WRITING PROFICIENCY PROJECT
As a Social Studies teacher, it is not enough to just teach the content. I find that it is equally or more important to be a driver of reading and writing proficiency for students. For reaching writing proficiency, I have spent a large portion of my time driving instruction through primary source reading and evaluation of the text. Through this practice I have been able to increase reading and writing proficiency among middle school students.
DATA SUMMARY
Data Collection:
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Academic Area(s): Academic Writing for Proficiency
Grade Level: 7th Grade
Target Group: Students who are near meeting standard achievement level according to the NACS writing rubric.
Data Analysis: Data analysis occurred on three different data points. The first data point was from a writing sample from September, the interim data point was from their mid-October writing sample, the third data point was from their writing samples in mid-November.
Results (Progress Monitoring):
The results of the initial writing sample revealed that in the Primary Source group 14% of the students were proficient in writing; while in the traditional teaching group 18% of the students were proficient in writing.​
The results of the interim writing sample revealed that in the Primary Source group 40% of the students were proficient in writing; while in the traditional teaching group 36% of the students were proficient in writing.
The results of the final writing sample revealed that in the Primary Source group 68% of students were proficient in writing; while in the traditional teaching group 59% of the students were proficient in writing.
