1. ACTION RESEARCH PROPOSAL SAMARA DEESE EDU 671: FUNDAMENTALS OF EDUCATIONAL RESEARCH INSTRUCTOR: NEWTON MILLER JANUARY 18, 2016

2. AREA OF FOCUS The purpose of this research study is to bring awareness to how the curriculum/lesson plan plays a major part in not only a student’s learning, but also with helping to prepare the students for the end of the year assessments. There has been debate amongst the teachers that I work with, and that I have had the chance to interview about how the effects of teaching material that were not on the assessments, has affected the scores and their students progression.

3. EXPLANATION OF THE PROBLEM Research states that, “In order to understand the negative history of the standardized testing of young children in the past decade, we need to understand some larger shifts in curriculum and teaching practices. The distortion of the curriculum of the early grades during the 1980s is now a familiar and well-documented story. Indeed, negative effects persist in many school districts today”. Teaching unnecessary materials. Is it too early to assess Pre-Kindergarteners?

4. VARIABLES Female age 4 years 9 months is a Hispanic student, who has five other siblings, the parents cannot read or write in Spanish or English, the father works extremely long hours and the mother stays at home. Female age 5 years 1 month is Hispanic, her mother is a single working parent, the mother does complete homework with child, she is learning the materials as well that is sent home. Female age 4 years 6 months, she is African American, she is in foster care, many times she returns to school with her notebook in shambles, and she gets upset that she hasn’t completed the work or even kept up with the materials that was sent home and needed to be returned the next day.

5. VARIABLES Male age 4 years 11 months, who is Hispanic, has two older siblings, mother doesn’t know any English, when homework is sent home, she doesn’t help him complete it, so a lot of the time I am playing catch up with him, so that he doesn’t fall behind. Male age 5 years 2 months, is African American, he is being raised by his father, his mother passed away two months prior to school starting. His dad makes sure that he stays on top of his son’s school work. Male age 4 years 7 months, is Caucasian and he is in a single parent household. He has a learning disability, but is very determined to learn and understand what is being taught to him.

6. RESEARCH QUESTIONS 1)What information can I use to help balance the materials that is on the assessment, and bring it into the curriculum/lesson plan? 2)Does technology play a major role in helping to prepare the non-English speaking students for taking the end of the year assessment? 3)Is there even a purpose for taking the end of the year tests, if we can show that the students are learning throughout the school year, and is prepared for the next school year?

7. LOCUS OF CONTROL The researcher’s locus of control included the days and time the research was completed. This research was done during the time that the students were in school, that way notes could be taken during observation, and then at the end of the school day We would talk about the notes that were taken on the particular days, and what strategies had been taken in order to prepare the specific students for the mid-year assessments. The students that were chosen for this particular research, was within the locus of control.

8. INTERVENTION PLAN o Formative assessment evidence can be gathered:  Formally or Informally o After the assessment has been given formally,, the teacher and I will sit down afterschool during planning, and discuss the scores and things that need to be taught and addressed during the school year.

9. INTERVENTION 1.During observations or as you interact with children; 2.Through open-ended or closed prompts or questions; 3.Through oral responses, written or drawn responses; 4.During teacher- or student-initiated interactions; and, 5.During large group, small group, or individual lessons. Before steps 1 through 5, are completed,, I will come into the classroom at least two to three days a week for a total of 4 months to observe, take notes, and possible be apart of teaching activities, so that I can also have some hands on experience with what needs to be taught for the Mid Year Assessment.

10. GROUP MEMBERSHIP RESEARCHER The role of the, “Researcher” is to take notes and observe the changes and or additions that the teacher has decided to make towards the curriculum, that will help the students to score higher on the Mid-Year Assessments. TEACHER The teacher’s role is to keep the researcher informed of what will happen that particular school day, and to answer any needed questions from the researcher at the end of the school day.

11. NEGOTIATIONS  Time Management  Permission to be involved with the flow of the school day.  The researcher hopes that she will not be a distraction to the students learning.

12. ETHICS Ethical Concerns My concerns with this research is, I want to be able to fully explain to my Spanish speaking parents, the purpose around this research project, and how it can help not only their child, but the other students as well. Confidentiality These assessments will only be administered by myself, and the proctor. The parents will not have access to another child’s scores. All information from these assessments and research thereafter will only be seen by myself, and that particular student’s parent. Informed and voluntary consent Lastly, before starting on this research project, I must inform my parents on the purpose of this project, and ask for permission to use their child as in my research, especially since the students are not 18 years of age.

13. TIMELINE Through each step of the intervention, there will be a 15 to 20 minute session to gather what is needed for each bullet point. The meeting that will occur with the researcher and teacher will be no longer than 20 to 30 minutes.

14. STATEMENT OF RESOURCES I.The researcher will need to meet with the school director for this proposal first. II.Permission from the teacher that will be observed. III.Signed consent from the students parents, that will be researched during this project.

15. Research QuestionsData Collection ToolWhy this tool? Justify its use in your study. How does it match with what you are attempting to find and to measure? What information can I use to help balance the materials that is on the assessment, and bring it into the curriculum/lesson plan? District Common Assessment (post)Gathering information from previous assessments can shed some light on the materials that can be implemented into the lesson plans for the school year. Does technology play a major role in helping to prepare the non-English speaking students for taking the end of the year assessment? QuestionnairesI would like to ask and gather answers from other teachers as to how they implement technology into their lesson plans. Is there even a purpose for taking the end of the year tests, if we can show that the students are learning throughout the school year, and is prepared for the next school year? Pre and Post Assessments from previous school years I will assess the students at the beginning of the school year to see what information they may or may not upon entering my classroom, and compare those results to the end of the year assessments. DATA COLLECTION

16. Studies have shown that, assessing students is a great way to chart a child’s progress over time, provide feedback to a child’s parent(s), or help with classroom management and discipline. One of the major advantages of standardized tests is that the results can be used to compare a child to developmental norms or to children in similar circumstances.

17. RESOURCES https://www.cse.ucla.edu/products/parents/cresst_challengesshepard.pdf http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=210 How to Use Formative Assessment in the TK Classroom (How to Use Formative Assessment in the TK Classroom) Retrieved from http://www.tkcalifornia.org/teaching- tools/classroom-instructional-planning/assessment/how-to-use-formative- assessment/?referrer=https://www.google.com/http://www.tkcalifornia.org/teaching- tools/classroom-instructional-planning/assessment/how-to-use-formative- assessment/?referrer=https://www.google.com/