Who would be able to complete this in a timely manner?

Running Head: SAMPLE ACTION PLAN Edwards 1

SAMPLE ACTION PLAN Edwards 7

Sample Action Plan Evaluation

Markis’ Edwards

EDU 671: Fundamentals of Educational Research

Dr. Deborah Naughton

January 22, 2018

Area of Focus

The purpose of my research proposal is to show how reinforcing IEPs daily can alter behaviors in children with autism and learning disabilities which in terms will help them become self-sufficient. I currently work for a non-profit organization, The Learning Tree, which house children from the ages of four to twenty-one with intellectual disabilities, learning disabilities, behavioral disabilities, and autism. Several of these students are turned over to the organization by their families or Department of Human Resources (DHR). The other educators and I provide the 24/7 care for these students. Several of the students are verbal and high functioning. A few learners are allotted the opportunity to attend public school, practice independence by learning to independently dress themselves, shower without additional assistance, as well as, make their own breakfast. Within this program, there are other learners that are nonverbal, obtaining a high variety of behaviors, as well as, a high demand for supervision.

In reinforcing learners in Individualized Educational Programs(IEPs), educators will assist in shaping the behaviors of the students, as well as, becoming more self-sufficient. Several of the learners acquire basic needs skills, such as ironing, cooking microwavable items, basic cleaning, and showering independently. As an educator in such a field, it is our goal to have each student meet at or above self-sufficiency level before exiting the program. In utilizing IEPs, educators were quite conservative about how to best do this, with many of them preferring to have the included students accompanied by a special education teacher, instructional assistant, or continuing to have resource room services at all times (Idol, 2006). This proposal does require a surplus amount of teaching and learning. Each of the learners is on a behavior teaching system, Teaching by Objective (TBOs). TBOs are a collection of data that the program’s behavior team, as well as, other educators, created to teach the students based on their current educational level. The students’ educational needs are met in areas, such as reading, writing, math, adaptive living, and science. The objective is to meet the learners' needs via creating a plan that will effectively ensure the students’ educational and behavioral level are met or exceeded. I believe that as an educator, we must take a person-centered approach that essentially drives the planning process as the teacher determines the skills most applicable to a particular student (Bambara et al, 2011). Educators should be positive about educating students with disabilities in general education settings, as this will aid the educator in likely being more effective (Idol, 2006).

Research Questions

1. Quantitative: What is the difference in researchers’ expectations of students when applying IEP goals daily over a three weeks’ time span?

2. Qualitative: What is the perspective of a researcher in regards to having daily awareness of students IEP goals?

The research questions stated before are quite measurable and through suitable research and documentation, one will be able to effectively answer, as well as, show an adequate amount of data in such an area. In successfully observing the students in their learning environment, these questions will be properly explained as it teaches self-directed learning to students in three units: (a) setting a goal, (b) taking action, and (c) adjusting the…plan (Wehmeyer, Palmer, Agran, Mithaug, Martin, 2000).

Locus of Control

With the implication of this proposal, I as an educator can make a dramatic change in the Learning Tree. The learners will gain a sense of independence and continue to improve their skills and behavior. Reinforcing the IEPs shows that as educators, we are constantly observing and analyzing the data that is being present with each child. The area of focus and the locus of control go hand and hand. I chose this area of focus because I believe that I can make a difference in the lives of these children. These children are in this program to obtain help, as this is my complete intention, several student lack individuals that will ensure they obtain a successful life upon leaving the Learning Tree.

Data Collection

There are several methods of data collection used to in completion of this proposal. I relied on the data from the student’s TBOs which showed their progress from each day. As I observed the data, I gained an understanding of all the areas the learners have mastered, currently mastering, and those that are not. I then studied which instructor or assistant instructor signed the students TBOs, as well as, the collection of incident reports written. The incident reports exhibit which staff had that child during a crisis situation. This collection of data gives a substantial amount of information and reasoning as to why the children went into crisis and the factors that contributed to the crisis. The last collection of data utilized to inform me on how the students were progressing in the classroom was probing. Probing takes place once a month by the behavioral team. These individuals’ come inside the classroom and probe with the learners once a month to informs each instructor and assistant instructor on how they think the students are progressing or not based on what they have just observed. Overall, these three data collection tools are very effective and are able to provide credibility to my research in explaining the reasoning behind my interest in this research.

Ethics

While working with children at the Learning Tree, I had to take into consideration their rights. Majority of the students are brought by DHR, while others are awarded custody by their parents. In taking all of the proper precautions, I made sure that I did not mention any of the students by name in my proposal because that would be in violation of their privacy right. One of the biggest issues in working at the Learning Tree is recalling everything within each child’s IEP is considered their rights and one cannot deny them access to many of the things they request. While working with the students and conducting my research, I had to keep in mind that in order to fully conduct my research, I follow all guidelines even when I did not get the results I initially intended.

Reflective Stance

While working on this action research plan, my thoughts and viewpoints on education changed dramatically. In conducting proper research, one can obtain a substantial amount of evidence to add credibility to their name and own research when it comes to education. Presenting this information to my superiors without proper research and facts would prove to be very challenging. As an educator, when you are looking at teaching through your eyes, you see how you would do things, however, once you take into consideration another perspective from other educators and conduct research, it aids you to reflect on the various choices you are making in teaching and learning in the classroom.

Action

There is still a lot of work to be completed with this proposal, however, I was allotted the opportunity to present it to my classroom. They were very receptive to my research while providing me with a great deal of positive feedback. My class also suggested that when we meet with our supervisor that I have some type of visual aid to add credibility to my research. My coworkers explained that alone would only enhance the entire presentation. I would hope to see a possible implication of my proposal once it is complete and properly presented. I will meet with my supervisor the first week in February to discuss my proposal in the staff meeting.

Action-Data Connection

The data shows the teaching staff a collection of points. It shows us how well the learners are mastering the learning concept. It also discusses whether or not the students are ready to progress forward, as well as, when, why, and what triggers the behaviors of some of the students. With this data analysis, the teaching staff is able to come up with a plan to help reinforce the students’ behaviors and aid them in becoming self-sufficient. With help from the data we, as educators, can determine the plan of action we need to help the students reinforce their IEPs. Whether that is spending more time teaching the adaptive living skills or spend more time working on verbal phase and prompts. This data gives each of us the facts. It up to us, as a staff to take the research that I have found and apply it to the program.

Reflection Learning

Working on this research proposal has shaped my style of putting serious time and effort into my studies. While conducting my research, I realized how passionate I feel about having something that could possibly change the way others see education. The drive to perfect my research encourages me to put more thought into completing future assignments. In taking time to look for resources to strengthen my work has shaped my perspective on the learning experience. Reflection-Application

Walking away from this assignment and heading into my final project, I have learned to trust the research and the data. They are both vital aspects of the entire proposal. One can put a ton of thought and great sentences into a research paper, however, relying on the research and the data will not only strengthen the body of the research but in terms give the proposal a solid foundation. This experience has shaped the ways that I view sources and research.

References

Bambara, L. M., Koger, F., & Bartholomew, A. (2011). Building skills for home and community.

In M. E. Snell & F. Brown (Eds.), Instruction of students with severe disabilities (7th ed., pp. 529-569). Upper Saddle River, NJ: Pearson

Idol, L. (2006). Toward inclusion of special education students in general education: A program

evaluation of eight schools. Remedial and Special education, 27(2), 77-94.

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-

examining meanings and misinterpretations. Research and Practice for Persons with

Severe Disabilities, 30(3), 113-120. doi:10.2511/rpsd.30.3.113