finding what works: action research as needs assessment in an urban middle school ms. cheryl nelson,...
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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, webelieve this anomaly is caused by limited exposure to rich and varied academic andcultural 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 Countywere reviewed because the demographics ofthese schools are similar to Norland MiddleSchool. All four schools performed at levelsabove Norland Middle School in FCATreading, 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 ReviewAs 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 Continued3. 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
Interview Questions The team interviewed the Administrative teams ofWilliam Dandy, Parkway, and Henry Perry Middle Schools inBroward County. Theseschools were selectedbecause the demographicswere similar to Norland.
Surveys
Student Surveys, teacher surveys, principal surveys of the three selected schools.
The team compared the 2005 Florida Comprehensive Test (FCAT)
Qualitative Data Quantitative Data
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 AnalysisReading School Precent Scoring Three and Above
Schools with Similar Demographics
0
10
20
30
40
50
60
70
Dandy William C Parkw ay Middle Perry Henry D Middle Norland Middle North Dade Middle
Grade 6
Grade 7
Grade 8
Data Analysis ContinuedMathematics School Precent Scoring Three and
Above Schools with Similar Demographics
0
10
20
30
40
50
60
70
80
Dandy William C Parkw ay Middle Perry Henry D Middle Norland Middle North Dade Middle
Grade 6
Grade 7
Grade 8
Data Analysis ContinuedWriting School Precent Scoring Three and Above
Schools with Similar Demographics
0
10
20
30
40
50
60
70
80
90
100
Dandy William C Parkw ay Middle Perry Henry D Middle Norland Middle North Dade Middle
Grade 8
Data Analysis ContinuedStudent Performance Survey
0
10
20
30
40
50
60
70
80
90
100
My educationalexpectations are high.
My parents set higheducational
expectations for me.
My teachers think I canlearn.
My school makes mefeel that learning is
important.
Completing everyassignment to the best
of my ability isimportant to me.
Strongly Agree
Agree
Somew hat Agree
Disagree
Strongly Disagree
Data Analysis Continued
Student Performance Survey
0
10
20
30
40
50
60
My teachers are highlyqualif ied teachers(They know the
information and canexplain it.)
My teachers give mechallenging
assignments.
The education at NMSis as good as other
middle schools in ourarea.
The schooladministration listens to
my needs.
My parents/guardiansare involved in myschool’s activities.
Strongly Agree
Agree
Somew hat Agree
Disagree
Strongly Disagree
Data Analysis Continued
Student Performance Survey
0
20
40
60
80
100
120
My parents aremembers of the PTSA.
My parents expect meto go to college.
My parents becomeangry w hen I make
failing grades.
Classroommisbehavior keeps me
from learning.
My school makes aspecial effort inexposing me to
culturalactivities/events.
(Examples: Museumof Science,
Renaissance Fair,Planetarium, etc.)
Strongly Agree
Agree
Somew hat Agree
Disagree
Strongly Disagree
Data Analysis Continued
Teacher Survey
0
5
10
15
20
25
30
35
40
We have a CurriculumCommittee at our
school.
We have conducted aneeds assessment forour curriculum based
on studentassessment data.
Educationalconsultants are utilized
for professionaldevelopment.
We participate in team-building and morale-
building activities at ourschool.
Special programs(Internet-
based/educationalsoftw are) are used to
enhance studentachievement.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
Data Analysis Continued
Teacher Survey
0
10
20
30
40
50
60
70
80
Instructional leadersperform daily
classroomw alkthroughs.
Parental involvementhas been a
contributing factor inour students’ academic
success.
We offer a variety ofadvanced level
courses (Advanced,Honors, Gifted).
At our school, w eutilize the eight-step
ContinuousImprovement Model
(CIM).
Instructional design isan important tool in
developing thecurriculum at our
school.
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
School Percent Scoring Three and Above
Grade
Reading Mathematics Writing+Level
2005 2005 2005
Broward
DANDY WILLIAM C (1071)
6 61 67 NA
7 64 70 NA
8 48 73 93.0
PARKWAY MIDDLE SCH (701)
6 41 51 NA
7 39 43 NA
8 29 44 67.0
PERRY HENRY D MIDDLE (1011)
6 41 35 NA
7 40 39 NA
8 29 39 60.0
NORLAND MIDDLE (6571)
6 40 33 NA
7 36 29 NA
8 29 35 76.0
NORTH DADE MIDDLE (6591)
6 41 41 NA
7 45 39 NA
8 41 52 74.0
Conclusions/RecommendationsImplications
Based on the findings, the Action Research Team recommends the following:
A systematic analysis of data to determine instructional focusA more concentrated and structured effort to build the Parent/Teacher/Student AssociationA Parent Outreach program that will address the needs of middle school students, i.e., social, emotional, and academic growthMaintain the integrity of the implementation of the eight-step CIMIncrease students’ belief in their ability to achieve at higher levelsMonitor personalized differentiated instruction
Conclusions/RecommendationsImplications
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.