Natalie Wolter | EDUC 526 | Action Research Project | APU Murrieta | Spring II | Page 1

Action Research Project: Getting into Resource

Natalie Wolter
EDUC 526: Capstone Experience in Digital Teaching and Learning
Professor: Matthew Hixson
APU Murrieta Regional Center
June 7, 2014
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Abstract
This action research focuses on getting a student into resource for extra help he
needs to stay at the same level as the class. This student does have a ADHD and a speech
disability but has been able to stay with his appropriate grade level despite his disability.
He is on medication that helps with his ADHD, but it doesnt help with him being able to
focus enough to pay attention to what we are discussing in class. There is a process
teachers have to take to get students into resource and that is my action research, the
process of proving this student can use the help of resource and that he needs resource to
stay at his grade level or at the rate he is going, he will have to be retained by the end of
the year.
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Section One: Introduction
Sometimes in the classroom, students need extra help to stay with the rest of the
class. It can be students that are English Language Learners, students with disabilities, or
students that just have difficult time learning when in big groups. There is a place for
them to learn in a smaller environment but that still allows them to be in school and stay
in their grade and parents dont have to pay for the extra help. Resource is a great way to
give these students the extra help in a small environment with fewer distractions around
them. Students get pulled out of class at a certain time of the day everyday to go to
resource. It usually consists of a small group with students in the same grade level and
they work on the subject they need assistance with. Its that small student to teacher ratio
that really helps the student and the extra time on the subject. However, a teacher cannot
just say I think this student needs to be put in resource and then it happens. The teacher
has to show why they believe this student should be put in resource and have proof that
they need it as well. I chose this because I know I need to know the process for when I
am a teacher and see a student that needs extra help and want him/her to be put in
resource. My goal is to keep enough of the students work and keep a good record of his
behavior in class to prove to his family and the school that he needs resource to help him,
or otherwise he will need to be retained.
Section Two: Implementation
I started with keeping a journal of how he works during class. I noted that he
doesnt do his work unless being told to for every word he writes down by the teacher.
He maybe puts down a word or two at the time and then stares off into space. He does not
stay on task and he focuses on things outside and around him. So then I stopped
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reminding him as much as I was and reminded him as often as I did the rest of the class.
Then I saved his work to show his family the little work he does when not being
reminded constantly. At the end of the week of not always watching him and constantly
talking to him, I showed his family his test scores on the stories we had read in class and
the worksheets he did not fill out and showed the difference between the extra assistance
and the no extra assistance. It was quite a difference and had showed that he needs the
extra help resource can provide.
The biggest drawback I had was trying not to remind him and have to watch him
sit there and not do his work. It was difficult to leave him just as I do with every other
student and watch the other students be able to work just fine and complete the task
where he would be staring out the window.
Section Three: Results

Test one and two are his test results with the extra assistance in the classroom,
which was me always reminding him to pay attention or focus and to do his work. This
got to be to much for me to do because at times I would be helping other students and if I
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100
Test 1 Test 2 Test 3 Test 4
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wasnt able to get to him, he would get nothing done. So I knew other teachers would not
be able to focus on just him with a class of 26 other students who need help as well. The
tests three and four are tests of no extra assistance and just the help that all the other
students get. Each test is at the end of the week. So this was over a 4-week period. By test
4 he was significantly lower than where his tests use to be. These are tests that include
vocabulary we go over all week that go with the story we read and facts about the story
that we discuss and fill out worksheets during the week as well. His tests that he did well
on were when I would sit at his desk and personally ask him each question and read it all
to him and he would stay focus if I stayed at his desk and kept him engaged. The tests he
did not do well on are when I went over the instructions and story as a whole class and let
them fill in the answers on their own with the story on their desks. If they needed help
they raised their hands, I would go and assist them and then walk to the next, not sit at
their desk for the entire period reading everything to them.
Section Four: Conclusions
So his test results show that he needs the extra help and with a smaller
environment that keeps him engaged and fewer distractions. We had meetings with his
family and showed them the difference and were able to get him into resource. I
explained to the resource teacher that with the time they pull him out, he will be leaving
during our reading time, so I will let them know each week what story we are reading and
in resource I would like them to go over the story with him. Something I will try not to do
next time I notice a student who needs more assistance than just the classroom help I can
provide is not sit with that student for the entire period helping him day after day. This
particular student became dependent on my help and would wait for me to come to his
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desk and would sit there not doing anything until I got there. It isnt any help to students
for them to become dependent on my help and to not do any work until I get there to read
everything to them. I will try to do this process sooner and get the student the extra help
they need before becoming dependent.
Section Five: Comments
Im really happy I did this process for my action research because it showed me
that teachers do have a process to get students extra help. I am also happy I did it because
it taught me that students need to learn to read through and try on their own and then ask
for help, not just ask for help because they dont want to read through directions, they just
want to be told verbatim what it is they are supposed to be doing. Students will become
dependent on it and if the adult gets caught in it like I did, it does the student a disservice
by doing telling them exactly what to do over and over because they dont learn to try on
their own.