Miami Central SR

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(


4/12

"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


5/12

Research 6uestion

Ho' 'ill team teaching, 'riting across the

curriculum an an intensi%e :th

perio 'ritingcurriculum impro%e 'riting scores;


6/12

-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(


8/12

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


9/12

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(

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