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Introduction to Action Research CHAPTER 1 Introduction to Action Research
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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 Introduction to Action Research
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 Research Typology
Based on Focus Based on methods Basic Research
E.g. the way the brain processes information Applied Research
Interventions, program evaluation Based on methods Quantitative
research Qualitative research Mixed research Basic Research Goal is
for theoretical knowledge
Study fundamental laws of learning, memory, and reasoning Research
on child learning Jean Piagets research and theory Leadership
research Hoy and Tarters decision making models 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 Marzanos what works studies Leithwoods
studies on effective schools 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 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 Qualitative Research
Multiple realities exist. Reality is constructed by perceptions;
different people may interpret reality differently. Purpose: To
understand and interpret phenomena as they occur in natural
settings Focus is on processes that show how 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 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 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 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 lets
study whats 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 teachinglearning 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 ones 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 mixed-methods 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 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 Differences in Research Methods Activity
Download the two articles from the folder on Western Online
(Note:hard copies are also available.) Read the two articles
Conceptual Learning by DuBois Differentiated Curriculum by
Mastropieri Individually answer the questions on the graphic
organizer (also on Western Online) Discuss with your group Action
Research????? Review the following videos if you need more
information on action research (both on YouTube) Overview of Action
Research Action Research Made Simple Action Research Organizer
(Mertler) 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 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.k12.wi.us/node/23 Anita Simmons records
her 1st 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:SafeMeasures
https://www.youtube.com/watch?v=MYBLoJEwLK4
Example:SafeMeasuresStudent
https://www.youtube.com/watch?v=tdwQCgnqB7w 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 How do you see AR
applied to classrooms and schools Benefits and challenges of doing
schoolwide action research Activity In a group Create a chart
comparing the three approaches
Read Calhouns 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? Overview of Action Research
Process
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 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. Whats 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 3rd grade math teacher. This school year you have four ELL
students in your class and they are not doing well in math. Whats
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 8th grade level. Whats the
problem? How will you go about solving the problem? 40 Action
Research Process
Identify an area/problem of interest Collect data Analyze data
Interpret data Develop an action plan Repeat 1-5 Action Research
Model Mertlers AR four stages: Identify an area / problem Mertlers
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 Mertlers
Acting stage
Whats 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 Mertlers 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 Mertlers Reflecting stage
Prepare an action report 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
Stringers Interacting Spiral Action Research Model
Lewins Action Research Spiral Identifying a General or Initial Idea
Reconnaissance or Fact Finding Planning Take First Action Step
Evaluate Amended Plan Take Second Action Step Action Research
Model
Calhouns Action Research Cycle 1 Select Area 5 Take Action 2
Collect Data 4 Analyze and Interpret Data 3 Organize Data Action
Research Model
Bachmans Action Research Spiral Plan Reflect Act and Observe
Revised Plan Reflect Act and Observe Action Research Model
Riels Action Research Model Action Research Model
Piggot-Irvines Action Research Model Action Research Model
Hendricks Action Research Process With a Partner Analyze the models
of Action Research and identify a context (a building situation or
issue) you think would be appropriate for each. For example,
Stringers model could apply to a principals 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 Action Research Process (Mertler)
Cyclical, not linear process Observe, do, observe, adjust, do again
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 Nine steps to provide guidance
Steps may be skipped or rearranged, if appropriate Action Research
& Improving Schools
System of inquiryteachers/administrators/support personnel can use
to study, change, and improve their work with children and schools
Generate knowledge about practice Share knowledge with colleagues
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 studiesschool
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 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 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 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 simple
implementation of predetermined answers to educational questions
Conclusive A fad 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 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 Activity Reading Action Research
Studies
Utilize Paper Reading Guide (youll 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. Overview of Final
Project Report
Introduction Background Literature Review Purpose of the study
Research question Method Participants Intervention Data collection
Results Data analysis Findings Discussion Action plan
Recommendations/reflections Planning for Action Research
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 Devins behavior problems? How can I use my instructional
time more effectively? Topics for Action Research(Mertler)
Classroom environment School environment Instructional materials
Classroom management Instructional methods Grading Evaluation
Conferencing 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
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) Questions. (Mertler)
How many references do I need?
How much review of related literature is enough? Response:I dont
know the body of literature that youre reviewing so I have no way
of knowing. (p. 62) Theses: 25 or more Dissertations: 50 or more
Action Research: (recommend 5-10) 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 Literature
Reviewing Important regardless of quantitative, qualitative, or
action research Action researchliterature review completed before
beginning the study, maybe after initial research questions are
identified Research questions may be modified, refined after
literature review The Literature ReviewAction 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 The Literature ReviewAction
Research
Educators have to read educational research and carry out their own
research 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) Steps
in a Literature Review
Searching for literature to review Choosing literature Evaluating
literature Synthesizing literature 80 Searching for Literature to
Review
Dont rely on Internet search engine as sole tool Google Scholar
(http://scholar.google.com) ERIC ProQuest EBSCOhost Useful
Secondary Sources
American Educational Research Association. (2001). Encyclopedia of
educational research (7th ed.). Farmington Hills, MI: Macmillan.
Husen, T., & Postlethwaite, T. N. (Eds.). (1994). International
encyclopedia of education (2nd ed.). New York: Elsevier. 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 Searching for Literature to Review--ERIC
EJ: educational journal ED: educational documentconference papers,
teaching guide, conference paper, opinion article Need the EJ or ED
number Searching for Literature to Review--Proquest
Access to full-text journal articles and dissertations Searching
for Literature to ReviewEBSCOhost
Must do this through university account to access to full-text
journal articles 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 Choosing Literature Determine if useful for guiding the
action research Skim articles quicklyto 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 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? 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 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 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 Organizing and
Writing the Literature ReviewPan (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 Youll need
this slide to assist in the writing of your literature review.
Organizing and Writing the Literature Review Organizing and Writing
the Literature Review Organizing and Writing the Literature
Review--Style
Citations Citing an author/authors Quotes Purdue Owl APA Handbook
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 peoples work without plagiarizing Source:
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: WO:
originality check Organizing and Writing the Literature
Review--Style
How to cite? Purdue OWL
https://owl.english.purdue.edu/owl/resource/560/02/APA APA handbook
Activity: Analyzing Literature Review
Read and discuss sample literature reviews with your group Writing
the Literature Review
Reviewing the Literature (Assign#2) Due:
_______________________________ See syllabus for due dates 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 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 Ethical Guidelines for Action
Research
First stepget permission from your school or school district
(complete any required paperwork) Step TwoGet permission from the
WIU IRB Obtaining permission protects you, your school, and the
university 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) Gaining Informed
Consent
IRB to WIU for your research if you intend to publish your research
Human Resources Training Analyze School Level Data
School Profile Analyze School Level Data School Data What is Data?
Data Typology
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 City-data.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?
112 113 School learning Data Where are we?
114 School learning Data Where are we?
115 School learning Data Where are we?
116 School learning Data Where we are?
117 School learning Data Where are we?
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 8th
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 5th grade teachers are not as experienced as other grade
levels. 126 Steps to analyze school level data
Step3: Develop action plan (contd) Develop goals and strategies To
improve 5th 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