Week 1 Able to Define action research Understand

Week 1 • Able to – Define action research – Understand purpose of action research – Explain the action research process – Identify steps in conducting action research – Describe characteristics of action research – Conduct school level data analysis

CHAPTER 1 Introduction to Action Research

Educational Research Advances Educational Knowledge • • • Develops theory Tests hypotheses based on theory Studies relationships among variables Describes educational phenomena Determines if actions result in desired outcomes 3

Research Typology Based on Focus • Basic Research – E. g. the way the brain processes information • Applied Research – Interventions, program evaluation Based on methods • Quantitative research • Qualitative research • Mixed research 4

Basic Research - Goal is for theoretical knowledge - Study fundamental laws of learning, memory, and reasoning - Research on child learning - Jean Piaget’s research and theory - Leadership research - Hoy and Tarter’s decision making models 5

Applied Research Goal is for real world application - Most studies your read in our program courses are very likely applied, including school-based Action Research - Intervention/strategy studies - Program evaluation - Effective leadership/school studies - Marzano’s what works studies - Leithwood’s studies on effective schools 6

Quantitative Research • Frame: Reality is fixed and can be captured and understood (positivist) or reality is something that can be estimated but never captured fully (post-positivist). • Purpose: Describe phenomena or Test hypotheses and to generate results beyond the individuals and settings that were part of the research study • Attempt to draw random samples of individuals which allows them to generalize results to a larger population • Controls as many contextual variables as possible • Apply inferential statistics 7

Quantitative Research • If differences/relationships are large enough, researcher can say with a certain amount of confidence that the differences or relationships are real • If differences/relationships are small, researcher is unable to conclude whether the differences or relationships are real or are due to chance 8

Qualitative Research • Multiple realities exist. Reality is constructed by perceptions; different people may interpret reality differently. • Purpose: To understand interpret phenomena as they occur in natural settings • Focus is on processes that show social experience is created and given meaning • Spend time in field talking to people, analyzing artifacts and products • Seek to make meaning from the info gathered from multiple sources 9

Qualitative Research • Simply to understand the setting, not to generalize beyond it • Those studied are chosen purposely, not randomly • Context is examined rather than controlled • Findings presented keeping complex systems of the world in mind • Video: Qualitative Research Design 10

Mixed Methods Research • Use both quantitative and qualitative methods • Tends to provide a better understanding of a research problem • Capitalize on the strengths of each • Mixed methods is most closely aligned to action research • Research Methods Video • More info on Mixed Methods 11

Quant. Vs Qualit. Youtube

What is Action Research? • Action Research is a three-step spiral process of (1) planning which involves reconnaissance; (2) taking actions; and (3) fact-finding about the results of the action. • • Kurt Lewin (1947) Action Research is the process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions. • • Stephen Corey (1953) Action Research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction. • • Carl Glickman (1992) Action Research is a fancy way of saying let’s study what’s happening at our school and decide how to make it a better place. • Emily Calhoun (1994)

What is Action Research? • Systematic inquiry conducted by educators with vested interest in the teaching–learning process or environment for purposes of gathering information about how their school operates, how they teach, and how their students learn • Action Research Made Simple

What is Action Research? • Action Research involves practioners identifying a school-based topic or problem to study, collecting and analyzing information to solve or understand a problem, or helping practioners understand aspects of their practice. • Action Research is educative, focuses on teachers and schools, focuses on problems of practice, and aims at improving practice.

Educational Research vs. Action Research • Traditional research in education typically conducted by individuals somewhat removed from environment being studied

Educational Research vs. Action Research • Action research is done by teachers, administrators for themselves • Inquiry into one’s own practices • Research has increased utility

Action Research • Focus: Applied issues • Methods: mixed methods • Many individuals consider action research studies to be most similar to mixedmethods research (than purely quantitative or qualitative research)

Action Research • Relies heavily on qualitative data collection methods • Frequently analyze quantitative data • Inferential statistical methods are rarely used in data analysis – Generalizing is not the goal – Sample is chosen purposely, not randomly – Sample size may be small – Focuses on one classroom, school, or district 19

Action Research • Growing acceptance of action research • Connection between what we know and what we do (theory and practice) • Enhance knowledge about teaching and learning 20

Differences in Research Methods… 21

Activity • Download the two articles from the folder on Western Online (Note: hard copies are also available. ) • Read the two articles – Conceptual Learning by Du. Bois – Differentiated Curriculum by Mastropieri • Individually answer the questions on the graphic organizer (also on Western Online) • Discuss with your group 22

Action Research? ? ? • Review the following videos if you need more information on action research (both on You. Tube) – Overview of Action Research – Action Research Made Simple 23

Action Research— Organizer (Mertler) 24

Levels of Action Research • Individual teacher research • Collaborative action research • Schoolwide action research • Calhoun, E. (1993). Action research: Three approaches. Educational Leadership, 51(2), p 62 -65.

Three Types - Individual • Individual teacher research • Focuses on a single classroom • Conducted by teachers in their classroom with the purpose of improving practice • Values teachers’ interpretations based on data collected with the students • Classroom Research Network – https: //staffdevweb. madison. k 12. wi. us/node/23 • Anita Simmons records her 1 st graders’ responses to questions about simple fractions after using different displays and activities with them. She wants to determine which presentations are more effective than others.

Three Types- Collaborative • Multiple researchers from school and community work together to study educational problems • Collaboration between administrators and teaches may occur • Goal: Utilize the expertise of the collaborators to foster sustained dialogue • Example: Safe. Measures – https: //www. youtube. com/watch? v=MYBLo. JEw. LK 4 • Example: Safe. Measures…Student – https: //www. youtube. com/watch? v=tdw. QCgnq. B 7 w 27

Three Types - Schoolwide • Schoolwide action research • The faculty at Thomas High School wants to increase student achievement. To obtain this goal, all faculty members add a new instructional strategy, such as the inquiry approach or inductive thinking strategies. They observe and record student responses to the change in instruction and discuss their findings. Video: Schoolwide action research • http: //www. youtube. com/watch? v=6 l. Ha_b 6 F 3 jw – How do you see AR applied to classrooms and schools – Benefits and challenges of doing schoolwide action research

Activity • Read Calhoun’s Action Research-Three Approaches • In a group Create a chart comparing the three approaches • Report to the class • Reflection – Has your school been using any of the approach? If yes, how is it being used? – Any benefits do you see with these approaches? – How will you be using them as a building leader? 29

CHAPTER 2 Overview of Action Research Process

Research Process • Action research follows the general process of educational research: – Specify the topic – Clarify the specific problem on which the research will focus – Formulate research questions and/or hypotheses – Carry out procedures to collect, analyze, and interpret data – State findings resulting from data analyses – Draw conclusions related back to questions/hypotheses

Action Research • Action research – Part of the family of educational research – The purpose is to seek answers to questions – The approach is systematic and analytical

Activity • Chose a case study from the slides • Work in groups to answer – What is the problem that you want to solve? – Why are our students performing the way they are? • Generate and evaluate hypothesis – What can we do to solve the problem? • Discussion 33

Case study#1 • Mrs. Smith spends a lot of time working with students on their writing. With her third-grade students this year. She is spending more time than ever helping students correct spelling and grammar mistakes in their written work. She feels that she spends so much time on these basics that she has little time to focus on other important concepts in writing, like using compound sentences and using adverbs and adjectives to make writing more interesting. Also, her students seem really turned off on writing. They groan when she gives a writing assignment, and they act as if their monthly book reports are absolute torture. • Mrs. Smith would like to find a way to improve students’ writing. She would also like to see a positive change in students’ attitudes about writing. 34

Case study#2 • Laura is a high school math teacher. Math is not an easy subject for her students and Laura is constantly finding ways to teach her students. This semester she is introducing the unit on exponent rules. She finds most of her students had difficulty understanding the rules and as a result few could apply them correctly. She is interested to help students learn and master this unit. 35

Case study#3 • Katie is a second grade teacher. Each Monday she gives students a new list of five words and they will be tested over on Friday. She uses traditional instruction to teach student spelling (writing the words, using words in a sentence, defining the words). She had some students struggling with spelling. She would like to help these students improve their spelling. 36

Case study #4 • Mrs. Mau is a middle school building principal (6 -8). In reviewing student attendance data, she found that some students were absent 40 or more days from school in a school year and student attendance is worst with the six graders. • What’s the issue that faces Mrs. Mau? • Please help Mrs. Mau tackle the issue 37

Case study #5 • Steve, a high school principal in a small, rural school, is concerned with the lack of community he senses in the educators at his school. In the last few years, many teachers have retired, and their jobs have been filled with young teachers just out of college. The result is a teaching pool that is made up of about half who are older, experienced teachers and half who are younger teachers just a few years older than the senior class. • Although Steve had hoped that the more experienced teachers would step in to mentor the new teachers, this has not happened. In actuality, the experienced teachers tend to eat lunch together, talk with each other between classes, and sit together at faculty meetings, whereas the younger teachers socialize after school hours but stay in their classrooms working independently during school hours. 38

Case study#6 • You are a 3 rd grade math teacher. This school year you have four ELL students in your class and they are not doing well in math. • What’s the problem? • How will you go about solving the problem? 39

Case study#7 • Your school got the ISAT test results back and after reviewing the data it was obvious that your are losing exceeds students in all subjects areas at the 8 th grade level. • What’s the problem? • How will you go about solving the problem? 40

Action Research Process 1. 2. 3. 4. 5. 6. Identify an area/problem of interest Collect data Analyze data Interpret data Develop an action plan Repeat 1 -5

Action Research Model • Mertler’s AR four stages:

Identify an area / problem Mertler’s Planning stage • The area / problem should be important to you and relevant to the profession – It should be substantive, and if a solution is found, it may improve practice • You may evaluate and refine topic area with a colleague, mentor, or school principal – How can we find ways to encourage slow readers to engage in more reading? – What strategies are most helpful for helping fourth graders to turn in homework on time? • Conduct a literature review to narrow the area into a researchable form – a research question • More on lit. review and research questions later

Collect and analyze the data Mertler’s Acting stage • What’s data? – any information that can help answer research questions – Best data are directly related to the topic or issue • In Action Research, try to use a variety of data collection tools, qualitative and quantitative – why? • Data sources – Observations, interviews, questionnaires/surveys, assessments, and other readily available data • Ethical considerations in AR data collection • Data organization and analysis – Quantitative & Qualitative

Develop an action plan Mertler’s Developing stage • Interpret data • Reflect on the findings – What have you learned – What changes will you make • Develop an action plan – Continue with intervention/strategies/program – Refine the intervention/strategies/program – Discontinue the intervention/strategies/program and seek out new strategies • Implement the plan (make changes and improve practices!)

Collect and analyze the data Mertler’s Reflecting stage • Prepare an action report – Writing leads to deeper understanding of the problem – Create a permanent record of the research that others may use • Reflect on the entire AR process • Share and communicate results – – – In both formal or informal settings With a colleague, mentor, or principal With faculty at faculty meetings At conferences (Teacher or Leadership conferences) Through journal publication

Action Research Model… • Stringer’s Interacting Spiral

Action Research Model… • Lewin’s Action Research Spiral Identifying a General or Initial Idea Take First Action Step Reconnaissance or Fact Finding Planning Evaluate Amended Plan Take Second Action Step…

Action Research Model… • Calhoun’s Action Research Cycle 1 Select Area 5 2 Take Action Collect Data 4 Analyze and Interpret Data 3 Organize Data

Action Research Model… • Bachman’s Action Research Spiral Plan Revised Plan

Action Research Model… • Riel’s Action Research Model

Action Research Model… • Piggot. Irvine’s Action Research Model

Action Research Model… • Hendrick’s Action Research Process

With a Partner… 1. Analyze the models of Action Research and identify a context (a building situation or issue) you think would be appropriate for each. 1. 2. For example, Stringer’s model could apply to a principal’s ongoing observation (Look) about safety issues when children are dropped off for school. Thinking about the issue and exploring possibilities, several new procedures are created, tried out with models, shared as a possibility with stakeholders, and reviewed with appropriate officials (Think), and finally the new procedure is put into place (Act). Create a personal graphic of an Action Research Model you would implement in your building. Share with group.

Example of a District Who Has Committed to Action Research Madison, Wisconsin Research: The Nature and Impact of an Action Research Professional Development Program in One Urban School District Findings: Pages 2 -5; Each person read one section and report out the findings What is the most important question? Application

As a principal, what action research would you suggest to…?

Characteristics of Action Research • Practice-oriented – Conducted by practitioners done for themselves • Situation/context specific – Focused on solving problems at a local setting • Reflective – Researcher as participant • Systematic • Cyclical/on-going 57

Action Research Process (Mertler) Cyclical, not linear process Action Research Observe, do, observe, adjust, do again Nine steps to provide guidance Steps may be skipped or rearranged, if appropriate Action Research Steps 1. Identify and limit the topic 2. Gather information 3. Review the related literature 4. Develop a research plan 5. Implement the plan and collect the data 6. Analyze the data 7. Develop an action plan 8. Share and communicate the results 9. Reflect on the research process 58

Action Research & Improving Schools • System of inquiry— teachers/administrators/support personnel can use to study, change, and improve their work with children and schools • Generate knowledge about practice • Share knowledge with colleagues 59

Professionalzing the work of… • Teachers: investigate student achievement, classroom management, special needs, motivation • Principals: Evaluate the research of others and conduct their own school improvement studies—school climate, PD, school-community relations, working with parents, curricular programs, student achievement, attendance, and discipline • District Administrators: Usefulness of PD, student achievement, curriculum reform, training and induction of new school administrators, teacher and administrator recruitment and retention 60

Benefits of Action Research • Puts educators in charge of improving their practice and PD • Encourages collaboration • Gives educators a voice (sharing findings) • Encourages educators to rethink the ways they evaluate their work and work of students • Provides rich data that can be used to improve classrooms • Revitalizes educators • Allows educators to articulate their choices and decisions • Helps educators know students, peers, parents 61

Benefits (Mertler) Action Research is…. • A process involving educators working together • Persuasive and authoritative (done by teachers for teachers) • Collaborative • Participative (teachers are part of the research process • Practical and relevant to classroom teachers • Developing critical reflection about teaching • Planned, systematic approach to understanding the learning process • A process that requires us to “test” our ideas about education • Open-minded • A cyclical process 62

Benefits (Mertler) Action Research is not…. • The usual thing teachers do when thinking about teaching • Simply problem solving • Done “to” or “by” other people • The simplementation of predetermined answers to educational questions • Conclusive • A fad 63

The Importance of Action Research (Mertler) • • Connecting theory to practice Improvement of educational practice Connection to school improvement Teacher empowerment (teacher as a decision maker) • Professional growth 64

Becoming Familiar with the Language and Process of Action Research • Reading action research studies • A good way to get an overall sense of what a project entails • Be introduced to the language, methods, and intricacies of action research • Generate research ideas for your own action research investigation 65

Activity Reading Action Research Studies • Utilize Paper Reading Guide (you’ll need complete one reading guide for each article) to record your thinking or just make notes • You may find your own action research studies to read or use one or more of the articles on WO • Quickly read at least TWO Action Research articles • Work in groups, collaboratively using Google docs to complete the paper reading guide. • After reading the articles, explain the ways in which the authors’ studies can impact school improvement and lead to educator empowerment. 66

Overview of Final Project Report 1. Introduction Background Literature Review Purpose of the study Research question 2. Method Participants Intervention Data collection 3. Results Data analysis Findings 4. Discussion Action plan Recommendations/reflections

CHAPTER 3 Planning for Action Research

Activity • Reflection – Think about your action research project – Use the Brainstorm Topic page to think about potential topics for your study

Is there anything that you want to change or make better? • A situation is observed and recognition that something within that situation could be done better • Examples: – Why are my students not retaining what they have been taught? – Why do Adam, Betty and Carlos seem to lack the motivation to read? – What are the specific reasons behind Devin’s behavior problems? – How can I use my instructional time more effectively? 70

Topics for Action Research…(Mertler) • • Classroom environment School environment Instructional materials Classroom management Instructional methods Grading Evaluation Conferencing 71

Preliminary Topic Considerations…(Mertler) • Personal interest in your potential topic • Your topic must be important • Reflect on and anticipate the amount of time the study will require • Reflect on the difficulty of the investigating • Consider the monetary costs • Be cognizant of research ethics 72

Connecting Theory and Action • What is a literature review? (Mertler) • “an examination of journal articles, ERIC documents, books, and other sources related to your action research project” (Johnson, 2008, p. 75) 73

Questions…. (Mertler) • How many references do I need? • How much review of related literature is enough? – Response: “I don’t know the body of literature that you’re reviewing so I have no way of knowing. ” (p. 62) – Theses: 25 or more – Dissertations: 50 or more – Action Research: 2 -15 (recommend 5 -10) 74

Why a literature review? • Learn what is already known about the topic • Learn about other researchers’ successes and failures using various interventions and potential useful practices to be used in the study plan • Build your knowledge about the topic – be a specialist in your area 75

Literature Reviewing • Important regardless of quantitative, qualitative, or action research • Action research—literature review completed before beginning the study, maybe after initial research questions are identified • Research questions may be modified, refined after literature review 76

• • The Literature Review—Action Research Clarify the goals of the study Discover new strategies Ideas on ways to collect and analyze data Increases knowledge and understanding the topic being studied • Vital in grounding the assumptions, results, and conclusions of the research in a broader context of professional inquiry 77

The Literature Review—Action Research • Educators have to read educational research and carry out their own research 78

Sources of Topic-Specific Information • • • Books Journal articles Conference papers and presentations Opinion pieces Especially helpful other reviews of the literature (secondary sources) • Opinion pieces and teaching suggestions are less helpful because they contain little or no data • Research studies are helpful because based on data (primary sources) 79

Steps in a Literature Review 1. Searching for literature to review http: //www. wiu. edu/library/databases/ 2. Choosing literature 3. Evaluating literature 4. Synthesizing literature 80

Searching for Literature to Review • Don’t rely on Internet search engine as sole tool • Google Scholar – (http: //scholar. google. com) • ERIC • Pro. Quest • EBSCOhost 81

Useful Secondary Sources 1. American Educational Research Association. (2001). Encyclopedia of educational research (7 th ed. ). Farmington Hills, MI: Macmillan. 2. Husen, T. , & Postlethwaite, T. N. (Eds. ). (1994). International encyclopedia of education (2 nd ed. ). New York: Elsevier. 3. Review of educational research. (1931 to date). Washington, DC: American Educational Research Association. 82

Searching for Literature to Review • Keywords… • What will be your keywords for your search? • Practice with Keywords search 83

Searching for Literature to Review-ERIC • www. eric. ed. gov/ • EJ: educational journal • ED: educational document—conference papers, teaching guide, conference paper, opinion article • Need the EJ or ED number 84

Searching for Literature to Review-Proquest • Access to full-text journal articles and dissertations 85

Searching for Literature to Review— EBSCOhost • Must do this through university account to access to full-text journal articles 86

Choosing, Evaluating, Synthesizing Literature for Action Research • Must choose relevant literature • Evaluate what literature means and how it can be used • Synthesize main points/themes that will guide the action research • Task: Find themes that will inform the action research 87

Choosing Literature • Determine if useful for guiding the action research • Skim articles quickly to see if they contain relevant information • Carefully read those that appear relevant • Searches must be limited and expanded depending on the number and quality of the sources found • May need to do another search using different search terms • Keep the most relevant sources • Review reference lists in articles for other possible articles 88

Evaluating Literature • Relevance: Does it provide information that can help inform the action research? Information about interventions? Conclusions by other researchers on the interventions? • Credibility: Is the source credible? • Similarity: Is the info based on a setting that is similar to the study? 89

Synthesizing Literature • Task: Connect info into a coherent, integrated whole • Read each article/source thoroughly • Look for common themes/topics • Organize by themes/topics, not sources 90

Organizing and Writing the Literature Review • Outline the topics and subtopics • Come up with a logical sequence for the info • May want to list sources by topics and subtopics • May want to use a cluster or idea map rather than an outline 91

Organizing and Writing the Literature Review • Synthesize the information under each topic or subtopic • Reference sources using APA style • Connect various sources with transitional sentences or phrases • Read Sample Literature Reviews 92

Organizing and Writing the Literature Review—Pan (p. 61) • Introductory paragraph (importance of topic) • Define major terms • Move logically between subtopics and major topics • Use multiple references • Use as few direct quotes as possible, cite your sources even when restating findings • Describe your own conclusions • Provide summaries in each topic area as well as a final summary You’ll need this slide to assist in the writing of your literature 93 review.

Organizing and Writing the Literature Review 94

Organizing and Writing the Literature Review 95

Organizing and Writing the Literature Review--Style • • • Citations Citing an author/authors Quotes Purdue Owl APA Handbook 96

Organizing and Writing the Literature Review--Style • What is citation? – A citation is the way you tell your readers that certain materials in your work came from another source. It also gives your readers the information necessary to find that source again. • Why should I cite sources? – Giving credit to the original author – Using other people’s work without plagiarizing • Source: http: //www. plagiarism. org/citing-sources/whatsa-citation/ 97

Organizing and Writing the Literature Review--Style • When to cite? – Wherever you borrow words or ideas E. g. when you use quotes, paraphrase, use an idea that someone has already expressed, make specific reference to the work of another, or someone else’ work has been critical in developing your own ideas • Source: http: //www. plagiarism. org/citing-sources/whatsa-citation/ • WO: originality check 98

Organizing and Writing the Literature Review--Style • How to cite? – Purdue OWL https: //owl. english. purdue. edu/owl/resource/560/ 02/APA – APA handbook 99

Activity: Analyzing Literature Review • Read and discuss sample literature reviews with your group 100

Writing the Literature Review • Reviewing the Literature (Assign#2) • Due: ________________ – See syllabus for due dates 101

Ethical Guidelines for Action Research • Research is bound by ethical guidelines that protect the rights of human subjects/participants • Make sure participants are not harmed or deceived • That they have been informed about what participation entails • That they have agreed to participate • That the confidentiality of the responses will be maintained 102

Ethical Guidelines for Action Research • Need permission to conduct an action research study if the results will be disseminated – Need permission from your school/district – Need permission from the university 103

Ethical Guidelines for Action Research • First step—get permission from your school or school district (complete any required paperwork) • Step Two—Get permission from the WIU IRB • Obtaining permission protects you, your school, and the university 104

Ethical Guidelines for Action Research • All participants must agree in writing to be part of the study • If younger than 18, parents’ permission is required • Example of informed consent form (P. 105) • Example of parental consent form (p. 106) • Example of student assent form (P. 107) 105

Gaining Informed Consent • IRB to WIU for your research if you intend to publish your research • Human Resources Training http: //phrp. nihtraining. com/users/login. php 106

School Profile Analyze School Level Data

School Data • What is Data? – Data is any information that helps educators know more about their students. – Jeff Wayman • Data Typology – Four sources of Data: 1) student learning data (test scores); 2) demographic data (demographics, attendance, graduation rates); 3) perception data, and 4) program data (school programs and processes) – Vicki Bernhardt – Outcome data (student achievement, absence or graduation rates, process data (teaching and learning), and input data (demographics) – Ken Leithwood 108

School Profile • Describe school community – Find community information from Census. gov or Citydata. com • Describe student demographics (who are we? ) – Include those demographics that you think important – Include both current data and trend data • Describe student learning (How are we doing? ) – Include current, trend data, and/or cohort data (cohort data may not apply to high schools) – Include all subject areas • Sum up demographic and learning strengths/challenges • Include action plans. 109

Case study • Meadow Green Elementary is located in a small town in western central Illinois. The city in which the school is located has a population of about 22, 000. The county population is approximately 33, 000, and the ethnicity is primarily white, with slightly over 10% representing Black, Asian, Hispanic, Native American, and other ethnicities. Around 87% of its residents have graduated from high school. Twenty-seven percent have some post-secondary education. Average median household income in the county was close to $35, 000 in 2007, with about 23% of the population classified as “below poverty. ” Principal employment in the area includes local and state governments, colleges, hospital, agricultural operations and some industrial, manufacturing, and commercial businesses. 110

Case study • The school with an enrollment of over 500 students, includes kindergarten through Grade three. The district operational expenditure is close to $10, 000, with over $5, 000 in instructional expenditure. The district spends $ per student. The school employs a staff of 20 FTE teachers. Meadow Green Elementary has met AYP for four consecutive years. • Work with the Meadow Green Elem data 111

School Demographics – Who are we? Meadow Green Elementrary Student Enrollment Over Time 2003 -2008 600 510 500 491 508 543 Number of Students 500 488 Meadow Green Elementary Enrollment by Ethnicity 2007 -08 400 3. 9 1. 5 300 11. 4 0. 2 7. 4 Caucasian African-American Hispanic Aisan 200 75. 7 Native American Multi Racial 100 0 2003 2004 2005 2006 2007 2008 112

Meadow Green Elementary Enrollment by Ethnicity Over Time 2003 -2008 State Enrollment by Ethnicity Over Time 2003 -2008 90 90 80 80 70 70 Percent of Students 100 60 60 200304 50 200405 40 200506 30 200607 50 40 30 20 20 10 10 0 2003 2004 2005 2006 2007 2008 0 Caucasian African-American Hispanic Aisan. Native American Multi Racial 113

School learning Data – Where are we? Meadow Green Elementary Reading Proficiency Scores 2004 -05 to 2007 -08 Percentage of Students 100 72 80 61 70 42 50 30 20 33 28 16 67 54 60 40 86 84 90 38 30 23 29 32 14 10 0 Low 2004 -05 Intermediate 2005 -06 high 2006 -07 Total Proficient 2007 -08 114

School learning Data – Where are we? Meadow Green Elementary Reading Proficiency Scores 2004 -05 to 2007 -08 100 90 72 80 61 70 42 50 30 20 33 28 16 67 54 60 40 86 84 38 30 23 29 32 14 Percentage of Students 100 Meadow Green Elementary Math Proficiency Scores 2004 -05 to 2007 -08 90 76 80 70 78 81 70 60 41 50 40 30 30 30 20 40 12 29 19 22 20 20 10 10 0 0 Low 2004 -05 Intermediate 2005 -06 high 2006 -07 Total Proficient 2007 -08 115

School learning Data – Where are we? Meadow Green Elem Reading Scores By Gender, 2004 -05 to 2007 -08 100 Percentage of Students 90 74 80 70 60 46 50 25 29 28 21 39 31 38 31 24 22 20 56 52 36 40 30 52 50 29 24 33 28 16 12 5 10 0 2004 -05 2005 -06 2006 -07 2007 -08 2004 -05 FEMALE Low 2005 -06 2006 -07 2007 -08 MALE Inter. High 116

School learning Data – Where we are? Percentage of Students Meadow Green Elementary Reading Scores By Socio-economic Status, 2004 -05 to 2007 -08 100 90 80 70 60 50 40 30 20 10 0 50 50 62 57 55 36 29 23 14 9 64 56 15 21 51 27 23 38 34 34 31 11 9 0 2004 -05 2005 -06 2006 -07 2007 -08 HIGH SES Low 2004 -05 2005 -06 2006 -07 2007 -08 LOW SES Interm. High 117

School learning Data – Where are we? Meadow Green Elementary Reading Proficiency Scores By IEP, 2004 -05 to 2007 -08 Percentage of Students 100 75 60 60 40 25 0 Low 2004 -05 0 Interm. 2005 -06 0 0 High 2006 -07 25 0 0 Total Prof. 2007 -08 100 90 80 70 60 50 40 30 20 10 0 Percentage of Students 100 90 80 70 60 50 40 30 20 10 0 Meadow Green Elementray Reading Scores By non IEP, 2004 -05 to 2007 -08 91 87 78 62 46 59 43 33 24 22 13 Low 2004 -05 76 26 32 33 9 Interm. 2005 -06 High 2006 -07 Total Prof. 2007 -08 118

For each school level graph • Write down what you observe on each graph (e. g. strengths and weaknesses) and the implications to school improvement (use questions guide on the next slide, if desired) • Compare notes with classmate 119

Questions to guide your analysis of school demographic Data • Looking at the student enrollment graphs, how has the school enrollment changed over time? • How have the following changed, especially noting occurrences by gender and ethnicity, for the school? Do all numbers make sense for meeting the vision and goals of the district? • Ethnicity Grade level, F/R lunch, ELL, IEP, mobility, Attendance, Dropout rates, Graduation rates, Retention rates, Discipline/suspensions, Tardies, Parent involvement, etc. • How can you anticipate enrollment to change in the next five years? 120

Questions to guide your analysis of student learning data • Looking at the student learning graphs, what are the data saying about proficiency levels for the school by subject area? • Looking at the disaggregated student learning graphs, are there differences in the student groups? If so, which student groups and subtests are showing the differences? • Are all student groups progressing as rapidly as the majority? • What are the surprises? • Looking at the cohort graphs, are all cohorts progressing every year? If not, which ones are not? Can another graph verify this information? • Looking at all the student learning graphs, what additional data must be collected to learn more about issues that appeared? • What other things do you see in the results? 121

Steps to analyze school level data • Step 1: Analyze data – analyze demographic data – analyze student learning data – Summarize observed strengths and challenges • Step 2: Identify areas of interest by prioritizing challenges • Step 3: Develop action plan – Brainstorm and Generate Hypotheses – Develop goals and design strategies 122

Analyze data Guiding questions for demographic data • Who are our students? (Ethnicity, F/R lunch, ELL, IEP, mobility, attendance, parental involvement, dropout rates, etc. ) • What trends do we see in our student population? Look at longitudinal demographic data – Example: decreasing enrollment in the last three years; increasing % F/R lunch in the last 5 years; increasing mobility rate; increasing # of Hispanic students • How do our students compare with the state and schools of similar demographic makeup? • What factors outside the school may help us understand our students? - How the community has changed over time, and how it is expected to change in the near future 123

Analyze data Guiding question for student learning data • Looking at the student learning graphs, what are the data saying about proficiency levels for the school by subject area? • Looking at the disaggregated student learning graphs, are there differences in the student groups? If so, which student groups and subject areas are showing the differences? • Looking at the trend data, are all student groups progressing in the last five years? • Looking at the cohort graphs, are all cohorts progressing every year? If not, which ones are not? • How do our students performance compare with state averages and with schools of similar demographic makeup? 124

Step 2: Identify areas of interest • Based on all the data we have studied, what strengths and challenges have emerged from data? • Summarize observed strengths and challenges • Rank observed challenges in order of urgent need of attention – Example: Proficiency levels in math is lowest at Grade 5 and this pattern has been observed for four years; Exceeds students in reading drop grade by grade and the % of exceeds students are lowest in Grades 7 and 8. 125

Step 3: Develop action plan • Brainstorm and generate hypothesis • Try to answer the Why questions – Why is math proficiency level lowest in Grade 5? – Why are we losing exceeds students in reading across all grade level? – Why are our 8 th grade students meeting the standards in math but not in language arts? – May need to collect additional data to better understand the challenges, e. g find in which math subtest areas Grade 5 students are performing poorly on • Hypothesis – The Grade 5 math textbooks are out-of-date. – We are not differentiating instruction at higher grade levels – Our 5 th grade teachers are not as experienced as other grade levels. 126

Steps to analyze school level data • Step 3: Develop action plan (cont’d) • Develop goals and strategies – To improve 5 th grade math performance so that at least 65% of the students meets and exceeds the standards – How do we accomplish that? – Design strategies – A math committee will be charged with making textbook and materials adoption recommendations to the school board – Organize and hold PD sessions for new teachers – Start teaching mentoring program 127