Draft Action Research Proposal

Implementing Full Inclusion Models on an Elementary Campus

*The following draft action research process overview follows the eight basic steps outlined in the Harris text for implementing research projects aimed at school improvement. Chapter three from the Dana text were also referenced to supplement the action research framework.

1) Examining the Work and Setting the Foundation- identify needs or topics for action research:

In 2001 No Child Left Behind (NCLB) became the first major overhaul of federal education standards since the 1960s when President Johnson signed the Elementary and Secondary Act into law. One of the binding pieces to the NCLB legislation is that requires all schools receiving title one funds to meet Average Yearly Progress (AYP) for all students, including those students who fall under specific demographic groups, such as student with disabilities. Because of this statute, schools have turned to more inclusive practices for all students, whether they be identified Limited English Proficient (LEP) or diagnosed with a disability. The purpose of my action research is to study full inclusion models employed throughout my educational region/school district and establish the practicality of implementing a full inclusion model to meet our unique campus needs.


2) Analyzing Data- identify data gathering strategies:

A number of data gathering techniques will be employed to supplement and build a stronger foundation for my action research on full inclusion models. Quantitative measures of student achievement (campus AEIS 2010 report; specifically the multi-year history report, the campus report summary, and 2010 student state assessment performance data), field notes focused on student behavior data during instruction, teacher surveys gauging student performance during large group activities, and literature gathered through electronic searches (ie; Texas Education Agency, educational journals, etc.) will be used to support possible findings for in favor of or against the implementation of a full inclusion model based on our unique campus needs.


3) Developing Deeper Understanding- additional data collection techniques:

As I compile my initial data, the necessity to make further inquiries in order to explore questions that may arise as I analyze data may be required. In an effort to develop a greater understanding of the data collected, interviews with both students and teachers placed in inclusive classrooms will be necessary to investigate in more detail the impact inclusive practices play on student performance and behavior. Additional electronic searches may also be required to uncover practical solutions to unforeseen concerns and supplement questions that arise through the analysis process unfolds.


4) Engaging in Self-Reflection- considerations regarding possible outcomes of action research:

By reflecting on the implications of potential research findings the following questions arose that summarize potential results of implementing or not implementing a full inclusion model;

-Will every student receiving specialized instruction benefit from inclusive large group instruction?
-Does implementing full inclusion models require that special education services abandon the continuum of services for student with special needs?
-Does not implementing a full inclusion model greatly decrease a student with special needs ability to meet grade level standards?
-Under a full inclusion model is there still a role for pull-out/lab support for students will specialized instruction?
-Does my campus have enough resources to implement a full inclusion model for all grade levels, or do we on the other hand have an abundance of untapped resources?
-If resources are not available locally to implement a full inclusion model, do we have the ability to acquire them?

Reflection on the implications of potential research findings helps to identify possible areas for continued analysis and/or a need to develop a deeper understanding for the impact possible research findings will have on my campus.


5) Exploring Programmatic Patterns- identify data patterns and their impact:

Its not only important that we analyze data, develop a deeper understanding of data, and engage in self-reflection, but its also important that we ask the right questions in order to properly identify programmatic patterns that could otherwise be lost if we simply rely on straightforward interpretations of data. With that said, truly establishing whether or not there is a practical value in implementing a full inclusion model on my campus rests on my identification of problematic patterns in the achievement data, cultural responsiveness, and equity. Harris points out that disaggregating data collaboratively offers researchers the opportunity to review data in a number of ways that can move beyond personal reflection to a more program oriented perspective (Harris, pg 64). By collaboratively asking hard questions regarding the validity of the data collected in comparison to other campuses and districts implementing full inclusion models, I can assure that the programmatic data of various demographic groups are experiences that maximize their potential for success free of biases.


6) Determining Direction: approach for implementing action research:
Before implementing my action research project I must first confirm my approach. Reaffirming research priorities helps provide a supportive foundation for building consensus among the stakeholders, which also in turn reiterates the direction the research will take as it progresses. This is accomplished by asking the right questions. The following questions provide an suitable gauge for double checking the route taken to implement action research on full inclusion models:

-Is my research goal realistic?
-Is my research approach clear to others?
-Do I have support from the teachers implementing the research and my administration?
-Is there a reasonable plan in place for monitoring the collection of data and realistically gauging implementing a full inclusion model?
-How can I adjust my investigation in the event that unforeseen obstacles are encountered?

These are just a few of the questions that will reaffirm my approach and determine a direction squarely focused on establishing the practicality of implementing a full inclusion model to meet our unique campus needs.


7) Taking Action for School Improvement- creating a plan of action:

In order to organize my action research project, a written plan of action is necessary. This plan should outline the stakeholders responsible for implementing the research, the steps essential for monitoring the project, and summarize how the research findings will be addressed to the greater school community. The following brief outline summarizes the steps necessary for implementing action research on the practicality of full inclusion models.

-Persons responsible for implementation of research: administration, special education team leader, special education inclusion specialist, and general education teachers
-Focus: provide an inclusion model for one 4th and one 5th grade classroom focused on inclusion practices implemented during mathematics instruction in both classrooms for the entire school calendar year.
-Data Collection Step 1: nine weeks conference/planning sessions; every nine weeks special education team leader, inclusion teachers, and general education teachers will take one day to review general classroom data and individual general/special education student performance data. Interviews with teachers and students, along with planning for the next 9 week period, will also be conducted. *Local teacher surveys will be administered every 9 weeks.
-Data Collection Step 2: semester meetings/data review sessions; at the end of the fall and spring semester (prior to step 3- SBDM committee meeting), the special education team leader, principal, and assistant principal will review student performance data, teacher surveys, and discuss interview records.
-Data Review Step 3: end of year meeting; a comprehensive end of the year meeting will be held with the campus sight-based decision making committee to review the findings complied throughout the school year and discuss the possible expansion of a full inclusion model based on local research and campus successes.


8) Sustaining Improvement- tools for ongoing school improvement:

It’s important that regardless of the outcome of the proposed action research, that both the positive and negative pieces of research are used as learning experiences and spring boards for future research aimed at improving the overall school community. Action research should never be simply a beginning and an end, but rather a cyclical process whose end is the beginning of another cycle of inquiry and research. To maintain this cycle of research we must be willing to share our findings, accept differing perspectives, and always maintain a high level of consistency and programmatic equity. In doing so we will push our professional development to increase our understanding of student learning, thus enhancing overall student performance.


References:

Harris, S., Edmonson, S., and Combs, J. (2010). Examining what we do to improve our schools: 8 steps to improve our schools. Larchmont, NY: Eye on Education Press.

Dana, Nancy Fichman (2009). Leading with passion and knowledge: The principal as Action Researcher. Thousand Oaks, CA: Corwin Press.