1. Improving Teaching and Learning through Action Research REL Appalachia Kentucky Valley Educational Cooperative (KVEC) June 19, 2015 Hazard, Kentucky 1

2. Overview of Regional Educational Laboratory (REL) Appalachia Michael Flory, Alliance Researcher, REL Appalachia 2

3. Please Tweet! To tweet during this event: – @REL_Appalachia Use hashtag: – #ActionResearchKY 3

4. What Is the REL Program? Authorized by the Education Sciences Reform Act of 2002. Charged with helping to build a more evidence-reliant education system. Funded by the U.S. Department of Education, Institute of Education Sciences (IES). 4

5. REL Appalachia’s Mission Meet the applied research and technical assistance needs of Kentucky, Tennessee, Virginia, and West Virginia. Bring evidence-based information to policy makers and practitioners: – Provide support for a more evidence-reliant education system. – Inform policy and practice for states, districts, schools, and other stakeholders. – Focus on high-priority, discrete issues and build a body of knowledge over time. 5

6. How We Work: Research Alliances What is a research alliance? – A partnership between education stakeholders and REL Appalachia. What is the purpose of a research alliance? – Develop and carry out a research and analytic technical assistance agenda on priority topics. Who are the education stakeholders in an alliance? – Schools, local education agencies, state education agencies, regional cooperatives, and other organizations (e.g., colleges and universities). 6

7. Kentucky College and Career Readiness Alliance (KyCCRA) Member organizations: – Southeast/Southcentral Educational Cooperative (SESC). – Central Kentucky Educational Cooperative (CKEC). – Green River Regional Educational Cooperative (GRREC). – Kentucky Valley Educational Cooperative (KVEC). – Northern Kentucky Cooperative for Educational Services (NKCES). – Ohio Valley Educational Cooperative (OVEC). – West Kentucky Educational Cooperative (WKEC). – Kentucky Department of Education (KDE). – Council on Postsecondary Education (CPE). 7

8. KyCCRA Goals and Topics Goals – Understand the use and effectiveness of strategies to prepare students for college and careers. – Understand and increase student engagement in schools. Topics – Dual enrollment/dual credit programs. – Student engagement. – College and career readiness interventions. – Educator effectiveness. – Data use. 8

9. Introduction to Today’s Workshop Bernadette Carpenter, Instructional Lead, KVEC Abbie Combs, Educator Effectiveness Lead, Appalachian Renaissance Initiative (ARI), KVEC 9

10. KVEC Schools and Districts Engaging in Action Research Purpose: Why conduct action research? Benefits: – Professionalize teaching and learning. – Empower teachers. – Enhance motivation and effectiveness of school faculty. 10

11. Workshop Goals Learn about what action research is and its relationship to data-based decisionmaking. Learn the steps in the action research process. Practice developing an action research plan around a specific problem of practice. Become familiar with resources to support action research in the classroom. 11

12. Overview of Action Research Patricia Kannapel, Alliance Coordinator, REL Appalachia 12

13. References for this Presentation Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. Mertler, C. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: SAGE. Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice-Hall. Rust, F. O’C., & Meyers, E. (2006). The bright side: Teacher research in the context of educational reform and policymaking. Teachers and Teaching: Theory and Practice, 12(1), 69-86. 13

14. What is Action Research? “Action research” coined by psychologist Kurt Lewin (1946). Seeks to involve ordinary people in research to solve problems. Used in many fields, including education. 14

15. What is Action Research? Various definitions in the educational literature, including: – “…the essential activity of a reflective teacher, as a viable means for teachers to question the impact of their practice on student achievement and as a way of bringing teachers’ voices into the discourse around education policy” (Rust & Meyers, 2006, pp. 73); – “…any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders in the teaching/learning environment, to gather information about the ways that their particular schools operate, how they teach, and how well their students learn” (Mills, 2000, pp. 6). 15

16. Data-Based Decision Making and Action Research Data-based decision making Action research Collaborative inquiry 16

17. The Action Research Process StepMills (2000)Mertler (2006)ARI Cycle (2014) 1Identify focus areaIdentify/limit topicIdentify focus/research question 2Collect dataReview literatureCollect/analyze evidence (learn more about the issue) 3Analyze/interpret dataDevelop research planDevelop action plan 4 Implement plan/collect data Implement/monitor plan 5Analyze dataCommunicate results 6Develop action planContinue reflection 7Communicate results 8Reflect on the process 17

18. A Sample Action Research Project: OneNote Close Reading and Annotation Rachel Holbrook, Ed.D., English Language Arts Teacher, Johnson County Middle School 18

19. ARI Action Research Cycle 19

20. STEP 1: Identify Area of Focus and Research Question Problem of practice: Effective reading strategies to improve comprehension of informational and literary text. Research question: Does the use of Microsoft Surface Pro 3 and OneNote software for close reading accompanied by annotation improve students’ reading comprehension? 20

21. STEP 2: Collect and Analyze Evidence Research reviewed: – Personal connections facilitate valuable outcomes that result from reading and interacting with the text (Brown, 2007). – Linking personal experience with texts helps students make connections between existing literacy skills and those necessary for success in disciplines outside English/language arts (National Council of Teachers of English, 2007). Data reviewed: All students performed poorly (less than 70% success rate) on initial evaluation using Achievement First annotation rubric. 21

22. STEP 3: Develop a Plan of Action Strategy: Implement close reading strategy accompanied by explicit instruction on annotation for each major teaching unit. Resources: Use Microsoft Surface Pro 3 and OneNote software as tools for enhancing close reading and annotation. 22

23. STEP 3: Develop a Plan of Action Students: All students in Dr. Holbrook’s 7 th grade language arts class completed a selected reading strategy and annotations using traditional paper and pencil as well as digital tools (Surface Pro 3, OneNote). Timeline: October 2014 – April 2015. 23

24. STEP 4: Implement and Monitor the Plan Evaluation plan: Monitor student progress using Achievement First annotation rubric. 24

25. STEP 5: Communicate Results Findings: – Increase in overall interaction with text. – Increase in textual comprehension. – Increase in ability to make inferences. Dissemination: Findings shared with interdisciplinary team members, administrators, attendees at Action Research Summit. 25

26. STEP 6: Continue Reflection Implications for practice: – Introduce to students early in school year. Before using Microsoft Pro 3, introduce students to OneNote using Office 365. Strengths/limitations of strategy: – Improved student skills, enthusiasm, and responsibility. – Surface 3 is fragile, limited to single student use at one time, and difficult for students to record voices. Students still needed hard copies of material. Next steps for teaching practice: – Obtain multiple devices, seek alternate devices to allow access to OneNote. 26

27. Sample Project: Table Discussion At your tables, discuss Rachel’s project: – How closely did the steps in this project align with steps in the ARI Cycle? – Do you have questions about particular aspects or steps of the project? – Which aspects of a project such as this one would you feel comfortable implementing? – Where would you need additional support? What kind of support? – What questions do you have about conducting action research? Share out: – One key question or comment your group has about action research or this particular action research project. 27

28. Planning an Action Research Project Michelle Scott, Mathematics Teacher, Pikeville High School 28

29. Problem: Teaching the Same Way to 28 Different Students Each year I have a classroom of mixed ability students all trying to learn the same topic. How am I supposed to teach Johnny to find the mean if he can’t divide? What do I do with Ella, who already knows how to find the mean? What is the best way to personalize learning for all students with just one me? 29

30. Planning an Action Research Project: What is the problem? Step 1: Identify area of focus and research question: – Problem of practice: Personalized learning in 7 th grade mathematics. – What is the research question? Step 2: Collect and analyze evidence (learn about the issue): – What research will you review to learn more about this issue? – What data will you review (including data on current student performance)? In your groups: – Develop a research question and your plan for learning more about the issue (10 minutes). Share out. 30

31. Michelle’s Question Research question: Will homogeneous, personalized learning stations improve academic performance? Learning about the problem: – I researched effective differentiation practices. – I found information on homogeneous grouping, but mostly for gifted students. – I learned about personalized learning stations at an ARI summer training and focused my research on this particular topic. – Research is limited on whole-classroom personalized learning, but one study reported that it worked in the mathematics classroom so I had to try it. Questions about Steps 1 and 2? 31

32. Break 32

33. Planning: How will you solve the problem? Step 3: Develop a plan of action: – Strategy to address problem of practice. – Resources/personnel needed. – Students involved (who and how?). – Timeline. Step 4: Implement and monitor the plan: – Evaluation plan. In your groups: – Develop an action plan that addresses the points above (20 minutes). Share out. 33

34. Michelle’s Action Plan Step 3: Develop a plan of action: – Strategy: Teach first unit as follows:  Monday: Whole group.  Tuesday: Practice with some sort of formative assessment.  Wednesday–Friday: Personalized learning stations, students grouped based on formative or summative assessment. – Resources: Khan Academy videos (cycle 1), electronic tablets (cycle 2). – Students involved: This year’s 7 th grade math students were compared with last year’s students, who were demographically and academically similar. – Timeline: One (9-week) unit. 34

35. Michelle’s Action Plan Step 4: Implement and monitor the plan: – Collect assessment data throughout the unit, compare with last year’s scores. Questions about Steps 3 and 4? 35

36. Did You Solve the Problem? Step 5: Communicate results: – What findings might result from this project? – With whom would you share results, and how? Step 6: Continue reflection: – What are the implications of your findings for practice? – What were the strengths and limitations of your research design? – What are your next steps for teaching practice/action research? In your groups: – Consider the findings your research might produce and the implications of those findings (20 minutes). Share out. 36

37. Michelle’s Results and Reflections Step 5: Communicate results: – Findings: Results of unit tests showed that personalized learning stations improved academic performance and retention of information more than traditional whole-group instruction. – Dissemination:  Shared at faculty meeting.  Invited to elementary school to share findings and discuss how to implement personalized learning.  Will present at Title I conference this summer. 37

38. Michelle’s Results and Reflections Step 6: Continue reflection: – Results indicated that personalized learning was effective. – Implement personalized learning with tablets available for each group, gather data on results. Questions about Steps 5 and 6? 38

39. Resources, Q&A, and Wrap-up Patricia Kannapel Michael Flory Abbie Combs Bernadette Carpenter 39

40. Resources REL document provided to KVEC earlier this year. – Describes action research, data-based decisionmaking, and collaborative inquiry. 40

41. Q&A Summary of action research: It’s a process that will take time to learn and put in place! Lingering questions. 41

42. Wrap-Up Next steps for KVEC teachers. 42

43. Presenters’ Contact Information Patricia J. Kannapel, Alliance Coordinator; kannapelp@cna.org; (502) 581-0324; (502) 645-6423.kannapelp@cna.org Michael Flory, Alliance Researcher; florym@cna.org; (703) 861-9557.florym@cna.org Abbie Combs, Educator Effectiveness Lead, KVEC; abbie.combs@hazard.kyschools.us; (606) 436-3161 X 5083. abbie.combs@hazard.kyschools.us Bernadette Carpenter, Instructional Lead, KVEC; bernadette.carpenter@magoffin.kyschools.us; (606) 776-9930. bernadette.carpenter@magoffin.kyschools.us Rachel Holbrook, Johnson County Middle School; rachel.holbrook@johnson.kyschools.us; (606) 789-4133. rachel.holbrook@johnson.kyschools.us Edie Michelle Scott, Pikeville High School; michelle.scott@pikeville.kyschools.us; (606) 432-0185. michelle.scott@pikeville.kyschools.us 43

44. Stakeholder Feedback Survey Michael Flory 44

45. Connect with us! www.relappalachia.org @REL_Appalachia 45

46. Cited Brown, Matthew D. (2007) I’ll have mine annotated, please: Helping students make connections with text. English Journal, 96(4), 73-78. Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46. Mertler, C. (2006). Action research: Teachers as researchers in the classroom. Thousand Oaks, CA: SAGE. Mills, G. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, NJ: Prentice-Hall. 46

47. Cited National Council of Teachers of English. (2007). NCTE principles of adolescent literacy reform: A policy research brief. Urbana, IL: NCTE. Rust, F. O’C., & Meyers, E. (2006). The bright side: Teacher research in the context of educational reform and policymaking. Teachers and Teaching: Theory and Practice, 12(1), 69-86. 47