Action Research Project Dr. David K. Moore, Principal Cynthia Valdes-Garcia, Assistant Principal Alex Morales, Teacher Leader David Halberg, Professional Partner Young Men’s Academy for Academic and Civic Development at MacArthur South Superintendent’s Urban Principal Initiative June 2008

Abstract of the Study The purpose of this study is to improve the writing test scores at Young Men’s Academy at MacArthur South. The school’s leadership team concerned is that the writing test scores have declined by 1 ½ points yearly for the past three years. The purpose of this study is to improve the writing test scores at Young Men’s Academy at MacArthur South. The school’s leadership team concerned is that the writing test scores have declined by 1 ½ points yearly for the past three years. Created and implemented for a six week period an intensive writing camp for all 8 th and 10 th grade students during the last block of the day. Facilitated by a Language Arts Teacher and Reading Coach, on Mondays and Wednesdays for 8 th grade students; Tuesdays and Thursdays for 10 th grade students and Fridays rotation between grade level. Created and implemented for a six week period an intensive writing camp for all 8 th and 10 th grade students during the last block of the day. Facilitated by a Language Arts Teacher and Reading Coach, on Mondays and Wednesdays for 8 th grade students; Tuesdays and Thursdays for 10 th grade students and Fridays rotation between grade level. Some students resisted the fact they were being pulled out from their elective class for intensive writing tutoring. Others realized the importance why they were being targeted for tutoring. Only a few took advantage of this opportunity to accept the guidance of the Language Arts teacher and concentrate on the opportunities for improvement. Some students resisted the fact they were being pulled out from their elective class for intensive writing tutoring. Others realized the importance why they were being targeted for tutoring. Only a few took advantage of this opportunity to accept the guidance of the Language Arts teacher and concentrate on the opportunities for improvement.

Introduction Concern: Students across the United States are struggling to meet minimum writing literacy requirements. Students at MacArthur South have difficulty mastering the writing process. “One reason students struggle with writing is that they are unable, for one reason or another, to tap into their own knowledge resources in a manner capable of being understood by others.” (Carlin-Menters, Shuell, 2003) Based on the FCAT Writing Mean Scale Scores, indicated that the school had declined in writing for the last three years. Another concern was that passing scores on the FCAT Writing is a graduation requirement. Concern: Students across the United States are struggling to meet minimum writing literacy requirements. Students at MacArthur South have difficulty mastering the writing process. “One reason students struggle with writing is that they are unable, for one reason or another, to tap into their own knowledge resources in a manner capable of being understood by others.” (Carlin-Menters, Shuell, 2003) Based on the FCAT Writing Mean Scale Scores, indicated that the school had declined in writing for the last three years. Another concern was that passing scores on the FCAT Writing is a graduation requirement. Problem: As a result of student difficulties and limited foundational writing skills our students demonstrated a lack of proficiency in writing mechanics. Problem: As a result of student difficulties and limited foundational writing skills our students demonstrated a lack of proficiency in writing mechanics. Goal/Outcome: YMAACD at MacArthur South students will acquire writing skills which will result in an improvement in the writing process. Students need to be able to write and compete in this global world. Goal/Outcome: YMAACD at MacArthur South students will acquire writing skills which will result in an improvement in the writing process. Students need to be able to write and compete in this global world.

Background/Context  Originated in 1973 as a Miami Dade County Public Alternative High school serving at-risk student. Implemented in 2007 a single gender school with only males, serving students in grades  Serious infractions of the Secondary Code of Student Conduct made by the students have resulted in an alternative education placement.  These administratively assigned students enter the school with severe behavioral, legal and/or attendance problems that have resulted in unsatisfactory performance, low standardized test scores, repeated grade detainments, and years of educational deficiencies. The majority of our student come from a low socio economic background.  Students are transported from the entire sotuhern section of the county. Many students are transported by bus as far as 40 miles each way from school.  In our study the participants were twenty-four 8th grade students and seventeen 10 th grade students from our accountability group.

Continuation on Background/Context Student background information Student background information –38% of the student body is Black non-Hispanic –52% Hispanic –8% White non-Hispanic –less than 2% Asian/Indian Multicultural –40% of the student population is enrolled in the Exceptional Student Education program –2% of the population are Limited English Proficient Students (ESOL) –85% of the students are on free and reduced lunch. –83% of our students are Reading at a Level 1 –51% of the students are Writing below or at a 3.0 level –78% of the students have failed one or more grades placing them behind significantly behind school credits –Title I School

Continuation on Background/Context

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

Literature Review Graham and Harris 2002, recommend : Graham and Harris 2002, recommend : –Allocating time each day for writing –Expose students to broad range of writing tasks –Create a social climate conducive to writing development Alber-Morgan, Hessler, and Konrad 2004, recommend a process Alber-Morgan, Hessler, and Konrad 2004, recommend a process –Prewriting –Drafting –Revising –Editing Marchisan and Alber 2001, recommend: Marchisan and Alber 2001, recommend: –Modeling of writing process (Pre-write – Editing) Kern, et al., 2003 concur : Kern, et al., 2003 concur : –Make time each day –Use writing process

Intervention To implement our plan we created a “Writing Camp” pull-out period which was used as an intensive writing strategy class for six weeks for all eighth and tenth grade accountability group of students. Within the class a language arts and reading coach, worked with each student and monitored their growth for six weeks. To implement our plan we created a “Writing Camp” pull-out period which was used as an intensive writing strategy class for six weeks for all eighth and tenth grade accountability group of students. Within the class a language arts and reading coach, worked with each student and monitored their growth for six 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 mostly 8 th and 10 th grade students, were used periodically as a writing lab. The reading coach took over those classes at various time to reinforce writing strategies. The Health and Physical Education classes, which are made up of mostly 8 th and 10 th grade students, were used periodically as a writing lab. The reading coach took over those classes at various time to reinforce writing strategies. Provided professional development to the non-languages arts teacher and language arts to broaden the traits of writing. Provided professional development to the non-languages arts 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 Calendar Implementation of an Instructional Focus Writing Calendar Summarize and Report Results Summarize and Report Results

Data Collection Tools used to collect the data: Tools used to collect the data: –Data Source #1: Summative Data of the and FCAT Writing FCAT Writing Mean Scores in Writing Mean Scores in Writing Percentage Meeting High Standards in Writing Percentage Meeting High Standards in Writing –Data Source #2: District Writing Pre/Post Test 1st and 4th Quarter 1st and 4th Quarter –Data Source #3: Writing Camp Assessments Diagnostic Pre/Post Diagnostic Pre/Post –Data Source #4: Teacher/Student Surveys 2nd Quarter and 3rd Quarter (During Writing Camp) 2nd Quarter and 3rd Quarter (During Writing Camp) –Data Source #5: Students’ Interview

Data Trend on FCAT Writing Scores

FCAT Comparison Results Percentage Points Meeting High Standards in Writing Data indicates that 17% of the 8 th grade students increased and 1% of the 10 th grade students increased meeting high standards in writing.

Data on Writing Camp Target Groups 2008 FCAT 8 th Grade Average 3.0 Writing Post Test 8 th Grade Average 2.6 Writing Camp Pre Test 8 th Grade Average FCAT 10 th Grade Average 3.5 Writing Post Test 10 th Grade Average 3.1 Writing Camp Pre Test 10 th Grade Average points of improvement

Writing Data Comparisons Data indicates the groups that demonstrated the most improvement were the 8 th grade target group (7 points) and 10 th 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/Recommendations As a result of our action research, we will :  Analyze what has worked and failed as part of our action plan  Develop strategies on how to target students with an 8 th period academic improvement, pull-out tutoring, Saturday school for reading, mathematics, writing and science  Implement in the Instructional Focus Writing Calendar higher level prompts in the writing assessments  Continue with the team teaching model as a source of professional development and modeling  Research ways to enhance the usage and frequency of the benchmarks covered in the Instructional Focus Reading Calendar by integrating writing.  Implementation of the Writing Camp beginning the 1 st Quarter instead of 2 nd quarter  Schedule all 8 th and 10 th grade students in a “Creative Writing” course.

References Alber-Morgan, S. R., Hessler, T. & Konrad M. (2001) Teaching Alber-Morgan, S. R., Hessler, T. & Konrad M. (2001) Teaching Writing For Keeps. Reading and Writing Quarterly. Volume:14, Writing For Keeps. Reading and Writing Quarterly. Volume:14, Graham, S. & Harris, K. (2002) Instructional Recommendations For Teaching Writing to Exceptional Children. Exceptional Children. Volume: 54. Issue 6, Graham, S. & Harris, K. (2002) Instructional Recommendations For Teaching Writing to Exceptional Children. Exceptional Children. Volume: 54. Issue 6, Kern, Diane, et. al. (2003) Less is More: Preparing Students for State Writing Assessments. The Reading Teacher. Volume 56. Issue 8, Kern, Diane, et. al. (2003) Less is More: Preparing Students for State Writing Assessments. The Reading Teacher. Volume 56. Issue 8, Marchisan, M. & Alber, S. (2001) The Write Way Tips for Teaching the Writing Process to Resistant Writers. Intervention in School and Clinic. Volume: 36. Issue 3, Marchisan, M. & Alber, S. (2001) The Write Way Tips for Teaching the Writing Process to Resistant Writers. Intervention in School and Clinic. Volume: 36. Issue 3,