Action Research ProjectAction Research ProjectDr. David K. Moore, PrincipalDr. David K. Moore, Principal

Cynthia Valdes-Garcia, Assistant PrincipalCynthia Valdes-Garcia, Assistant PrincipalAlex Morales, Teacher LeaderAlex Morales, Teacher Leader

David Halberg, Professional PartnerDavid Halberg, Professional PartnerYoung Men’s Academy for Academic and Civic Young Men’s Academy for Academic and Civic

Development Development at at

MacArthur SouthMacArthur South

Superintendent’s Urban Principal InitiativeSuperintendent’s Urban Principal InitiativeJune 2008June 2008

Abstract of the StudyAbstract of the Study• The purpose of this study is to improve the writing test scores at The purpose of this study is to improve the writing test scores at

Young Men’s Academy at MacArthur South. The school’s leadership Young Men’s Academy at MacArthur South. The school’s leadership team concerned is that the writing test scores have declined by 1 ½ team concerned is that the writing test scores have declined by 1 ½ points yearly for the past three years.points yearly for the past three years.

• Created and implemented for a six week period an intensive writing Created and implemented for a six week period an intensive writing camp for all 8camp for all 8thth and 10 and 10thth grade students during the last block of the grade students during the last block of the day. Facilitated by a Language Arts Teacher and Reading Coach, on day. Facilitated by a Language Arts Teacher and Reading Coach, on Mondays and Wednesdays for 8Mondays and Wednesdays for 8thth grade students; Tuesdays and grade students; Tuesdays and Thursdays for 10Thursdays for 10thth grade students and Fridays rotation between grade grade students and Fridays rotation between grade level.level.

• Some students resisted the fact they were being pulled out from their Some students resisted the fact they were being pulled out from their elective class for intensive writing tutoring. Others realized the elective class for intensive writing tutoring. Others realized the importance why they were being targeted for tutoring. Only a few importance why they were being targeted for tutoring. Only a few took advantage of this opportunity to accept the guidance of the took advantage of this opportunity to accept the guidance of the Language Arts teacher and concentrate on the opportunities for Language Arts teacher and concentrate on the opportunities for improvement.improvement.

IntroductionIntroduction• Concern: Students across the United States are struggling Concern: Students across the United States are struggling

to meet minimum writing literacy requirements. Students to meet minimum writing literacy requirements. Students at MacArthur South have difficulty mastering the writing at MacArthur South have difficulty mastering the writing process. “One reason students struggle with writing is that process. “One reason students struggle with writing is that they are unable, for one reason or another, to tap into their they are unable, for one reason or another, to tap into their own knowledge resources in a manner capable of being own knowledge resources in a manner capable of being understood by others.” (Carlin-Menters, Shuell, 2003) understood by others.” (Carlin-Menters, Shuell, 2003) Based on the FCAT Writing Mean Scale Scores, indicated Based on the FCAT Writing Mean Scale Scores, indicated that the school had declined in writing for the last three that the school had declined in writing for the last three years. Another concern was that passing scores on the years. Another concern was that passing scores on the FCAT Writing is a graduation requirement. FCAT Writing is a graduation requirement.

• Problem: As a result of student difficulties and limited Problem: As a result of student difficulties and limited foundational writing skills our students demonstrated a lack foundational writing skills our students demonstrated a lack of proficiency in writing mechanics. of proficiency in writing mechanics.

• Goal/Outcome: YMAACD at MacArthur South students will Goal/Outcome: YMAACD at MacArthur South students will acquire writing skills which will result in an improvement in acquire writing skills which will result in an improvement in the writing process. Students need to be able to write and the writing process. Students need to be able to write and compete in this global world.compete in this global world.

Background/ContextBackground/Context Originated in 1973 as a Miami Dade County Public Alternative High Originated in 1973 as a Miami Dade County Public Alternative High

school serving at-risk student. Implemented in 2007 a single gender school serving at-risk student. Implemented in 2007 a single gender school with only males, serving students in grades 6-12. school with only males, serving students in grades 6-12.

Serious infractions of the Secondary Code of Student Conduct made Serious infractions of the Secondary Code of Student Conduct made by the students have resulted in an alternative education by the students have resulted in an alternative education placement. placement.

These administratively assigned students enter the school with These administratively assigned students enter the school with severe behavioral, legal and/or attendance problems that have severe behavioral, legal and/or attendance problems that have resulted in unsatisfactory performance, low standardized test resulted in unsatisfactory performance, low standardized test scores, repeated grade detainments, and years of educational scores, repeated grade detainments, and years of educational deficiencies. The majority of our student come from a low socio deficiencies. The majority of our student come from a low socio economic background. economic background.

Students are transported from the entire sotuhern section of the Students are transported from the entire sotuhern section of the county. Many students are transported by bus as far as 40 miles county. Many students are transported by bus as far as 40 miles each way from school. each way from school.

In our study the participants were twenty-four 8th grade studentsIn our study the participants were twenty-four 8th grade students and seventeen 10and seventeen 10thth grade students from our accountability group. grade students from our accountability group.

Continuation on Continuation on Background/ContextBackground/Context• Student background informationStudent background information

– 38% of the student body is Black non-Hispanic38% of the student body is Black non-Hispanic– 52% Hispanic52% Hispanic– 8% White non-Hispanic8% White non-Hispanic– less than 2% Asian/Indian Multiculturalless than 2% Asian/Indian Multicultural– 40% of the student population is enrolled in the 40% of the student population is enrolled in the

Exceptional Student Education programExceptional Student Education program– 2% of the population are Limited English 2% of the population are Limited English

Proficient Students (ESOL)Proficient Students (ESOL)– 85% of the students are on free and reduced 85% of the students are on free and reduced

lunch.lunch.– 83% of our students are Reading at a Level 183% of our students are Reading at a Level 1– 51% of the students are Writing below or at a 3.0 51% of the students are Writing below or at a 3.0

levellevel– 78% of the students have failed one or more 78% of the students have failed one or more

grades placing them behind significantly behind grades placing them behind significantly behind school creditsschool credits

– Title I SchoolTitle I School

Continuation on Continuation on Background/ContextBackground/Context

Research QuestionResearch Question

• How will the implementation of specific writing How will the implementation of specific writing strategies in the writing camp and writing across strategies in the writing camp and writing across the curriculum, impact 8th and 10th grade the curriculum, impact 8th and 10th grade students’ writing achievement?students’ writing achievement?

Literature ReviewLiterature Review• Graham and Harris 2002, recommend :Graham and Harris 2002, recommend :

– Allocating time each day for writingAllocating time each day for writing– Expose students to broad range of writing tasksExpose students to broad range of writing tasks– Create a social climate conducive to writing Create a social climate conducive to writing

developmentdevelopment

• Alber-Morgan, Hessler, and Konrad 2004, recommend a Alber-Morgan, Hessler, and Konrad 2004, recommend a processprocess– PrewritingPrewriting– DraftingDrafting– RevisingRevising– EditingEditing

• Marchisan and Alber 2001, recommend:Marchisan and Alber 2001, recommend:– Modeling of writing process (Pre-write – Editing)Modeling of writing process (Pre-write – Editing)

• Kern, et al. , 2003 concur :Kern, et al. , 2003 concur :– Make time each dayMake time each day– Use writing process Use writing process

InterventionIntervention• To implement our plan we created a “Writing Camp” pull-out To implement our plan we created a “Writing Camp” pull-out

period which was used as an intensive writing strategy class for six period which was used as an intensive writing strategy class for six weeks for all eighth and tenth grade accountability group of weeks for all eighth and tenth grade accountability group of students. Within the class a language arts and reading coach, students. Within the class a language arts and reading coach, worked with each student and monitored their growth for six worked with each student and monitored their growth for six weeks. weeks.

• Implement writing across the curriculum infused in all classes.Implement writing across the curriculum infused in all classes.

• The Health and Physical Education classes, which are made up of The Health and Physical Education classes, which are made up of mostly 8mostly 8thth and 10 and 10thth grade students, were used periodically as a grade students, were used periodically as a writing lab. The reading coach took over those classes at various writing lab. The reading coach took over those classes at various time to reinforce writing strategies.time to reinforce writing strategies.

• Provided professional development to the non-languages arts Provided professional development to the non-languages arts teacher and language arts to broaden the traits of writing.teacher and language arts to broaden the traits of writing.

• Mandatory Essay Midterm and Final Exams across the curriculum.Mandatory Essay Midterm and Final Exams across the curriculum.

• Implementation of an Instructional Focus Writing CalendarImplementation of an Instructional Focus Writing Calendar

• Summarize and Report ResultsSummarize and Report Results

Data Collection Data Collection • Tools used to collect the data:Tools used to collect the data:

– Data Source #1: Summative Data of the 2006-2007 and 2007-2008 Data Source #1: Summative Data of the 2006-2007 and 2007-2008 FCAT WritingFCAT Writing

Mean Scores in WritingMean Scores in Writing Percentage Meeting High Standards in WritingPercentage Meeting High Standards in Writing

– Data Source #2: District Writing Pre/Post TestData Source #2: District Writing Pre/Post Test 1st and 4th Quarter1st and 4th Quarter

– Data Source #3: Writing Camp AssessmentsData Source #3: Writing Camp Assessments Diagnostic Pre/PostDiagnostic Pre/Post

– Data Source #4: Teacher/Student SurveysData Source #4: Teacher/Student Surveys

2nd Quarter and 3rd Quarter (During Writing 2nd Quarter and 3rd Quarter (During Writing Camp)Camp)

– Data Source #5: Students’ InterviewData Source #5: Students’ Interview

Data Trend on FCAT Writing Scores

00.51

1.52

2.53

3.54

4.55

5.56

Mean Essay Score 3.1 3.2 3.4 3.4 3.3 3.2 3.2

2001 2002 2003 2004 2005 2007 2008

FCAT Comparison Results FCAT Comparison Results Percentage Points Percentage Points Meeting High Standards in WritingMeeting High Standards in Writing

36

5347 48

0

10

20

30

40

50

60

70

80

90

100

8th Grade 10th Grade

Feb-07

Feb-08

Data indicates that 17% of the 8th grade students increased and 1% of the 10th grade students increased meeting high standards in writing.

Data on Writing Camp Target Groups

2008FCAT

8th Grade Average

3.0

Writing Post Test8th Grade Average

2.6

Writing Camp Pre Test8th Grade Average

2.2

2008FCAT

10th GradeAverage

3.5

Writing Post Test10th Grade Average

3.1

Writing Camp Pre Test10th Grade Average

2.9

4 points of improvement

4 points of improvement

Writing Data Comparisons

2.3

2.4

3.22.7

3 2.8

3.53.2

2.62.5

3.33

00.5

11.5

22.5

33.5

44.5

55.5

6

DistrictPre Test

FCAT2008

DistrictPostTest

8th gradetarget group8th graderegular10th gradetarget group10th graderegular

Data indicates the groups that demonstrated the most improvement were the 8th grade target group (7 points) and 10th grade target group (3 points).

Survey Questions for Students• How do you feel about writing? (78% of the students are not comfortable in writing)

• Are you confident with the writing process? If not, what makes you uncomfortable? (92% of the students answered, “not knowing what to write about”)

• What are the five essay components? (31% of the students answered correctly)

• Do you know the different between a persuasive and an expository essay? (73% of the students understood the difference)

• What type of essay do you prefer to write, a persuasive or expository essay? Why?

( 97% of the students answered “persuasive”)

• Who is your favorite author/writer? Why? (3% of the students answered this question)

• What is the title of the last book you read? (17% of the students answered this question)

Implications/RecommendationsImplications/Recommendations

As a result of our action research, we will :As a result of our action research, we will :

Analyze what has worked and failed as part of our action planAnalyze what has worked and failed as part of our action plan

Develop strategies on how to target students with an 8Develop strategies on how to target students with an 8thth period period academic improvement, pull-out tutoring, Saturday school for academic improvement, pull-out tutoring, Saturday school for reading, mathematics, writing and sciencereading, mathematics, writing and science

Implement in the Instructional Focus Writing Calendar higher Implement in the Instructional Focus Writing Calendar higher level prompts in the writing assessmentslevel prompts in the writing assessments

Continue with the team teaching model as a source of Continue with the team teaching model as a source of professional development and modelingprofessional development and modeling

Research ways to enhance the usage and frequency of the Research ways to enhance the usage and frequency of the benchmarks covered in the Instructional Focus Reading benchmarks covered in the Instructional Focus Reading Calendar by integrating writing.Calendar by integrating writing.

Implementation of the Writing Camp beginning the 1Implementation of the Writing Camp beginning the 1stst Quarter Quarter instead of 2instead of 2ndnd quarter quarter

Schedule all 8Schedule all 8thth and 10 and 10thth grade students in a “Creative Writing” grade students in a “Creative Writing” course.course.

ReferencesReferences• Alber-Morgan, S. R., Hessler, T. & Konrad M. (2001) Alber-Morgan, S. R., Hessler, T. & Konrad M. (2001) Teaching Teaching

Writing For Keeps. Writing For Keeps. Reading and Writing Quarterly. Reading and Writing Quarterly. Volume:14, Volume:14, 263-283.263-283.

• Graham, S. & Harris, K. (2002) Graham, S. & Harris, K. (2002) Instructional Instructional RecommendationsRecommendations For Teaching Writing to Exceptional For Teaching Writing to Exceptional Children. Children. Exceptional Exceptional Children. Volume: 54. Issue 6, Children. Volume: 54. Issue 6, 506-522.506-522.

• Kern, Diane, et. al. (2003) Kern, Diane, et. al. (2003) Less is More: Preparing Students Less is More: Preparing Students for for State Writing Assessments. State Writing Assessments. The Reading Teacher. The Reading Teacher. Volume 56. Volume 56. Issue 8, 816-824.Issue 8, 816-824.

• Marchisan, M. & Alber, S. (2001) Marchisan, M. & Alber, S. (2001) The Write Way Tips for The Write Way Tips for Teaching Teaching the Writing Process to Resistant Writers. the Writing Process to Resistant Writers. Intervention in School Intervention in School and Clinic.and Clinic. Volume: 36. Issue 3, Volume: 36. Issue 3,

154-162.154-162.