Post on 01-Jun-2018
8/9/2019 Miami Central SR
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8/9/2019 Miami Central SR
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Introuction!"ac#groun
he ma/or concern at Miami Central Senior High is
that stuents are ha%ing ifficult0 mastering the
'riting process( he researchers belie%e that as a
result of stuent ifficulties an limite founational
'riting skills our stuents emonstrate a lack of
proficienc0 in 'riting semantics( 1ur goal is that
Miami Central High School stuents 'ill ac2uire'riting skills 'hich 'ill result in an impro%ement in
the 'riting process(
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"ac#groun Infor$ation
Miami Central Senior High
School 'as built in +343 an
resies on 34thStreet an+5thA%enue( MCHS has ++4
classrooms an utili6es +7
portable classrooms(
Appro8imatel0(
Stuent bac#groun infor$ation
9 %&' of the stuent (o(u)ation is")ac# non*His(anic
9 +,' of the stuent (o(u)ation isHis(anic
9 +' of the stuent (o(u)ation isWhite non*His(anic
9 -ess than +' Asian!Inian.u)ticu)tura)
9 +,' of the stuent (o(u)ation isenro))e in the E/ce(tiona)
Stuent Eucation (rogra$9 010' of the (o(u)ation are
-i$ite Eng)ish ProficientStuents2ESO-3
9 45' of the stuents are on freean reuce )unch1
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Research 6uestion
Ho' 'ill team teaching, 'riting across the
curriculum an an intensi%e :th
perio 'ritingcurriculum impro%e 'riting scores;
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-iterature Revie7
1. Kelly, Melissa, Writing Across the Curriculum,
http://71e!ucators.a"out.com/cs/#ritingresources/a/#riting.htm
$his article #as chosen "ecause the author !iscusse! many strategies that can "e
use! to impro%e #riting s&ills in tenth gra!e stu!ents. Most importantly thesestrategies #ere ones that coul! "e use! in all content areas. $heses strategies#ere most use'ul to our non(language arts teacher.
. $eam $eaching ( : $he )orthern )e%a!a Writing *ro+ect $eacher(esearcher-roup *aper"ac& http://###.to!aysteacher.com/$eam$eaching.htm
$his article #as use! "ecause it a!!resse! %arious items nee!e! to'acilitate a goo! colla"orati%e team e''ort "et#een t#o teachers. $his
article #as "ase! on the "oo& $eam $eaching , 0tenhouse *u"lishing,12. $his "oo& gi%es multiple mo!els o' success'ul team teaching.
3. Writing Across the Curriculum an! Writing in the 4isciplines (http://o#l.english.pur!ue.e!u/han!outs/WAC/
$his article #as selecte! "ecause in ga%e 'urther insight on the nee! in #riting in!iscipline areas. $his article although 'ocusing on the collegiate le%el, lea! theresearcher to %arious #e"sites on topics that can enhance a #riting program.
http://712educators.about.com/cs/writingresources/a/writing.htmhttp://www.todaysteacher.com/TeamTeaching.htmhttp://owl.english.purdue.edu/handouts/WAC/http://owl.english.purdue.edu/handouts/WAC/http://www.todaysteacher.com/TeamTeaching.htmhttp://712educators.about.com/cs/writingresources/a/writing.htm8/9/2019 Miami Central SR
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.ethoo)ogy!Intervention
o implement our plan 'e paire all nonlanguage arts teachers 'ith a reaing
or language arts teacher( his 'as one in orer to pro%ie professional
e%elopment to the nonlanguages arts teacher an broaen the scope of
language arts instruction( $t 'as our hope that the nonlanguage arts teacher'oul moel the t0pe of instruction the0 are obser%ing in their coteaching
class(
Writing across the curriculum 'as infuse in all classes through ail0
manator0 /ournaling(
he :th#erio? 'as use as an intensi%e
'riting course for all tenth grae stuents( he Health an #h0sical @ucation classes, 'hich are preominantl0 +.thgrae
stuents, 'ere use perioicall0 as a 'riting lab( he Reaing Coach
facilitate the instruction to reinforce 'riting strategies(
hese inter%entions 'ere consistentl0 emplo0e throughout the school 0ear(
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8ata Co))ection
ools use to collect the ata*9 Learning e8press prompts 9 %arious sample 'riting prompts
gi%en to stuents on a bi'eekl0 an 2uarterl0 basis in theirlanguage arts classes(
9 eacher sur%e0s 9 gi%en before an after the coteachingmoel 'as put in place( eachers 'ere not recepti%e to thecoteaching strateg0 initiall0, but post sur%e0s sho' that
teachers, seeing the %alue in team teaching are 'illing to tr0it again for the -..7.5 school 0ear(
9 CA Writing scores 9 'ere use to gauge theimpro%ement of stuents 'riting scores( he test 'asaministere in March
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8ata Ana)ysis
9CAT Writing Resu)ts * .ean Scores
.
.(4
+
+(4
-
-(4
)
)(4
B
B(4
4
4(4
7
+33: +333 -... -..+ -..- -..) -..B -..4 -..7 -..5
:ear
.eanScor
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Conc)usions= Reco$$enations= I$()ications= or
suggestions for future action for yourse)f or others
Conclusions* 1ur ata re%eale that more professional e%elopment an an
increase in the rigor in the area of 'riting is imperati%e in orerto 0iel satisfactor0 results, thus, meeting the state manate(
he state!s ata sho'e a slight increase of (+ in e8positor0'riting, but a (7 rop in persuasi%e 'riting(
1ur ata inicate that our stuents must be e8pose to a 'ie
range of current e%ent topics in orer to respon effecti%el0 in'riting to higher orer prompts(
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Conc)usions= Reco$$enations= I$()ications= or
suggestions for future action for yourse)f or others
$mplications an recommenations* ocus on higher le%el prompts in the persuasi%e
'riting component Continue 'ith the team teaching moel as a source
of professional e%elopment an moeling Look at 'a0s to enhance the 'riting instructional
focus calenar( Continue to use the 'riting isc pro%ie b0 the state( @mplo0 a full time 'riting coach to moel 'riting
across the curriculum(