529 Case Study and Literature Review Effective Engagement Strategies For Reaching At-Risk Students

Effective Engagement Strategies for Reaching At-Risk Students
Allison Frenzel
&
Vicky Tucker
California State University, Fullerton
ENGAGEMENT STRATEGIES FOR AT-RISK STUDENTS
Abstract
The case study examined the academic outcomes for at-risk students when instruction included a
blended learning approach, strategic peer collaboration, and meaningful learning contexts. The
study took place at Lynwood High School in Lynwood, California; the school is comprised of
2300 students, 92% of which are Latino, and 98% are identified as socio-economically
disadvantaged. Currently the school is in year 5 of program improvement. A 12th grade English
classroom was chosen as the target setting; more specifically, an Expository Reading and
Writing Course (ERWC) which was designed to bridge the gap between high school and college
level writing. To conduct our study, we chose four at-risk students who come from a variety of
backgrounds. All participants are between 17-18 years of age, and were selected based on one or
more factors that place them into the at-risk category: language learner, pregnant, health
condition (lupus), poor attendance, or special needs (RSP). The findings of the study were
consistent with current literature which supports the idea that students are more academically
successful when they are offered opportunities to experience blended learning, peer
collaboration, and meaningful learning contexts. The results, however, also indicated that
additional resources are needed for English Language Learners who experience multiple at-risk
factors.
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Effective Engagement Strategies for Reaching At-Risk Students
Effective educational systems work to meet the diverse needs of their school campuses.
At-risk populations are categorized by both status and behavioral risk factors. Status risk
factors are demographic and historical characteristics, often used to classify large groups of
individuals, that are difficult or impossible to alter (Finn, 1993, p. 10). These include but are
not limited to: background characteristics such as racial or ethnic origin, socioeconomic status,
homelessness, drug/substance abuse, and unstable home lives (Finn, 1993). Additionally, the
primary language of the home, language barriers, and learning disabilities can impact both
engagement and achievement (Holley & Oliver, 2009). When determining factors influencing
student achievement, one must consider the aforementioned risk factors in conjunction with the
role of academic engagement as a behavioral and psychological element defining the students
level of participation in school.
When a student does not remain an active participant in class and in school, he/she may
be at risk for school failure. Academic engagement, or participatory behavior, (Finn 1993) is
often determined by the rate in which a student is attending school, participating in class
activities, interacting with content and other students, and responding to a teachers' instructions
and expectations both inside and outside of class. The students sense of belonging in school and
his/her perception of academic value greatly influence participatory behaviors. In contrast to the
status related risk factors, participatory behaviors comprise a set of behavioral risk factors that
may be more amenable to manipulation through school and home processes (Finn, 1993, p. 6) .
The purpose of this literature review is to examine existing research about reaching at-risk youth,
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and then identify the best combination of pedagogical, technological, and content specific
strategies that have positively impacted their learning experience. These strategies include the
individualization of instruction, connection with teacher, and opportunity for collaboration
through well designed instructional tools and blended learning implementation (Chen & Yau,
2016; Douglas, Lan, & Colasante 2014; Holley & Oliver, 2009) the integration of arts and
multimedia in core subjects (Inoa, Weltsek, & Tabone, 2014; Sanders, Munford, & Liebenberg,
2016); and the consideration of meaningful and socially relevant content in instructional design
(Charmaraman, 2013; Ng-A-Fook, Radford, Yazdanian, & Norris, 2013). In essence, we aim to
answer the research question: How might teachers use best practices and blended learning
strategies to design lessons and materials for at-risk youth that will increase engagement and
maximize learning outcomes?
Blended Learning: Program Design and User Satisfaction
Instructional media tools and technology integration provide additional means for
reaching at-risk populations through the development of blended learning (b-learning)
environments which provide an alternative to traditional classroom instruction, both increasing
participatory behavior and reaching multiple learner modalities (Challob, Bakar & Latif 2016;
Eryilmaz, 2016). These environments encourage collaboration, enhance content instruction,
promote critical thinking, and allow for differentiation. Additionally, educational practices
designed within blended environments are beneficial to students in terms of contentment,
learning, attention and motivation (Eryilmaz, 2016, p. 255). Technology-supported learning
environments benefit students with diverse learning needs (or those deemed at-risk due to
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socio-economics, language, or attendance issues) by allowing for collaborative activities that
help participatory apprehension and improve cross-curricular writing performance which in turn
improves confidence and academic engagement (Challob, Bakar & Latif 2016, p. 229). User
satisfaction with program design and motivation to participate in core content instruction also
greatly impact the outcome and findings of the empirical studies and demonstrate the importance
of a comprehensive blended learning model that includes learner-centered elements,
individualization of learning environments, and usability of technology (Chen & Yau, 2016;
Douglas, Lang, & Colasantes 2014; Laru, Naykki, & Jarvela, 2012).
Schools constitute an important protective asset for at-risk students (Sanders, Munford, &
Liebenberg, 2016). When teachers can effectively adopt blended learning methods into their
classrooms, at-risk students are exposed to resources and opportunities that can optimize their
learning experience by accommodating some of their obstacles. Teachers must consider and
assess the impact of certain risk factors on learning, and then provide alternative opportunities
for students to exercise personal agency. Homelessness, for example, is a status risk factor that
deeply impacts a students consistency with school. Masten, Fiat, Labella, and Strack (2015)
point to the rising number of homeless students in a 2014 survey: In 2010 2011, over 1
million students were identified as homeless under [the U.S. Department of Education] criteria, a
13% increase over the previous year, and in 2012 2013, that number reached 1,240,925 (p. 2).
This subgroup is unique in the sense that school is their one stable environment. Holley and
Olivers case study (2009) examines the importance of constructing an appropriate learning
environment for academic participation for students that may not have (or understand how to
construct) a stable environment outside of the classroom. This is especially crucial for the
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homeless subgroup of at-risk youth due to the fact that they lack a stable workspace outside of
school.
Providing opportunities to connect with teachers outside of the classroom and the
traditional school day is an essential aspect of building an individualized program and providing
equity of access. When academics offer rich and engaging online materials, an opportunity is
provided for students to learn in a different way, at a place and time of their own choosing.
However, educators have to value this alternative way of learning and relinquish some of their
power and control of the classroom, and embrace more personalised and individualised modes of
study negotiated with individual students (Holley & Oliver, 2009). When working with at-risk
youth, teachers must embrace a student-centered philosophy that individualizes the content of
lessons as well as the mode or implementation of these lessons, while considering the physical
environment, usability and smooth integration of technology to facilitate learning.
Developing effective and engaging lessons, in all blended learning models, then, is also
contingent on program design and interface as well as user efficacy, user satisfaction, and the
negotiation of an appropriate learning space. Chen and Yaus study (2016) examined six
dimensions and thirteen factors of blended learning amongst 100 college students in Malaysia
and found that ease of use and design of materials were the most critical aspects of blended
learning that revealed higher levels of learner satisfaction (p. 1668). When students participate
with ease in a b-learning activity, they can focus on the task rather than the means of completing
that task. This allows for content skill development and eliminates user frustration which can
inhibit rather than encourage learning.
Similar results were discussed by Douglas, Lan, & Colasante (2014) who demonstrated
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how blended learning environments can facilitate learning when the technology tools are
well-designed and easy to access. Instructors must recognize that the learners notion of ease of
use is an important antecedent to perceptions of satisfaction, and that an e-learning systems ease
of use encouraged learners to devote their attention to learning the content instead of spending
effort learning the system regardless of other factors that may impact student learning (Chen et.
al., 2016, p. 1670). Furthermore, Holley and Olivers case study (2009) examined the experience
of four at-risk students and found that instructional design must also consider the design of the
learning space itself because, students very seldom negotiate with staff to find suitable learning
spaces within the blended environment. The negotiation is much more subtle and involves their
individual expectations of: their ability to control technology, their forthcoming educational
experience, and expectations of managing their learning space (typically at home) (Holley &
Oliver, 2009). Well designed programs consider the importance of both interface and content
while supporting in-person and online collaboration.
Improving Engagement by Providing Support and Facilitating Online Collaboration
Brewster and Bowens (2004) study focused on student-perceived teacher support for
at-risk Latino middle and high school students and found that student engagement is also
contingent on the positive role of social capital, connection with the instructor, as well as
meaningful content. Of the two aspects of school engagement investigated here, the strongest
effect in the analysis was between perceived teacher support and level of perceived school
meaningfulness; levels of meaningfulness increased as levels of perceived teacher support
increased. Teacher support contributed approximately 10% of the variance in level of school
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meaningfulness (Brewster & Bowen, 2004, p. 15). Interaction with a caring and invested adult
who considers the importance of meaningful, student-centered content led to increased school
engagement on the part of Latino youth considered at risk of school failure, which demonstrates
the importance of the instructors role in student engagement as well as the establishment of a
safe learning space. This research correlates with Holley and Olivers (2009) study and illustrates
how program development and implementation must recognize the complexity of the politics
impacting on our students and their experiences and approach instructional design as a
multifaceted and highly complex process if it aims to meet the needs of diverse learning
populations (p. 3).
Bres, Magyar, and Turcsnyi-Szab (2012) assert that, based on [Vygotskys zone of
proximal development theory], ...the different emerging grouped learning methods originate
from this theory because the root of team work is within appropriate communication and the
diversity of co-workers giving a chance to extend each others knowledge potential (p. 3).
When teachers establish a learning environment that is based on respect, support, and
understanding, students are also likely to engage with one another in a meaningful way; it is
essential, then, that educators foster collaboration that engages students with both traditional and
21st century teaching strategies. In developing effective instructional practices, incorporating
tools that would maximize learning potential through these peer dynamics is crucial. Bres,
Magyar, and Turcsnyi-Szab (2012), Challob, Bakar, and Latif (2016), and Martin (2013) noted
that online collaboration can reduce writing/learning apprehension and reaches a greater
population of students, including English Language Learners, Special Education, and other
at-risk students. By adding online collaboration, teachers work to reduce the pressures that
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at-risk populations often face in a critical face-to-face settling, enabling them to expand their
social networks and collaborative efforts in order to enhance their academic confidence and
develop interpersonal skills. By providing multiple opportunities for learners to collaborate with
a social networks online, teachers can increase participatory behaviors and focus on learning
outcomes for diverse learners (Bres, Magyar, & Turcsnyi-Szab, 2012; Laru, Naykki, &
Jarvela, 2012). Providing opportunities for students to post writing online, ask questions about
an assignment, or respond to other students in an online community, allows for a variety of
responses and feedback which encourages peer interaction and supplements skill building and
face-to-face collaboration in the classroom for students who might be otherwise disengaged.
Creating Meaningful Learning Contexts
Across the research literature (Charmaraman, 2013; Inoa, Weltsek, & Tabone 2014;
Ng-A-Fook, Radford, Yazdanian, & Norris, 2013; Sanders, Munford, & Liebenberg, 2016) the
findings on at-risk students suggest that there are some key factors that both increase engagement
and improve learning outcomes. At-risk students yield more positive outcomes (beyond content
level skill development) when program design and implementation of technology allow for
student choice and is paired with socially/culturally meaningful lesson designs and connection
with the teacher. (Charmaraman, 2013; Holley & Oliver 2009). When classrooms only focus on
content-specific instruction, do not incorporate socially or culturally relevant materials, and
avoid or poorly integrate technology, they lose out on opportunities to create accommodations
for at-risk students, thereby reducing their academic success (Masten, Fiat, Labella, & Strack,
2015; Pickles, 2014). But when teachers and schools work to design content that is socially and
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culturally relevant, students interact with classes in a more positive way; additionally, elements
of art instruction (whether directly or indirectly paired with content instruction) also lead to
higher levels of engagement, as well as higher quality student work (Charmaraman, 2013;
Ng-A-Fook, Radford, Yazdanian, & Norris, 2013; Sanders, Munford, & Liebenberg, 2016).
Consideration of relevance and creativity in instructional design is crucial for increasing
participatory behavior for special populations. The literature suggests that programs which
incorporate elements of social justice, art, and technology are far more successful at reaching
at-risk students and helping them succeed academically (Knight, 2005; Inoa, Weltsek, & Tabone,
2014, Finn 1993) .
Socially and Culturally Relevant Learning
To exemplify the benefit of socially and culturally relevant learning, an afterschool
program based in Oakland, known as Youthscapes, aimed to engage urban youth through a
multimedia project that involved collecting the stories of their complex city landscape and
redefining the media perpetuated (and often inaccurate) representations of their culture.
Charmaraman (2013) noted that:
The youth development goals as articulated by the program coordinators included an
adult-mentored and youth apprenticeship model for (a) communication skills, e.g.
interacting with a world larger than the confines of their neighborhoods; (b) critical
thinking skills, e.g. challenging dominant viewpoints; (c) personal expression, e.g. telling
a digital story about social or political beliefs; and (d) good work ethics, e.g.
collaboration, leadership, and persistence for at-risk youth.
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( p. 104).
Through this program students built a sense of community that allowed them to express their
collective voice toward pro-social actions by writing and producing their stories and showcasing
their works at community screenings (Charmaraman, 2013, p. 118). Youthscapes project-based
approach engaged learners through student centered pedagogy and meaningful integration of
technology for the purpose of an artistic documentary project. Students were engaged both
creatively and intellectually due to the personal nature and artistic elements of the project
Like Youthscapes, an adaptive vocational school in Ottawa, Canada adopted a social
action curriculum plan (SACP) to engage and empower their student body; many of the students
come from socioeconomically depressed households and have serious personal issues, such as
instability in their family life, drug and alcohol abuse, homelessness, violence, racisms and/or
other sociocultural forms of marginalization (Ng-A-Fook, Radford, Yazdanian, & Norris, 2013,
p.2). Students who participated in the study experienced newer forms of collaboration and even
newer ways to produce written material that served a purpose in their lives (poems, songs, letters
to parents, and public service announcements). The study observed that access to the World
Wide Web of information on the Internet, different kinds of connections to teachers and other
students via social networking site, and learning to produce news, provided students civic
opportunities to engage the institutional structures of public schooling (Ng-A-Fook, Radford,
Yazdanian, & Norris, 2013, p.8). Through the integration of meaningful content and the design
of collaborative student-centered projects, at-risk participants were engaged in academic
activities and demonstrated increased participation.
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Using Art Across the Disciplines for Student Engagement
Arts education is often considered an intervention for struggling students and low
performing schools. Inoa, Weltsek, and Tabone (2014) examined the relationship between
theater arts and student literacy and mathematics achievement amongst middle school students
enrolled in a high poverty, urban school, and their findings indicated that students in arts
integrated classrooms tended to outperform their counterparts in both math and language arts on
standardized tests (p.3). The study emphasized the way arts integration impacted learning and
promoted academic success across content areas. The academic benefit of theater arts instruction
is apparent in the results of this study as students are able to refine transferable skills such as
communication, interpersonal interaction, and leadership, and these skills contribute to their
success in other content areas. Furthermore, the study illustrates the benefits of a theater arts
program for low income students in urban school districts and demonstrates the value of arts
intervention strategies for at-risk students because participants in the study outperformed
control group students of their same grade, gender, and race or ethnicity classification (Inoa et.
al., 2014, p.18).
These findings were also reflected in the Oakland Youthscapes project (Charmaraman,
2013). The student participants were engaged in a multimedia arts project that combined
filmmaking with meaningful content. The youth videos were collaborative storytelling devices,
which allowed these youth to actively protest an issue that they felt needed to be opened up for
community dialog. Whether it was on teen health promotion or censorship, these young people
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were offered opportunities to participate in their own social activism and sanctioned cultural
critique (Charmaraman, 2013, p. 112).
At-risk youth are motivated through the arts because they often emphasize active
engagement, disciplined and sustained attention, persistence and risk taking, among other
competencies. Participation in the arts also is an important strategy for engaging and motivating
students at risk of dropping out of high school and for those with special needs (Ruppert 2006).
Additionally, many students attribute their experience with the arts as their motivation for
staying in school. Maguire, Mishook, Garcia, and de Gaillande (2013) examined the student
experience and engagement within four arts focused pathway programs in high poverty urban
schools in New York (p. 3). The researchers compiled data from student surveys, interviews,
focus groups, and compared educational outcome data (graduation rates), participation in
extracurricular activities, and attendance rates. They created an Arts Capacity Index (ACI) that
allowed them to compare the programming at each site. The results indicated that the attendance
rate at these schools was considerably higher than the non-arts counterparts and state average.
Additionally, interviews with students demonstrated that they felt more connected with their
education due to their experience with arts integration. Since attendance rates are indicators of
student engagement and positive learning environments, researchers concluded from information
gathered in the interview process that students at the four schools have a positive experience at
school due to the arts focus in core academic subjects as well as enrichment opportunities and
authentic project-based learning (Maguire et. al., 2013).
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Discussion
The research demonstrates that teachers must establish practices to increase engagement and
maximize learning outcomes for at-risk youth. The following factors increase student
engagement and encourage academic participation for at-risk populations: The establishment of
a learner-centered instructional approach through meaningful integration of technology and
user-friendly instructional media (Challob, Bakar & Latif 2016; Eryilmaz, 2016; Chen & Yau,
2016; Douglas, Lang, & Colasantes 2014; Laru, Naykki, & Jarvela, 2012); the establishment of
an appropriate and individualized learning environment through blended learning pedagogy
paired with the opportunity for peer collaboration and project-based learning; the importance of
positive and caring relationships between teachers and students (Bres, Magyar, &
Turcsnyi-Szab, 2012; Martin, 2013; Holley & Oliver 2009); the integration of meaningful and
socially relevant content and the inclusion of the arts in core subjects and instructional design
(Charmaraman, 2013; Inoa et. al., 2014; Maguire et. al., 2013; Ruppert 2006).
A learner-centered instructional approach through meaningful integration of technology
and user-friendly instructional media eliminates frustration students may face with the actual
software or tool, and helps in the initiation of the learning process (Chen & Yau, 2016).
Selection and design of the most effective mode of delivery and project development for
asynchronous instruction is the first step in creating an effective blended learning environment
and helping increase participatory behaviors. The ultimate benefit of blended learning for at-risk
populations is that instruction can be personalized and create opportunity for peer collaboration
and project-based learning (Bres, Magyar, & Turcsnyi-Szab, 2012). This type of
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consideration allows for teachers to make accommodations and modifications for at-risk
populations that may struggle with both behavioral and status risk factors. Furthermore, the
importance of positive and caring relationships between teachers and students can not be
understated, in that it is a clear determinant in the at-risk students willingness to participate
academically in any capacity (Brewster & Bowen, 2004).
The integration of meaningful and socially relevant content and the inclusion of the arts
in core subjects and instructional design is a clear motivational factor for at-risk youth (Maguire
et. al., 2013). As stated, students respond to blended learning pedagogy, but this engagement is
amplified when an artistic and socially relevant component is included in instructional design.
Arts integration allows students to think creatively and approach core subjects in a
non-traditional academic way. Additionally, when students are exposed to socially and
culturally relevant themes, they are able to see the meaning in academics and are more inclined
the participate in instructional activities (Charmaraman, 2013). Essentially, the optimal approach
for reaching at-risk populations includes a combination of these strategies; establishing
relationships with students and creating an individualized blended learning environment that
allows for peer collaboration on socially and culturally relevant creative projects and
assignments.
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Case Study: Implementation of Engagement Strategies In Secondary Writing Instruction
I Wonder Questions and Issues
Our Case Study was based on the following philosophical and pedagogical questions
around student engagement and academic success for high school age students:
1. I wonder how to get 11th and 12th grade students to take ownership of their education?
2. I wonder how to create a blended learning structure that promotes autonomy and
motivates students?
3. I wonder how (as a grade level unit) we can begin to work with, and not against, the
issue of student absences by using technological resources to communicate with students
and expose students to the learning material that they need to pass the class and graduate?
Initially, we noticed overlapping concerns for our at-risk students when comparing
observed skill deficiencies in writing. We wanted to examine strategies that would best address
the needs of these students while engaging them in learning. We also hoped to develop a
student-centered blended learning environment to support student autonomy while teaching
CCSS writing skills. Based on the findings in the literature review, we determined that the
aforementioned engagement strategies can apply to any content area or topic, including the
engagement in a research writing topic and the impact of this engagement on academic
acheivement. Our essential question became: How might teachers use best practices and
blended learning strategies to design lessons and materials for at-risk youth that will increase
engagement and maximize learning outcomes?
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Classroom Description
Demographics. The target classroom for this study was Vicky Tuckers Expository
Reading and Writing Course (ERWC) at Lynwood High school; this class was designed to
bridge the gap between high school and college level writing by focusing on real world issues,
college level writing (in all subject areas), and expository texts. There are currently 140 enrolled
in this section of the course, each period comprised of a variety of learner styles. The California
State University organization provides students with an ERWC coursebooks, and any other
supplemental tools would be provided by the instructor. Technology is easily accessible as the
English Department possesses three Google Chromebook carts, the school provides four
computer labs, and this class shares another Chromebook cart with three other teachers.
Classroom Environment and Daily Routine. The classroom design was based on the idea
that students should have a relatively comfortable learning space that allows for student
expression, easy navigation around the room, access to basic tools, and a desk arrangement that
allows for peer collaboration. Along the back of the classroom, there are eight rows containing
two desk which face the front of the room. Along the sides of the room there are three rows of
desks containing four desks which face each other. This arrangement allows for the focus of the
class to be the whole class, rather than a rows of desks that face the front. Around the classroom
there are teacher made posters and flow charts that include: How to Build a Thesis, Rhetorical
Verb Alphabet, ERWC Module focus, and Integrating Sources. In addition, student work is
posted around the room. Currently, there are samples of collaborative student outlines that were
completed on google classroom, as well as group Google Slideshows that reflect synthesis and
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APA format.
While not every day is carried out in the same structured fashion, most days students will
walk into the room with a slideshow projected onto a screen. The first part of the day involves
announcements, stamping homework, and either a quick write or grammar exercise. Nearly
every day, students are expected to work with a group, or with partners on a task, which they
post to the classroom or present to the class.
State Standards/Expectations. The ERWC course is designed based on Common Core
State Standards as well as the feedback from a college committee which worked to build
activities that would bridge the learning gap between high school and college level writing.
Every module has a central focus, activities that promote critical reading and writing, and
grammar lessons that are synched with the material. To encourage student participation and
motivation, Ms. Tucker has implemented a currency system in her class which rewards students
for participation. These dollars have been a crucial part of improving participation and
collaboration.
Participants
To conduct our study, we chose four at-risk students from a variety of backgrounds. All
participants are between 17-18 years of age. Each student was chosen based on one or more
factors that place them into the at-risk category: language learner, pregnant, health condition
(lupus), poor attendance, or special needs (RSP).
Student 1. A 17 year old male student who has been classified as SDC for three years.
This year, his IEP team decided it would be best to integrate him into an English class with the
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support of an RSP course. In addition, he is an EL student. He did not meet the English
Standards expectations in the 11th grade, and at the beginning of the study held a 56% in his
English course. Both an ELL and a former SDC (Special Day Class) student, this student
struggles with a learning disability and language acquisition. Though he has only been absent
one time the entire year, he holds an F in the course and also did not meet the expectations on the
English portion of the SBAC. He is genuinely motivated and interested in learning and
furthering his education, as he has also been in AVID for four years. And yet, it is clear that his
linguistic capabilities (reading comprehension and writing) are severely lacking.
Student 2. An 18 year male student from Mexico who has only been in the country for
two years. He did not take the SBAC; his CELDT scores indicate that he is Early Intermediate
in three areas (language development, writing, and speaking) and Intermediate in two areas
(reading and listening). He missed the entire first semester of the course, and at the beginning of
the study had a 30% his English course.
Student 3. A 17 year old female student who has Lupus. She has 26 absences as a result
of her condition. She was unable to take or retake her ELA CAHSEE exam, but met the English
Standards expectations on her SBAC exam. At the beginning of the study she held a 53% in her
English course.
Student 4. An 18 year old female student who has been pregnant since November. She
has accrued 15 absences during the second semester. In addition, she did not pass the English
portion of the CAHSEE and she did not meet the English Standards expectations for the SBAC.
At the beginning of the study, she held a 32% in her English course.
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Methodology
Pre-Test Data. Prior to testing we evaluated the demographic data of the target school
campus to assess need. Once this was evaluated, we chose four students and reviewed their
attendance, SBAC data, special designations (EL, RSP), health conditions, and overall GPA. In
addition, the four case study participants (as well as the rest of the students) completed a writing
pretest.
Ongoing. Over the course of three weeks, students completed three skill-based formative
assessments, wrote a final paper, and completed an end-survey. In addition, students' behaviours
were observed both in class and online and academic engagement was monitored by work
completion and productivity while in class.
Post-Test Data. Students completed a final post-test, research essay, and attitudinal
survey once the study was completed.
Length of Study
The action research plan was carried out over the course of four weeks, during the spring
semester. Pre-test data was collected and analyzed before the study was carried out. Each week
of the study involved a different phase of building a research paper: Research, Thesis
Statements, Outlines, Drafting and Editing. In addition, each of the weeks were structured to
include elements of our literature review: blended learning, peer collaboration opportunities, and
student choice. Either teacher observations or test data was collected to evaluate the effectiveness
of these strategies.
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Week 1. The research assignment was presented to the students. Aside from the
overview of the assignment, students spent two days reading and grading previous student essays
(ranging from a D to an A) against the rubric (Appendix A). The following days, students
received instruction on the topic of reliable sources, developed possible research topics, received
peer feedback in groups and on Google Classroom (Appendix B), began their online research,
and drafted an APA works cited page. They were able to select a meaningful research topic
based on their interests and concerns. No test was given this week, as much of the class time
was dedicated to online searches and peer feedback. A first draft of the reference page was due
the following week for a grade so sources and topics could be reviewed and approved.
Week 2. As a class, students reviewed the Thesis Machine process and then students
began working to understand both sides of their topics using the Research Paper Organizer
(Appendix C). Throughout the week, students also completed some checks for understanding
which involved quickwrites and online practice. This week, students were assessed on their
knowledge of thesis statements and outlines (revisited lessons from semester 1).
Week 3. This week students were required to finalize research topics and begin working
on an outline. Each day of the week, students reviewed a part of the outline, and focused on
completing one section, daily. These sections were highlighted and projected onto a large
screen. During this week, students were required to begin utilizing peer editing (online and
face-to-face), as well as editing software (Grammarly and Slick Write). In addition, another
assessment was administered on the topic of thesis statements. Students also submitted the drafts
of their Reference pages and received a grade with feedback. Completed outlines were due the
following week.
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Week 4. As the final week of the study/unit, students spent this week focusing on
drafting and editing. Each day, students were provided with a writing benchmark, tools for
editing (Sharing features on Google Documents and Word Cloud), and time at the end of the
period for peer collaboration. In addition, three days were focused directly on peer editing with
the rubric. The final essay and APA Reference page were due at the end of the week. Following
the completion of the essay, and the four week unit, students completed an attitudinal survey
about their learning and engagement.
Limitations
While the study provided some valuable feedback, there were several limitations that
should be considered. Several of the practice activities contained videos or web pages that the
instructor could access at home, but not using the school internet. Ensuring that all resources are
accessible at all times is crucial to successfully implementing the intervention. Also, our
findings indicated that the ELL students displayed the lowest performance, and while the
literature review supported the use of peer collaboration, additional language learning strategies
and tools were not included. As a result, the success of online programs or other resources was
more dependent on language and social comforts than the actual interventions.
Overview
The data collection process involved several sets of data: pre-intervention, ongoing, and
post-intervention. The pre-intervention data collection process involved gathering school-wide
demographic data, selecting the case study participants, and then gathering data on the
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participants. Throughout the implementation process, we also collected several data sets: two
formal assessments, class observations, attendance records, and completion of ongoing
assignments. This allowed us to gauge how much work the students completed, whether or not
their understanding of the skills were evolving, and whether or not technology could alleviate the
attendance issues. The post intervention data was divided into two parts. The first part involved
evaluating the amount of assignments each participant completed, as well as the final writing
assignment grade. The second data set included a survey that was administered to all students.
Pre-Intervention Stage
Before implementing the study, we evaluated the overall school demographic data for
Lynwood High School to get a general baseline of student performance school wide.
Participants were then selected based on the at-risk factors they faced. Though only four were
selected, they represented a range of factors (ELL, ELL & RSP, Lupus, and pregnancy). Once
selected, we collected data about each student through a variety of means including SBAC data,
overall grade in English, overall absences, and IEP or ESL data/accomodations (Appendix D).
Intervention Stage
During the intervention, online observations and assessment data was collected to track
the progress of each student. Two academic formative assessments were administered
throughout the four week case study. Each week, lessons were developed to include elements of
the literature review such as blended learning strategies, student choice and meaningful content
selection. Additionally, students had the opportunity to participate in a Saturday academy class
22
to make up absences and get one to one time with the teacher. Students were allowed to make
autonomous decisions regarding their topic, their position on their topic, and the type of research
they could use. They were encouraged to use multimedia primary and secondary sources such as
articles, studies, speeches, documentaries, and short films. In addition, students were able to
choose their own peer editors/editing groups. At least 3-4 times a week, students had access to
Google Chromebooks so that they could engage in practice activities, conduct research, or edit
their work during class. Students who have less than a 65% in the course were encouraged to
attend Saturday school, where they continued to work on extended assignments related to their
research.
Post Intervention Survey
Table 1 highlights the major survey results for 104 students in the course, and further
supports the literature review findings. That is: 1. Students prefer to use a combination of
technology and direct instruction, 2. Student choice, meaningful learning, and good
teacher-student relationships improved student attitude towards the assignment, and 3. Students
utilized and found value in peer collaboration (online and face-to-face). Below are the six areas
of the survey, and the highlights of each area:
Barriers to Learning The top two barriers to learning were:

- attendance (36%)
- motivation (35%).
Attitudes Towards Writing - Students (54) prefer choosing their own topics
- Before the unit, only 17% of the students were comfortable writing
a research paper.
- By the end of the unit, over half of the students were most confident
about APA References (51%)and Thesis Statements (62%).
Student Engagement - 36% of the students changed their topic of interest at least once.
- The top two most interesting activities were listening to other people
23
discuss their topics (61%) and evaluating news sites online with
groups (50%).
Peer Collaboration - 62% of students collaborated by discussing with their peers

- 53% collaborated through a shared google document
Teacher-Student - 73 students felt valued and respected by their teacher

Interaction - Only 36% of the students rated themselves as motivated throughout
the unit, while 86% ranked the teacher as motivated throughout
Technology in the - 51 students stated they prefer communicating with their peers in
Classroom person
- 38 students stated that they prefer a combination of technology and
in class work
- The top two technological resources the students found most useful
were: access to google slideshow and the google document outline
(Table 1)
Out of 104 students, 53 agreed that they prefer to choose their own topics. (36 somewhat
agreed). Additionally, 40 prefer to work on writing assignments that prepare them for the real
world. (43 somewhat agreed).
The research assignment was open to most topics. During the research process, students
were expected to conduct online research, and then complete an organizer with the pros and cons
of their topic. They also had two weeks to decide whether or not to change their topic to
something else of their choice. After the first two weeks, 65% of the students changed their
topic one or more times.
The case study participants all indicating that writing is more interesting when they can
choose their own topics. Students 1 and 4 stayed with the same topic the whole way through,
while students 2 and 3 changed their topics twice. Interestingly, enough, student 3, who had the
most absences and also completed the least amount of class activities received the highest score
24
on the final essay.
Findings
The four case study participants were all able to access the technology, though not all of
them were present during class to participate in the face-to-face discussions. Still, student 3
(with 10 absences) and student 4 (with 8 absences) both used Google Classroom resources to
seek face-to-face help outside of the classroom; both of these students also received the highest
marks on their final research papers. The two EL students without attendance issues both
struggled throughout the process, despite the access to technology and face-to-face interactions
with their peers and their instructor.
One of the key components of ensuring meaningful communication (online and
face-to-face) was establishing several guidelines during class time so that students knew what to
look for and evaluate. Again, the two EL students were less likely to seek help from their peers
online or face-to-face. They would ask their instructor for feedback, but often share only pieces
of their writing with their peers (research or reference pages only). Student one, for example,
indicated that reviewing sample essays, listening to other people's topics, and using self editing
tools were the activities he found most interesting. Student 2, on his survey, indicated that he did
not enjoy any kind of writing, but that he did appreciate the option to choose his own topic; and
yet, when it came to a question about collaboration (Writing is less stressful when I collaborate
with my peers) he selected "mostly disagree." He also preferred the online grammar editing tools
to peer collaboration. Students 3 and 4, on the other hand, had no problem sharing their work
online or in-class.
25
Summary, Conclusions, and Recommendations
Summary. The case study intended to increase student engagement and skill acquirement
with at-risk youth. Based on the results of the study, we found that the students who were
designated ELL struggled in spite of the resources and content. Student 1, who is designated EL
and RSP struggled the most, receiving the lowest marks on nearly every assignment. Student 2
also struggled to connect with his peers and receive feedback for his writing, ultimately leading
to an F on the final paper. Both of the female students excelled when given the opportunity to
choose their own research and also made the best use of blended learning tools.
Conclusion. After reviewing several sets of data, our findings indicated that the
interventions were more helpful to the Native English speaking students than the ESL students.
While Students 1 and 2 (Both ELL) completed more work and missed less days, their assessment
data and final essays did not achieve passing grades. While they are using the tools and
completing the assignment, the survey revealed that the students found the social components
undesirable.
While blended learning tools, online and face-to-face collaboration, and meaningful
learning experiences can enhance student learning, certain at-risk populations face greater
difficulty in skill acquisition. The language learning case study participants faced more obstacles
than those students with health conditions, pregnancy, and attendance issues. Their ability to
process and produce work in the English language seemed to lead to anxiety, which prohibited
them from interacting with their peers and making the best use of the online resources, which are
the two teaching strategies that the other two students (as well as the other 100 students) seemed
26
to benefit from the most. These strategies, appear to be most effective with at-risk students who
have a stronger command of the English language and access to technology outside of school.
Further modifications for at-risk language learners should take into consideration their anxiety
related to peer collaboration (of any kind), as well as tools that might scaffold their access to
online learning tools that are designed for English speakers.
Recommendations. The next step in the case study would involve the generation of a
multimedia thesis statement that would allow students to creatively present their argument using
images, sound, video clips, poetry, and other media. This would allow researchers to see if
students who may not traditionally be engaged in writing would have more success with a visual
recreation of their thesis supported by visual evidence, and if in turn, these students would better
understand their topics for the purpose of writing.
27

Appendix A: Research Essay Rubric

Student:
Intro
/2 6-8 sentences
Uses introduction strategy (imagery, statistic, quote(s),
/2 dialogue)
/2 Includes background (explanation of the topic/issue)
/4 Thesis
Body P1
/2 8 sentences
/2 Topic Sentence
/4 2 pieces of support taken from research
/2 2 APA Citations
Effective analysis and commentary provides deeper
/4 understanding of this topic.
Paragraph is focused, not repetitive, and adequately
/2 developed.
Body P2
/2 8 sentences
/2 Topic Sentence
/2 2 APA Citations
/2 developed.
Body P3
/2 8 sentences
/2 Topic Sentence
/2 2 APA Citations
/2 developed.
Con
/2 6-8 sentences
/2 Reword original thesis (same ideas, different words)
/2 Summarize all main points (same ideas, different words)
Use a conclusion strategy (vivid imagery, question, call
/2 to action)
/4 Style, Punctuation, and Grammar
/10 Works C ited Page
/80 Total Score =

28
Appendix B: Outline Template

Outline Template
I. Introduction
a. Opening Sentence
b. Background Info
c. Thesis:
II. Body
a. Topic Sentence:
b.
1. Support/quote (APA):
2. Analysis:
3. Support Quote (APA):
4. Analysis
c. Topic Sentence
2. Analysis:
4. Analysis
d. Topic Sentence
2. Analysis:
4. Analysis
III. Conclusion
a. Reword thesis
b. Revisit examples
c. Conclusion Strategy
29
Appendix C: Research Paper Organizer

Research Paper Organizer
Area of Interest: Abortion

Topic: Womens Reproductive Rights in America
Research Question: Should the federal government defund Planned Parenthood because one of their services is abortions?
Position: I do not believe the government should defund Planned Parenthood
3 Sub Topics/Reasons:
1. Abortions are not covered by federal funds.
2. Women and children who need low-cost care will lose support
3. Health services save the country money
Side 1: For Side 1: Against
Argument According to the Guttmacher Backers of the Pence Amendment claimed that such legislation would
Institute, a leading authority on help reduce abortions and curb our rising deficit (Nixon & Elgenberg,
reproductive health, every $1 of public 2011).
money invested in family planning
saves nearly $4 down the line by
keeping patients healthy so they don't
require costly medical treatments and
procedures (Nixon & Elgenberg,
2011).
Argument
Argument
THESIS MACHINE STEPS
Topic Funding Planned Parenthood
Position The federal government should not defund
Rationale Because federal money is not used for abortion, families would lose vital services, and
(3 reasons)
Although Clause Even though some people disagree with the idea of abortions,
Polish

References (APA)

Lee, D. (2017). Trump's push for 'merit-based' immigration may not deliver the benefits he expects. LA
Times. Retrieved March 13, 2017, from http://www.latimes.com/business/la-fi-immigration-merit-system-20170313-story.html
30
Appendix D: Student Data
Name Absenc SBAC Curre Risk Pre-Test Quiz Research Final Attended
es ELA nt Factors Thesis Assignments Essay Sat
Grade Statements + Completed Academy
ELA Outlines
2/24
[10 pts] [18 pts] [80pts]
Student 1 1 Not Met 56% EL, RSP 2 15 7/10 40 2

Link Front Link
Back
Student 2 2 NA 30% ELL 7 MI 8/10 47 1

(2 yr in Link Front Link
country) Back Rubric
Student 3 15 Met 53% R-FEP 6 17 5/10 74 1

Lupus Front LINK
Link Back Rubric
Student 4 12 Not Met 32% Pregnant MI 7 10/10 63 0

Front Link
Back Rubric
31
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34

529 Case Study and Literature Review Effective Engagement Strategies For Reaching At-Risk Students

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Effective Engagement Strategies for Reaching At-Risk Students

California State University, Fullerton

ENGAGEMENT STRATEGIES FOR AT-RISK STUDENTS

Effective Engagement Strategies for Reaching At-Risk Students

level of participation in school.

individualization of instruction, connection with teacher, and opportunity for collaboration

maximize learning outcomes?

Blended Learning: Program Design and User Satisfaction

reaching at-risk populations through the development of blended learning (b-learning)

environments which provide an alternative to traditional classroom instruction, both increasing

Eryilmaz, 2016). These environments encourage collaboration, enhance content instruction,

designed within blended environments are beneficial to students in terms of contentment,

learning, attention and motivation (Eryilmaz, 2016, p. 255). Technology-supported learning

socio-economics, language, or attendance issues) by allowing for collaborative activities that

of a comprehensive blended learning model that includes learner-centered elements,

environment, usability and smooth integration of technology to facilitate learning.

inhibit rather than encourage learning.

while supporting in-person and online collaboration.

Improving Engagement by Providing Support and Facilitating Online Collaboration

meaningfulness; levels of meaningfulness increased as levels of perceived teacher support

populations (p. 3).

21st century teaching strategies. In developing effective instructional practices, incorporating

an assignment, or respond to other students in an online community, allows for a variety of

Creating Meaningful Learning Contexts

content-specific instruction, do not incorporate socially or culturally relevant materials, and

Consideration of relevance and creativity in instructional design is crucial for increasing

2014, Finn 1993) .

Socially and Culturally Relevant Learning

To exemplify the benefit of socially and culturally relevant learning, an afterschool

Charmaraman (2013) noted that:

The youth development goals as articulated by the program coordinators included an

collaboration, leadership, and persistence for at-risk youth.

their works at community screenings (Charmaraman, 2013, p. 118). Youthscapes project-based

Like Youthscapes, an adaptive vocational school in Ottawa, Canada adopted a social

opportunities to engage the institutional structures of public schooling (Ng-A-Fook, Radford,

of collaborative student-centered projects, at-risk participants were engaged in academic

activities and demonstrated increased participation.

Using Art Across the Disciplines for Student Engagement

al., 2014, p.18).

critique (Charmaraman, 2013, p. 112).

authentic project-based learning (Maguire et. al., 2013).

a learner-centered instructional approach through meaningful integration of technology and

an appropriate and individualized learning environment through blended learning pedagogy

A learner-centered instructional approach through meaningful integration of technology

understated, in that it is a clear determinant in the at-risk students willingness to participate

academically in any capacity (Brewster & Bowen, 2004).

for reaching at-risk populations includes a combination of these strategies; establishing

Case Study: Implementation of Engagement Strategies In Secondary Writing Instruction

I Wonder Questions and Issues

issue of student absences by using technological resources to communicate with students

student-centered blended learning environment to support student autonomy while teaching

engagement and maximize learning outcomes?

post to the classroom or present to the class.

State Standards/Expectations. The ERWC course is designed based on Common Core

(lupus), poor attendance, or special needs (RSP).

linguistic capabilities (reading comprehension and writing) are severely lacking.

the study had a 30% his English course.

completion and productivity while in class.

survey once the study was completed.

about their learning and engagement.

post-intervention. The pre-intervention data collection process involved gathering school-wide

formal assessments, class observations, attendance records, and completion of ongoing

Post Intervention Survey