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Metzger DLC Action Research Slideshow

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Metzger DLC ‘13-’14 Metzger DLC ‘13-’14 Action Research & Findings Action Research & Findings
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Page 1: Metzger DLC Action Research Slideshow

Metzger DLC ‘13-’14Metzger DLC ‘13-’14Action Research & FindingsAction Research & Findings

Page 2: Metzger DLC Action Research Slideshow

Purpose:Background::Last year implementing our DLC Grant, students made significant Writing gains in total words written (TWW) and in correct word sequences (CWS). This year we will explore a different focus. As this is our second year of grant implementation, our current class of 5th graders have shown a need to improve student performance using appropriate grade level conventions. After comparing data from our TTSD pre-CFA in the Narrative mode, the majority of 5th grade students have scored a 2 on the TTSD Fifth Grade Narrative Writing Rubric in the area of Language - Grammar and Usage.

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Purpose:Common Core State Standards:: • CCSS.ELA-Literacy.L.5.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.• CCSS.ELA-Literacy.L.5.2a Use punctuation to separate items in a series.*• CCSS.ELA-Literacy.L.5.2b Use a comma to separate an introductory element from the

rest of the sentence.• CCSS.ELA-Literacy.L.5.2c Use a comma to set off the words yes and no (e.g., Yes, thank

you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

• CCSS.ELA-Literacy.L.5.2d Use underlining, quotation marks, or italics to indicate titles of works.

• CCSS.ELA-Literacy.L.5.2e Spell grade-appropriate words correctly, consulting references as needed.

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Problem of Practice:

•How will the use of iPads, in a 1:1 setting with 5th graders, improve their ability to use appropriate conventions in their writing?•Will the 1:1 iPad implementation decrease the racial achievement gap between student groups?

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Hypothesis:

With the use of pre and post TTSD CFAs in writing, we believe 5th grade students, using iPads in 1:1 settings, will be proficient or make a one point gain in their Writing Language - Grammar and Usage score using appropriate conventions.

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Data Collection:Methods - Qualitative::• All 5th grade students will take a survey asking how they know the

iPad assists them in their writing. Students will be asked to complete the survey twice, once in the Fall and once in the Spring. Questions will cover topics including how they prepare to complete an essay, what they like about having an iPad to use, and how they know the iPad is helpful.

• Students will access the survey online via a GoogleForm posted on classroom websites.

• Student survey responses will be tabulated to create Wordles using text entered in the survey questions.

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Data Collection:Methods - Quantitative::• Comparison, by unit, of pre and post CFA Language - Grammar and

Usage scores of all 5th grade students disaggregated by race as reported in Synergy.

• Each classroom teacher will select four focal students to analyze: 1 girl and boy of color and one girl and boy who are white (16 total). Given a TTSD CFA passage of writing containing 100 words classroom teachers will tally the number of miscues in writing conventions. Miscues are defined to include: commas, incorrect spacings, periods, capitalization, apostrophes, quotation marks, spelling errors, incorrect word substitutions (iPad suggestions).

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Timeline:• Sept. 9 - Dec. 20, 2013 - Narrative Writing Unit. Collect

data for pre & post CFA; complete miscue inventory; administer survey.

• January 6 - March 21, 2014 - Informational Writing Unit. Collect data for pre & post CFA; complete miscue inventory.

• March 31 - May 30, 2014 - Opinion Writing Unit. Collect data for pre & post CFA; complete miscue inventory; administer survey.

• May 15, 2014 - Submit research findings.

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Summary of Findings - Fall:• Fall Qualitative Survey - For five survey items students were

asked to respond to a Likert Scale, rating from 1-5 with 1 being low and 5 being high. Average survey scores for the grade level were the following:➡I listen to my story before I turn it in. - 4➡I scan for words that don't fit in my essay. - 4 ➡I remember and apply the rules for capitalization when I write.

- 4 ➡I understand and use end punctuation correctly in my writing.

- 4

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Summary of Findings - Spring:

•Spring Qualitative Survey - For five survey items students were asked to respond to a Likert Scale, rating from 1-5 with 1 being low and 5 being high. Average survey scores for the grade level were the following:➡I listen to my story before I turn it in. - 4➡I scan for words that don't fit in my essay. - 4 ➡I remember and apply the rules for capitalization when I

write. - 5➡I understand and use end punctuation correctly in my

writing. - 4

Page 11: Metzger DLC Action Research Slideshow

• Fall Qualitative Survey - Also, students were asked to respond to the following questions. Accompanying each item is a Wordle.What do you need to check before you turn in a completed essay?➡What do you need to check before you turn in a completed

essay?

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• Spring Qualitative Survey - Also, students were asked to respond to the following questions. Accompanying each item is a Wordle.What do you need to check before you turn in a completed essay?➡What do you need to check before you turn in a completed

essay?

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• Fall Qualitative SurveyDuring writing class if given a choice to either write by hand or on my iPad I would choose to...➡During writing class if given a choice to either write by

hand or on my iPad I would choose to...

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• Spring Qualitative SurveyDuring writing class if given a choice to either write by hand or on my iPad I would choose to...

• During writing class if given a choice to either write by hand or on my iPad I would choose to...

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• Fall Qualitative SurveyI do my best writing when... ➡I do my best writing when...

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• Spring Qualitative SurveyI do my best writing when...

• I do my best writing when...

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• Fall Qualitative SurveyWhat resources do you use on your iPad that help you with your writing?

• What resources do you use on your iPad that help you with your writing?

Page 18: Metzger DLC Action Research Slideshow

• Spring Qualitative SurveyWhat resources do you use on your iPad that help you with your writing?

• What resources do you use on your iPad that help you with your writing?

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Quantitative Data - Fall and Spring::

Convention Miscue PRE Narrative CFA Average

POST Narrative CFA Average

Gain/Loss

commas 3 2 +1

incorrect spacing 3 1 +2

end punctuation 3 2 +1

capitalization 4 2 +2

apostrophes 0 0 0

quotations 1 1 0

spelling 3 2 +1

substitutions 1 1 0

Convention Score 1.75 2.2 +0.45

Fall - Spring -Convention Miscue PRE Narrative

CFA AveragePRE Opinion CFA Average

Gain/Loss

commas 3 2 +1

incorrect spacing 3 0 +3

end punctuation 3 1 +2

capitalization 4 2 +2

apostrophes 0 0 0

quotations 1 0 +1

spelling 3 1 +2

substitutions 1 1 0

Convention Score 2 3 -1

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Summary of Findings SPRING Reflection:

Over the course of the school year, we have found that students have made great gains while we continued implementation of 1:1 iPad technology.

Students are less prone to make conventions errors in all categories. In terms of our CFA conventions scores, comparing our sixteen focus students as a whole with their Pre-Narrative and Pre-Opinion, in the Fall students averages a 2 and in the Spring, averaged a 3. So, in this case our overall hypothesis about a one point gain in conventions score is correct. When we disaggregate the scores by race, we have determined the following in the table below:

As this is the second year of our grant, it would appear that we have, unwittingly, accelerated the achievement gap in writing. In our focus group of sixteen students, students of color are not gaining at the same rate as their white peers. However, given our findings from last year’s writing analysis [where we calculated total words written (TWW) and correct word sequences (CWS)], it is clear that student writing output has FAR exceeded what we expected when students have had access to iPad technology. This year’s students are following a similar pattern as last years in terms of their growth. It may be conceivable that our ELL population is using their iPad technology in ways that assist them in developing language concepts to a greater degree (in addition to actual writing of text), whereas our white students, during writing times, are using their iPads for word processing with concepts previously developed and/or conceived.

Pre-Narrative Conventions Score Pre-Opinion Conventions Score Gain

Students of Color 1.88 2.38 0.51

White Students 1.63 2.75 1.12


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