Action Research

Goal: How do gains differ between bilingual students who receive mathematics instruction in their second language than bilingual students who receive mathematics instruction in their first language in second grade bilingual classrooms?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Setting the Foundation: Initiate meeting with bilingual and ESL teachers and present action research plan in detail.	Frank Cruz Kim Ayala Patricia Spaulding Lucy Soto Eva Hernandez	09/2013	·       Power Point Presentation ·       Teachers ·       Agenda of detailed plan packet ·       List of guiding questions	Reflection in journal Administrator and team leader feedback
Analyzing Data: Gather reports that include students TELPAS scores, benchmark scores, and end of nine weeks averages	Frank Cruz	09/2013-05/2014	·       Student math data sheets ·       TELPAS scores ·       Benchmark scores ·       End of nine week averages	Previous years data sheets and scores. Administrator and team leader feedback
Developing Deeper Understanding: Conduct observations in ESL classrooms and monitor the bilingual students receiving math instruction in English.  Interview bilingual students that receive math instruction in English Interview the ESL teachers who provide math instruction in English. Develop a questionnaire for bilingual teachers and bilingual students	Frank Cruz Kim Ayala Patricia Spaulding Lucy Soto Eva Hernandez	10/2013-05-2014	·       Interview questions ·       Questionnaires for students and teachers	Results based on interview questions and questionnaires.
Engaging in Self Reflection: Reflect and complete self assessments	Frank Cruz	10/2013-05/2014	·       20 categories ·       Tool 4.2 what biases do I have? ·       Tool 4.3 Why am I an educator?	Results to self-assessments.
Exploring Patterns Meet with team and Identify data patterns and gaps.	Frank Cruz Kim Ayala Patricia Spaulding Lucy Soto	11/2013:2/2014	·       Analyze and review data documents ·       Analyze averages for the nine weeks	Meeting with teachers and self.
Determining Direction: Meet with bilingual teachers and ESL teachers to revisit and discuss progress of plan.  Also, determine areas where more information is needed.  Modify and adjust plan if needed.	Frank Cruz Kim Ayala Patricia Spaulding Lucy Soto Eva Hernandez	12/2013	·       Student math data sheets ·       RTI information ·       Results of questionnaires and interview questions ·       Benchmark 1 score results	Discussions based on meetings. Observation and feedback by team leader and administrator.
Taking Action: Continuously monitor and evaluate the progress of the plan.	Frank Cruz Kim Ayala Patricia Spaulding Lucy Soto Eva Hernandez	09/2013-05/2014	·       Interview teachers and students	Administrator and team leader feedback
Sustaining Improvement: Report findings and conclusions and focus on improving student achievement for bilingual students who receive math instruction in English and bilingual students that receive math instruction in Spanish.	Frank Cruz	05/2014	·       Power Point Presentation ·       Results and plans to maintain student achievement for bilingual students who receive math instruction in English and bilingual students that receive math instruction in Spanish (in the future).	Administrators, teachers, and staff.