Components of my action research

The components of my action research plan are as follows:
Description:
I will be performing my action research study at XYZ Elementary School, a campus with roughly 680 students, where I teach 3rd grade ESL self-contained. The study will be geared toward the 3rd, 4th, and 5th grade Math tutorial students and the teachers who instruct the after school tutorials.
Target Population:
My target population will be the 3rd, 4th and 5th grade students who have been attending after school tutorials since October 2010. Currently, we have 24 third graders attending after school tutorials; 11 are males and 13 are females. There are 16 fourth graders attending after school tutorials; 10 are males and 6 are females. Finally, there are 41 fifth graders attending after school tutorials; 16 are males and 25 are females. I will also be working with the teachers who teach after school Math tutorials. There are a total of 7 teachers: 3 third grade teachers, 2 fourth grade teachers, and 2 fifth grade teachers. My hope is to impact the students’ achievement and growth and how the teachers prepare for tutorial instruction.
Sample:
My sample will involve all of our 3rd, 4th, and 5th grade students who attend our after school Math tutorial program. The total number of students receiving after school math tutorials are 81.
Rationale/Description:
XYZ teachers and students in the 3rd-5th grades have for the last 5 years be involved in an after school tutorials program for all tested core content areas (Reading, Math, Science and Writing). Mrs. Principal, our new administrator this school year, has poised the question a few times, how effective our after school tutorial program is and if our teachers our using the resources available to them to design quality effective lessons? It is of crucial importance that we answer this question so that we are using the teachers’ time, our students’ time, and our financial resources to the best of our ability. I have chosen to focus the action research project on our Math tutorials specifically, because this is our definite area of weakness on our campus. The data I will be using includes the District Math Common Assessments: Beginning of the Year, Middle of the Year and End of the Year, TAKS practice data, Sharon Wells 6 week benchmark assessments, Stanford Math, TAKS Math and Math grades (9 week grades and final grades). All the tutorial students and teachers will answer a survey and then the results will be compiled and analyzed. Afterwards, I meet with the grade level teachers to discuss the results of said survey. In the PLC meetings, we will also discuss who is progressing, who is not, and what the next steps happen to be. Without this study, we will continue to possibly waste money, time, and resources for the stakeholders involved.