Phase One: Identifying an Educational Problem and a Proposed Solution Introduction: I teach Honors and A-level World History.

A part of studying history is reading and analyzing primary sources in order to discover a better-rounded, accurate, and deeper understanding of historical events and its impact on the world. However, many students, despite their reading and ability level have difficulties with primary sources, particularly interpreting the meaning of the document due to difficult vocabulary and complex subjects. Students also have difficulties in distinguishing the difference between primary and secondary sources, applying prior historical knowledge to interpret documents, analyzing point of view and bias, and answering analysis and evaluation type of questions, particularly using evidence from the primary source to support arguments. In this capstone project I am seeking to improve students analysis and writing skills when reading and using primary sources. Evidence of the Learning issue: This learning issue is apparent through many pieces of evidence. First, I have observed my students during classes in which primary documents are being used. Students typically state that they do not understand what the author is saying due to vocabulary and how the author writes. Pre-reading and during reading activities help students when reading primary sources, but their written analysis still suffers as evident from written assignments they turn in. Another piece of evidence that supports that this is a learning issue is the Mock ACT/SAT combo test that all eleventh graders were required to take in November of this year. The table below shows the scores of one of my World History classes. Some students were not present during the Mock exam and so they do not have scores. Student # ACT Reading Score Max score possible is 36 13 20 18 20 26 26 30 N/A 10 21 24 13 10 N/A SAT Critical Reading Score Max score possible is 800 480 620 380 440 510 480 550 N/A 460 480 570 550 300 N/A SAT Writing Score Max score possible is 800 420 360 330 300 400 390 340 N/A 400 330 370 330 240 N/A

1 2 3 4 5 6 7 8 9 10 11 12 13 14

15 16 17 18 19 20 Class Average

16 8 21 23 14 N/A 18

480 500 640 420 380 N/A 485

330 340 430 420 360 N/A 358

Students typically scored the lowest on the SAT writing section and the SAT critical reading and ACT reading section typically was one of their other weaker sections. This shows that students have difficulty interpreting reading and expressing ideas through their writing. While the readings and writing of the SAT/ACT may not have been primary source documents, it still supports that reading analysis and writing is a learning issue among my class and school population. Description of the School System: 21 Elementary schools, 8 Middle Schools, 6 High Schools, & 4 Centers 2012-2013 Enrollment: 26,669 2012-2013 High School Enrollment: 8,941 Staff: School System employs 3,430 people. There are 2,030 teachers, 1,080 support staff, 79 technical employees and 241 administrators. County Demographics: Percentages based on enrollment on September 30, 2012. (201213 school year) See below chart

County Demographics
African-American Hispanic American Indian/Alaskan 5.70% 0.10% 5.70% 3.00% 0.50% White Multiracial Native Hawaiian Asian/Pacific Islander

52.30% 32.70%

Testing Data of the School System: HSA Data: (Bolded numbers are my schools scores.) Percent met HSA requirement by passing all 4 tests as of 10/2012 68.6 89.1 72.4 89.7 80.7 73.9 80.5 76.0 Percent met HSA requirement with combined score of 1602 on all 4 tests as of 10/2012 21.9 8.6 18.0 7.7 10.4 18.7 13.3 17.0

High School

Percent met by Bridge as of 10/2012

Percent granted waivers 0 0 0 0 0 0 0 0

#1 #2 #3 #4 #5 #6 County 2012 County 2011

9.5 2.4 9.5 2.5 8.9 7.4 6.2 7.0

SAT Results for College Bound Seniors (Bolded numbers are my schools scores.) # 86 96 107 323 162 73 847 47,467 1,664,479 Critical Reading 481 539 470 485 471 478 486 497 496 2011-2012 SAT Math 482 546 475 496 471 471 490 502 514 Writing 467 526 447 469 456 474 471 488 488 Total 1430 1611 1392 1450 1398 1423 1447 1487 1498

School 1 2 3 4 5 6 County State Nation

School 1 2

# 93 85

Critical Reading 493 558

2010-2011 SAT Math 488 568

Writing 464 546

Total 1445 1672

3 4 5 6 County State Nation

112 322 157 61 830 47,787 1,667,123 2010 2011 AP Data:

485 487 475 513 494 499 497

472 488 458 478 488 502 514

458 470 444 501 473 491 489

1415 1445 1377 1492 1455 1492 150

Score on the National Exam 5 4 3 2 1 Description of School: Total Enrolled: 2,244

# of Students 100 357 700 1040 1245

Total # of AP Exams 26 AP Subjects 88.8% of enrolled students took the AP Exam

School Demographics
African-American Asian/Pacific Islander Multiracial Hispanic White

28.40%

61.18% 3.11% 0.95% 6.36%

Ethnicity Asian-American African-American Inter-racial/Multi-racial

Boys 68 672 10

Girls 73 685 11

Total 141 1357 21

Hispanic 32 White 338 Note: Chart indicates 2,218 total students Services provided to students Service IEP 504 Plan FARMS # of Students 130 34 353

37 292

69 630

Percentage based on 2,244 enrollment count 5.79% 1.52% 15.73%

2012 Average SAT Scores o Critical Reading: 485 o Writing: 469 o Math: 496 2011 AP Scores: 79.4% took the National Exam that were enrolled Score Earned 5 4 3 2 1 # of Students 42 101 224 309 245

The above data shows that throughout the school and the school district, reading and writing is a weakness for many students at all levels. Critical reading and especially writing are the lower scores on the SAT. On Advanced Placement exams, 60% of students do not earn a passing score of a 3 and 15% of students earn either a 4 or the top score of 5. This is primarily due to the written portions of many of the AP exams. As an AP reader that has graded the essay portions of the AP European History exam, written analysis is a weaker point in their essays. Individuals involved: I decided that I will be using the technology based solution to address student analysis and writing skills when reading and using primary sources in my smallest Honors World History class. I am picking my smallest class to work with since I can focus on the support the students may need with both the learning issue and the technology-based solution. I am also picking this class because they are one of my Honors classes that performed lowest on the Mock ACT/SAT, particularly in reading and writing. These students are also more familiar with wikis, particularly Wikispaces. This class is comprised of 19 eleventh graders and 1 ninth grader. None of them have an IEP or a 504 plan. While none of these students receive these services, one student was recently tested to see if they need special education services. In this class of 20, there are 2

Asian-American students, 11 African-American students, 1 Hispanic student, and 6 White students. I will be the only teacher working with these students. Approval: I received approval from my principal to work on the capstone project in my school. See the below email. RE: Graduate Work Hill, Kimberly (CCPS) To: Newton, Anna M. (CCPS)
Anna, Thanks for sharing this with me. I'm interested to learn what you decide to take on as your project! Kim

From: Newton, Anna M. (CCPS) Sent: Friday, January 18, 2013 2:15 PM To: Hill, Kimberly (CCPS) Cc: Iverson, Debra (CCPS) Subject: Graduate Work Dear Ms. Hill, On February 4th, my final class/capstone project for my Master's in Instructional Technology will begin. One of the steps is to get approval from the principal/administrator for permission to design a project that uses educational technology to help address an instructional issue your students are experiencing. The course description is: (Formerly OMED 680.) Prerequisite: 24 credits, including the first eight courses in the program. May be taken with EDTC 645 or EDTC 650. Recommended as the final course in the MED program. A selfdirected project, in which teachers collaborate with colleagues within or across grade levels or departments to incorporate innovations into their curricula. Throughout the seminar, a portfolio is built to demonstrate the development, implementation, and outcomes of the project. This is designed as a capstone experience that provides teachers the opportunity to apply previous knowledge and skills gained from other courses in the program. I am still in the process of brainstorming potential instructional issues for my research, but I wanted to get your permission to use one or multiple sections of my World History classes. The following link is the outline of the different phases of the project: http://goo.gl/8b5eX. The end of the semester is April 29th. Thank you for your support.

Mrs. Anna Newton

Technology-based Solution: In order to address the learning issue and to improve students analysis and writing skills when reading and using primary sources, I have decided to use a wiki, created using Wikispaces. Wikis are a great collaborative tool that will allow me and the students to help each other improve their interpretation and analysis skills when reading primary sources and using evidence from primary sources in discussions and written assignments. Wikis are also a great way to extend learning opportunities outside the classroom and are free as long as you have access to a computer with an internet connection. Research-based Evidence: In progress References: In progress