RtII the Derry WayAn Action Research Project By Jessica Price

Research in the Classroom

Traditional Research Action Research

0 Ideas and Insights0More generalized0Does not connect to

a specific situation0Results are

published0Researchers are

more objective

0Specific to the teacher and her students

0Personal connection to the “researcher”

0More on-going and reflective

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

The Situation

0Students arrive at the middle school unprepared for pre-algebra0 Lack of basic facts0 Gaps in knowledge0 Lack the necessary skills to move forward

Responsive Action Research

1. Diagnose the Situation

2. Analyze the Data3. Announce Changes4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

The Data

0Without intervention or remediation, students continue to fall behind

0Teachers note that students get stuck with the basics and cannot move forward

0Students become disinterested in math

Below B

asicBasic

Profic

ient

Advanced

0

2

4

6

8

10

Baseline Benchmark

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data

3. Announce Changes4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

The Changes

More Specifically

0 Interventions will occur:0 In place of a rainbow class0 1 day in every 6 day rotation0 Proctored by a non-math teacher0 Using a computer-based program

0Students will also be pulled for small group instruction during regular class

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes

4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

The Hopes and Concerns

HOPES CONCERNS

0 Students will close gaps

0 Their grades will improve

0 They will better understand content

0 They will be less dependent on calculators

0 It won’t be enough time

0 Teachers won’t be engaged with students

0 Students won’t see a connection between math class and the intervention students

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes4. List Hopes and Concerns

5. Try the New Practice6. Collect Data to Evaluate7. Return to Step 2

The New Process0 Intervention monitors...

0 Are not prepared0 Do not call down students0 Do not make sure that students stay on task

0Students are…0 Unmotivated0 Reluctant to miss rainbow classes

0Rainbow teachers…0 Threaten to fail intervention students

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes4. List Hopes and Concerns5. Try the New Practice

6. Collect Data to Evaluate7. Return to Step 2

The Evaluation

Below Basic

Basic Proficient Advanced0123456789

10

Baseline Benchmark3rd Benchmark

FAIL

More Evaluation

0Teachers…0 Saw few changes in students’ grades0 Felt students DID NOT make enough progress to be

removed from the program

0Students…0 Began taking cut slips so that they could attend their

rainbow classes0 Lost all motivation after the PSSA

Responsive Action Research

1. Diagnose the Situation2. Analyze the Data3. Announce Changes4. List Hopes and Concerns5. Try the New Practice6. Collect Data to Evaluate

7. Return to Step 2

The New Step 2

0Next Year…0 Interventions will be

0Scheduled0Daily0 In a small group0With the new Mathematics Intervention Specialist

References

Garner, B. (2008). When Students Seem Stalled. Educational Leadership, March, 32-38.

Guskey, T. (2010). Lessons of mastery learning. Educational Leadership, October, 52-57.

Hardiman, M. (2001). Connecting Brain Research with Dimensions of Learning. Educational Leadership, November, 52-55.

Kolb, L. (2011). Adventures with Cell Phones. Educational Leadership, February, 39-43.

William, D. (2008). Changing classroom practice. Educational Leadership, January, 36-42.