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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.htm
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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(