EDLD 5397 Week Three, Part 3

Janet Kelly- Cohort 13/ET8027
July 31, 2011
EDLD 5397 Internship for Leadership
Week Three, Part Three

Title –
Effect of Utilizing the Data Segregation Program Aware on Standardized Test Improvement
Janet K. Kelly
Lamar University

Author’s Note
Master’s degree candidate in Educational Technology
jkelly@my.lamar.edu


Needs Assessment –
My action research project was decided upon with the suggestion of my mentor. Since I am not employed, we felt surveying employees about a new program used in the district would be appropriate. My mentor decided in April that the May/June timeline for collecting data would be too soon, so I am scheduled to collect data in September.
The data I collect will be opinions on the use of the program Aware. The goal is to find out how the teachers are using the program, how they believe it is helping them, and how they need training to use the software effectively.

Objectives and Vision of the action research project. (ELCC 1.1)
The inquiry question that I will ask will be “How has the program SchoolObjects: Aware assisted you as a teacher?” Through surveying teachers, the research will work to determine how the teachers are utilizing the program. It will search for answers into what aspects of the program are the most useful, which features have not been fully utilized and how teachers believe the program is helping them to differentiate their classroom strategies based on the results of the benchmarks tests created within the program.

Review of the Literature and Action Research Strategy –
Although the product Eduphoria School Objects Aware is new, making decisions based on data is not. Marsh, Pane and Hamilton (2006) state that “information becomes actionable knowledge when data users synthesize the information apply their judgment to prioritize it, and weigh the relative merits of possible solutions.” The authors also found that local assessments done in frequent intervals were more valuable in providing diagnostic data than the once-a-year standardized test. The School Objects:aware program allows for the analyses of TAKS data segregated by sub pops and other factors. It gives districts the ability to make their own benchmark tests and question banks and to print the answer sheets on plain copy paper (Eduphoria School Objects: Aware, 2009).

Working collaboratively with my mentor, we may find places where I need to tweak my questions or plans to find the best data. After the survey, any teacher concerns may become known and addressing those concerns may be a future task. I do believe my timelines are realistic. Creating surveys that encourage teachers to fill them out will be an important step. Everyone is busy and may not wish to spend precious time on a survey.

I made the project decisions with my mentor and approval by our superintendent. We considered topics that the data collected would benefit the Instructional Technology Director. The other possibility was to research the use of Project Share in the schools, but this software is not as directly benefitting to students.

Eduphoria School Objects: Aware. (2009). Retrieved July 31, 2011, from Eduphoria: http://www.eduphoria.net/products/aware/default.aspx

Marsh, J., Pane, J., & Hamilton, L. (2006). Making Sense of Data-Driven Decision Making in Education. Rand Education .

Articulate the Vision (ELCC 1.2) –
This student will communicate this action research project to the staff of the elementary school where I will conduct the surveys. The vision of the project will be outlined in the surveys and will also be communicated through conversations as I ask teachers to participate. My mentor will also be involved in requesting the information on Aware from the teachers. We wish the staff to know how many ways this program disaggregates student data so that educationally data-driven decisions can be made for the betterment of each student. There is not a need to give the research results to the parents, students or community; unless, consideration was given to the program upgrade purchase and knowledge of teacher use was requested.

Manage the organization (ELCC 3.1) –
I will employ several data collection strategies. I will take field notes from a focus group of 7 individuals that will include IT personnel, an administrator, and teachers. Interviews will be conducted with 5 – 8 teachers to get details of how they use Aware. Video and notes will also be taken at August 2011 training sessions for the teachers on the program. Surveys will be conducted after one year of program use. Research will also include other districts that have used Aware and documented their results publicly. Since I only a Lamar student, I am not using any money but my own to do this research. No staff is available to help me complete this research.
Priority has been given to determining how the program Aware has helped students by allowing their teachers to determine the best ways each individual student can be taught. This research does not require student personal data.

Manage Operations (ELCC 3.2) –
Consultation with my mentor is the main strategy used to determine the operations of the project. In addition, the text on action research helped to determine the steps needed to complete this project. Although I can see where another project focused on changing culture or attitudes would require the group process skills and consensus building, this research project does not require that. I do not see any conflict arising from the process of collecting the data. The only conflict could be within the results of the data, if it appears a large portion of teachers surprisingly do not appreciate the qualities and features of the program Aware. My mentor may be disappointed that the survey results would claim a lack of training on the program, since she is responsible for the training. These issues would be one-on-one.

Respond to Community Interest and Needs (ELCC 4.2) –
Since the program Aware is capable of disaggregating data by ethnicity, gender, grade, school, and economic status, this program has the potential to point out previously unknown educational deficiencies in any sub pops in the school system. This is a great tool in the hands of teachers.






Start Date End date Needed Resources Evaluation
Attend Training session for employees on the software program Aware Aug-10 Sept - 11 video device, note pad
Research and watch the training videos for using survey monkey Oct-10 Dec-10 time on the internet
Invite seven people to join the focus group May-11 Sept-11 Time for phone calls and email
Meet with the focus group to gather data Sept-11 Oct-11 meeting room, incentive food
Meet with mentor to go over the survey Sept-11 Sept-11 conference time Site mentor approval
interview teachers individually Aug-11 Oct-11 meeting times
Submit the first survey Sept-11 Oct-11 approved survey, email addresses, permissions
Analyze the survey data Oct-11 Oct-11 Sufficient number of returned surveys
Write up my research report Aug-11 Nov-11 Professor advice, Mentor input, Survey data, interview notes, focus group notes Graded by professor