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Action Planning
Template
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Goal: To gather and
create data in order to genuinely compare and contrast a traditional
bilingual model to that of a Gomez and Gomez model.
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Action Steps(s):
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Person(s) Responsible:
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Timeline: Start/End
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Needed Resources
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Evaluation
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Implementing
dual language morning routine with students
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Pre-k/Kinder
Teachers using program (Campos, Gaveria)
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Jan 14,
2013-Jan 18, 2013
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Online
Spanish letter programs
English
Alphabet
Spanish
Alphabet
Months,
days, seasons, numbers displays in both languages
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Classroom
observation
Self-made oral
student assessment of material presented in a morning routine
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Observation
of morning routine in traditional bilingual program
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1st
grade teachers currently using traditional models of morning routine (Orozco,
Salazar)
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Jan 21,
2013- Jan 25, 2013
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Monthly
calendar
English
Alphabet
Spanish
Alphabet
Months,
days, seasons, numbers displays
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Classroom
observation
Self- made
assessment of identification of morning routine information
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Collection/Analyzing
of beginning of year TPRI scores (without dual language)
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Pre-K,
Kinder teachers (Campos, Gavieria), Assistant Principal
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February 4,
2013-February 8, 2013
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TPRI scores
TANGO
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TPRI scores
reports
Self-made
Excell spreadsheet of comparison results
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Collection/Analyzing
of end of year TPRI scores (with dual language implementation)
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Pre-K,
Kinder teachers (Campos, Gavieria), Assistant Principal
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May 6,
2013- May 10, 2013
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TPRI Scores
TANGO
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TPRI Scores
reports
Self-made
Excell spreadsheet of comparison results
|
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Collection/Analyzing
of middle of year tejas lee scores (without dual language)
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Kinder
teacher (Campos), Assistant Principal
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June 2013
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Tejas lee
scores
TANGO
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Tejas lee
scores reports
Self-made
Excell spreadsheet of comparison results
|
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Collection/Analyzing
of end of year tejas lee scores (with dual language)
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Kinder
teacher (Campos), Assistant Principal
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June 2013
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Tejas lee
scores
TANGO
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Tejas lee
scores reports
Self-made
Excell spreadsheet of comparison results
|
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Collection/Analyzing
of C-PALLS beginning scores (without dual language)
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Pre-kinder
(Gaveria), Assistant Principal
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July 2013
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C-PALLS
scores
TANGO
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C-PALLS
scores reports
Self-made
Excell spreadsheet of comparison results
|
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Collection/Analyzing
of C-PALLS end scores (with dual language)
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Pre-kinder
(Gaveria), Assistant Principal
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July 2013
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C-PALLS
scores
TANGO
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C-PALLS
scores reports
Self-made
Excell spreadsheet of comparison results
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Saturday, December 8, 2012
Action Research Plan
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Valarie will you be comparing Pre-k to first grade, all grades or should you try to just focus on one grade? I think this type of research is very important especially in Texas. I taught at a school in Dallas that had bi-lingual teachers supposedly teaching the bi-lingual model, who did not speak English. I believe if there was more data to prove which model is best for teaching our Spanish speaking students English and prepares them for middle school, more districts might start making important changes.
ReplyDeleteThey are actually trying to implement a Gomez and Gomez model in our school beginning with Pre-K and K. I will use 1st grade for the comparison of no dual language implementation and maybe follow them to compare with students in kinder this year to observe a difference.
DeleteYour action research sounds interesting. I am curious about some things though. How often is the TPRI and TEJEA LEE given? These tests were only given three times during the school year. Beginning, middle and end and used to show data as to how the students progressed.
ReplyDeleteAlso, is the Pre-K and Kindergarten an all day program or half day?
If half day are you going to choose morning or afternoon students?
I think your action research is a good idea.