Check in #2
I am still extremely excited about our student voice data, but recognize that it is limited in its ability to specifically target a small sub-group. This difficulty was identified because of the data being anonymous. The anonymous component is beneficial because the data collected is authentic, it does however make directly targeting a small group a bit difficult. Also many of the questions that were asked require further questioning to gain clarification. For this reason data was collected from both the incomplete list, and the attendance log. This data was compared to isolate a target group of 13, 11th grade students (not the previously stated 14).
These students have a minimum of 2 incompletes (at least 1 per semester), and have 11 or more absences on the year and 46 or more tardies on the year. I recently consulted with our student information data system to identify that all 13 students come from low income communities, 11 are considered Hispanic or Latino, 5 are English Learners and one student is supported by an IEP.
IDENTIFYING THE ROOT CAUSES:
I believe with some data the root cause is staring you in the face, but with the current data I am struggling to identify the root cause. When Identifying organization and culture I believe that HSHMC strives to create a comfortable and accepting environment for all students. The beginning of each year is started in multi-grade level “family groups” for a week of policy and team building activities. The only "culture" information I can identify to support my targeted group is that 6 out of the 13 students transferred into the HSHMC, and did not start as a freshman.
External factors and student demographic would seem to be the closest to the root cause. All of the identified students are from low income communities, a majority are Hispanic or Latino, and almost half are English learners. These percentages mirror our student population.
As for preparation and curriculum, all teachers are trained in SDAIE strategies and have supports available to them. There is also a specific intervention program for EL student who need to reclassify under the CELDT. The intention is to support these students to reclassify and avoid the TOEFL exam (which notoriously has a low passing rate).
GOAL: Over an 8 week period, if targeted students are counseled weekly (by a preferred staff), and positively identified weekly (both in person and letter), their attendance rate will improve.
Objective: 1. Identify 2-3 students to target weekly with positive praise. (Split this among 6 team members so all students are met)
Objective 2. Create a google doc to share with the 11th grade team to ensure that all target students are positively praised weekly.
Lastly I would like to do some further investigation to ensure that I understand what the students understanding of achievement is. I may identify an area or strategy that I believe allows them to feel accomplished, but if they do not have the same definition I will not be able to target this achievement.
Similarly, we were needing clarification with what vale meant with our students. Through the student voice survey it was identified that only around 60% of student felt valued. As a team we found this concerning and wanted a better understanding of what students understood as value and what made them feel valued. We also changed the question to identify being a valued member of the HSHMC community. The results changed dramatically, and went from 60% feeling valued to 86% feeling valued at HSHMC. Below is a screenshot of the google survey, and the reslts.
I am still extremely excited about our student voice data, but recognize that it is limited in its ability to specifically target a small sub-group. This difficulty was identified because of the data being anonymous. The anonymous component is beneficial because the data collected is authentic, it does however make directly targeting a small group a bit difficult. Also many of the questions that were asked require further questioning to gain clarification. For this reason data was collected from both the incomplete list, and the attendance log. This data was compared to isolate a target group of 13, 11th grade students (not the previously stated 14).
These students have a minimum of 2 incompletes (at least 1 per semester), and have 11 or more absences on the year and 46 or more tardies on the year. I recently consulted with our student information data system to identify that all 13 students come from low income communities, 11 are considered Hispanic or Latino, 5 are English Learners and one student is supported by an IEP.
IDENTIFYING THE ROOT CAUSES:
I believe with some data the root cause is staring you in the face, but with the current data I am struggling to identify the root cause. When Identifying organization and culture I believe that HSHMC strives to create a comfortable and accepting environment for all students. The beginning of each year is started in multi-grade level “family groups” for a week of policy and team building activities. The only "culture" information I can identify to support my targeted group is that 6 out of the 13 students transferred into the HSHMC, and did not start as a freshman.
External factors and student demographic would seem to be the closest to the root cause. All of the identified students are from low income communities, a majority are Hispanic or Latino, and almost half are English learners. These percentages mirror our student population.
As for preparation and curriculum, all teachers are trained in SDAIE strategies and have supports available to them. There is also a specific intervention program for EL student who need to reclassify under the CELDT. The intention is to support these students to reclassify and avoid the TOEFL exam (which notoriously has a low passing rate).
GOAL: Over an 8 week period, if targeted students are counseled weekly (by a preferred staff), and positively identified weekly (both in person and letter), their attendance rate will improve.
Objective: 1. Identify 2-3 students to target weekly with positive praise. (Split this among 6 team members so all students are met)
Objective 2. Create a google doc to share with the 11th grade team to ensure that all target students are positively praised weekly.
Lastly I would like to do some further investigation to ensure that I understand what the students understanding of achievement is. I may identify an area or strategy that I believe allows them to feel accomplished, but if they do not have the same definition I will not be able to target this achievement.
Similarly, we were needing clarification with what vale meant with our students. Through the student voice survey it was identified that only around 60% of student felt valued. As a team we found this concerning and wanted a better understanding of what students understood as value and what made them feel valued. We also changed the question to identify being a valued member of the HSHMC community. The results changed dramatically, and went from 60% feeling valued to 86% feeling valued at HSHMC. Below is a screenshot of the google survey, and the reslts.