1. Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

2. Transformative Pathways: STEAM, Data, Differentiation, & GTN Yvonne de St. Croix Carteret County March 2015

3. What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

4. What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

5. What is Action Research? A systematic research process to: ● Identify an area of focus (critical, challenging issue) ● Develop an action research plan ● Implement action research plan in classroom/school ● Collect, analyze, and interpret data ● Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6. Transformative Pathways: STEAM, Data, Differentiation, & GTN What is the problem of practice investigated? Purpose of the project The purpose of my study, Data-driven Differentiation in Core-curriculum Classes, is to measure and motivate the incorporation and implementation of effective and purposeful data-driven differentiation practices by educators in core curriculum classrooms.

7. Transformative Pathways: STEAM, Data, Differentiation, & GTN What is the problem of practice investigated? What I hoped to accomplish The problem that I am trying to solve using action research is the lack of data-driven differentiation in the core curriculum classroom. Success will be noted by the quality and quantity of differentiated instructional lesson plans and template being incorporated into everyday student instruction throughout a multitude of classroom environments.

8. Transformative Pathways: STEAM, Data, Differentiation, & GTN Why is this important? state-wide, our standardized test scores are declining because of the lack of enhanced rigor and relevancy in the classroom standardized testing scores are stagnant or declining because of a disconnect between what is being tested and how standardized testing is being used in connection with formative and summative assessments and student-centered differentiated instruction.

9. Transformative Pathways: STEAM, Data, Differentiation, & GTN Who would benefit from reviewing my research? How will this innovation benefit students? Success will be noted by the quality and quantity of differentiated instructional lesson plans and template being incorporated into everyday student instruction throughout a multitude of classroom environments.

10. Problems of Practice For discussion: 1.How is student data currently being utilized to direct differentiation in student instruction? 2.What data sets are most effective in regard to educators designing differentiated student instruction?

11. What Does Peer-Reviewed Research say about my focus area? “Testing issues today are sucking the oxygen out of the room in a lot of schools -- oxygen that is needed for a healthy transition to higher standards, improved systems for data, better aligned assessments, teacher professional development, evaluation and support, and more” and pledging the Department will be “part of the solution." -- Arne Duncan, United States Secretary of Education

12. What Does Peer-Reviewed Research say about my focus area? Research supports professional development that: ● Provides opportunities for active, hands-on learning. ● Enables teachers to acquire new knowledge, apply it to practice, and reflect on results with colleagues. ● Is collaborative and collegial. ● Is intensive and sustained over time. Source: Darling-Hammond, L. & Richardson, N. (2009). Teacher Learning: What Matters? Educational Leadership, 66(5), 46-53.

13. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement The area of focus for my action research is based on educator implementation of effective and purposeful data-driven differentiation practices within the cross-curriculur classrooms.

14. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement I will investigate and select an instructional strategy based on: teacher readiness as measured by survey data or as noted on school improvement plans; teacher receptiveness towards the topic with guide the content that is delivered; professional development schedule allotments as these vary from one location to another; and, necessity of differentiation instruction training as some locations/ regions have not had any recent trainings.

15. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study The purpose of my study, Data- driven Differentiation in Core- curriculum Classes, is to measure and motivate the incorporation and implementation of effective and purposeful data-driven differentiation practices by educators in core curriculum classrooms.

16. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants My action research and analysis began with an educator survey intended to pre-assess what data is used to guide instruction, the frequency with which summative data is collected, what kinds of differentiation the teacher uses in the classroom, and how the teacher uses summative data to differentiate the design instructional content to meet individual student learning goals.

17. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Variables regarding the use of data to driven differentiation to instruction include: ● Teacher-readiness ● Teacher-openness to differentiate curriculum ● Student-readiness ● Classroom management ● Administrative support ● Teacher collaboration ● Time management by educators ● Misconceptions regarding differentiation

18. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions Educators were asked specific questions including: ● What data do you use to drive instruction? ● How do you use data to design classroom instruction? ● In what ways do you typically differentiate content instruction?

19. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention These findings led me to several considerations: 1. The use of summative data should be integrated into the practice of flexible grouping. 2. Summative data should be evaluated and pre-assessments of student learning should be occurring to mitigate the time- consuming practice of re-teaching concepts.

20. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention I set up weekly meetings with the educators I worked with to plan collaboratively how we would integrate data into differentiated classroom practices. We considered: ● types of data being used to design instruction ● how data is gathered ● how data is interpreted ● how data can be applied to differentiation in regard to objectives (per unit of study, yearlong)

21. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Data-based Action Research Answer Garden Data collection and analysis plan timeline

22. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Formative Assessments and Summative Assessments Methods of Crafting Purposeful, Differentiated Instruction Collaborative Presentation Data-Driven Differentiation in Core Curriculum Classes Educator Survey Data-driven Differentiation Session Topics Survey

23. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Tiered Questioning Higher-level Questioning Skills

24. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected To facilitate ongoing conversations regarding data- based differentiation practices to improve student learning, there must be a common understanding that these professional conversations are crucial and extend beyond connecting data to summative testing performance.

25. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected Within the grade level, educators should share ownership of data sets and design instruction based on pre-assessments and individual student learning goals.

26. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected As well, there should be an understanding of the crosswalks that exist between grade levels so that the best instructional practices may offer continuity between grade levels. All stakeholders should be present and have their voices equally expressed.

27. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings In the core curriculum classroom, data should be used constructively to develop proactive, authentic learning experiences that prepare students for college and career readiness and a globally competitive economy.

28. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Findings Data should drive curriculum changes rather than be used as a summative assessment tool. The formative use of summative data allows both students and educators to build a community of learners within the classroom that values educational progress, goals setting, and goal-aligned practices.

29. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Next steps to proceed for further action research to improve student learning would focus on: ● developing professional developments incorporating active, data-driven authentic learning experiences from local best practices ● facilitate crosswalk conversations among grade levels involving multiple stakeholders to produce targeted objectives ● encourage and incorporate educators from outside core content areas in crucial conversations regarding best differentiation practices and data usage

30. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Collect Data Recommendations Resources for principals: Using Student Achievement Data to Support Instructional Decision Making Principal's view of data driven instruction Schoolwide Enrichment

31. References E vans, C., & Sadler-Smith, E. (2006). Learning Styles In Education And Training: Problems, Politicisation And Potential.E vans, C., & Sadler-Smith, E. (2006). Learning Styles In Education And Training: Problems, Politicisation And Potential. //Education + Training//, //48//(2/3), 77-83.//Education + Training//,//48//(2/3), 77-83. Greer, K. (2011). Tackling turnover: One center's efforts to institute center- and community- wide change. Exchange: The Early Childhood Leaders' Magazine Since 1978, 19(9), 24-27. Hall, B. W., Ward, A. W., & Comer, C. B. (1988). Published educational research: An empirical study of its quality. Journal of Educational Research, 81(3), 182-189. Slavin, R. (2003). A Reader's Guide to Scientifically Based Research. Educational Leadership, 60(5), 12-16. Sternberg, R. J. (2003). Four Alternative Futures For Education In The United States: It's Our Choice. School Psychology Quarterly, 18(4), 431-445.Four Alternative Futures For Education In The United States: It's Our Choice Stover, D. (2007). Politics and research. American School Board Journal, 194 (11), 18-23.

32. Conclusion of Presentation Thank you for your participation. Contact Information: Name: Yvonne de St. Croix School/District: Carteret County Phone: 919.616.0326 Email:yvonnemaiseldestcroix@gmail.com Website: http://www.yvonned.com/

33. Discussion

34. Questions In what ways may person knowledge, task knowledge, and strategy knowledge be applied in the content area classroom to demonstrate effective delivery of data-driven instruction by educators? Can methods of instructional delivery based on relevant data impact student learning in a positive, productive way? How may these results be measured?

35. Activity