First of all, the total D and F rate has not been able to be broken down and determined yet. I was allowed access to a student file showing D and F grades for individual students for the most recent progress report. However, while i have the individual data, the overall report and a report broken down by subgroups is not readily available.
In speaking more about my project and site data with the school’s counselors and counseling secretary, they recommended that I look at the students with multiple Ds and Fs in academics. These grades are commonly referred to by our staff as scholarship grades. To narrow the number of students down further for my focus group, I am looking at the school’s seventh grade students who have multiple Ds and Fs and are also English Learners (ELs). The reason I chose these students is that the data reveals a higher percentage of English Learners have multiple Ds and Fs as compared to English Only students, reclassified, or initially identified English fluent students. Plus, seventh grade students are the main population I teach. It is also interesting to note that a few ELs are placed in bilingual classes or structured English immersion (SEI) classes, but most ELs are placed in classes with English only speakers and English Learners who have been identified initially as fully proficient or reclassified as proficient. In the last week, I have been working to gather, organize, and analyze my focus group’s attendance data, CELDT data, and soft data available through the school’s student information system. Additional data has been gathered through conversations with the principal, assistant principal, school counselors, teachers, and the CIS (categorical) coordinator.
I feel like I could jump to conclusions about the root causes of the problem of low academic grades for these students, but that would not do these students or the data justice. There are a lot of root causes, and not one seems to jump out in front of all the others. From talking to one of the school counselors, she hypothesizes that one of the root causes for student struggles is that parents want their students to do well, but they don’t know how to help them do well or support them academically along the way. Often times, these parents do not know how to help their students be successful. In other words, the parents may not know or have learned themselves the study strategies, organizational habits, and general academic practices needed to be successful in school.
My focus group students are working on their academic English skills in reading, writing, listening, and speaking. They are also learning new content in math, science, and history. Now, they have the additional responsibility of working on learning the language of technology. They have been given an iPad to use, but the work flow through a variety of applications to see their assignments, work on these assignment, and complete them can be an added challenge to learn. Plus, each class might have a slightly different way that assignments are viewed, worked on, and submitted. Additionally, these students do not usually have direct support with this technology at home. Instead of asking for help the next day in class, they may choose not to turn in the assignment or give up in frustration. Is self-advocacy in learning also a needed skill for these students? Yes, I believe that to be academically successful it is.
Other external factors that affect academic performance for these students stem from difficult home or personal life situations. Parents are separated, divorced, or not able to care for their own children due to their own circumstances. Relatives are seriously ill or have recently passed away. A close relative is in jail. The student and his family are homeless. The situations differ depending on the student. However, to have a home life that is unstable can add to the mental chaos when trying to concentrate on “being academic” at school or at night doing homework. It also can cause additional absences and thus missing information pertinent to their course work.
In the school district, data is examined but there is not a set data protocol that is widely understood and practiced by all teachers. Site leadership does display reports given from the district level about academic and attendance data on a regular basis. However, there needs to be a more uniform way to examine, analyze, and use data to directly inform and improve instruction. The process should be similar from site to site within the district, and similar data should be accessed and assessed. This would allow for communication between teachers at the same site in the same grade level or same subject as well as provide opportunities for dialogue among teachers from different sites who teach the same grade level or same subject.
Ultimately, in thinking about the EL students with multiple Ds and Fs, the question comes to mind: are these students being asked to learn too much at once? From English skills to tech skills to content area (science, history, and math) skills, are they truly able to learn and demonstrate learning well with it all? Should a cross content area rubric with embedded tech and English communication skills be formed to help support them in each of these areas? Would a shorter rubric for each area needing development help students at the site as a whole - and not just the ELs with multiple Ds and Fs? This is something I will continue to ponder, especially as it could help all students succeed in the learning process.
SMART Goal: By the end of Fall 2015, focus group students will have no Fs on their semester one report card.
In speaking more about my project and site data with the school’s counselors and counseling secretary, they recommended that I look at the students with multiple Ds and Fs in academics. These grades are commonly referred to by our staff as scholarship grades. To narrow the number of students down further for my focus group, I am looking at the school’s seventh grade students who have multiple Ds and Fs and are also English Learners (ELs). The reason I chose these students is that the data reveals a higher percentage of English Learners have multiple Ds and Fs as compared to English Only students, reclassified, or initially identified English fluent students. Plus, seventh grade students are the main population I teach. It is also interesting to note that a few ELs are placed in bilingual classes or structured English immersion (SEI) classes, but most ELs are placed in classes with English only speakers and English Learners who have been identified initially as fully proficient or reclassified as proficient. In the last week, I have been working to gather, organize, and analyze my focus group’s attendance data, CELDT data, and soft data available through the school’s student information system. Additional data has been gathered through conversations with the principal, assistant principal, school counselors, teachers, and the CIS (categorical) coordinator.
I feel like I could jump to conclusions about the root causes of the problem of low academic grades for these students, but that would not do these students or the data justice. There are a lot of root causes, and not one seems to jump out in front of all the others. From talking to one of the school counselors, she hypothesizes that one of the root causes for student struggles is that parents want their students to do well, but they don’t know how to help them do well or support them academically along the way. Often times, these parents do not know how to help their students be successful. In other words, the parents may not know or have learned themselves the study strategies, organizational habits, and general academic practices needed to be successful in school.
My focus group students are working on their academic English skills in reading, writing, listening, and speaking. They are also learning new content in math, science, and history. Now, they have the additional responsibility of working on learning the language of technology. They have been given an iPad to use, but the work flow through a variety of applications to see their assignments, work on these assignment, and complete them can be an added challenge to learn. Plus, each class might have a slightly different way that assignments are viewed, worked on, and submitted. Additionally, these students do not usually have direct support with this technology at home. Instead of asking for help the next day in class, they may choose not to turn in the assignment or give up in frustration. Is self-advocacy in learning also a needed skill for these students? Yes, I believe that to be academically successful it is.
Other external factors that affect academic performance for these students stem from difficult home or personal life situations. Parents are separated, divorced, or not able to care for their own children due to their own circumstances. Relatives are seriously ill or have recently passed away. A close relative is in jail. The student and his family are homeless. The situations differ depending on the student. However, to have a home life that is unstable can add to the mental chaos when trying to concentrate on “being academic” at school or at night doing homework. It also can cause additional absences and thus missing information pertinent to their course work.
In the school district, data is examined but there is not a set data protocol that is widely understood and practiced by all teachers. Site leadership does display reports given from the district level about academic and attendance data on a regular basis. However, there needs to be a more uniform way to examine, analyze, and use data to directly inform and improve instruction. The process should be similar from site to site within the district, and similar data should be accessed and assessed. This would allow for communication between teachers at the same site in the same grade level or same subject as well as provide opportunities for dialogue among teachers from different sites who teach the same grade level or same subject.
Ultimately, in thinking about the EL students with multiple Ds and Fs, the question comes to mind: are these students being asked to learn too much at once? From English skills to tech skills to content area (science, history, and math) skills, are they truly able to learn and demonstrate learning well with it all? Should a cross content area rubric with embedded tech and English communication skills be formed to help support them in each of these areas? Would a shorter rubric for each area needing development help students at the site as a whole - and not just the ELs with multiple Ds and Fs? This is something I will continue to ponder, especially as it could help all students succeed in the learning process.
SMART Goal: By the end of Fall 2015, focus group students will have no Fs on their semester one 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.