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Teacher Project Overview

Reflective teachers are always asking, “How can I do this better?” They review their lesson objectives and think about how students performed in the classroom. They count the number of students who “got” the concepts or who participated in a meaningful way. They ponder how to engage the unmotivated learner or how to challenge the high-achiever. As you have already discovered, reflective teachers think non-stop about ways to make a greater difference. Before you continue the project, read “Teachers as Researchers” by Andrea Babkie and Mary Provost.

One way for teachers to determine their success is to be deliberate about new ideas they implement and plan how to document if the strategy works in their classroom. This solution-oriented inquiry is sometimes called Action Research or Teacher Research. The steps involved include:

Identifying a problem or concern Collecting data on this problem Reflecting on the data Analyzing ways to address the problem Implementing a strategy based on the data Redefining the problem and repeating the process again

Teacher Research facilitates meaningful reflection about strategies and interventions. One of the best ways to grow and develop as a professional is to conduct a teacher research project and share your inquiry with others. Other teachers can offer support and be a forum for sharing questions, concerns, ideas, and results. Part of the Teacher Induction Process involves working directly with your mentor, so consider him/her part of your team.

In EDTC 3005, the Teacher Project will be based on teacher research. It will involve the following steps:

1. Identifying of Areas of Strength/Needed Improvement2. Collecting Student Data3. Student Intervention

Identifying Areas for InterventionMonitoring Student ProgressUsing Student Work to Document Progress (Case Studies)

4. Final Teacher Project & Reflection

The Teacher Project“It is not enough for teachers merely to make decisions; they will be called upon to make

informed decisions, decisions which are data driven. Therefore, it is necessary for teachers to be much more deliberate in documenting and evaluating their efforts.” Beverly Johnson, “Teacher-as-Researcher” ERIC Digest, ED355205

Center for Teacher Certification ProgramSupporting the Teaching Experience

A note on 3005 process:

To complete this project, you will use the materials available to you for the 3005 course – including this project overview explanation – and submit each assignment via your ACC website. You will maintain a copy of the Teacher Research Project Template (TRPT) on your own computer. Each time you complete your assignment you will complete it in that copy of the TRPT and then upload it to your website. Then your instructor will review and evaluate your work from the webpage. Realize that for each assignment you are adding to your copy of the TRPT, not making multiple copies of it. Your work must be completed and submitted in the TRPT.

Know that your instructor will review your work on the day after the due date. So, if you have not uploaded your TRPT, you will receive no credit for that part of the project – NO LATE WORK WILL BE ACCEPTED.

What did you learn by reading Teachers as Researchers?

Note: During EDTC 3004, you were asked to collect the pre-test (before intervention) data that will show how your students have been performing and the basis for your concerns. You need to look at the whole class. So, for this part of the assignment collect:

last year’s TAKS if available, the BOY and the MOY if it you have the scores yet, average homework scores for each six weeks average test scores for each six weeks. samples of student work completed to date (Scan these samples for use in

Assignment 4.

Track a student’s performance on various assessments, such as reading assessments. For the elementary grades, benchmarks are not connected to the TAKS, but elementary teachers continually assess students for progress. See the “Reading First Progress Monitoring” sheet and the “Reading Assessments for K-3.” Data taken at several times, especially during an intervention, can be used to demonstrate progress or growth.

Student Name: _____Sample________________________ Page 1


Assignment 15 points: due January 30 on website

Identifying Areas of Strength and Areas of Improvement

[This assignment provides practice in identifying the teacher’s strengths, opportunities for improvement, and improvement goals in anticipation of performing this task on 5 students to be selected for the study.]

Simply put, self-evaluation refers to understanding one’s strengths and weakness. It provides access for people to foster self-growth and development in both areas. As part of the teacher’s professional responsibilities, self-evaluation becomes an ongoing aspect of the teacher’s career.

At the heart of this process is reflection. Being reflective means thinking about the significance of our actions by asking questions, such as:

How am I doing? What worked? What could I have done differently? What do I need to learn that would assist me?

Effective teachers are reflective practitioners, always thinking about how to improve instruction, developing new ways of reaching students, and establishing new methods of having students engage with learning. Teachers reflect most at the end of a lesson or an experience with a student or at the end of a semester. They ask themselves, how could this have been better? Teachers reflect on their planning, classroom management, relationships with students and


Teacher Evaluation

“Through reflection, he can surface and criticize the tacit understandings that have grown up around the repetitive experiences of specialized practice, and can make new sense of the situations of uncertainty and uniqueness which he may allow himself to experience.”

Donald Schön, The Reflective Practitioner


colleagues, and on student success. Then, the best teachers use what they have learned from their students and their self-reflection to improve their planning, their classroom management, and their instruction. This project is designed to provide the Intern Teacher with the opportunity to develop and practice the skills that lead to useful self-reflection and effective transformations in teaching strategies – all with the ultimate goal of helping students to learn better.

Too often, people worry about how they can improve on their weaknesses. Although being aware of one’s shortcomings is important, strengths can be a powerful starting point for improvement. Teachers can build on their strengths to meet the needs of students in their classrooms.

First, teachers should determine what strengths they bring to the classroom. These strengths can be classified into the four different domains:

planning for learner centered instruction sustaining classroom atmosphere and community classroom instruction and communication, and professional responsibilities.

Here are some questions that will assist you in identifying your areas of strengths in each of these domains.

Planning for Learner-Centered Instruction What insights do I bring to planning? In what ways have I been able to plan for student success? How do I best organize instruction for student learning? What has been my most success lesson? In what ways have I planned to meet the needs of students? What resources have I acquired to assist me in planning? Who else have I involved to assist me in planning?

Sustaining Classroom Atmosphere and Community What successes have I made with students in my classroom? In what ways do I best relate to my students? What actions have I discovered help create a safe learning environment? Who have I used as resources for sustaining a positive climate in my classroom? How have I overcome challenges in the classroom community? How do I create community?

Classroom Instruction and Communication What are my strengths in communicating knowledge, skills, and procedures to my

students? How do I foster creativity and higher-thinking skills through questioning? In what ways do I most successfully engage students? How am I responsive and flexible in my classroom? What are my strengths in encouraging students to be successful?

Professional Responsibilities What successes have you had with communicating with parents? What relationships have you built with colleagues?



In what ways have you grown and developed since you began teaching? How have you advocated for students? What strengths do you possess as an employee for the school district?

Establishing Starting Points

When addressing student needs, new teachers often make the mistake of not first reflecting on student strengths. Instead, many react to student needs without fully identifying the resources students have, internally and externally.

Working with your mentor, begin to fill in the chart, remembering shared conversations, TIPs with your mentor and supervisor, and personal reflection and insight. Notice that in these example questions there are questions from each of the four domains. When you assess your strengths in Assignment 1, remember to include one or more strengths from each domain.

After identifying your strengths, consider the areas for improvement that you have identified with the support of your mentor and your ACC field supervisor. What are the things that you need to work on the most? Is it classroom management? Perhaps you need to improve parent involvement? List all of the identified areas for improvement. You will use this process to identify the areas for improvement for your students.

It does little good to list areas for improvement if you choose to ignore them. Instead, the goals you identify for each improvement area will help to clarify and motivate the changes that you need to make. List the changes that you plan to make – associating a goal or planned change with each area for improvement.

Complete the Teacher Self-Evaluation and submit online to your website for credit by January 30.

1. Teacher Research Project: Teacher Self-Evaluation(Due January 30 online on website – 5 points)

Achieved Score: ____of 5 points

Before beginning to use the template, click on the footer and type your name next to student name.

Use Fall TIP/s and conversations with mentor and supervisor as well as self-efficacy to determine individual teacher strengths. First list your strengths. [This exercise gives practice for identifying your students’ strengths]

[1pt] Strengths (In relation to teaching domains) 2a. The Teacher creates an environment of rapport and respect.I am very supportive and encouraging of my students I feel this strength is also addressed in 1a.2c. The teacher manages student behavior. At the beginning of the semester, I was using the “Free to Teach” plan. I was told by my AP that I cannot use that plan any longer.3a. The teacher communicates clearly and accurately. My communication is generally clear, but there are times that the



students ask me to clarify what I mean.1e. The teacher designs activities that promote student learning. I currently try to have group learning centered activities every couple of chapters. 3d. The teacher assesses student learning. I use the standard assessment tools available to me to assess my students’ achievement.

Now, on the T-chart, list your areas for improvement and how you recognize that you can be more effective during the second semester. [This task provides practice for identifying students’ needs and possible interventions]

[2pt] Areas for Improvement (In relation to teaching domains) [2pt] Improvement Goals for the Semester

I have not collected the correct data and made copies, so I need to take this responsibility seriously and ask students for past, graded assignments to scan and compare in assignment 4.

Collecting samples of student work to use for data in showing student progress.

I still have 3 students who tend to be very disrespectful. I need to work harder to get to know them to understand what the block between us is.

Building relationships with students inside and outside of class.

I am rewriting my classroom management plan to be sent home at the beginning of the semester.

Creating a learning community.

I am going to start working on scripting my communication better so I can practice it before I present. I am also going to begin using the discovery method of learning with my PACE class, this I am working on with my mentor.

Increasing teacher effectiveness.

I need to have more learning centered activities. I have settled in a more direct teach routine that is not engaging enough. I am going to have learning centered activities on Tuesdays with the assistance of the LISD curriculum coordinator who is on our campus every Tuesday.

Increasing student productivity.

I am going to start having weekly assessments planned into my lessons; this will enable me to have a smaller snapshot of what is going on.

Determining interventions as early as possible.



Assignment 2 (A and B)20 points: due February 5 on website

[This assignments provides practice in planning a research project such that the data provide useful information in deciding how to improve teaching strategies.]

When we think about data, sometimes we have images of an endless roll of green numbers scrolling on a screen, as in the movie The Matrix. However, data comes in different types and conveys different pieces of information.

Successful teachers use data to determine how their students are progressing. In fact, many teachers view the grade book as a resource for monitoring student achievement. In addition, teachers informally assess students in both academic and social areas based on recollections or anecdotes what a student did or said.

Understanding the different types of data and their uses can assist teachers to collect and analyze how students are doing in the classroom.

The What and How and Why of a Teacher Research Project

There are two areas of classroom teaching that we will collect data for as part of your involvement in class. Data will be collected regarded academic achievement and social skills.

Academic achievement data seeks to determine how students are learning skills and knowledge associated with the Texas Essential Knowledge and Skills (TEKS). In addition to standardized tests such as the TAKS, the teacher should consider each six-weeks’ homework scores and test scores. For grades in which the students do not take the TAKS, the teacher might use reading progress and use of increased vocabulary.

The realm of social skills, however, refers to the ways in which students develop personally and contribute to the atmosphere or learning environment of the classroom. These skills are not always measured by report card grades. These may include: classroom behavior, positive contribution, performing to expectations, sharing, demonstrating responsibility, and respecting others.


Determining Intervention and Needed Data

“If conditions were ideal (which they are not) and if teachers did their job perfectly well (which many of us do not), then all students would receive top marks and there would be less need to

talk about grading here.”Eugene Kim & Richard Kellough, A Resource Guide for Secondary School Teaching


However, before we can begin, we need to know what we need to know. By reflecting on all of the students in the class and reviewing their work, the teacher can identify areas of improvement for both academic skills and social skills. For this assignment, select an area for improvement that best reflects your greatest concerns regarding how your students are performing – both academically and socially.

Tips for Identifying Concerns

Before working with the students, the teacher should do the following to determine skill levels and needs of the students. Although time is always a problem, these steps will help provide more opportunities for student progress. Consider them one at a time:

If the student is classified as a Special Education student, read the student’s Individualized Education Plan (IEP) and read the modifications determined by the ARD for each child.

Plan ahead and collaborate with campus staff and/or mentor to determine what modifications, manipulatives, and activities should be available to the student to ensure success.

Establish relevancy and purpose for learning by relating information to previous experiences.

Assign the task at an appropriate level of readability and difficulty (use available data). Break down the assignment into small increments. Give precise directions. Shorten the assignment and slowly increase the amount of work required. Reinforce on-task behavior. Provide a variety of tasks and graphic organizers to complete within the assignment (i.e.,

charts, graphs, posters, maps, etc.)

Tips for Writing a Research Question

Once an area of concern has been identified, the teacher needs to decide what he needs to know. This is the point at which he asks a research question. In a research question the researcher states, as simply and clearly as possible, what he wants to learn. For example: “How can students improve their math test scores?” Notice that the question is simple and straight forward. There is no “and” or “or”. To attach a clause following an “and” or “or” actually turns the question into two research questions. That would mean collecting twice as much data and would make your project very complicated.

Tips for Identifying and Planning Interventions

Once you know what you want to know – and keeping in mind that you are trying to achieve a change in student performance – identify an intervention that you think might achieve the results you want. For example: Proposed intervention strategy: tutoring. Notice that you need to consider an intervention for academic performance and for social skills. This might be the same



intervention or a separate intervention for each – depending on what your students’ needs are, your research question, and what you hope to achieve.

Before choosing an intervention, the teacher must clearly define the problem or area of concern he wants to address. Consider this description of the next step.

Suppose a teacher, Mrs. Garcia, wanted to address two areas (academic and social) in the classroom: use of multiple intelligences and at-risk behaviors. By reflecting on what she already knows about the target classroom, she has determined that students who exhibited at-risk behaviors, such as not participating in class and not doing assigned work, are often bored with classroom activities. She also realizes that she doesn’t spend much time allowing students to develop other areas, such as music and art. So, Mrs. Garcia asks the question: “If I encourage students to use multiple intelligences, will this positively impact at-risk behaviors of my students?” Here, Mrs. Garcia attempts to implement a strategy that will address both an academic and social skills need in her classroom.

Likewise, Mr. Duncan has noticed something that he would like to address in his classroom.

Mr. Duncan sees that his students are having a difficult time turning in homework. He is also concerned that students are not paying attention in class. By reflecting on the data he has collected, he realizes that students who don’t pay attention to his lesson on math usually don’t turn in homework (and usually fail tests and quizzes). He asks the question, “If I find a way to get students to pay attention during math lessons, will this improve their ability to turn in homework? What strategy can I use to get them to pay attention?” Mr. Duncan decides to include a short, 3-5 question math question quiz, in the middle of each math lesson. Students are expected to answer each question and grade each other’s quiz, discussing anything they didn’t understand. Mr. Duncan makes sure to begin the math homework using the same type of questions he used in the mini-quiz.

For both Mrs. Garcia and Mr. Duncan, an intervention refers to a strategy or new technique that the teacher introduces into the classroom. The fundamental basis of an intervention is that if the teacher introduces a change in his/her behavior, this will cause a change in the student behavior. The purpose of the teacher project is to determine which interventions might positively affect student behavior and performance and to what degree. Hence, reflective teachers introduce new changes based on data they have collected.

Intervention Ideas

Here is a list of interventions that frequently lead to student strengths:

1. Direct instruction: Model the skill or strategy; have students practice the skill or strategy under your direction, with frequent feedback; students apply skill to another academic situation; and then students apply the skill to general conditions. Source: From the National Reading Panel: Tools for Promoting Educational Success - http://www.edjj.org/focus/prevention/JJ-SE/TOOLS%20Step%202%20(2-28-07).pdf

2. Talk-aloud: As the teacher explains a skill, verbalize the brain processing and sequence by explaining why and how -

particular steps are taken; this answer is the best, and the runner-up is not the best answer because…..;


http://www.edjj.org/focus/prevention/JJ-SE/TOOLS%20Step%202%20(2-28-07).pdf


a particular sequence is the best route;this action will not solve the problem;prior knowledge is necessary;organizing thoughts into a graphic organizer that is then used for a specific activity or assignment;specific traits lead to a specific type of character or person;comparing and contrasting, cause and effect will lead to specific conclusions.

3. Teaching inductive and deductive reasoning: Inductive reasoning means that we start with a specific idea and then think through all of the examples that fit. Deductive reasoning begins with many examples as we think through to a logical conclusion. While inductive reasoning is more open-ended, deductive reasoning is most concerned with confirming generalizations.

INDUCTION Begin with one instance and form a generalization, conclusion, or hypothesis. Of course, one must ensure that the generalization is true. See good examples at Research Methods, Knowledge Base: http://www.socialresearchmethods.net/kb/dedind.htm.

theory

hypothesis

observation

confirmation

DEDUCTION Begin with a generalization, conclusion, or hypothesis, and determine if there is a specific answer. Deduction comes alive in the area of prediction.

theory

tentative hypothesis

pattern

observation

4. Scaffolding: Provide 'scaffolding' support (individual instructional modifications) to students as necessary to help them to master a new task or keep up with more advanced learners. Examples of scaffolding strategies include reducing the number of problems assigned to a student, permitting the student to use technological aids (e.g., word processing software which predicts student word selection to reduce keyboarding errors), and using cooperative learning groups that pool the group's knowledge to successfully complete assignments.

Instruction Strategies

Teachers generally think of two ways in which to provide instruction: individualized and group. Here are some ideas to consider while thinking about your interventions. Which of these might work best with your students? Do you need to figure out a way to use both?


http://www.socialresearchmethods.net/kb/dedind.htm


Individualized InstructionTo provide individual instruction, the teacher needs to be able to work one-on-one with each student. When individualized instruction is occurring in the classroom, it can be a challenge. However, the teacher is able to focus on the one student while maintaining an awareness of all.

If an assignment or instruction has been given, check with the student to make sure that he understood what he is supposed to do. Sometimes this means asking some round-about questions so that you can determine the level of understanding. It could be that the student thinks that he understood and really did not.

Provide the instruction or information in a different way. If you told the student what to do and he does not seem to get it, draw him a picture or show him how to see the information in a more graphic or kinesthetic manner.

Small Group Instruction (Cooperative and Collaborative Learning):

To work effectively in a group, students need to be taught how to do it. Provide direct instruction in group processes and provide interaction opportunities

gradually. Provide each student with a responsibility or position of leadership. Prepare the group members to work together. Often, a rubric with expected objectives

helps to guide students and clarify assessments. Provide more structure by defining the task and listing the steps necessary to complete

the task. Establish relevancy and a purpose for learning by relating to previous experiences. Provide immediate feedback and praise.

Organizational and Study Skills

Most students need help with organizing their materials so that they have everything they need at the right time, in the right place. Too frequently, students stick papers in their textbooks, pockets, purses, or loose in a backpack. Soon, clothes go through the washer, papers fall out of textbooks, and papers become globs of sticky, torn messes that are merely thrown away. The end result is that important information is lost and unavailable for review, assignment completion, or assessment.

Here are some good ideas for students of any age or ability.

Clean out backpacks, lockers, desks, and storage areas frequently, having students evaluate materials as to their place and importance.

Label covers on textbooks so that they are protected and easily selected. For those on alternative schedules, suggest that all materials for one day be in one

backpack while an alternative backpack holds the other day’s materials. Have an agenda for the day, along with homework assignments, displayed in the room. Have a specific area for assignments for absent students to check on their return. Establish a regular routine in the classroom, when possible. Have students clear extra materials from the desk, to limit distractions.



Model study strategies. Give students time to review, study, or complete assignments in a calm atmosphere. Experiment with background music (without lyrics) that might calm students without distractions.

Give strategies that: help students break down material into sections; allow completion rather than “studying” that often never ends; have built-in responses that give students immediate feedback so they can check their progress; allow students to study with partners and teams more effectively. As they learn tips for collaborating with others, students see the benefits of working together.

Designing an Effective InterventionLet’s look back at Mrs. Garcia’s questions: “If I encourage students to use multiple intelligences, will this positively impact at-risk behaviors of my students?” Although it looks like Mrs. Garcia has a great intervention, there is something missing. All effective intervention must address specific targeted behaviors. These behaviors must be observable, measurable, and changeable. It is also important to remember that an intervention is a teacher change which will impact student’s social/academic behaviors. So, it is important to define both the intervention and the student behavior change.

Let’s look at how Mrs. Garcia can make her intervention more effective. To assist Mrs. Garcia, we have given her the following questions to consider:

What is the intervention you wish to implement? What terms do you need to define (if any)?

I want to incorporate multiple intelligences into classroom activities and lessons. Multiple intelligences refer to a range of intelligences that all people have. They include: verbal-linguistic, logical-mathematical, intrapersonal, interpersonal, musical-rhythmic, visual-spatial and body-kinesthetic.

When implemented, what will this intervention look like in the classroom (in terms of teacher behaviors)?

Well, in my lessons, I will use methods that stress different intelligences. For example, I will use more visuals for the visual-spatial intelligences. I will incorporate music and art in trying to teach concepts. I will create opportunities for students to share and discuss ideas (intrapersonal) and will also facilitate personal reflection and journaling (interpersonal). I will allow students to select from a variety of activities for classroom projects, representing a range of multiple intelligences.

What target behaviors of the students are you wanting to address? What terms do you need to define (if any)?

I would like to get my at-risk students more involved. I define “at-risk students” as those who have failed more than one 6th weeks grading term. Also, this group might include students with severe problems that prevent them from being successful in the class, such as learning differences and emotional issues. What I mean by getting these students more involved is I want these students to participate in classroom activities and have more time-on-task.



What will the new student behaviors look like in the classroom?

Students will be engaged during activity time with the activities. They will be able to choose activities that highlight their strengths and intelligences. Students will appear more motivated and complete the activity with interest.

Notice that by answering these questions, Mrs. Garcia has a better sense about what she will be doing and what she wants to see from her students. The next step in the process is for her to think how she can measure if the new strategy is effective in bringing about the target behaviors.

Kinds of Data

Researchers recognize two types of data, both of which when used together can provide a good picture of what is going on in the classroom, how each student is functioning, and why the teacher is seeing what he is seeing. In this project we will be using both of these types of data:

Quantitative data Qualitative data

Quantitative Data consists of any type of measure which produces a numerical value. Researchers say: if you can define it and observe it, you can count it. Some examples of quantitative data for:

achievement might include quiz grades and test grades. social skills, the number of redirects (or times a student has been told by the teacher to

get back on-task) or the number of detentions in a given time.

Qualitative Data, on the other hand, records events or incidents that cannot be quantified. This data provides a more detailed picture of what is happening and is often useful in small groups for determining why things happen the way that they do. Knowing that a student failed a test (quantitative data) doesn’t provide information about why the student failed. However, interviewing the student (qualitative data) might reveal that the student was severely ill during the time the test was given, but was forced by a parent to come to school. Qualitative data is normally documented, not as numbers, but as words. So, a teacher who is collecting this type of data prepares a notebook for taking notes and documenting observations. Some examples of qualitative data could include:

achievement differences in the quality of a product. For example, the teacher might have taken notes on improvements she has noticed in a student’s reading fluency.

social skills could include observations of the nature of classroom interactions. For example, the teacher might record that she has noticed that the student has become more cooperative when working in a group.

To read more about these two types of data try these websites:http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htmandhttp://www.gifted.uconn.edu/siegle/research/Qualitative/qualquan.htmandhttp://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

Reflective teachers use both quantitative and qualitative data. Consider the following examples of each type of data – some of these might be exactly what you need for your study:


http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

http://www.gifted.uconn.edu/siegle/research/Qualitative/qualquan.htm

http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm


Domain Quantitative Data Qualitative Data*Academic Achievement

TAKS Benchmarks Language Benchmarks (Reading

and Writing) Math Benchmarks Grade Average Quizzes Tests Class averages Surveys (yes/no, Likert scales)

Teacher notes about student abilities

Student work samples Interviews with parents,

colleagues, or student Information from counselors,

curriculum specialists, mentors Anecdotes Surveys with open-ended

responsesSocial Skills # of time-outs, detentions, office

referrals # of negative communications with

parents Off-task frequency # of teacher redirects # of consequences given Percentage of homework turned in Surveys (yes/no, Likert Scales)

Teacher notes about student social abilities

Student work samples showing cooperation

Interviews with parents, colleagues, or student

Information from counselors, curriculum specialists, mentors

Anecdotes Surveys with open-ended

responses

Data exist only when the researcher documents it. It is relatively simple to maintain a grade book which records the quantitative data or to slip copies of referrals into an envelope containing a student’s name. More challenging is the documentation of qualitative data. A teacher collecting this type of data should decide upon a systematic way in which to keep the data. He might select a blank-book for noting observations or might design a form which he keeps on a clipboard in order to make notations of observations.

How might this look in a project? If a teacher is attempting to determine how his/her behavior plan is working, after reviewing the quantitative data for the class, he might select a couple of very disruptive students, two mildly disruptive students, and a non-disruptive student. The teacher would take anecdotal notes on all five students during the first three weeks that the behavior plan is first implemented. In addition she might keep a tally of each type of intervention planned regarding a student’s behavior. The teacher may also question (or interview) these students about their feelings on the new behavior plan and see if they feel that it is working. At the end of the three weeks, the data can take the combined data and determine which aspects of the behavior plan are working the best and why.

For this part of Assignment 2 (part a – the narrative plan), identify student needs/teacher concerns and a relevant research question, propose interventions and then identify meaningful quantitative and qualitative data for five students in the target class to use for Case Studies.

2a. Teacher Research Project: Determining Intervention & Needed Data



(Due Feb. 5 online on website – 20 points)Achieved Score: ____of 20 points

Narrative Plan: ___ of 10 points

Name: _______________________Grade/Subject: __________________________

[This task provides practice in clarifying intentions and identifying appropriate data sources]

[1pt] What specific concerns regarding student performance are you choosing for data collection? Include both academic and social concerns.

[2pt] What investigation question will lead you to collect the data you need about the intervention that you wish to explore? (For example, “Will the use of more multiple intelligences in the classroom positively impact at-risk behaviors?”) Avoid writing an “and” or “or” statement.

[1pt] What types of strategies or interventions can be used that might address both areas (academic and social) of concern?

What quantitative and qualitative data have you collected so far (from EDTC 3004), and which kinds of data will you use for your project? List the sources of data that you can use. On the qualitative data include HOW you plan to record that data. To review quantitative and qualitative data, read Assignment 2 of Teacher Project Overview.

[6pt-1.5 each] Quantitative Qualitative


Academic: I want to figure out how to address my lowest students. They seem mostly capable of the work, but lack some basic skills that contribute to their lack of interest and/or desire to succeed. On an academic level; I need to get these students in a more supportive environment. They are currently in a class of 30 students, and I am not able to give them the one-to-one they desperately need. I have been contacting parents in an effort to bring these students in for more tutorials. I also need to work on developing pre-assessment tools for these students so I can understand their foundation knowledge prior to starting a new unit. They are largely deficient in some rudimentary skills that are assumed in place by this time in their education. I think because these skills are lacking, they are overwhelmed when we begin building on skills they are assumed to have.

Social: Socially, I think working with them to build confidence in the subject will help them to realize they are capable of success. I need to also build in smaller successes for them.

Investigative Question: Will it be possible to improve student success on current level benchmark testing by re-teaching lower level skills?

Academic: Using BOY and MOY data. Tracking performance in classroom participation, assignment, completion, and formal assessments.

Social: Observation of students in group using a tracking system for both quantitative and qualitative data.


DomainAcademic Achievement

Example: 4th 6-weeks reading scoreI am going to use the BOY profile score and compare it with the MOY profiles that are coming up in March. I can measure objectives not mastered in BOY with the same objectives in MOY. This will enable me to ascertain if the intervention strategies applied have enabled the students to master the concepts they were unsuccessful with at the beginning of the year.

Example: notes from observations of reading performances

I would like to see the students working harder in class, paying attention and participating. They are largely checked out right now. I hope that by helping them master the skill sets they are deficient in, I will see an improvement in classroom participation, assignment completion, and formal assessment. In order to track this progress, I will be using an intervention log to track each student each day.

Social Skills Example: # of referrals I am going to observe their peer

interaction in groups. These students currently do not participate at all, or are largely off-task during group work. After working more intensely with them, I expect to see an increase in their productivity in a group setting. I will be using the RTI tracking log to monitor their collaborative group success.

Example: notes from observations of classroom interactions

I anticipate these students’ classroom attitudes to improve. I will be observing them to see if they are exhibiting on-task behavior, participation in classroom question and answer, and successfully completing assignments. I will also be tracking this in the RTI tracking log.


Once you have designed your plan, collect the pre-test (before intervention) data that will show how your students have been performing and the basis for your concerns. You need to look at the whole class. So, for this part of the assignment collect

last year’s TAKS if available, the BOY and the MOY if it you have the scores yet, average homework scores for each six weeks average test scores for each six weeks. samples of student work completed to date

Track a student’s performance on various assessments, such as reading assessments. For the elementary grades, benchmarks are not connected to the TAKS, but elementary teachers continually assess students for progress. See the “Reading First Progress Monitoring” sheet and the “Reading Assessments for K-3,” shown below. Data taken at several times, especially during an intervention, can be used to demonstrate progress or growth.

Below, in this section there are a number of examples of data that you might collect. Review them and see if they help you decide what to collect.

Record this data in the TRPT in Assignment 2b using this chart as an example – due February 5 on website:

Student Last Year's TAKS

BOY MOY 6 Weeks Grades

1st 2nd 3rd 4th 5th

T/Q HW T/Q HW T/Q HW T/Q HW T/Q HW

Crystal A. 31/1223

80 48 62 28 45 89 86 50 71

Janey B. 92 90 95 90 85 92 97 95 98 95

Travis C. 33/2142

76 80 83 80 83 68 78 57 75 61

Colter D. 40/2263

51 74 81 67 78 47 77 65 58 58

Analyzing Student DataAfter you have collected and recorded this data for the entire class, review it. What does it tell you? As a class are the students improving on their scores? Are they losing ground? Do you have a few students who are going another direction from the rest of the class? Do you see some students whose performance particularly concerns you? Once the teacher has collected data on the class, the next step is to analyze what the data reveals about the current classroom situation.

Getting ReadyIn many cases, data are used as evidence to determine if a new strategy or intervention is working with the target classroom. Before this can be done effectively, the teacher should

Center for Teacher Certification, ACC EDTC 3005 16

collect data before an intervention is introduced. What you did when you collected the data for the entire class was to establish this needed baseline, so that it will be possible to observe and measure change. Baseline data should include both quantitative and qualitative data. So, in addition to completing your chart, it is also a good idea to write a description of the situation before you introduce the intervention.

Arranging student data is essential for analyzing it. To make data meaningful, they must be organized. There are different ways to arrange quantitative and qualitative data.

A common way to arrange quantitative data is to use charts and tables (See examples 1, 2, and 3). This arrangement can make it easier to spot changes at different stages (times) or between different individual students. A benchmark chart can be used to track scores that students have on various benchmarks, or criterion tests given at regular intervals, to determine if students demonstrate growth in a target classroom. See Example 4 for “Reading Benchmarks for TAKS Score Results.”

Qualitative data presents more challenges for organizing because this type of data is not as straightforward. One way to organize this is to record information (anecdotes) about students at various times through a given time. See Example 5 for “Academically At-Risk Students in World Geography.” Qualitative data is usually left in narrative form. It can be organized chronologically or by themes that emerged from the various pieces of data collected (see example 6 “My New Discipline Plan”). The researcher reads and re-reads the data, deciding what kinds of categories might best describe the data. Then the researcher selects a few codes to represent the different ideas or topics, codes each statement that is associated with that idea, and then can easily go back to it when he wants to review that topic or idea.

Actually Analyzing and Interpreting

The process of analyzing means to “break down” into smaller parts. Analyzing data means to take several pieces of information and arrange it so that it presents a particular picture of the situation. Baseline data may tell the story of a classroom that is not changing or that is getting worse. For this part of the project you need to look at the scores for the entire class. Are they improving, staying about the same, falling behind? Are some students doing better than other?

Select five students who concern you and with whom you would like to try your interventions. It is so easy to think about their problems. But don’t – put those aside for a few minutes and think about their strengths. Each student has at least one strength, and as you analyze data, you may be able to identify even more.

Highlight the five selected students on the chart and in the Notes and Analysis column write about the strengths that each student brings to his or her education (see example 7).

For this part of Assignment 2 (part b – the before-intervention data), for each student in the class record the scores that you have collected, indicate which of the students will be in the study and write about the strengths of those five students.


Now, having completed the preliminary work, it is time to intervene. You will spend the next few weeks working with the students and observing what happens. As you work with the students, be sure to maintain all data collected throughout the intervention period. If you need to change the intervention, make a note about changing it, when you changed it, and why. One thing that researchers will tell you about this kind of note-taking: you are writing to yourself and you are making the next steps in your project easier on yourself.

----------------------------------------------------------------------------------------EXAMPLES of DATA

Example 1:Reading First Progress Monitoring

School ___________________________________Student Name ___________________________________Student ID# ___________________________________Literacy Support Specialist _________________________Classroom Teacher _____________________________Grade ______________

□ Session 1 □ Session 2 □ Special Language of Instruction ________________

Eligibility of CriteriaCheck all that apply and give scores

□ DRA DIEBELS□ TPRI ______ ______ISF ______NWF□ Tejas LEE ______ ______LF ______ORF□ Flynt Cooter______ ______PSFASSESS EVERY 2 WEEKS

Test # Date Measure/Score Test # Date Measure/Score1 152 163 174 185 196 207891011121314

End of session summary of student progress and recommendations for further interventions___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Specialist Signature ______________________________ Date _________________Principal Signature ______________________________ Date _________________

Example 2:


Reading Assessment for Kindergarten-3rd Grades Grade Assessment Date Given

Kindergarten, First, Second, and Third Grades

TPRI (Texas Primary Reading Inventory)The Screening portion identifies students who are likely to experience success in reading so time can be spent gathering more detailed information for other student who may be likely to need instructional intervention. The Inventory portion gives the teacher an opportunity to gather more data to help match reading instruction with specific student needs.

September, December, April

Screening Portion and Grades Tested

K-1 Graphophonemic Knowledge

K-1 Phonemic Awareness

1-3 Word Reading

Inventory Portion and Grades Tested

K Book/Print AwarenessK-1 Phonemic AwarenessK-1 Listening Comprehension K-3 Graphophonemic Knowledge

K-1 Sound symbol relations

1st Word building 2-3 Spelling

1-3 Reading Accuracy1-3 Reading Fluency

1-3 1-3 Reading Comprehension


DRA (Developmental Reading Assessment) A series of leveled books and recording sheets designed to allow teachers to determine students' reading accuracy, fluency, and comprehension levels


DRA Benchmarks Grades and Times Tested

K January Level 1 May Level 31st September Level 4 January Level 10 May Level 162nd September Level 18 January Level 20 May Level 283rd September Level 30 January Level 34 May Level 384th Level 405th Level 44


DIBELS (letter naming, recognizing the sounds of each letter, sounding out words, and read-aloud fluency.

2 Week Intervals

Kindergarten, First, Second, and Third Grades Bilingual

Tejas LEE (an individually administered Spanish reading assessment which specifically assesses the skills important to the development of Spanish reading. Proper administration will depict a summary of reading performance in order to plan and deliver targeted instruction


The Tejas LEE is not a translation of the TPRI. Results from the Tejas LEE should only be used to examine a student’s performance in Spanish and to plan Spanish reading instruction. The two instruments follow similar administration schedules to allow for both instructional planning and the documentation of student progress.

Second, Third, Fourth, and Fifth

Standardized Reading Benchmark


Standardized testing taken from Scott Foresman basil.

Example 3:


Criteria for Intervention from TPRI/Tejas LEE and DRA Assessments (BOY-Beginning of year, MOY-Middle of Year, EOY-End of year)

Kindergarten:Still developing on TPRI and MOY DRA = < 1Nivel de Intervencion on 3 out of 4 sections on sections 2, 3, 4, or 5

First Grade:Still developing on TPRI and BOY DRA= < 3

MOY DRA= < 8 and reading story 3, 4, or 5 at a rate less that 40 WCPM (word count per minute)

Nivel de Intervencion on section 1, 2 or 5 or frustration on story 1 or 2

Second Grade:Still developing on TPRI and BOY DRA= <14

MOY DRA= <16 and Benchmark below 40% and reading grade 2 story 4 less than 75 WCPM.

Nivel de Intervencion on section 1 or frustration on story 6, 7, or 8

Third Grade: Frustration on any Grade 3 story, and less that 100 WCPM.Nivel de Intervencion on section 1 or frustration on either story 3 or 4

Interventions Supported Reading

An additional 30-45 minutes of short, intensive instruction which includes phonemic awareness, phonics, vocabulary, comprehension, and fluency practice. This is the first level of intervention for K-3 students. A certified teacher will provide this during the school day outside of the 90 minutes of core instruction in a Reading First Campus, or by a Reading Specialist if not a Reading first Campus.

Example 4:

I, A, B, C Reading Benchmarks TAKS Score Results Name: Date:

Student Sept Benchmark- 40 % Mastery ExpectedJan Benchmark- 65 % Mastery Expected

Feb TAKS Standard Met

Actual TAKS Results

TAKS Standards Met

Ge G. 10 19 no 45 noM. M. 26 21 no 35 noD. H. 36 33 no 41 noA. P. 43 40 no 48 noS. L. 17 57 no 45 noA. V. 88 57 yes 57 yesJ. A. 36 60 no 62 yesI. S. 29 60 no 35 noV. V. 35 65 yes 72 yesA. H. 38 69 yes 75 yesK. N. 40 71 yes 79 yesA. L. 62 76 yes 80 yesJ. T. 57 76 yes 86 yesC. D. 60 81 yes 83 yesI. P. 74 86 yes 76 yesN. R. 69 86 yes 90 yesJ. R. 83 88 yes 88 yesR. P. 81 93 yes 95 yes

Met Standard- 8 TotalMet Standard- 10 Total Met Standard- 11 Total

12 Met Standard

http://www.austinisd.org/academics/testing/index.phtml

Interventions- After the second benchmark students were placed in small groups for instructions -the lowest students (4) worked with the reading specialist as recommended by administration. In class my focus in all subject areas was to increase vocabulary…




and comprehension skills were targeted.Reading became the focus throughout the day…We read as a class one novel a month…while having ongoing discussions daily. Students practiced writing summaries…when the students read for homework, they always had a Q/A worksheet to help facilitate comprehension and main idea. Integrated Graphic Organizers used regularly to familiarize them with TAKS style chartsAssessments were written to model TAKS…. Practiced many recommended test taking strategies…highlighting…summarizing…etc…Overall I am proud of many students who improved throughout the year. I have continued to struggle with the lower students and have recruited the help of the Content Mastery teacher who facilitates small groups with me daily….I met with each parent to discuss areas of improvement and the students verify they are reading daily.

Example 5:Academically At-Risk Students in Regular World Geography

Student M/F Description of Academic and Social Skills Academic Status in ClassBS M BS possesses adequate skills to be successful in the

regular education environment. However, he lacks motivation or interest in school. BS originally came from a single-parent home, in which his father had parental custody. He had moved from South Texas and was living with an older brother, who had not acquired a job. BS described how he enjoyed playing Internet games or other video games at home. BS keeps responding that he will “improve” his grades in the next sixth weeks, but never follows through. BS works best when he assists others in completing classroom tasks.

BS has failed the 5th sixth weeks.

ED M Student has been diagnosed with bi-polar disorder and has been hospitalized recently for attempts at self-mutilation and threatened suicide. Student comes from a single-parent home and has an unstable relationship with his mother. Academically, the student has exhibited behaviors of withdrawal. He prefers to draw in class and refuses to do work. The student possesses about average skills in reading and has in the past demonstrated ability in writing. ED, though very likable, has demonstrated passive aggressive behaviors.

During the 5th sixth weeks, ED’s performance plummeted severely. He has been withdrawn from W.H.S. at the end of the 5th sixth weeks.

GR F This student is an ESL student. She appears to have a strong support of learning at school. She performs well in class activities and struggles through reading materials. In math, she demonstrates success in most math application problems; however, she consistently fails word problems. Her English vocabulary has improved, but she needs continuous support. In Geography, she performs low on tests.

GR passes adequately, usually with a “B.” She works diligently. She responds best when paired with another ESL student, one who is more advanced in English.

LS M LS has severe ADHD and requires lots of redirection and refocusing in the regular class. His organizational skills are horrendous and he can’t remember the assignments and even the dates for the test. Despites his multiple attempts to keep a calendar, he has not been successful in this manner. He comes from a single-parent home and has an older sister who lives at home. The older sister attempted to guide his school work in the beginning of the year and disagreed with his mother’s “lenient” parenting style. After the first six weeks, due to a disagreement, LS’s mother refused to allow the older sister to converse with teachers or discuss grades.

LS has demonstrated successful and has not failed a sixth weeks. However, LS’s grades are usually 70-74. LS requires constant parental contact, a set after-school study time, detentions, and redirection.

MB F This student has demonstrated difficulty passing in other classes. She comes from a single-parent home and has had a history of possible neglect or abuse. MB has been given special education classification due to depression. She has tremendous coping skills.

MB continues to pass the class. She is most afraid of the teacher calling her mother to inquire about a missing assignment. However, frequent absences and


disorganization limit her success.MM M Having failed the 8th grade all subjects, MM came to

Westwood with already existing concerns. MM has had difficulty focusing on school work. He has been diagnosed with ADD. During the course of the year, he has been caught skipping on numerous occasions. In the 5th sixth weeks, he had skipped for nearly 3 weeks. His mother, a person very much interested in MM’s success, has been able to get him at school. MM is severely disorganized and doesn’t turn in assignments.

MM has failed the 5th sixth weeks; however, he showed tremendous academic improvement since his return form a 3-week absence. He comes for tutorials and, on several occasions, has been made to stay after school to complete unfinished assignments.

MP F MP came to W.H.S. with a history of academic concerns. According to previous ARD comments, she demonstrated “consistent failure” in her regular academic classes and needed redirection/refocusing. She demonstrates weaknesses in reading comprehension and concentration.

MP has demonstrated success in the class. Her sixth-week grades have been either low a “B” or low “C.” Goal setting and peer support are methods which work best for her.

Example 6: My New Discipline Plan

Parts of the Discipline Plan

Impact on Targeted Class

Calling parents of disruptive students

I called the parents of four disruptive students in 4th period. I was only able to reach two of the four parents. It appears that one student doesn’t have a phone at home; it has been disconnected. Another student, Miguel, does not have correct information on file. Nor has he given me a contact number to reach his parents. He claims that his parents are always working. I know he takes the city bus after school. I suspect he doesn’t live in the school district. I did speak to Sam’s and Erica’s parents. They seemed very supportive. Sam’s father said he’d “take care of it” and apologized. Erica’s parents stated that this was a problem in her other classes. Erica was going to lose her phone privileges.

After-School Detentions This 6th Weeks, I have assigned five after school detentions. Only two students came to the detentions. I wrote referrals for the three that did not come. The two students that came, Rachel and Sam, improved their behavior in class. However, it didn’t take long for Sam to be back to his old tricks again.

During Lunch Detentions

I assigned seven lunch detentions. This was very successful. For students who didn’t come to the detention, I was able to choral them by sweeping the cafeteria. The students wined and complained profusely. In class, the threat of the lunch detention carried more weight than the after-school detention.

Bonus Bucks Giving Bonus Bucks to students who are well behaved seemed to have an effect on several students. Sam and Miguel, in particular, became disappointed when they did not get a bonus buck at the end of the day. However, I was able to use this as an incentive. “We’re half way done with the class, guys, and you have done a great job. I thinking today’s the day you get a bonus buck.” The power of positive reinforcement works! But, sometimes the kids who misbehave get carried away and forget. They become loud or do something disruptive, then plead for forgiveness later. I need to think of a way to get them to think more carefully about their actions.

New Seating Arrangement

The new seating arrangement had a powerful impact on the students in the beginning. However, after a few days, the really disruptive developed strategies around it. Erica began passing notes in class and would speak loudly to her friends. Miguel began picking on a student near him. Sam is so ADHD that he’d get distracted anywhere. Max was the only one who really took to the new seating well. He has improved immensely.


Example 7:

CC: This student is bright, but apathetic in class. I often have a hard time getting him to work. When I discovered he played several sports, I used that leverage with him to get him to come after school and participate more in class. His parents were also very supportive and helpful in this endeavor

AC: This student is similar to C.C. above, except that at first she had a hostile attitude toward my class. I used more positive reinforcement than usual, allowed to her to pair up with someone she was comfortable with when in groups, and allowed her to demonstrate problems she got correct. The attention and the consistency in being correct gave her the positive interaction she needed with my class and the other students, and now she is a leader when in groups.

CG: This student shows great promise, but a conflict with her mother and peer influences were detracting her from her full academic potential. Her grades were at first low, mainly due to not turning in or attempting assignments. Our team called for a parent conference, where we discovered the social factors at work in her life. A daily check sheet and frequent, consistent rewards for positive academic behavior turned her into the studious, participating student she is now.

VN: This girl was (and sometimes still can be) the most apathetic and attention-seeking student I teach. She is despised by most classmates for her frequent interruptions, and her anti-teacher attitude. However, like C.C. above, she is an athlete in several

sports, and so I used that leverage to shape her habits. I could only manage to get her to barely pass, and even that took a lot of effort. Her frequent behavior problems earned her frequent detentions, in which I frequently gave her make-up assignments and repeated lessons that she probably tuned out.

AA: I cannot report success with this student. He is a class clown, an attention-seeker, and rarely completes assignments. Although an athlete, he did not have enough motivation to pass, despite encouragement, behavior and academic contracts with the student, and many parent phone calls. He was frequently sent out of class for disruptions, but now he is cooperative but inattentive, or sleeps during class. I can rarely get him to participate, to pay attention, or be cooperative without a joke, blunt refusal of my

Center for Teacher Certification, ACC EDTC 3005

Math Scores and Intervention Summaries

STUDENT # BOY MOY 5th 6 weeks TestC.C. 32 56 74A.C. 20 42 85C.G. 28 32 65V.N. 14 26 50A.A. 24 18 40

23

Selected Students' Ongoing Performance

32

56

74

20

42

85

2832

65

14

26

50

2418

40

0

10

20

30

40

50

60

70

80

90

BOY MOY 5th 6 weeks Test

Assessment

Scor

e

C.C. A.C. C.G. V.N. A.A.

requests, or back-talk. I have asked for advice from the special ed assistant, but no strategy seems to get him to take education seriously.


Assignment 310 points: due March 5 on website

[This assignment provides practice in recognizing changes, in analyzing data and in explaining it.]

Since you completed Assignment 2, you have been collecting data on your five students and noting the effects of your interventions. Now it is time to figure out what has happened. In Assignment 3 you will focus on the five students that you have been working with and draw some preliminary conclusions about what worked, what did not work, and begin to think about why. In other words, you will again analyze your data.

Just as you did in Assignment 2, you need to pay attention to how you arrange the data and consider how your qualitative data can be used to support what you see in the quantitative data. The quantitative data is easy. You will record the existing data you used in Assignment 2 for the five students into the chart (you can copy/paste it) and then add the data from the most recent 6-weeks period. For most teachers that will be the 5th 6-weeks. Ask yourself: Did the students’ scores change? If so, in which direction? What might explain what you see? This is the point at which you review the qualitative data to see if there are clues.

In the chart column called “Notes and Analysis” you already have a statement about each student’s strengths – and probably could not resist having made a note about the student’s problems. Now add to that table cell. Name the intervention that you used. If it was a little complicated, you might also want to write a brief description. Then write a sentence or two about what happened: Did the student’s performance change? In what direction? Did you have to modify the intervention? If so, how? Can you find an explanation for what you observe in your qualitative data? If so, include a brief statement of explanation.

Student Last Year's TAKS

BOY

MOY

6 Weeks Grades Notes and Analysis (student strengths)

1st 2nd 3rd 4th 5th T/Q

HW

T/Q

HW

T/Q

HW T/Q HW T/Q HW

Crystal A. 31/1223

80 48 62 28 45 89 86 50 71 84 77 Crystal came during the second six-weeks, and had attendance problems at her previous school. She had missed most of the first term, so she was quite behind. When she applies herself, she does well. The intervention: guided reading. Crystal’s HW scores remain the same – she receives little support at home. However, in class her reading has improved as long as she is supported. After a PT conference, her attendance has improved.

Travis C. 33/2142

76 80 83 80 83 68 78 57 75 61 89 82 Travis is very bright, a little bored with school. He will regularly complete assignments and forgets to hand them in, or lose them altogether. One day he was seen throwing his homework under the building to avoid turning it in. Intervention: rewards for turning in homework. With the rewards Travis has improved the rate at which he turns in his homework; there have be no more throw-away incidents.

Colter D. 40/2263

51 74 81 67 78 47 77 65 58 58 67 84 Colter understands the material, but doesn’t like to show his work, tries to do everything in his


head, and rushes through almost every assignment. He has had several tantrums when asked to show his work. With Colter, my approach has been to be very demanding on him and convey high expectations. Intervention: modeling. When I show Colter that I, too, show my work and praise him for having done so, he shows his work.

For Assignment 3, for each student in the study, record the scores that you have collected and then attach a brief statement to the comment on student strengths in the Notes and Analysis box: Name the intervention; Describe the outcome; attempt to explain the outcome.

Assignment 4Case Studies: Monitoring Student Progress

35 points: due March 20 on website

[This assignment provides practice looking at each student individually to determine what happened, it the intervention affected the student’s performance and what the teacher learned from the experience.]

Presenting Student Data

Some researchers will tell you that they do not know their data until they have written it. At this point the researcher begins to write and discovers what the data are saying.

A case study is a research process in which the researcher looks at one example from his data set and seeks to understand what happened with that one individual. The case study has the advantage of providing a real-life situation in which the researcher can observe the phenomenon being studied – in this case: What effect does [specific intervention] have on student performance?

Professionals in many fields use the Case Study Method to research specific questions. They are used in business, medicine, mental health, and, yes, in education. Here are some internet sites that provide some insights about Case Studies and how they are used.

http://managementhelp.org/evaluatn/casestdy.htmorhttp://www.nova.edu/ssss/QR/QR3-2/tellis1.html


One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material,

but warmth is the vital element for the growing plant and for the soul of the child. ~Carl Jung

http://www.nova.edu/ssss/QR/QR3-2/tellis1.html

http://managementhelp.org/evaluatn/casestdy.htm

orhttp://www.library.auckland.ac.nz/subjects/bus/topicguides/case_studies.htm

For each of the five struggling students – one at a time – the teacher wants to know what interventions have worked and why? Let’s look at an example:

Mrs. Garcia has been working through the intervention with five students for about six weeks now. She has seen a positive impact with her at-risk students. The data collected demonstrates that these students are more engaged and there has been an increase in their performance on tests and quizzes. From her anecdotes, she recorded that one of her more rough-and-tough students said, “Miss, this is fun. I like having a chance to draw my ideas.”

Preparing student data in a case study allows the teacher to highlight positive results and use the collected data to show the student, parent, mentor, principal, and others how specific measures made a difference. The student especially needs to see how changes made bring positive results. Presenting the “why” and “how” of the work samples along with the “what,” “when,” and “where,” provide a learning experience for all, but if the student can embrace the positive effects, then behaviors will change.

Consider this student. Here Mrs. Garcia has maintained a running set of notes to herself – as if she were keeping a journal. Notice that she has developed a set of codes and included time periods so that she can have a useful record:

1st six weeks Steve is outspoken and obviously smart, but has the “I want to be cool” attitude. His grades are decent, but it took some prodding to get him to turn his work in.

PROBME_DO

2nd six weeks Steve disrupts the class by talking, and is rude and mean to other students in the class. He is not turning in his work - and is not participating in class. His grades have slipped and he has failed for the second six weeks.

BEHVWORKG_DOWN

3rd six weeks Mom came to school after seeing Steve’s second report card. Apparently he did not do well in other classes either. She just dropped in unannounced and sat at the back of the class. She was very nice and quiet, but Steve was obviously very reserved and on focus for the day. Our agreement was that if Steve began to slip, or was missing any work, or began to act out in class that I was to have him call her at that moment in the middle of class. She wanted to know if he did not turn something in, or if he was acting up.

PAG_DOWNBEHVINTV1

I am not sure what Steve’s mom says as a result of the phone call, but it definitely instantly shapes Steve up. I have had him call her several times when he does not have his assignment or materials. I also decided to let him have some control. I will give him the chance to finish it one day late, and tell him that if he does not have it tomorrow he will have to call her. He still does not bring it in - I think he may like the attention. But he will bring it the night after he has called his mother in class.

PABEHVINTV2MOTVHW

4th six weeks Steve’s grades are on the upsweep, and he is definitely doing much better on class participation activities. I have made a point to joke with him and talk to him a bit so that he knows up front I am on his side. He offers good answers in class and often asks good questions. I still have a

G_UPME_DOENGAGEHW


http://www.library.auckland.ac.nz/subjects/bus/topicguides/case_studies.htm

problem with him bringing in his assignments from day to day - but I think this is an organizational thing. Also, it is not cool to carry around a big backpack. The combination of parent involvement and paying closer attention to his grades and attitude has really helped him become a student that I really enjoy having in class..now.

ORGMOTVPA

5th six weeks Although his grades went down a bit, Steve has still made a great change in his attitude during and after class. I have asked him to make a special point to help make a few of the kids that get picked on all the time feel good and to be especially nice to them. He doesn't really realize that his jokes hurt their feelings; I don't think he intends to be malicious.

G_DOWNBEHVINTV3MOTV

Steve is driven by the interaction and the chance for special attention. I am willing to give this to him and have made sort of an unspoken deal that we will both work together and come up with good ideas. When he gets a little off track, I just ask him if he is doing what he is supposed to be doing. This often works to get him to sit back down and get focused - which in turn makes the rest of the class follow suit. He has seen that he can easily keep up in class without looking too much like a nerdy student and it is pretty easy to make a good grade.

MOTVME_DOFOCUSBEHVINTV4

The combination of special attention and the agreements that we have made has been very successful. Steve has a better bond with me, so he tries very hard to make sure that things are going right in class. He knows what the consequences are when the class as a whole does not behave, and I think he really does enjoy the work. It seems as though he wants the teacher to be hard on him so he has a good excuse for being diligent without losing his cool image.

RELATBEHVMOTV

CODE KEY:BEHV: example of student behaviorENGAGE: student engagedFOCUS: student focusedG_DOWN: grades going downG_UP: grades going upHW: homework – some issue about itINTV1: Intervention – notify parentINTV2: Intervention – give student controlINTV3: Intervention – a request for leadership behaviorINTV4: Intervention – a redirectME_DO: action of teacherMOTV: what motivates the student’s behaviorORG: student’s organizational skills – a problem?PA: parental involvement: action, attitudePROB: problem student is exhibitingRELAT: relationship between student and teacherWORK: student working or not working

Mrs. Garcia now had a set of data that would help her to understand what was happening with Steve’s grades. Steve needed attention with an eye to why he misbehaved or didn’t work as hard as he needed to succeed. The teacher’s reflection and focus helped to change and mold behavior, helping the class as well as the student.


In addition to the insights that she periodically journals, the teacher can use prior work with comparisons to work as a result of interventions. Frequent attention to progress will help teacher, student, and parent to realize the power of training, patience, and perseverance.

Mrs. Garcia then took this data and wrote answers to the case study questions:

1. For Steve:

For Assignment 4, each student in the study receives his or her own case study – each has something to say to the teacher. Make 4 more copies of the Assignment 4 page. Devote one copy of the page to each student. Answer the questions, thinking only about what you did with


[1pt] Analyze TEKS/TAKS objective, previous work level, improved work level, and interventions used for intended improvement. Steve make an 80 on his TAKS. In the first six weeks his grades were fair, but in the 2nd six weeks they dropped. Then in the 3rd and 4th six weeks his grades improved. Although they dropped again a little, they were still within his improvement range.I used four interventions with Steve. First I worked closely with his mom. Then I gave him a bit more control and then asked him to take a leadership role with his classmates. Finally, a redirected his focus on his work whenever he lost focus.

[1pt] What interventions or strategies have been successful thus far?All of the interventions worked to some extent. His mother was the most helpful. He seems to really respond to her and what her to think that he is doing well. The most challenging interventions were giving him control and asking him to take leadership. In both cases they were challenging because they meant that I had to give up some control and trust him. It was hard but he stepped up to the plate and it worked. Now, with the occasional redirect he is continuing to do well.

[1pt] What adjustments or changes were needed and why?

At first his mother just came to watch the class. However, we had a conversation and decided that she would take a more active role. It worked. The more attention she was paying to him and the more she valued his work, the better he did.

[1pt] What insight have you gained?I gained two major insights from working with Steve. First, never underestimate the value of parental involvement. When the parent knows how much the teacher cares, the parent sees the value in her involvement and then is able to really help the student. Second, is to trust students more. If you really understand the student and know where he is coming from, you can give him more control over himself and his work. Then, when he takes ownership it becomes more important to him and he does better.

[1pt] How will you use this insight for other students and in future classrooms?Next year I will begin the school year by inviting the parents to come visit the classroom. I am also going to keep-up my website and make sure that the parents can always see what we are working on and what they should be expecting that their children are learning. I will also really get to know my students as quickly as possible next year. I want to be able to understand them better and figure out how I can get them to help themselves. To do that, I really have to get to know them.

that individual student and what learned from that student. Then make sure that a copy of the students’ pre-intervention, Exhibit A, follows the write up and then a copy of the students’ post-intervention work, Exhibit B, follows Exhibit A, with a statement about what has improved about the work sample. Then go to the next student.

Assignment 5

a) Reflecting and Presenting the Teacher Project [20 pts]

b) Program Evaluation [10 pts]30 points: due April 1 on website and hard copy to Teacher Certification office

[This assignment provides practice in reflecting on the entire research project, drawing conclusions and in planning for the future.]

The final step for Mrs. Garcia is to reflect on what she has learned and share her findings with other others. By sharing, she develops a clearer sense of her intervention and what worked and didn’t work. She also offers useful ideas to others.

Here are the questions she addresses to share her findings:

What have you learned from this inquiry about teaching and learning? What conclusions can you make about your intervention? What data have you collected that supports your conclusions? What has been the impact of this inquiry on your students and classroom? In what ways have you grown professionally as a result of this inquiry?

Before presenting her findings, Mrs. Garcia arranges the data so that the project can stand alone and others can easily read it. She uses graphs, charts, and tables with samples of


The dream begins with a teacher who believes in you, who tugs and pushes and leads you to the next plateau, sometimes poking you with a sharp stick called "truth."

~Dan Rather

students work, making sure to mark out any student’s name and identify papers with first name or initials.

After presenting her findings, the EDTC 3005 instructor, mentor, principal, and others can share their views and learn from the teacher’s experience. The process of this dialogue continues throughout the school year and into the next as the teacher assists another intern!

For Assignment 5, consider the students together. This is the point at which you can summarize your work. Complete the Assignment 5 page.

After you have written your reflections take time to review what you have said, to look for typo-s and the generally proofread your product. Make it the best that you possibly can.

Finally, give the completed product to your principal and ask him or her to review it and sign it. Invite the principal to make a reflective comment about your work.

Bring a hard copy of your completed project to the ACCTCP office. Your e-copy will be reviewed from your website.

5a. Final Product and Reflection(Due April 1 on website with hard copy to Teacher Certification office – 20 points)

Achieved Score: ____of 20 points

[This task demonstrates ability to synthesize study findings and plan changes in teaching strategies in future.]


[2pt] Did you answer your investigative question (assn 2)?

[2pt] What have you learned from this inquiry about teaching and learning?

[2pt] What conclusions can you make about your interventions?

[2pt] What data have you collected that supports your conclusions?

Please have your principal sign your project cover sheet before sending for final grade.

Assignment 5 b: Program Evaluation (Due April 10 by submitting Online survey to TC office – 10 points)

At the close of EDTC 3005, you will be required to participate in a full evaluation of Austin Community College’s Teacher Certification Program, as a part of your grade. We invite you to spend some time to give us quality feedback about the different components of our program. Since EVALUATION is one of the highest critical thinking skills, practice and sharing thoughts allows for improvement and changed behavior. Our quest is to continually improve the way we organize instruction and assist pre-service and in-service teachers.

Our mission is to support the development of life-long professional educators, who share a vision of quality, student-centered instruction, and are partners in the improvement of public education. We thank you for having been a part of our program and look forward to your many successes.

You are always welcome to submit your ideas to improve our program and to visit us as a guest for our future students.


“Evaluation is often that last little paragraph of a grant proposal that we throw in because we know we're supposed to. However, a good communications strategy recognizes that evaluation

is what it takes in order to know if all your hard work is achieving the results you seek!.” Benton Foundation, Benton.org

[2pt] In what ways have you grown professionally as a result of this inquiry?

[2pt] How will you change processes and interventions next year?

What feedback have you had that assisted you with the project?[2pt] Your Mentor:[2pt] Your EDTC 3005 Instructor:[2pt] Your Principal:[2pt] ACC Supervisor: Other:

Bibliography

Alley, Ben. Curriculum Assistance, 2005.

Babkie, Andrea M. and Mary C. Provost. “Teachers as Researchers.” Intervention in School and Clinic. Vol. 39, No. 5, May 2004, pp. 260-268.

Castro, Antonio J. Curriculum Assistance, 2005.

Chipley, Mary, PhD. Curriculum and Instructional Assistance, 2008-2009.

Duncan, Sharon. Curriculum Assistance, 2006.

Girod, Gerald R., Editor. Connecting Teaching and learning: A Handbook for Teacher Educators on Teacher Work Sample Methodology. AACTE: Washington, D. C.: 2002.

Students of EDTC 3005 who collected data, analyzed, and became more successful teachers.

Links as included in project overview:

National Reading Panel: Tools for Promoting Educational Success - http://www.edjj.org/focus/prevention/JJ-SE/TOOLS%20Step%202%20(2-28-07).pdf

Regents Exam Prep Center: http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm

Deduction and Induction: http://www.socialresearchmethods.net/kb/dedind.htm

Quantitative and Qualitative Modes: http://www.gifted.uconn.edu/siegle/research/Qualitative/qualquan.htm

Key Points in a Classic Debate by James Neill: http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

Basics of Developing Case Studies: http://managementhelp.org/evaluatn/casestdy.htm

Introduction to Case Study by Wilston Tellis: http://www.nova.edu/ssss/QR/QR3-2/tellis1.html

Case Study Resources (University of Auckland: http://www.library.auckland.ac.nz/subjects/bus/topicguides/case_studies.htm

AISD testing calendar: http://www.austinisd.org/academics/testing/index.phtml



http://www.library.auckland.ac.nz/subjects/bus/topicguides/case_studies.htm

http://www.nova.edu/ssss/QR/QR3-2/tellis1.html

http://managementhelp.org/evaluatn/casestdy.htm

http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html

http://www.gifted.uconn.edu/siegle/research/Qualitative/qualquan.htm

http://www.socialresearchmethods.net/kb/dedind.htm

http://www.regentsprep.org/Regents/math/ALGEBRA/AD1/qualquant.htm

http://www.edjj.org/focus/prevention/JJ-SE/TOOLS%20Step%202%20(2-28-07).pdf

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