1. Action Research Teams in the Cedar Rapids Community Schools A vehicle for continuous improvement to close identified student achievement gaps

2. Research on Effective Schools Teachers and their organized expertise should be the center of school improvement. (Schomeker, The Results Fieldbook, 2001, ASCD)

3. Research on Effective Schools When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens (Schomeker,The Results Fieldbook, 2001, ASCD)

4. Research on Effective Schools School practices that have shown to make a difference in improved schools are: Teachers aim efforts explicitly at the achievement of measurable learning goals; Teachers work in teams to reach their goals; Teachers make regular use of data to identify and address areas of concern. (Helfand & Sahagun, 1999)

5. Research on Effective Schools All learning organizations are driven by persistent questioning of the status quo …Research demonstrates that successful schools are in the habit of asking themselves tough questions that focus on the achievement of their students(DuFour and Eaker, 1998)

6. Research Question Will utilizing trained action research teams at the building level improve student achievement in reading/ communication, math, science, and social, emotional, & physical well being as measured by the District assessments?

7. Action Research Team Readiness Survey An attempt to ascertain the varying levels of readiness from building to building An instrument to estimate the amount of training and resources needed over the next few years to create high functioning ARTs at each site

8. Competencies of a: High Performing Action Research Team The following survey contains competencies resulting from: a compilation of research-based practices shown to improve schools, local conversations in the CRCSD, and a need to create a mechanism to systematically identify student achievement gaps and implement effective best-practice strategies as required by the No Child Left Behind legislation.

9. Competency 1: … access data & best-practice/research- based information in the areas of reading/communication, math, science,and social, emotional, & physical well being. Access best-practice/research-based information… Reading/ Communication Math Science Social,emotional & physical well being Access student data kept at the building & district level (SASI, Columbia, etc.)

10. Competency 2:... identify gaps in student achievement by individual, subgroups, and building in the areas of... Identify gaps in student achievement in the areas of… Reading/ communication Math Science Social, emotional, & physical well being

11. Competency 3:... collect, analyze, and interpret data using research-based methods. Ask & design appropriate research questions Use research-based methods to collect local data Analyze data to determine significance Interpret data using a variety of quality tools Display data in a way that is easily understood Report results to staff & stakeholders in a clear and productive way

12. Competency 4: … use a systems approach that views the buildings as a part of the larger system & involves the school community in a variety of meaningful ways. Use the strategic direction, goals, & focus areas in the ART process Incorporate change theory in the ART process Involve students, families, & school community in variety of meaningful ways Utilize a systems approach to support a comprehensive continuous improvement plan for the district while acting on your building research

13. Competency 5: … implement action from research by providing ongoing support for best-practice instructional strategies and practices to close identified gaps in student achievement. Implement action from research by providing ongoing support in … Reading/ Comm.; Math; Science; Social, Emotional, & Physical Well Being; and Differentiated Instruction Provide teachers, etc. with manageable, meaningful, and & productive direction regarding strategies to close identified gaps Support use of aligned standards, benchmarks, & assessments Apply aspects of NCLB & Teaching Standards

14. Current Status Administrators in each building are working with staff to fill out the ART Readiness Survey. (before winter break of 02) The results of the survey will be compiled and used to create a structure for training and providing resources for building level ARTs over the next few years. The results will act as a baseline for the district in measuring its ability to close identified achievement gaps at the level of the individual student, subgroup, building, and district.