Description of my conference with my supervisor and revisions to my action research plan

My site supervisor and I met to discuss the Care model and the strategies I will be using.  She gave me insight to the demographic of our student population.  She explained the struggles between incoming non speaking English students and teachers not trained to identify these students.  Many times students are not recognized until they have not been successful on many state and district testing.  Home surveys are used to recognize these incoming students as well however parents are not always honest for reasons such as migrates, non trust in the system and illegal immigrants. Once identified, these students are small groups and pullouts to prepare them for the TAKS test.  These students that remain in the district growth are measured and they progress each year in preparation for the TAKS.  Some become conditioned to test taking.  They began taking the TAK test in their native language in the beginning of their school experience.  As they transition to older grades, they become TAKS trained and continue in small groups and pullouts plus they are exposed to differentiated instruction that is individualized to meet their needs. The longer they remain in the district, the more successful they become testing.   Now enters new students who take TAKS test that school experiences happen outside the district.  Do these students have the same experiences in their districts or state as our “homegrown” kids?  How are their scores similar/different from our students?  My goal in my action research is to collect this data and compare TAKS test scores between “homegrown students” and incoming students and determine if their success is based on being conditioned within our district or does incoming students perform as well or better than our students.  One major revision to my action research is to identify the students who English is their second language.