I know this will seem like a repeat, but I am posting my minimally revized plan and welcome any suggestion or comments. I am most concerned that my evaluative tools will give me the desired data needed to make some conclusions.

Research Questions

How can I, as the campus administrator in charge of the campus Response to Intervention (RTI) process, better understand its purpose and pedagogy? and What is the current level of staff understanding of the RTI process and what training is needed to improve its implementation?

Goals and objectives/outcomes of the research investigation

• It is the goal of this study to educate myself on all aspects of the RTI process to better facilitate the implementation at the campus level.

• To understand the current teacher understanding and perception of RTI for the purpose of identifying areas of weakness.

• To develop, facilitate and monitor the effective implementation of RTI in the classroom.

Activities

• Research RTI and develop a bank of resources that explain the process and how it impacts student learning. Within this collection, I will include case studies, laws, court cases, instructional materials and possible implementation methods used by other districts. I will seek information from the district RTI specialist relating to the implementation expectations for the campus and training on the Laser Focus data collection software.

• Distribute RTI teacher survey to gather data on teacher understanding of the RTI process. The survey will include: questions regarding basic understanding as shared through essay format, desired area for trainings, multiple choice options targeted at identifying knowledge of the Tier process and understanding of documentation process.

• Development and implementation of targeted training based on teacher understanding and identified areas of need as gathered from the above survey.

• Classroom observations to verify the implementation of RTI interventions.

• Re-administration of RTI survey.

Resources and research tools needed for data gathering

• Internet search engines and databases for gathering RTI background information.

• Accessing printed materials on RTI

• Access to district RTI specialist and documentation software

• Access to teachers for completion of initial and follow-up surveys

• Scheduled time to conduct training with entire staff

• Scheduled time to conduct walkthrough observations for implementation of RTI interventions

• Access to student CBA data

•

Draft timeline for completion or implementation of activities

August 2010 - Begin research of RTI process and background information.

August 2010 - Distribute teacher survey and analyze results

September 2010 – First training based on above results. (Ex. Background information,

explanation of tiering, or RTI interventions)

October 2010 – Laser Focus documentation training November –

March 2010 – Classroom observations

November 2010 - Second Training RTI interventions

January 2010 – Third Training RTI interventions

February 2010 - Collect CBA scores

Re-administration of RTI teacher survey

March –
April 2010 – Analysis of data

April 2010 – Summary of findings

Persons responsible for implementation of the action research plan

• I, Jeri Veile, will be responsible for: the research of RTI, creation and implementation of the RTI teacher pre- and post-survey, and data analysis.

• I will work in conjunction with district staff to present training on focus areas.

• All campus administrators will be responsible for collecting data via walkthrough observations.

• Staff will be responsible for implementation of RTI interventions.

Process for monitoring the achievement of goals and objectives

• Pre- and Post-RTI teacher survey will be used to gather initial data and gauge increased understanding at the end of the research.

• Sign-in sheets will be used to document teacher attendance at training

• Classroom Walk-Through reports will be used to collect implementation data

Assessment instrument(s) to evaluate the effectiveness of the action research study

Pre- and post-RTI survey results will be used to identify changes in teacher perceived understanding of the process.

Classroom Walk-Through reports will be used to identify change in the frequency of RTI interventions used in the classroom.

Personal interviews with math teachers, English language teachers and students will be used to help determine both teacher knowledge and student perception of RTI implementation in the classroom and its benefits in student success in learning.

RTI Action Research

Research Questions

How can I, as the campus administrator in charge of the campus Response to Intervention (RTI) process, better understand its purpose and pedagogy? And What is the current level of staff understanding of the RTI process and what training is needed to improve its implementation?

Goals and objectives/outcomes of the research investigation

• It is the goal of this study to educate myself on all aspects of the RTI process to better facilitate the implementation at the campus level.

• To understand the current teacher understanding and perception of RTI for the purpose of identifying areas of weakness.

• To develop, facilitate and monitor the effective implementation of RTI in the classroom.

Activities

• Develop a bank of resources that explain the Response to Intervention process and how the process impacts student learning. Within this collection, I will include case studies, laws, court cases, instructional materials and possible implementation methods used by other districts. I will seek information from the district RTI specialist relating to the implementation expectations for the campus and training on the Laser Focus data collection software.

• Distribute RTI teacher survey to gather data on teacher understanding of the RTI process. The survey will include: questions regarding basic understanding as shared through essay format, desired area for trainings, multiple choice options targeted at identifying knowledge of the Tier process and understanding of documentation process.

• Development and implementation of targeted training based on teacher understanding and identified areas of need as gathered from the above survey.

• Classroom observations to verify the implementation of RTI interventions.

• Re-administration of RTI survey.

Resources and research tools needed for data gathering

• Internet search engines and databases for gathering RTI background information.

• Accessing printed materials on RTI

• Access to district RTI specialist and documentation software

• Access to teachers for completion of initial and follow-up surveys

• Scheduled time to conduct training with entire staff

• Scheduled time to conduct walkthrough observations for implementation of RTI interventions

• Access to student CBA data

•

Draft timeline for completion or implementation of activities

August 2010 - Begin research of RTI process and background information.

September 2010 - Distribute teacher survey and analyze results

October 2010 – Collect initial CBA student scores
First training based on above results. (Ex. Background information,
explanation of tiering, or RTI interventions)

November –

March 2010 – Classroom observations

November 2010 – Laser Focus documentation training

December 2010 - Collect CBA scores

Second Training RTI interventions

January 2010 – Third Training RTI interventions

February 2010 - Collect CBA scores

Re-administration of RTI teacher survey

March –
April 2010 – Analysis of data

April 2010 – Summary of findings

Persons responsible for implementation of the action research plan

• I, Jeri Veile, will be responsible for: the research of RTI, creation and implementation of the RTI teacher pre- and post-survey, and data analysis.

• I will work in conjunction with district staff to present training on focus areas.

• All campus administrators will be responsible for collecting data via walkthrough observations.

• Staff will be responsible for implementation of RTI interventions.

Process for monitoring the achievement of goals and objectives

• Pre- and Post-RTI teacher survey will be used to gather initial data and gauge increased understanding at the end of the research.

• Sign-in sheets will be used to document teacher attendance at training

• Classroom Walk-Through reports will be used to collect implementation data

Assessment instrument(s) to evaluate the effectiveness of the action research study

CBA, benchmark, scores will be collected at 6 weeks and used to establish a base-line for student scores. Subsequent CBA scores will be used to monitor progress throughout the year.

Pre- and post-RTI survey results will be used to identify changes in teacher perceived understanding of the process.

Classroom Walk-Through reports will be used to identify change in the frequency of RTI interventions used in the classroom.

Quantitative data in the form of student CBA, benchmark, scores will be used to establish current content mastery and track student success throughout the year. This data will give a snapshot of how students are performing in comparison to their peers. The data will track class performance.

Field notes will be gathered during classroom walkthrough observations collected by all campus administrators. This data will be used to identify interventions being used in individual classrooms and will be collected via Eduphoria software.

Pre- and post-RTI teacher survey information will be administered to all classroom teachers in order to establish an understanding of the teachers’ current knowledge of the RTI process and then compared to the end of the year survey to indicate change.

Passion for Leading

How does an administrator know when a topic warrants active research? As an administrator starts to question situations, the potential for a research project arises as Dana (2009) described in the nine passions for action research in a school. The key to meaningful research is to determine an area that is of interest and has the potential to result in positive change on your campus. Identifying a passion helps to direct the action researcher to construct a research question to answer. As I pondered this week’s reading, I considered my position next year. What is it that I know least about and perceive as an issue for teacher understanding? I came up with a topic that could fall under one of three passions: staff development, Individual student, and Leadership Skills. (Dana, 2009, pp. 65-66)
With an idea in mind, Dana (2009) suggests that a question must meet certain criteria. If a question meets the criteria of being clear and concise, its answer is not known, it is free of judgmental language, dichotomous and doable, then the administrator is on their way to conducting meaningful research. It is also important that the research meet learning criteria for the campus. This can be improved student learning or teacher training.
Armed with this information, I pondered what topic piques questions and concerns. Voila! I have one. How can I improve my understanding of the response to intervention process and provide training resources for teachers?

Fichman, Nancy Dana (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.

Action Research Musings

One week ago today, I began reading about action research and its impact on administrators. My concept of what administration entails has changed dramatically as I progress through each class. I had never really considered how to deal with critical decisions that impact stakeholders. As I read about action research, I began to realize the importance of setting aside a specified time to reflect on current practices and actions. In prioritizing this process, the administrator can begin to model the importance of action research. They can identify issues and begin to engage stakeholders by involving them in the creation of a shared vision, participating in collecting and analyzing data, and devising a plan to promote change. The end result is positive change that is accepted by the stakeholders.

Principals are inundated with a myriad of activities, some of these activities are scheduled and some are spur of the moment. Regardless, the administrator must devise a process for dealing with each event. The process for successful action research affords the administrator an avenue to analyze issues, use prior knowledge, and make informed decisions. Over time, successful action research can reduce spur of the moment interruptions by improving good decisions and empowering stakeholders.

Educational Uses for Blogs

The world of an administrator can be very isolated. Educational blogs can provide a sounding board for administrators to share ideas, concerns and solutions to problems. They can remove the geographic barrier and allow administrators from around the world to share their input. A blog can provide a sense of affirmation and affiliation for administrators at the beginning of their career and veteran administrators as well. It opens an avenue for reflection and a chance for peer interaction.

Colonial Williamsburg

The bus departed from the hotel as the rain pelted the roof. We had our ponchos and umbrellas in hand as a precaution that was unnecessary. The sky remained covered in clouds keeping the temperature comfortable. I believe that even in the pouring rain, Colonial Williamsburg would be phenomenal. We were escorted through the morning by docents for the world's second largest living history museum. We participated in a tour of the Capital building were the House of Burgeous met to make critical decisions about our country. We experienced period chocolate as actors bantered as if we were there. We moved on to the apothecary to learn about the treatment for toothaches, broken bones, and more. The governor's palace was adorned with a plethora of crossed swords, saddle pistols, and muskets. If that was not enough, our afternoon was spent wandering about the city and experiencing the life in Colonial Williamsburg.

Fort McHenry

I began an adventure today with a group of 29 fellow history enthusiasts. We gathered at the airport in the early morning and flew into Baltimore. I marvelled at the site of Chesapeake Bay with the sailboats streaming like small specks in the water from the window of our listing plane. Amazing as it might seem, 30 educators arrived on time to gather their luggage, stow it on the bus and head for Fort McHenry. A month ago I could not even have told you what Fort McHenry stood for or that it represented a new nation battling for its freedom. Now, I have seen what Francis Scott Key saw in the dawn's early light. A majestic flag flying over an unassuming fort built into the earth on Chesapeake Bay. I heard the cannon roar and the muskets fire as the reenactment unfolded for the visitors. Tonight I will digest the sites, the information, and the meaning of this site to America. Tomorrow, I am prepared to be astonished by Colonial Williamsburg.