Transcript Norland Middle School - Patricia and Phillip Frost Museum

FINDING WHAT WORKS: ACTION
RESEARCH AS NEEDS ASSESSMENT
IN AN URBAN MIDDLE SCHOOL
Ms. Cheryl Nelson, Principal
Ms. Maria Garcia, Assistant Principal
Mr. Keith L. Harrell, Teacher Leader
Dr. Patricia Grimsley, Professional Partner
NORLAND MIDDLE SCHOOL
SUPERINTENDENT’S URBAN PRINCIPAL
INITIATIVE
June 2006
Abstract
Utilizing data from three neighboring middle schools,
the team from Norland Middle School used action
research as a needs analysis to determine why our
students are not performing as well as students in
neighboring schools with similar demographics.
The results will be used to determine the focus of
the plan of action for the 2006-2007 school year.
Student and teacher surveys, as well as,
administrator interviews were conducted to assist in
the investigative process.
Introduction/Background
Students at Norland Middle School are
performing at lower achievement levels
than students at schools with similar
demographics. Based on our research, we
believe this anomaly is caused by limited
exposure to rich and varied academic and
cultural stimuli coupled with low expectations
and a lack of instructional rigor.
Introduction/Background Continued
The assessment data of Henry Perry,
William Dandy, and Parkway Middle
Schools in Broward County and North
Dade Middle in Miami-Dade County
were reviewed because the demographics of
these schools are similar to Norland Middle
School. All four schools performed at levels
above Norland Middle School in FCAT
reading, writing and mathematics in 2005.
Research Question
What factors contribute to higher
achievement levels of students at schools
of similar demographics as Norland Middle
School?
Secondary Question
Will implementation of specific
organizational strategies that are used with
success at comparable middle schools,
help Norland Middle School students to
perform at higher levels?
Literature Review
As Norland Middle School attempts to improve performance
levels of students so that they may perform at levels equal to
or above middle schools with similar demographics, several
factors were revealed in the literature:
1. Teacher leaders are effective in improving teaching and
learning. In those schools where students demonstrated
high achievement levels above state norms on reading and
mathematics, despite high poverty rates and highly mobile
student populations, the powerful contributions of teacher
leaders tends to make the difference in building school
resilience. Patterson and Patterson (2004)
2. Instructional emphasis must be placed on African –
American males to see that they overcome barriers to
achievement that are often associated with this population.
Tatum (2006) posits that issues such as self definition and
positive life outcomes must be considered as part of the
remedy for ailing achievement.
Literature Review Continued
3. Regular use of diagnostic and formal assessments is
crucial in increasing achievement. Well designed classroom
assessment and grading practices provide specific,
personalized and timely information needed to guide
teaching and learning.
4. In a professional learning community, every teacher
believes that every student can learn and that it is every
teacher’s responsibility to ensure that this happens. (Dufour,
2004)
Three factors are important:
 Ensure that students learn.
 Promote a culture of collaboration.
 Focus on results.
Attention to the literature can guide Norland Middle School in
meeting its goal of improving student performance.
Data Collection
Qualitative Data
Interview Questions
The team interviewed the
Administrative teams of
William Dandy, Parkway, and
Henry Perry Middle Schools in
Broward County. These
schools were selected
because the demographics
were similar to Norland.
Quantitative Data
Surveys
Student Surveys, teacher
surveys, principal surveys
of the three selected
schools.
The team compared the
2005 Florida
Comprehensive Test
(FCAT)
Findings
Based on the Student Surveys, we have
determined that one difference between
Norland Middle School and other middle
schools that are higher performing is a lack
of parental support and student
accountability:
Parents do not hold teachers responsible for
the quality of instruction.
Parents do not hold students responsible for
the quality of academic performance.
Parents are reactive, rather than proactive (do
not join the PTSA).
Data Analysis
Reading School Precent Scoring Three and Above
Schools with Similar Demographics
70
60
50
40
Grade 6
Grade 7
Grade 8
30
20
10
0
Dandy William C
Parkw ay Middle
Perry Henry D Middle
Norland Middle
North Dade Middle
Data Analysis Continued
Mathematics School Precent Scoring Three and
Above Schools with Similar Demographics
80
70
60
50
Grade 6
40
Grade 7
Grade 8
30
20
10
0
Dandy William C
Parkw ay Middle
Perry Henry D Middle
Norland Middle
North Dade Middle
Data Analysis Continued
Writing School Precent Scoring Three and Above
Schools with Similar Demographics
100
90
80
70
60
50
Grade 8
40
30
20
10
0
Dandy William C
Parkw ay Middle
Perry Henry D Middle
Norland Middle
North Dade Middle
Data Analysis Continued
Student Performance Survey
100
90
80
70
Strongly Agree
60
Agree
50
Somew hat Agree
Disagree
40
Strongly Disagree
30
20
10
0
My educational
expectations are high.
My parents set high
educational
expectations for me.
My teachers think I can My school makes me
learn.
feel that learning is
important.
Completing every
assignment to the best
of my ability is
important to me.
Data Analysis Continued
Student Performance Survey
60
50
40
Strongly Agree
Agree
30
Somew hat Agree
Disagree
Strongly Disagree
20
10
0
My teachers are highly
qualified teachers
(They know the
information and can
explain it.)
My teachers give me
challenging
assignments.
The education at NMS
The school
My parents/guardians
is as good as other administration listens to
are involved in my
middle schools in our
my needs.
school’s activities.
area.
Data Analysis Continued
Student Performance Survey
120
100
80
Strongly Agree
Agree
60
Somew hat Agree
Disagree
Strongly Disagree
40
20
0
My parents are
My parents expect me
members of the PTSA.
to go to college.
My parents become
angry w hen I make
failing grades.
Classroom
misbehavior keeps me
from learning.
My school makes a
special effort in
exposing me to
cultural
activities/events.
(Examples: Museum
of Science,
Renaissance Fair,
Planetarium, etc.)
Data Analysis Continued
Teacher Survey
40
35
30
25
Strongly Agree
Agree
20
Undecided
Disagree
Strongly Disagree
15
10
5
0
We have a Curriculum We have conducted a
Educational
We participate in teamSpecial programs
Committee at our
needs assessment for consultants are utilized building and morale(Internetschool.
our curriculum based
for professional
building activities at our
based/educational
on student
development.
school.
softw are) are used to
assessment data.
enhance student
achievement.
Data Analysis Continued
Teacher Survey
80
70
60
50
Strongly Agree
Agree
40
Undecided
Disagree
Strongly Disagree
30
20
10
0
Instructional leaders
perform daily
classroom
w alkthroughs.
Parental involvement
has been a
contributing factor in
our students’ academic
success.
We offer a variety of
advanced level
courses (Advanced,
Honors, Gifted).
At our school, w e
utilize the eight-step
Continuous
Improvement Model
(CIM).
Instructional design is
an important tool in
developing the
curriculum at our
school.
School Percent Scoring Three and Above
Grade
Level
Reading
Mathematics
Writing+
2005
2005
2005
6
61
67
NA
7
64
70
NA
8
48
73
93.0
6
41
51
NA
7
39
43
NA
8
29
44
67.0
6
41
35
NA
7
40
39
NA
8
29
39
60.0
6
40
33
NA
7
36
29
NA
8
29
35
76.0
6
41
41
NA
7
45
39
NA
8
41
52
74.0
Broward
DANDY WILLIAM C (1071)
PARKWAY MIDDLE SCH (701)
PERRY HENRY D MIDDLE (1011)
NORLAND MIDDLE (6571)
NORTH DADE MIDDLE (6591)
Conclusions/Recommendations
Implications
Based on the findings, the Action Research Team
recommends the following:
A systematic analysis of data to determine instructional
focus
A more concentrated and structured effort to build the
Parent/Teacher/Student Association
A Parent Outreach program that will address the needs of
middle school students, i.e., social, emotional, and
academic growth
Maintain the integrity of the implementation of the eightstep CIM
Increase students’ belief in their ability to achieve at
higher levels
Monitor personalized differentiated instruction
Conclusions/Recommendations
Implications
Provide experiences and field opportunities for
students to develop their cultural literacy.
Utilize strategies proven successful at other
schools, such as mandatory tutoring, systematic
study of data, quality community relationships, a
challenging curriculum, strong faculty commitment
to student achievement, and strong parental
support.
Conclusions/Recommendations/
Implications
Norland Middle School will engage in a
second cycle of action research to follow
up on strategies that have emerged from
the data analysis as those proven to be
successful at other schools.