tests indicated that 44% of the students were having difficulty with reading comprehension skills. There are a total of 19 students in the class, 16 of the students were included in the research. Three of the students receive reading instruction in an E.S.E. classroom, therefore they were not included. As indicated on the FAIR, 2 out of 13 non E.S.E. students and 3 out of 3 E.S.E. students scored below the target of 25% FCAT Success Probability in reading. As indicated on the SRI, 5 out of 13 non E.S.E. students and 2 out of 3 E.S.E. students scored below 500 Lexile which is the lowest score for a third grade student who is reading on grade level. My colleague and I decided to develop an action research project that would help us determine if incorporating specific strategies, utilizing differentiated instruction would assist the students in mastering comprehension skills.
My colleague and I started our action research by developing a Professional Learning Community (PLC). Our PLC consisted of other teachers at our school: seven third grade teachers, one second grade teacher, and two E.S.E. teachers. At our meetings we shared differentiation strategies currently being used within our classrooms, new ideas, and specific lesson plans to implement in our classrooms. My colleague and I presented an hour-long Power Point presentation called, “Enhancing Your Instructional Skills Through Differentiation” During our monthly PLC meetings, we also studied the following books: Differentiation in Action by Judith Moore and The Daily Five by Gail Boushey and Joan Moser. The use of learning centers in the co-taught classroom provided differentiated materials to address the needs of all levels of students. Manipulatives, leveled readers, cooperative learning strategies, as well as individual and small group projects, provided appropriate practice and remediation of skills. Other strategies included quick writes, study buddys/learning partners, vocabulary charades , think/pair/share, fluency check by a volunteer, and alternate forms of book reports.
Assessment of growth was based on pre and post FAIR and SRI scores. Progress was monitored throughout the year using weekly Harcourt reading assessments, fluency tests, and teacher observations. Collected and analyzed data indicated a strong growth in reading comprehension skills for most of the students. Based on the pre and post FAIR test, students achieved a growth of 26%. The E.S.E. students had a mean increase of 55%. One non E.S.E. and one E.S.E. continued to score below the 25% target. The pre and post SRI showed a growth of 104 Lexile points for non E.S.E.. The E.S.E. students showed a mean growth of 156 Lexile points. Three out of 13 non E.S.E. and two out of three E.S.E. students continued to score below the 500 Lexile although growth was indicated.
Based on the success of this action research project, I plan to continue to implement and assist the general education teacher with differentiated instruction. My colleague and I hope to continue our PLC during the 2010-2011 school year. Through this action research project I have increased my knowledge of differentiated instruction strategies and their value in allowing all levels of students greater access to the curriculum thus mastering not only reading comprehension skills but all subject area skills.
Source: A Guide to Becoming an Action Research – Department of Education

MIS 64 035 05-01-07 RVS Page 2 of 3

Submitted by Staff Development