Title:

How will the addition of the Writing Academy effect fourth grade writing scores?

Needs Assessment:

For the 2010-2011 school years our campus was rated Academically Unacceptable by TEA. The primary determining factor for this rating was fourth grade writing scores. Data from the AEIS report showed that the Hispanic subgroup scored 63% passing, and the Economically Disadvantaged subgroup scored 69%.

Objectives and Vision:

Vision-

If effective for the 2012 school year, the Writing Academy Curriculum will be implemented from kindergarten to sixth grade. This curriculum will help students think and write like an author.

Short-term Objective-

1. All fourth grade students need to be able to produce a well-constructed written sample by February 2012. Monthly benchmarks will be given to determine the effectiveness of the Writing Academy curriculum.

2. Increase overall STAAR writing results from 76% to 85% by November 2012.

3. Increase the scores of Hispanic and low-socioeconomic subgroups from 67% to 80% by November 2012.

Long-term Objectives-

1. Grades K-3 must implement the Writing Academy procedures into their classrooms so as students enter 4^th grade they will have ample writing knowledge.

2. All teachers must comment to the Writing Academy format and teach to their specifications.

3. All students will begin writing like an author.

Literature Review:

After reviewing the data from the Writing Academy I feel confident that our scores will increase as many other districts have. The Writing Academy uses brain compatible exercises that help students write interesting and well-developed papers (Whitney, 2008). All students will be given ample learning opportunities with game play and graphic organizers. After consistent exposure students will be weaned away from the graphic organizers. Students will have the ability to write any type of paper. They will have the entire process visually in their head as they compose their paper (Whitney, 2008). Data presented by the Writing Academy shows school going from an average failing rate to an average passing rate greater than 90%.

Reference

Whitney, R. (2008). The writing academy. Retrieved from http://www.twa.net/academy.html   

Articulation of Vision:

To gain support for my research project I created several surveys online. These surveys gave teachers insight into what I was looking for with my research. Once teachers understood what I was trying to prove, they were more willing to complete the surveys and benchmarks I put in place.

Manage the Organization:

I will begin by administering a survey to teachers and students. I will compose the teacher’s survey on survey monkey and send it electronically, students survey will be given on paper in writing class at the beginning of school to gain data on student’s ability. I will then gather data from past TAKS scores with the help of our counselor to try and determine students that may need extra help. As the year progresses I will analyze student data from benchmarks given throughout the year to assess student’s knowledge and determine if they are in need of extra intervention. I will use my counselor to help me decipher data from the benchmarks. I will not need any additional funds to complete the tasks ahead of me. The Writing Academy curriculum was purchased during the summer, and the workshops they will complete were bundled in the purchase price.

Manage Operations:

I used technology as much as possible in the beginning. I learned quickly that if teachers could sit at their computer and answer questions, they were more likely to complete the survey. I was unable to do that with the students since their writing was an essential component of the survey. I used the benchmarks given every six weeks to determine the effectiveness of the writing curriculum. After the first two benchmarks we began looking at students that were still not writing a three part composition, and we began tier two intervention with them. We continued to watch students that were writing at a two or below to ensure by the test they were ready to write at a three or four if possible. At the end of the first semester I gave teachers a report of my findings to give them encouragement. This helped lift the morale of the fourth grade teachers.

Respond to Community Interest/Needs:

There are many interventions for students that are in need. The first response is to place them in a pull out class lasting thirty minutes three days a week. This class will give students the basic needs to become a writer. They go over sentence structure and learn the mechanics of writing. If students are still unsuccessful we will look other possible problems the student may be facing. If the student is already labeled special education, we will test to determine of the student needs. We have technology available for students to speak their story into a device and it will type it for them if fine motor skills are an issue. If students need more intervention they will begin going to pull out classes five days a week. We have many students’ that are from the Hispanic community labeled ESL. These students are strategically placed with teachers that have ESL certification. These teachers have special knowledge of teaching ESL students, and they are all certified TELPAS raters.