Agreed Upon Action Research Plan

1. Examining the Work--Setting the Foundation:
In the past five years my school and school district have changed the way at-risk students are identified, as well as the meetings, paperwork, and procedures that accompany this identification. My campus has not an easy transition from one system to the other, and many teachers are reluctant to even try the new system (Response to Intervention), even if it affects the students. My campus never had an effective training on the new paperwork or procedures, and many refuse to even complete the Response to Intervention paperwork. Often times the teachers at my school will start the process, find it too overwhelming, and quit the process before their student has been adequately identified. All of this led me to my research action question: What is the most effective way to train teachers on the Response to Intervention process so it will be completed consistently on my campus, and what is the affect of this training on at-risk students at my campus?
2. Analyzing Data:
As a member of my school’s RTI committee, I have access to the campus database as students are entered in from the start of the process. At the beginning of the school year many students start the RTI process, and then the paperwork is stopped. Nothing has been resolved for these students, and no further interventions take place. Also, teachers are left frustrated and overwhelmed by the paperwork—this is represented in committee meetings as well as emails to committee members asking for assistance.
3. Developing a Deeper Understanding:
As I begin work on the RTI committee this year I noticed the reluctance of teachers to approach the committee with assistance for a student. I noticed in the database there were many students who had started the process and never continued, as well as students I knew of on my grade level who were considered at-risk, but had never been brought to the RTI committee. I began to ask teachers in various grade levels about these students and was overwhelmed by the negative comments I heard about the RTI process as well as confusion and questions about the paperwork. I started to write these questions down and talk to my site supervisor and school diagnostician about them. In order to continue my understanding I will develop a set of specific questions to ask various teachers at my campus and will compile the answers to these questions.
4. Engaging in Self-Reflection:
I will need to engage in constant self-reflection during this research project to ensure I am not losing sight of the end result. I also need to ensure that I am involved in the questioning process since I too have problems with the RTI procedures at my school.
5. Exploring Pragmatic Patterns:
During this process I will need to be in constant communication with my site supervisor and school diagnostician to ensure the training we develop is meeting the needs and answering the questions of teachers. We will also need to closely monitor the students who are going through the RTI process to ensure they are not being negatively impacted by lack of understanding during this training period.
6. Determining Direction:
Once I have completed the data collection and have a clear list of teacher issues and student needs, I will be able to communicate a clear direction with my site supervisor. I will be able to adjust any research I feel as necessary, as well as adjusting timelines to best meet the needs of staff and students.
7. Taking Action for Improvement:
I will be using the written plan of action I have developed. First I will be interviewing teachers at various schools in my district as well as at other schools in the state. I will be compiling information from these successful RTI programs in order to develop a staff training for my school that will take place during our staff development week in August.
8. Sustaining Improvement:
After the August training I will be using my position on the RTI committee to ensure teachers are coming to meetings confident and prepared, checking to see what questions teachers still have, and keeping track of each student who starts the process to ensure the RTI is completed for that student. This plan will have an effect of the staff and students at my campus, and I am looking forward to ensuring it is a positive one.