Transcript A CTION RESEARCH PROJECT - Miami Science Museum

Improving Persuasive Writing
Through the Use of the
Four Square © Writing Method
2005-2006
Superintendent’s Urban Principal Initiative
American Senior High School
Dr. Louis Algaze, Principal
Mr. Alex Rizo, Jr., Assistant Principal
Mrs. Ascellia Arenas-Napper, Teacher Leader
Abstract of the Study
 The School Wide Writing Plan (SWWP) contains
specific strategies to accomplish the goal of
persuasive writing mastery. As of October 2005,
three teachers, and 200 students, actively
participated in this study. 2.94 was the average
score received on the persuasive writing prompt
after the teacher made pretest evaluations. The
results indicate that if followed by all teachers as
a function of a professional learning community,
the Four Square© Writing method will improve
persuasive writing scores.
Introduction/Background
 The designated
school of study is
American Senior
High School.
Introduction
 The total enrollment for American Senior
High School was 2,840 as of October, 2005.
 Grade 9 student enrollment was 786.
 Grade 10 student enrollment was 809.
 Grade 11 student enrollment was 675.
 Grade 12 student enrollment was 570.
Student Population Data
Racial/Ethnic Group
Number of Students
School %
White
162
5.7
Black
882
31.1
1737
61.2
36
1.3
3
.1
20
.7
Hispanic
Asian
Am. Indian
Multiracial
FCAT Persuasive Writing Averages over 3 Years
 In 2004, 332 students
earned the average
score of 3.7.
 In 2005, 382 students
earned the average
score of 3.9.
 In 2006, 376 students
earned the average
score of 3.6.
3.9
3.85
3.8
3.75
3.7
3.65
3.6
3.55
3.5
3.45
2004
2005
2006
Introduction
 The Four Square© Writing Program
addresses the writing skill development of
organization and elaboration.
 The connective link, when discussed by the
teachers, was that students failed to
organize and elaborate when writing
persuasively.
 Persuasive writing is considered to be one
of the most difficult forms of writing.
Introduction
 Teachers agreed that students needed a conceptual
framework for organization and elaboration in
persuasion that addresses different learning styles.
 Teachers agreed that professional development
would be beneficial, as contemporary methodology
embraces differentiated instruction. This writing
method uses a graphic organizer.
 The professional development project, with the use
of the Four Square© Writing Program, provided a
unified effort to address student need in writing
achievement, and teacher need for professional
development.
Research Questions
 Will implementation of a professional
development plan that focuses on increasing
student writing scores, as measured by state
standards, improve our student's persuasive
writing scores?
 Did the teachers find the Four Square© Writing
Method to be effective and useful (and to what
extent)?
 Did the teachers feel that the professional
learning community is an effective means of
professional development practice? What did
the teachers think could be improved upon in
this professional development activity?
Literature Review
In support of professional learning
communities, Reynolds and Whitt
suggest:
“The practical knowledge and daily needs of teachers and
administrators are perceived as equally relevant in the conversation
of how to improve teaching and schooling.”
“As a facilitator in a systems thinking model, the Institute [school]
must ensure conversation among team members.”
Timothy Reynolds Leslie D. Murrill Gary L. Whitt, “Learning from Organizations: Mobilizing and Sustaining Teacher Change”, Winter , 2006 ,
The Educational Forum 70 no2 123-33.
Literature Review
In our school’s effort to improve and support writing
instruction, professional development in the use of the Four
Square© Writing Method was given to staff to improve
persuasive writing through differentiated instruction. Cathy
Fleischer states the following in regard to professional
development :
“Of course, there is no one-size-fits-all approach to professional
development. Rather, any plan must honor teachers and their
particular contexts. It must foster their ownership of their learning,
encourage collaboration with colleagues, and recognize that
change requires sufficient time and support to take root.”
Cathy Fleischer, Professional Development for Teacher-Writers. Educational Leadership. 62 no2 24-8 O.
Methodology
This activity served as a stable resource
for professional development, progress
monitoring, and student data
analysis. The goal of the professional
learning community through the use of
the Four Square© Writing Method, was to
provide the following resources to the
school's instructional staff:
Methodology
 A clearly defined teacher role in the
delivery of the School Wide Writing
Plan (SWWP), as well as within the
professional learning community for
the Four Square© Writing Method.
 Selected Language Arts/Reading
teachers met with
administrators/facilitators to evaluate
writing needs assessment.
Methodology
 The principal
 clarified the teachers’ role
 defined responsibilities
 answered questions
 clarified procedures in a workshop
setting during first early release day
activity (November 17, 2005).
Methodology
 Teachers and administrators met
every month to analyze data, monitor
progress, and make adjustments to
existing plans for formative evaluation
as needed.
 In order to build school site capacity,
the plan required that those attending
the meetings return to their classes
and share the essential information
with the students so that a unified
series of data could be obtained.
Professional Learning Community
Activities
 The members of the professional learning community, for
the Four Square© Writing Method, were supported with
professional development in each of the major writing
components through the following activities:
 Modeling effective instructional strategies for
teachers;
 Training in holistic scoring methods utilizing the 6
point rubric as provided by the Florida Department of
Education;
 Structured time to collaborate with team members to
discuss strategies, implementation, and progress.
Data Collection
 Data Source 1- Pre-test average before intervention
by student and teacher. Data retrieved by participating
teachers and students.
 Data Source 2- Post-test average after intervention.
Data retrieved by participating teachers and students.
 Data Source 3 -2006 FCAT Writes average test scores
for persuasion. Data retrieved from Florida
Department of Education.
 Data Source 4 -Comparison of pre-test and post-test
results by teacher. Data retrieved by participating
teachers and students.
 Data Source 5 –Post-intervention survey results by
involved teachers. Survey created at school site and
completed by involved teachers.
Analysis of Scores
 The pre-intervention/pre-test average score
of all participating students was 2.85.
 The post-intervention / post-test average of
all participating students was 2.44.
 The 2006 FCAT Writing+ Scores reveal that
in persuasion, the average score was 3.6.
 A visual display of this information follows…
Teacher Satisfaction Survey
Results
 100% of participating teachers agreed that the
professional learning community addressed the
needs in their classrooms. The Four Square©
Writing Method gave their students a
conceptual framework for elaboration.
 33% felt comfortable delivering the instruction
as defined in the professional learning
community “best practices” sharing session.
 66% of the teachers involved felt that the Four
Square© Writing Method would help their
students on FCAT Writing +.
Teacher Satisfaction Survey
Results
 Teachers felt that the sharing
sessions should include more data
analysis instruction, so that the they
would know how to specify instruction
for individual student need.
 Teachers felt that the sharing
sessions were beneficial because,
”teachers always love to see positive
results.”
Findings/Results
 Data sources 1-3 reveal that there was
a significant decrease in the post-test
results. Although there was a marked
increase in the results of the 2006
FCAT Writing + .
 Data source 4 reveals that Teacher A
experienced greater gains in average
writing scores than Teachers B and C.
Comparison of Pre/Post Test Scores
by Teacher
3.5
3
2.5
2
Teacher A
Teacher B
Teacher C
1.5
1
0.5
0
Pre-test
Post-test
Findings/Results
 Data Source 5 reveals that all teachers agreed
that the professional learning community for
the Four Square © Writing Method can be
improved upon in several different ways:
 More teacher input
 More student samples and Holistic Rubric
Scoring Training
 More data analysis training
 Satisfaction surveys at each professional
learning community meeting
Conclusions






Teacher A found greater results with Four Square © Writing method
than Teachers B and C. However, Teacher A’s class section is
representative of 147 of the 200 students involved.
FCAT Persuasive Writing scores from 2004, 2005, 2006 show marked
differences.
Because Teacher A correctly implemented the intervention of the Four
Square © Writing Method, holistic scoring, and data analysis training,
80 percent of Teacher A’s 147 representation scored 3.0 or higher.
With greater involvement with the professional learning community
and the Four Square © Writing Method writing program, teachers will
follow the program as recommended.
Based on pre/post test results, American Senior High persuasive
writing scores improved overall.
If program specifications are met by the entire student body, further
improvement can be shown in persuasive writing in the future.