This action research proposal focuses on improving differentiated instruction in the general education setting to address the academic struggles of students with learning difficulties. It emphasizes the necessity of teacher training to implement differentiation effectively, aiming to enhance both teaching practices and student outcomes. The proposal outlines strategies for data collection, professional development, and intervention to boost student knowledge and test scores.

1. Action Research Proposal
Differentiated Instruction
Action Research Proposal
Samantha Munks-Folty
EDD/581: Action Research and Evaluation
December 23, 2013
Elizabeth Ashley
1

2. Introduction
Differentiated Instruction helps students achieve
objectives through their academic level and learning
style. To be able to properly differentiate lessons,
teachers must be trained in the various ways. Through
teaching the educators on how to properly
differentiate instruction through lesson plans and
hands-on activities the implementation has a better
chance of taking place. The teachers must be able to
see other professionals differentiate instruction, and
be observed themselves. In this action research
proposal, the how, why, when, who, and what will be
answered. The way data is collected will also be

3. Section One: Background

4. Problem Statement
4
The problem is that Differentiated Instruction is not
taking place in the General Education setting to
boost student’s knowledge and test scores. Once
the problem is narrowed down then an
intervention will be implemented into the general
education classroom to improve student’s
knowledge and in result their test scores.

5. Problem Description
5
The main problem in the district is that some students who are in general education are
falling more and more behind each year in their academics. Those specific students
have been identified as having some learning difficulties and are on the RTI (Response
to Intervention) Tier 2. This Tier is where students are to receive intervention in the
general education classroom. What better way then through Differentiated Instruction,
which will boost their knowledge in the content area through their academic level and
learning style. Which in turn will increase their test scores. Here are some problems that
may occur:
The biggest difficulty I may encounter is teacher’s not being willing to participate in the
study, because of the added work to each lesson. Since there are more than one way of
demonstrating a lesson in small groups, the teachers may be hesitant.

The main reasons the problem has not been addressed is:


Lack of knowledge and practice of Differentiated Instruction implementation on
the teacher’s part.

Extra work for the teacher to plan the lessons on different levels and learning
styles.
The reason Action Research is being used to address the problem is to show the
teachers how to Differentiate Instruction hand on. Also to enlighten them how this will
capture the student’s attention and boost the student’s knowledge.


6. Purpose of the Project
6
This Action Research Project has two purposes:
1) to enhance teacher’s knowledge on how to use
Differentiated Instruction in the General Education
Setting and 2) to strengthen student’s knowledge
in a specific content area through their academic
level by using their specific learning style(s); which
will increase test scores.

7. Writer’s Role
7
I relate to this topic of Differentiated Instruction because I am the
Instructional Special Education Teacher and RTI Teacher for our
middle school. I have seen many more students being added to the
RTI list because of their low test scores in reading and math. I see
teachers not understanding that students who are on the Tier 2 of the
RTI triangle are not to be getting intervention outside the classroom.
Intervention on this tier must happen inside the general education
classroom, and many teachers are unsure of how to differentiated
instruction based on academic level through their learning style. I
picked this topic because I have seen the struggle in our students and
teachers. I use Differentiated Instruction in my classroom on a daily
basis, and I want to share my knowledge with my co-workers. In turn
this will enhance our test scores, and lessen our RTI list. I have many
teacher’s coming to me asking me ways to differentiate their current
lesson, and I walk them through it. I have influenced others to
differentiate their instruction and feel that I can reach and influence the
ones who are hesitate.

8. Section Two: Problem
Documentation

9. 9
Differentiated Instruction Survey
Instrument

The following survey instrument has been designed to
assess the feelings and knowledge on Differentiated
Instruction. For the purposes of this survey
“Differentiated Instruction” is being defined as providing
different students with different avenues to learning! The
survey instrument, composed of ten (10) questions
about Differentiated Instruction. It will look at their
current knowledge of Differentiated Instruction, if it is
being implemented in their school, how well prepared
they feel they are, if they have enough materials, and if
they are interested in more professional development.
This data will be collected and a plan will be put into
place on how to help the teacher’s out with
Action Research Proposal
Differentiated Instruction.

10. 10
Who will take the survey &
why…
Who?



Why?
Teachers
 General Education
 Special Education
 FACs, Physical
Education,
Administration
Specialty Professionals
 Social workers
 Speech Therapists


Teachers (general & special education)
are with the children inside an academic
setting day in and day out. FAC and
Physical Education teachers are with the
students almost everyday, and at times
have tests, notes, and discussions that
students might benefit from if lessons are
differentiated.
Administration will be surveyed because
they are the leaders of the school, and
make important decisions that effect
student learning.
The specialty professionals will be tested,
because they see specific students who
have different needs, too. They need to be
informed on differentiated instruction for
their group sessions to be successful.
Action Research Proposal


11. Differentiated Instruction Research Survey…Differentiated
Instruction involves providing different students with different
avenues to learning! Please fill out the survey to the best of your
knowledge and be honest.
11
1. What is your position in the district?
Paraprofessional Teacher Administrator
Specialty Teacher Administration Secretary
6. Have you been given the adequate training on
how to properly differentiate instruction?
Low Level
Medium Level
High Level
2. Are you aware of the different methods of
differentiating instruction?
No
Sort of
Yes
7. Differentiated Instruction would improve the
student's understanding of the objectives and test
scores.
Low Level
Medium Level
High Level
3. Differentiated Instruction is taking place in the
general education classrooms in your district
with fidelity.
No
Sort of
Yes
8. There is enough resources in your district/school
to properly implement differentiated instruction.
Low Level
4. Implementation of differentiated instruction is
a problem in your district
Low Level
Medium Level
High Level
5. How comfortable do you feel with
Differentiated Instruction methods?
Low Level
Medium Level
High Level
Medium Level
High Level
9. Common Core makes Differentiated Instruction
implementation easier.
No
Sort of
Yes
10. Would you be interested in more professional
development sessions on differentiated
instruction?
No
Maybe
Yes
Survey can also be found at: https://www.surveymonkey.com/s/QZHKZKX

12. 13
22 responded to the
survey within the district
schools. These
responders range from
Pre-K to 8th Grade
teachers,
paraprofessionals,
and administrators.
Out of the 22 who
responded:
3 were paraprofessionals
11 were teachers
4 were administrators.
(The numbers next to the
words on the Y axis are
corresponding with the
question numbers on
previous slide.)

13. 13
Literature Research

14. Study 1
14
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Dominique Bondley
How will
Differentiated
Instruction affect
student learning?
To meet students where they
currently are and help them
progress. All academic levels
will be addressed in the class
according to their learning
process.
Through this study helps assure
that there is a need for
differentiated instruction in any
given math group. The findings
showed there is growth when
there are assignments geared to
the student interest and learning
levels.
http://yourspace.minotstateu.edu/laurie.geller/Capstone%20Examples/Final%20Capstone%20Projects/Dominique%20Bondley%20Capstone%20Project.pdf

15. Study 2
15
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Jamie Danzi
Kelly Reul
Rana Smith
Improving student
motivation in mixed
ability classrooms
using differentiated
instruction
Through the student’s learning
style they will increase
motivation to the mixed abilities
in the class.
The information that is provided
is inline with the problems that lay
within my district. There is a mix
of class demographics and grade
levels that shows that all levels
need differentiated instruction.
Through the implementation the
students were able to progress.
http://files.eric.ed.gov/fulltext/ED500838.pdf

16. Study 3
16
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Jason Galvas
Does the use of
differentiated
performance tasks
following Gardner’s
multiple intelligences
theory improve
my high school
science students’
opportunity to
demonstrate their
achievement?
The purpose of this study was to
determine if using Gardner’s
Multiple Intelligences would
improve the student’s
achievement.
Using Gardner’s multiple
intelligences to differentiate
instruction proves to be a
sufficient way to get kids
motivated and caring about what
they learn. Even having older
students being aware of their
learning style helps them take
control of their learning, and how
they want to demonstrate their
knowledge.
https://research.vancouver.wsu.edu/sites/research.vancouver.wsu.edu/files/702%20Galvas%20w%3A1%
20app.pdf

17. Study 4
17
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Terri Lynn Kirley
Differentiated
instruction and
enrichment
opportunities: An
Action Research
Report
The purpose of this study was to
reflect on teaching practices and
explore the benefits of
Differentiated Instruction.
This study shows that many
teacher’s don’t have the correct
practice of different instruction,
and how we need to be properly
trained. This study showed how to
differentiate instruction in a
reading class for not just one
student but a variety. Many times
math is the concentration for
differentiated, but reading is just
as important if not more.
http://oar.nipissingu.ca/pdfs/v833e.pdf

18. Study 5
18
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Shondra Denise
James
Does Differentiated
Instruction Raise
Student Performance
in Mathematics: An
Action Research
Study
The purpose of this study was to
determine if an intervention in a
2nd grade math class was
successful then could it be
implemented and adjusted to
other grade levels.
The findings in this study
strengthens my believe in using
learning styles, hand on, and
student interests to drive
instruction.
http://search.proquest.com.ezproxy.apollolibrary.com/docview/
1461413137

19. Study 6
19
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Gretchen Kelly
Differentiated
Instruction in the
Classroom
The purpose of this study was to
compare whole group instruction
and differentiated instruction to
define which strategy was more
effective to increase low
achievement in a middle grade
classroom.
My concentration will be for math
and reading in a low
income/achieving middle school.
This study shows how hands on
activities can be for older
students, and can increase student
motivation and understanding of
the concepts.
http://search.proquest.com.ezproxy.apollolibrary.com/docview/
1424274598

20. Study 7
20
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Carol Ann Tomlinson
The Differentiated
Classroom:
Responding to the
Needs of All
Learners
The author devotes three
chapters of the book to describe
actual lessons, units, and
classrooms with differentiated
instruction in action. The
purpose to show how
differentiated instruction can be
implemented into a classroom of
multiple levels and learning
styles.
Tomlinson really proves and
demonstrates on to differentiate
instruction for all academic core
subjects. This study shows how a
teacher can teach the same topic
to a variety of Gardner’s learning
styles. Through this I am able to
add to the resources for the
classrooms.
Tomlinson, C. (1999). The Differentiated Classroom: Responding To The Needs Of All Learners.
Alexandria, VA: Association for Supervision and Curriculum Development.

21. Study 8
21
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Barbara R. Blackburn
Rigor is not a fourletter word
The author devotes a chapter of
the book to describe actual
lessons and methods with
differentiated instruction. The
purpose is to show how
differentiated instruction can be
implemented into a classroom of
multiple levels and learning
styles buy goal setting and
motivation. Also by raising the
level of content in instruction,
raise expectations, and open up
the questions that are asked of
them.
This study also demonstrates on
how using Bloom’s Taxonomy
and Gardner’s Multiple
Intelligences can be differentiated
together in all different grade and
academic levels. It helps prove
there is a need to differentiate
instruction and train teachers
correctly. It also gives many
resources for teachers to use
inside the classroom, and while
preparing the lessons.
Blackburn, B. (2008) Rigor is not a four-letter word. Larchmont, NY: Eye on Education

22. Study 9
22
Authors of
the study
Title of the
study
Purpose of the
study
Pertinent findings
that support your
project
Patti Drapeau
Differentiated
Instruction: Making
it Work
This resource begins with theory
and ends with how to make the
theory practical. A beginning
professional will be able to
quickly look up, define, and
understand the typical verbiage
of differentiated instruction. The
purpose is to show language arts,
science, and social studies
sample units. By offering both
examples and non-examples of
when to use the various
strategies, the author makes it
easier for a teacher to decide
which strategy to use.
This is important for training
teachers in differentiating
instruction by giving examples of
when to use different strategies. It
gives a teacher a guide of how to
and why to do it! It’s putting the
theory into practice!
Drapeau, P. (2004). Differentiated Instruction: Making It Work. New York, NY: Scholastic.

23. Section 3: Solution Strategy
Action Research Proposal

24. 24
Goal(s)

25. Action Goal
25
The overall goal of this intervention is to increase the effectiveness of
Differentiated Instruction in the general education setting after given
the teacher’s proper training with many different techniques. In turn
this will increase student knowledge and test scores. Teachers will be
able create lesson plans and centers/stations to implement in their
classrooms.

There are two benchmark goals to this intervention:

By the end of the summer all general education teachers will be given
adequate training on different techniques for Differentiating Instruction for
their classroom with 100% accuracy.

By the end of the first semester (December), teachers will be able to
implement proper practice of Differentiated Instruction in their classrooms
with 80% accuracy.

26. 26
Solutions

27. Selected Solutions
27
Below are the solutions to get teachers to implement Differentiated Instruction properly into
their classroom:
Training on different ways of Differentiating Instruction for

Math-lesson plans, centers/stations

Reading-lesson plans, centers/stations

Learning Styles Inventory

Observations from Teacher Leader and demonstrations

Math

Reading

Observations of teachers by other teachers

Weekly Journals

Weekly Lesson Plans

Weekly student assessments

Weekly/monthly meetings

Data Portfolios


28. Teacher Training
28
First, we need make sure that teachers are made aware of what
Differentiated Instruction is and why it is so extremely important to our
student’s education. To do this, I have created a presentation on
Differentiated Instruction. It goes through what DI is and how to
Differentiate Reading and Math. Here are the steps that need to be
followed:
 As a group please give your definition of Differentiated Instruction and
http://prezi.com/eozqgbvvjcqt/?utm_campaign=sha
the team will share with one another.
 Start the presentation located at
 The first day will result of understanding differentiated instruction:
 What it is : http://www.youtube.com/watch?v=Fa82Icnzo9s
 How it is to be implemented:
http://www.youtube.com/watch?v=oS45ZkIh_rA
 What it means for them:
http://www.youtube.com/watch?v=Ys-OWfOpHoM

Teachers will also be required to understand Learning Styles

29. Teacher Training
29
Day 2 to Day 7: This is for math & reading
Teachers will be shown how to differentiate instruction on a specific
learning objective.

Teachers are to bring a lesson they already have that all students seem to
struggle with. (e.g. Inferencing, sequencing, etc...)

The lesson needs to be connected to Common Core Standards
Through the Prezi presentation (link located on slide 29 and appendix A)
the teachers will walk through the lesson plan to match how to
differentiate the reading section.


For example, they will create the folders that are mentioned in the presentation,
and come up with how they form a lesson around the different learning styles.
There are handouts located on Appendix B, C, & D
Teachers will prepare a 30 minute lesson using Differentiated Instruction
and present it to the class


30. Teacher Training
30
Day 8 to Day 10:
Teachers will continue perfecting their lessons and will walk away with a
portfolio of lesson plans.
Teachers will create centers for their math objectives (using their own
creativity or finding them on line.


Teachers will learn more about lesson plans.
Teachers will learn about their weekly journals, weekly student
assessments, and keeping a data portfolio weekly to show growth.



Data Portfolio is their weekly assessment scores and qualitative observation
notes
Math and Reading websites found on Appendix E

31. Observations & Meetings
31
Observations will be as follows throughout the 19 weeks of implementing this action research
project.

Observations by the teacher leader every other week.

The general education teachers will observe other teachers once a month

Teacher leaders will present a lesson at the beginning of the implementation and in the middle if
needed.
Meetings:



Weekly meetings will be held for the first month to check in with the teachers to answer
questions and see what progression is occurring.
Months (October, November, December) there will be monthly meetings to answer questions
and see what progression is occurring.
At the end of the study there will be a meeting to show evidence of implementation and growth
of students.
Journals:

Weekly reflection journals are due electronically as well as lesson plans.
Action Research Proposal

32. Journals & Portfolios
32
Journals:

Weekly reflection journals are due electronically as well as lesson plans.

Write observational notes of:

student’s progression/regression

Next steps for the following week

How well the lessons went or what needs to be changed

How centers are going and any other concerns

How the lesson went when teacher leader was there

Notes of watching another teacher’s lesson
Portfolios

Pre-assessment of students in math and reading

Weekly assessment scores of students

Mid-Term assessment

Post assessment scores

Chart of progression
Action Research Proposal

33. 33
Calendar

34. Weeks 1- 3: Training & first week
of Implementation
34
Teacher’s Calendar of Events
1
2
3

35. Weeks 4-7: Implementation
35
Teacher’s Calendar of Events
4
5
6
7
Action Research Proposal

36. Weeks 8-12: Implementation
36
Teacher’s Calendar of Events
8
9
10
11
12

37. Week 13-16: Implementation
37
Teacher’s Calendar of Events
13
14
15
16

38. 38
Week 17-19: Implementation &
Wrap Up
Teacher’s Calendar of Events
17
18
19

39. Section 4: Outcomes and
Evaluation
Action Research Proposal

40. 40
Outcomes

41. Expected Outcomes
41
Goal
Outcome
To increase the effectiveness of Differentiated
Instruction in the general education setting
after given the teacher’s proper training with
many different techniques. In turn this will
increase student knowledge and test scores.
Student’s knowledge of the content will reflect through
teacher observations, teacher made assessments,
and overall grades. We will be able to measure the
growth from the pre-test in September to the mid-term
test in January made by the teacher.
By the end of the summer all general
education teachers will be given adequate
training on different techniques for
Differentiating Instruction for their classroom
with 100% accuracy.
By the end of the first semester (December),
teachers will be able to implement proper
practice of Differentiated Instruction in their
classrooms with 80% accuracy.
The outcome is for teachers to have a binder full of
differentiated lessons of the Common Core Standards
along with hands-on centers to support the lessons.
This will be measured through observations and
meetings.
Throughout the semester prior to the mid-term testing,
the teacher leader will evaluate the the teacher’s
differentiated instruction techniques in the classroom.
To be able to determine if the teacher is properly
implementing differentiated instruction, the teacher
and teacher leader will meet weekly within the first
month. After the first month they will have a monthly
meeting. The teacher leader will be doing weekly visits
to the classroom to make sure that implementation is
taking place. Through lesson plans the teacher leader
will be able to determine if the implementation is being

42. 42
Measurement

43. Measurable of Outcomes
43
Outcomes
Measurement
Student’s knowledge of the content will reflect through
teacher observations, teacher made assessments, and overall
grades. We will be able to measure the growth from the pretest in September to the mid-term test in January made by
the teacher.
Student’s pre and post test will be at the teacher’s discretion.
However, there are specific guidelines for the pre and post test
located in APPENDIX F. The teachers will have a portfolio
filled with observations (which will be coded: APPENDIX F.1)
and student artifacts from their centers/stations. Grades will be
shown for the semester.
The outcome is for teachers to have a binder full of
differentiated lessons of the Common Core Standards along
with hands-on centers to support the lessons. This will be
measured through observations and meetings.
Throughout the semester prior to the mid-term testing, the
teacher leader will evaluate the the teacher’s differentiated
instruction techniques in the classroom. To be able to
determine if the teacher is properly implementing
differentiated instruction, the teacher and teacher leader will
meet weekly within the first month. After the first month
they will have a monthly meeting. The teacher leader will be
doing weekly visits to the classroom to make sure that
implementation is taking place. Through lesson plans the
teacher leader will be able to determine if the
implementation is being done correctly as well.
At the end of the teacher training sessions, teachers are
expected to have at least 20 lesson plans with Common Core
standards with differentiation. These lessons will be in a
binder, and they will have hands on for each lesson as well
leveled assignments according to academic and learning styles.
(APPENDIX G)
Teachers will be observed through the Danielson Model
http://www.danielsongroup.org/userfiles/files/downloads/2013Evaluat
This model includes all areas of what the observations are
looking for. There are four levels that are coded. (SEE
APPENDIX H-I) For a breakdown of what each level is
looking for see the website listed above.
Meetings will be measured through the success of the meeting,
and the outcome of the surveys. (SEE APPENDIX J)

44. 44
Analysis

45. Analyzing my Results?
45
Through grading of the coded observations,
meetings with the teachers, and surveys I will
be able to determine if the training was a
success. I will also be able to tell if the
implementation of Differentiated Instruction is
being done with fidelity.
Through the student’s test scores, grades,
teacher observations of the students, as well
as student artifacts I will be able to see if the
differentiated instruction is taking place. I will
also be able to tell if progression is taking

46. Was it effective?
46
I will be able to tell if the intervention was
effective by:





Student progression through grades and test
scores
Teacher’s are less stressed from student’s not
progressing
Lesson plans are detailed and differentiated
instruction is shown in different ways
Hands on materials and assignments are
differentiated by academic level and learning
styles
Through teacher responses to surveys will also

47. Presentation of findings…
47
I will present my findings to:

Administration of my building:


Teachers that were not part of the implementation


Principal & Dean
 This way they will know the progression that can be gained through
differentiated instruction through hands on activities according to
academic level and learning styles.
To show them how it can help their classroom.
Board of Education, Superintendent, Special Education Director,
Principal(s) in other building within my district

This way they will know the progression that can be gained through
differentiated instruction through hands on activities according to
academic level and learning styles.

48. Conclusion
48
Differentiated Instruction helps students achieve
objectives through their academic level and
learning style. Through this proposal how to train
teachers, collect data, and how to properly
differentiate instruction have been explained. To
be able to properly differentiate lessons, teachers
must be trained in the various ways. The teachers
must be able to see other professionals
differentiate instruction, and be observed
themselves. In this action research proposal, the
how, why, when, who, and what was answered.
The end result will be student’s academic

49. References
49

Blackburn, B. (2008) Rigor is not a four-letter word. Larchmont, NY: Eye on Education

Bondley, D. (2011) How will differentiated instruction affect student learning. Retrieved
from:
http://yourspace.minotstateu.edu/laurie.geller/Capstone%20Examples/Final%20Capstone%20Projec

Danzi, J., Reul, K., Smith, R. (2008) Improving student motivation in mixed ability
classrooms using differentiated instruction. Retrieved from:
http://files.eric.ed.gov/fulltext/ED500838.pdf

Danielson, C. (2013) The framework for teaching evaluation instrument. Retrieved from:
http://www.danielsongroup.org/userfiles/files/downloads/2013EvaluationInstrument.pdf

Drapeau, P. (2004). Differentiated Instruction: Making It Work. New York, NY: Scholastic.

Galvas, J. (2010) Does the use of differentiated performance tasks following Gardner’s
multiple intelligences theory improve my high school science students’ opportunity to
demonstrate their achievement? Retrieved from:
https://research.vancouver.wsu.edu/sites/research.vancouver.wsu.edu/files/702%20Galvas%20w%3A

50. References
50

James, S.D. (2013) Does differentiated instruction raise student performance in mathematics:
an action research study. Retrieved from:
http://search.proquest.com.ezproxy.apollolibrary.com/docview/1461413137

Kelly, G. (2013) Differentiated instruction in the classroom. Retrieved from:
http://search.proquest.com.ezproxy.apollolibrary.com/docview/1424274598

Kirley, T.L. (2002) Differentiated instruction and enrichment opportunities: An Action
Research Report Retrieved from: http://oar.nipissingu.ca/pdfs/v833e.pdf

Tomlinson, C. (1999). The Differentiated Classroom: Responding To The Needs Of All
Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

51. Appendix A
51

Lesson plans:


Learning Style Inventories:




http://wvde.state.wv.us/counselors/links/students/documents/10.18.1-Learning_styles_a
http://ualc.umass.edu/advising/uploads/textWidget/422.00020/documents/
Learning_Styles__Study_Strategies.pdf
http://stetsonassociates.com/wp-content/uploads/2011/11/Learning-InventoryElem.doc
Presentation


http://www.docstoc.com/docs/4963635/Differentiated-Lesson-Plan-Template
http://prezi.com/eozqgbvvjcqt/?utm_campaign=share&utm_medium=copy
Differentiated Instruction

http://bit.ly/1eiFEve
Action Research Proposal

52. Appendix B
52

Literacy Station Handout:

53. Appendix C
53
Action Research Proposal

54. Appendix D
54

55. Appendix E
55
Math Sites:
http://www.kidsites.com/sites-edu/math.htm

http://www.coolmath.com

http://www.mathfactcafe.com/worksheet/flashcard

http://www.mathplayground.com/flashcards_timed.html

Reading Sites:
http://readinga-z.com/

http://www.raz-kids.com

www.easycbm.com

www.mobymax.com


56. Appendix F
56
Student assessment must have:
Pre test and post test must be at least 4 weeks apart

5-8 objectives (depending on pacing guides)

3 or 5 questions per objective

Multiple choice, short answer, or extended response questions are accepted

Same test given as the pre test and post test.

Make charts to grade the objectives and get the percentage.


EX:
Obj
RL.6.4 Student
Response
Question 1
A
Question 6
D
Question 14 C
Questions
21
Correct/Tot
C

57. Appendix F.1
Coding observations and student artifacts
57
OBSERVATI
ON
TIME PERCENTAGE
0
1: 25%
2: 50%
3:75%
4:100%
Appropriate Peer
Interaction
Completed Work
Assistance Needed
Time on Task
ARTIFAC
TS
0
Complete Work
Assistance Needed
1: 25%
2: 50%
3:75%
4:100%

58. Appendix G
Coding Teacher Binder
58
BINDER
Completed
At least 20 lesson plans
Differentiation stated
Hands-on & assignments
for all levels and learning
styles
Neatly put in a binder and
labeled
0
1: 25%
2: 50%
3:75%
4:100%

59. Appendix H
Teacher Observations: Danielson Model
59

60. Appendix H con’t
Teacher Observations
60

61. Appendix I
Teacher Observations Coded
61

62. Appendix I con’t
Teacher Observations Coded
62

63. Appendix I con’t
Teacher Observations Coded
63

64. Appendix J
Teacher Survey for Pre, Mid, & Post
64
https://www.surveymonkey.com/s/LQZD2SR