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

2. Title of Presentation: Transforming Reading Instruction at the Elementary Level Presenter: April Summey District: Henderson School: Upward Elementary

3. Session Norms Share ideas Limit sidebar conversations Jot down questions and save them for the end of the presentation

4. 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

5. 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

6. 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

7. Transforming Reading Instruction What is the problem of practice investigated? - This study looked at what types of professional development activities and actions are needed to bring about small group reading instruction in a school. Why is this important? - Research shows the benefits of implementing small group reading instruction. This is crucial for schools that are trying to close achievement gaps and make growth. “The goal of guided reading is to help students build their reading power – to build a network of strategic actions for processing texts” (Fountas & Pinnell, 2012)

8. Transforming Reading Instruction Who would benefit from reviewing my research? – Schools that are looking for ways to improve reading achievement. – Administrators looking for ways to give feedback to teachers during reading instruction – Teachers who want to implement small group reading instruction How will this innovation benefit students? - Students will benefit from being taught the necessary reading skills to be successful.

9. Problems of Practice Go to respond to the question. www.polleverywhere.com/aprilsummey755 to What trends do you see in reading instruction within your school?

10. What Does Peer-Reviewed Research say about my focus area? One district saw significant achievement gains by establishing focused professional development sessions with a specific timeline. The district developed a continuum of PD to ensure that every teacher was successful (Fisher, Frey, and Nelson, 2012). For example, year one districts might look at how to create a master schedule that is conducive to guided reading.

11. Research continued... When schools talk about guided reading, often there is romance and excitement. Along with the romance comes the reality of what it takes to transform reading instruction. “The deep change we strive for begins with the why, not the how, so our practices can grow from our coherent theory” (Fountas & Pinnell, 2012).

12. What Does Peer-Reviewed Research say about my focus area? One study stressed the importance of allowing teachers to develop school improvement plans. The study showed that teachers were empowered through the process. They had to collaborate, reflect, and learn from each other throughout the process (Van Der Voort, 2014)

13. What Does Peer-Reviewed Research say about my focus area? Questions to ponder about change… Under what conditions will continuous improvement happen? How do we change the school culture? Change theory research shows that district wide reform is flawed because it doesn’t address individual school culture. PLCs alone will not change a school’s culture Capacity building must take place as well – any strategy that increases the collective effectiveness of a group to raise the bar and close the gap of student learning. Behavior changes to a certain extent before beliefs (Fullan, 2006)

14. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Focus Statement The steps that one school took to successfully and systematically implement guided reading through the use of focused professional development mini- sessions will be examined. Guided reading was chosen due to low student achievement scores on mClass and EOG measures. In addition, it was a district level focus.

15. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Purpose of the Study The purpose of this study is to describe the different types of professional development actions and activities that are needed to implement guided reading at an elementary school. The study will look at the effects of implementing guided reading as well as teacher insight into which types of professional development are most beneficial during the process.

16. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Participants Participants include reading teachers at the K-5 level. Optional professional development sessions were offered to all teachers related to guided reading. In addition, I worked closely with the school instructional coach to provide a variety of professional development options based on teacher needs and interests.

17. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Study Variables Guided reading - Guided Reading is a time when students learn to read for meaning. Students in a small group are similar in their development of a reading process and are able to read about the same level of text. The goal of guided reading is to teach comprehension skills and strategies while students read a variety of text types at an instructional level. (Cunningham, Hall, and Cunningham, 2000) Professional development - consists of a variety of activities that enhance professional growth. Activities might include in-service sessions focused on specific topics, peer collaboration, study groups, coaching, receiving feedback, visiting other teachers to see guided reading, as well as using teacher self-assessment/reflection rubrics. Effects of guided reading implementation - this will be measured through the use of Reading 3D test scores, teacher attitudes will also be an effect of the implementation, which will be measured through surveys and interviews. Teacher insight - teacher attitudes related to the implementation of guided reading and the professional development support that was provided throughout the year.

18. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Research Questions What professional development actions and activities are most supportive to teachers for implementing guided reading activities with fidelity and success? How do you sustain change when implementing new initiatives?

19. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Innovation/Intervention Look around the room to see the steps that were taken as part of the action research process. The steps are also available in the wiki.

20. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom You will be given a glimpse of a few of the sessions today. Let’s start with the first one as a whole group and then we will break into small groups.

21. Make Knowledge Public Analyze/Interpret Data Collect Data Innovation/Intervention Action Research Plan Implementation in the Classroom Let’s break up into three groups to dive into the mini professional development sessions more. 1.Developing a guided reading lesson plan and picking a lesson focus 2.Developing centers 3.Using DOK to strengthen centers

22. Make Knowledge Public Analyze/Interpret Data Innovation/Intervention Action Research Plan Data Collected mClass BOY and MOY data was collected A ranking of prioritized needs regarding components of guided reading Pre and post teacher comfort levels with the implementation of guided reading Administrative walkthrough data and feedback to teachers Open ended responses about guided reading and why teachers chose to implement it.

23. Analyze/Interpret Data Findings Last year, most teachers used the following strategies to teach reading… Whole reading Small group instruction during intervention/enrichment time with the help of tutors. “The plan was the same for each group. ” Lessons solely focused on common core skills, teacher led common core lessons “Most lessons started whole group, students worked in pairs during the lesson, and then we came back together whole group at the end.” “I just started to investigate guided reading because it became a district initiative.” “Practice with reciprocal teaching strategies.”

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35. Analyze/Interpret Data Findings At the end of the professional development sessions, teachers were asked, “Why are you implementing guided reading in your classroom?” Only 1 teacher out of 20 replied “Guided reading is required of us.” Two other teachers mentioned that “it is a county and school initiative” and then stated “I would be doing guided reading this year even if it were not an iniative from the school or the county.” 100% of the teachers said they saw benefits in implementing guided reading!

36. Analyze/Interpret Data Findings The rest of the teachers said they were implementing guided reading because of.,.

37. Findings Common Misconceptions Documented During Walkthroughs Sample Feedback Students off task during center timeHow can you hold students accountable during center time? Lack of student conversationI would really like to talk to you about having students use reciprocal teaching strategies in partner groups. Common core passage in guided reading lesson How can you determine the focus of a guided reading lesson? No clear purpose/focus of the lessonWhat was the focus of the lesson? Let’s look at reading behaviors for each level. Lack of structure with use of choice boardsCould you possibly give students a prioritized list or assign specific centers? Homogeneous center groupsWho could we place with ESL students to help facilitate language?

38. Findings Common Misconceptions Documented During Walkthroughs Sample Feedback No comprehension check at the end of the lesson Your guided reading lesson had a clear focus at the beginning. How can you ensure that you check comprehension at the end of the lesson? Could you add in written response with an mClass stem? Comprehension center is not an extension of shared reading How could you get students to practice what you addressed in class as a center? Lack of note taking during the lessonHow do you track student progress? What kind or assessment system do you use and how often? Students unaware of the purpose of center activity How can you make sure that students know the purpose of what they are working on in centers?

39. Findings Common Misconceptions Documented During Walkthroughs Sample Feedback No clear role of support staffI noticed that the TA was monitoring student behavior. Could they be working with a group on comprehension or fluency as well? Center not rigorousUsing Webb’s DOK, how could you improve the rigor of your fluency center? Round robin readingPlease try having the students whisper read at their own pace while you listen in. Lack of differentiated text in centersI would love to help you find some differentiated text for this center. Only a couple students talk during the lesson Consider putting numbers around the horseshoe table so you can call on each student. Implement wait time

40. Make Knowledge Public Conclusions Sometimes behavior changes before beliefs When teachers see the benefits of an initiative, they will embrace it There will always be at least one naysayer Change takes a long time and you must have… Admin support and accountability Feedback Prioritized PD with a timeline based on needs Collaboration and capacity building Change

41. Make Knowledge Public Recommendations Map out the change you want to implement Share the benefits with your staff Prioritize needs Develop professional development to match the needs Create zoomed in PD sessions that will build capacity Reflect on progress with walkthrough data and plan next PD based on trends Use data to show benefits of implementation Survey, survey, survey teacher perceptions and needs to create future steps

42. References Fawson, P. & Reutzel, D. (2000, September). But I only have a basal: Implementing guided reading in the early grades. The Reading Teacher, 54(1), 84-97. Fisher, D., Frey, N. & Nelson, J. (2012). Literacy achievement through sustained professional development. The Reading Teacher, 65(8), 551-563. Fountas, I. & Pinnell, G. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268-287. Fullan, Michael (2006, November). Change theory: A force for school improvement. Centre for Strategic Education Seminar Series Paper No 157. Hall, K., Sabey, B, & McClellan, M. (2005). Expository text comprehension: Helping primary-grade teachers use expository texts to full advantage. Reading Psychology, 26, 211-234. Lloyd, S. (2004, October). Using comprehension strategies as a springboard for student talk. Journal of Adolescent and Adult Literacy, 48(2), 114-124. Purdy, J. (2008, April). Inviting conversation: meaningful talk about texts for English language learners. Literacy, 42(1), 44 - 51. Van Der Voort, G. (2014, Augustl). Assisting school management teams to construct their school improvement plans: an action learning approach. South African Journal of Education, 34(3), 1 - 7.

43. Questions Don’t be shy! What are you wondering?

44. Discussion “It takes great effort, leadership, teamwork, and resources to turn a school in the direction of rich, rigorous differentiated instruction. Creating a schedule, learning about effective management, collecting and organizing leveled books, providing an authentic assessment system and preparing teachers to use it, and providing the basic professional development to get guided reading underway – all are challenging tasks” (Fountas & Pinnell, 2012).

45. Culminating Activity We are going to use the green sheet of paper you were given as our culminating activity. The purpose of the activity is to be reflective about what you will be able to use from today to tranform and differentiate reading instruction in your classroom or school.

46. Conclusion of Presentation Thank you for your participation. Contact Information: Name: April Summey School/District: Upward Elementary/Henderson Phone: 828-697-4764 Email: acsummey@hcpsnc.orgacsummey@hcpsnc.org

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