EDLD 5301 Week 4 Reflections

     This week the most important thing was the revelation that this program is giving me a higher level of learning. I am not just studying others ideas, but developing these ideas myself. These ideas are mine derived from research of others and myself, collaboration with peers, and assistance from Lamar faculty.
      I am finding this very exciting, and rejuvenating my passion for teaching special needs students. I have also found that peer collaboration is a fantastic tool for relieving some of the anxiety and stress. I am looking forward to the next week of EDLD 5301 and working with my peers in future classes at Lamar.

EDLD 5301 Week 3 Reflection

      I have learned that the more I reflect on the topic the clearer the focus. I have started to set up a network of people that are researching the use of assistive technology for reading. This should give me some insight into literature to review as well as some hands on experience with the topic and research in general..
      The topic is very interesting to me and I can work on this project as part of my job. It will improve the school and it inspires me. I find that when I see practical uses, and it is of interest to me, it becomes easier to accomplish. I am excited about the project.


EDLD 5301 / ET8038

Action Research Plan

Action Planning Template
Goal: To study the effect of text to speech and audio devices on success in the academic environment for students with learning disabilities in reading. Action Research Question: What academic gains will be achieved using technology to access instructional materials by students with specific learning disabilities?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Conduct search for literature and other sources of information on use of audio and text to speech applications to access instructional materials.	Self	Start: 10/18/11 End: 12/30/11	Internet searches, interviews with Southern Oregon University Disability Resource Center. Contact with BookShare, Oregon Department of Education Technology program. Textbook Publishers	N/A
Collect pre study data on target group.	Self	Start: 10/18/11 End: 12/30/11	AimsWeb benchmark and progress monitoring data. Oregon State Assessment scores in Reading, Math, & Science (OAKS). SWIS-Discipline referrals. Teacher interviews and observations	N/A
Implementation of assistive technology in classroom for use by target group Continual review of study to revise and analyze data and plan.	Self, administration, general ed teachers. Self, site mentor, PLTs	Start: 1/3/12 End  12/15/12 Start: 10/18/11 End: 12/15/12	e-readers, MP3 players, laptops & tablets with text to speech applications. Audio text discs State assessment data, grades, teacher reports, discipline records, AimsWeb data.	Progress monitor with grades, interviews, review of student discipline referrals, teacher reports. State assessment data will be taken  three times during each school year.
Collection of post study data	Self, site mentor, gen ed teachers, PLTs	Start: 11/15/12 End: 12/15/12	State assessment data, grades, teacher reports, discipline records, AimsWeb data.	State assessment scores in core subjects, teacher reports, discipline records, student interviews. Grades, AimsWeb data.

EDLD 5301 Week Two Reflection

          I have a clearer understanding of the process of the action research project. It is an evolving project. It will take some time to narrow the focus of the project. I realize that there are many tasks that are required in this program that I directly link to my work. It does make it relevant and exciting.

Action Research Plan

                As the special education director I attended a recent state conference of Special Education administrators. I was fortunate to attend two sessions on assistive technology and have been inspired to wonder about a certain topic. What academic gains will be achieved using technology to access instructional materials by students with specific learning disabilities?

                Our small district has used the Response to Intervention (RtI) model for identification and eligibility for special education services. We have used direct instruction in small group settings for students identified by beginning year benchmarking. We adjust interventions by analyzing data from weekly progress monitoring at PLC meetings monthly. The district has invested a substantial amount of resources when we implemented RtI five years ago. We had interventions K-12 in reading, writing, and math.

                Last year we started to see a reduction in funding that resulted in the scaling back of interventions 8-12. The new Oregon diploma requirements have not made removal from core and elective classes feasible either.

                When I looked at the high school students’ progress in the interventions I did not see great gains. There were annual gains of 5 words correct per minute. There was also a rise in accuracy and comprehension. But, with the economic crisis we face, we must make a change.

                I am wondering if text to speech applications on laptops and notepads, MP3 players, and iPods will increase student achievement. I have two students that I will start this project with. A 9^th grade girl and 10^th grade boy. Both are well below grade level in reading and it affects them across curriculum. They both have numerous referrals for behavior. The main purpose is to allow these poor readers to access the core curriculum by means of audio as well as print text.

                The two students would benefit by allowing them access to instructional materials and academic success. Academic success might lead to increased self esteem, resulting in fewer referrals for behavior. The teachers and staff would benefit by reduction in referrals and more instructional time. If this is successful, the rest of the students identified with reading disabilities would benefit by increased access to core curriculum. The school would benefit by increased graduation rates. There is no end to the benefits from gains in a student's academic success.

Weblogs for Accountability

    "With so many families online today, it makes sense to harness the Web as both a communications and instructional tool." (Hendron, 2008, p. 24)

     The information and the speed at which it can be delivered, and the vast audience it is delivered to is amazing. As Hendron suggests, we must harness this resource. We as teachers and administartors have many groups to which we are accountable to. The weblog is a fantastic tool to publish information to students, teachers, community members, school board members, and parents.

Hendron, J. G. (2008). Rss for Educators, Blogs, Newsfeeds, Podcasts, and Wikis in the Classroom. Eugene, OR: International Society for Technology in Education.

Action Research Plan: First Steps

The most relevant difference between traditional research and action research is the source of the remedy or solution to the problem in study. In the traditional study the outside researchers are the experts and give solutions to our problem. With the action research model we, the ones looking at our own individual problems devise a plan to solve the problem. In this plan we would take the literature and research out there from the experts, review and analyze this information. Reflection on new and past knowledge and experience will be shared with other peers and stakeholders.

The self reflection piece is exciting for me. I believe and practice self reflection in my life daily. It is my way of staying on track and correcting my course before I stray too far off the intended path. I find it relaxing and rejuvenating mandatory for my physical and mental health.

When I started this graduate program I asked the district superintendent to be my site mentor. He wasted no time in stating that he would like to see how technology could be implanted in our learning interventions. We have district wide interventions in writing, reading, and math. These interventions service struggling students in general and special education.

I am currently at a Special Education conference in Eugene, Oregon. I have heard many exciting innovations in technology in the field of text to talk applications for e-readers and scanners. I had the opportunity to delve deeper in existing technology as well as sources of funding and support. I will start my reflections and literature review and develop a more precise and exact action research plan when I return home. Look for more posts updating progress and results of my plan.

Fichman, N. D. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.