Cycle One Story
Research Questions
This cycle was guided by two research questions.
1. If we interview students and survey teachers in what ways, if any, will it effect our knowledge regarding the best transition practices between elementary and middle school in a dual immersion program?
2. If we collaborate in a Two-Way Immersion (TWI) team focusing on strategies for academically at-risk students, in what ways, if any, will it affect the performance of at risk students in a middle school dual immersion program in Southern California?
Literature review
Four big ideas emerged from the literature review (An in-depth literature review for this cycle is available in the final paper):
A. Dual Immersion programs are more effective to close the achievement gap for ELL in the long run (5 to 9 years)
B. Transitions between Elementary and Middle School may be a key moment for dual immersion students regarding academic performance and program completion.
C. The transition practices may affect differently specific at risk groups; English Language Learners, language minorities, students with learning disabilities and socioeconomically disadvantaged.
D. No specific literature found regarding transitions for dual immersion students into secondary level.
The image to the right depicts the themes in three main categories and subcategories.
Actions Taken
In cycle one, the following actions were implemented regarding the first research question. First of all, and after reviewing the data, a research proposal has been sent out the GlenValley district officials to be approved (see appendix B). Once approved, the following actions have been taken: Participatory Action Research members (PAR) attended to Individualized Educational Program (IEP) meetings in a regular basis both as Dual Immersion and General Education teachers; PAR members attended to preliminary IEP meetings for students coming to middle school; a number of transitions activities has been added; Dual Immersion orientation day, annual parents breakfast, parent workshops, increased articulation meetings between elementary and middle School.
For the second research question, the following actions were implemented: analyze every 5 weeks as a PAR team students performance, especially students at risk; a meeting with site administration and district officials to present the data about students performance and to start the conversation about transitions; attended to welcome meetings with parents of special education students incoming to the dual immersion program, attended to a transition meeting at the elementary school feeder.
Measurement of Actions
The measurement of actions in this cycle has been performed in two ways. The first, involving meetings and procedures are measured in attendance; if the meeting is celebrated and the procedure is accepted, all are counted as accomplished. The second type of measurement is the qualitative coding of the tools used to gather information; seven students interviews, seven teachers surveys and a number document reviews including academic performance data and the reflection notes by the PAR team. For detailed information, please click on the image to the right to display the connection between actions and their measurement.
Outcomes
Analyzing the many outcomes of the Cycle One of my PAR project, they come from three different categories of results; from the PAR process, from the interviews, and from the survey. The outcomes from the process of endeavoring a PAR project are mainly qualitative, and very useful for further cycles and future PAR projects. The data collection procedures have been the following:
- Process outcomes from the Reflection notes extracted from the PAR blog. The PAR team selected themes that were common in the interviews and surveys and summarized the outcomes from the notes.
- Students’ interviews. After granting the parent consent, we interviewed the selected students during recess or after school. First, the students answered the questions in writing, and then we asked them to expand their answers orally, taking notes during that process.
- Teachers’ online survey. First, we granted the research approval with the district officials. The PAR team communicated with the school principals to notify the ongoing research and asked for collaboration. In parallel, the pilot survey was revised, and designed the form in Google Forms was designed. After that, a list of 19 dual immersion teachers was selected and email was sent containing the link to the online survey. A total of seven teachers answered.
For more detailed information on this section, please click on the image to the right.
Key Learnings
In reviewing the data gathered and the research questions of Cycle One to inform the next cycles, the following important learnings arose:
1- The research questions gathered data about transitions from students and teachers, but not much from administrators or teacher specialists, and none from parents. No scholarly view gathered about the research outcomes.
1.1. Informing cycle two, the need to survey administrators, teacher specialists and parents will complete the picture on transitions for students at risk in dual immersion programs.
1.2. Parent involvement (Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B., Salinas, K.C.,...,Williams, K.J., 2009; Wilder, 2014) have been pointed by researchers as key in students academic achievement, as well as community perception and regard prevents academic slope in middle school (McGill et al. 2012). Accordingly, cycle two actions should include parent involvement, especially from students at risk. (E.g.: Guardian Angel project).
1.3. Analyze the option to survey the bilingual community, such as scholars and university professors about transition practices in bilingual programs.
1.4. There is a need to name and analyze the variables that affect positively to the students academically at-risk and enhance them (protective factors).
2- Data collected from students’ interviews was not enough relevant for the research questions.
2.1. Informing subsequent cycle actions, students from elementary and middle school should be included in upcoming actions. (E.g.: Pen pals activity, buddy projects, evaluation of transition practices, etc.). Students expressed feelings of pride to pertain to the TWI program, and valued its difficulty.
3- Data collected from teacher surveys shows the need to clarify, share and define academic expectations from elementary to middle school.
3.1. Informing next cycles’ actions, actions should be oriented to define and to clarify on expectations for students, families and teachers in academic/behavior and social aspects (E.g.: dual Immersion orientation day, dual community breakfast, etc.)
4- Data collected from reflection notes shows unclear accountability on academic performance for students in Dual Immersion Programs when it comes to the different groups defined as at risk students.
4.1. Informing next cycles’ actions, the researcher should update and maintain a database of dual immersion students at risk. Add suggestions to the teacher portal to add this type of information to the student profile.
5- Transition practices need to be revisited, redesigned, organized and shared to enhance academic improvement for students at risk.
5.1. Informing next cycles’ actions, the researcher should inform, share and help in actions towards sharing transition practices, feedback to elementary and high school levels.
Click in the right-hand image to see a summary of key learnings.
