For the first data check in of EDL 690, D and F rates for seventh and eighth grade students at a San Diego middle school have been accessed and analyzed. The data is very shocking, and almost unbelievable. At the site level on the first progress report last fall, 81% of all students had a D or an F in scholarship. By second progress report, this was down slightly to 75%, and by the first semester the percentage was only down to 68%. That still seems extremely high. Now, the question makes one wonder: was the data counting each D and F in a class, and thus it could have counted a single student multiple times if he or she has a D or F in several classes. This is still being determined, as the data was not personally accessed.
This site data raises several questions. First of all, why are there so many Ds and Fs in classes? Also, is there a specific subject that has a higher percentage of Ds and Fs as compared to the others? Should this data be assessed by individual teachers after each progress report? Should interventions based on this data be created department-wide, school wide, or with each class of students? What other factors influence grades besides academic skills, and is there data that can be accessed about them?
This data reveals several needs. There is definitely a need for further investigation as to whether this data is about individual students or multiple counts of Ds and Fs from the same students. There is a need to talk to the administrators at my site about this data to help assess if this data is accurate, and pull up the correct data if it is not correct. Finally, there is a need for more data to be gathered about students at the school. The most urgent need is to determine if the data collected is accurate or not. After assessing that, the same data may need to be accessed again using different filters or with help from administrative staff.
The target group selected for focus is English learners. They are present in almost every, if not every, class at the school. They are in varying stages of learning English, and often times have better conversational language skills than academic language skills. Recently, it has been noticed that they are copying more and more phrases and sentences from the internet instead of constructing their own. There needs to be a way for them to express their learning, using the resources available. How can they do it in their own words? That is something valuable and personal they can hold on to - their learning. Now, how can an action plan help this target group of English learners?
SMART Goal: By the end of Fall 2015, focus group students will have no Fs on their fall report card.
This site data raises several questions. First of all, why are there so many Ds and Fs in classes? Also, is there a specific subject that has a higher percentage of Ds and Fs as compared to the others? Should this data be assessed by individual teachers after each progress report? Should interventions based on this data be created department-wide, school wide, or with each class of students? What other factors influence grades besides academic skills, and is there data that can be accessed about them?
This data reveals several needs. There is definitely a need for further investigation as to whether this data is about individual students or multiple counts of Ds and Fs from the same students. There is a need to talk to the administrators at my site about this data to help assess if this data is accurate, and pull up the correct data if it is not correct. Finally, there is a need for more data to be gathered about students at the school. The most urgent need is to determine if the data collected is accurate or not. After assessing that, the same data may need to be accessed again using different filters or with help from administrative staff.
The target group selected for focus is English learners. They are present in almost every, if not every, class at the school. They are in varying stages of learning English, and often times have better conversational language skills than academic language skills. Recently, it has been noticed that they are copying more and more phrases and sentences from the internet instead of constructing their own. There needs to be a way for them to express their learning, using the resources available. How can they do it in their own words? That is something valuable and personal they can hold on to - their learning. Now, how can an action plan help this target group of English learners?
SMART Goal: By the end of Fall 2015, focus group students will have no Fs on their fall report card.
- Objective 1 - By Progress Report 1, focus group students will have met individually with their advisory teacher at least once a week to create academic progress goals and check in with their advisory teacher as evidenced by collaborating with the advisory teacher to fill out check in meeting sheets.
- Objective 2 - By Progress Report 2, parents of focus group students will have met with a counselor and a resource teacher in a small group of no more than 10 parents to learn specific ways they can help the student stay technologically and academically organized with their assignments and school events.