Demonstrates

1. RtII the Derry Way An Action Research Project By Jessica Price

2. Research in the Classroom Traditional Research Action Research Ideas and Insights More generalized Does not connect to a specific situation Results are published Researchers are more objective Specific to the teacher and her students Personal connection to the “researcher” More on-going and reflective

3. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

4. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

5. The Situation Students arrive at the middle school unprepared for pre-algebra Lack of basic facts Gaps in knowledge Lack the necessary skills to move forward

6. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

7. The Data Without intervention or remediation, students continue to fall behind Teachers note that students get stuck with the basics and cannot move forward Students become disinterested in math

8. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

9. The Changes

10. More Specifically Interventions will occur: In place of a rainbow class 1 day in every 6 day rotation Proctored by a non-math teacher Using a computer-based program Students will also be pulled for small group instruction during regular class

11. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

12. The Hopes and Concerns HOPES CONCERNS Students will close gaps Their grades will improve They will better understand content They will be less dependent on calculators It won’t be enough time Teachers won’t be engaged with students Students won’t see a connection between math class and the intervention students

13. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

14. The New Process Intervention monitors... Are not prepared Do not call down students Do not make sure that students stay on task Students are… Unmotivated Reluctant to miss rainbow classes Rainbow teachers… Threaten to fail intervention students

15. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

16. The Evaluation FAIL

17. More Evaluation Teachers… Saw few changes in students’ grades Felt students DID NOT make enough progress to be removed from the program Students… Began taking cut slips so that they could attend their rainbow classes Lost all motivation after the PSSA

18. Responsive Action Research Diagnose the Situation Analyze the Data Announce Changes List Hopes and Concerns Try the New Practice Collect Data to Evaluate Return to Step 2

19. The New Step 2 Next Year… Interventions will be Scheduled Daily In a small group With the new Mathematics Intervention Specialist

20. References Garner, B. (2008). When Students Seem Stalled. Educational Leadership, March, 32-38.Guskey, T. (2010). Lessons of mastery learning. Educational Leadership, October, 52-57.Hardiman, M. (2001). Connecting Brain Research with Dimensions of Learning. Educational Leadership, November, 52-55.Kolb, L. (2011). Adventures with Cell Phones. Educational Leadership, February, 39-43.William, D. (2008). Changing classroom practice. Educational Leadership, January, 36-42.