HomeMy WebLinkAboutSec Sem improvements 2012
Improving Academic Success in the
Secondary School for the 2nd Semester 2012
Analysis and Recommendations
Clinton R. Calzini
I. Problem
A number of somewhat overlapping, yet disparate factors have created concern for the
educational progress of some students at Westlake Academy. The relationship a nd
degree to which these issues are intra-causational is complex and this analysis has sought
to disentangle the causal factors. The noted areas of concern are:
A. The number of students failing courses in the first semester of SY 2011-12
was much higher than in previous years.
B. The Spanish program has had a history of issues that has led to the poor
preparation of students.
C. The math program has had a history of issues that has led to the poor
preparation of students.
D. A seemingly large number of students have left during the first semester of SY
2011-12. (see Follow-up Student Withdrawals Report from Ben Nibarger)
II. Desired Outcomes
A. Increase student success
B. Retain capable students
III. Criteria for Success in Meeting Desired Outcomes
A. Issues preventing success are identified.
B. Opportunities for increasing success are identified.
C. Upon the evidence from the first two steps, create a plan such that:
• Students are achieving greater academic success across all courses.
• Students are able to achieve greater success in Spanish.
• Students are able to achieve greater success in math.
• We are able retain capable students to the best of our ability.
D. The plan keeps the integrity of the program and does not cause further
problems.
IV. Analysis
To better understand the cause of these issues, I have taken several steps to gather
information in preparation of a plan that will fulfill the criteria for success to meet the
desired outcomes:
A. Met with the parents of all students that have failed more than one course.
B. Met with teachers who had five or more students fail their course.
C. Met with the Spanish teachers to discuss the progress in the first semester.
D. Met with the math teachers to discus the progress in the first semester.
E. Used part of the Professional Day (January 16th) to analyze data from the first
semester. Specifically, the teachers compared two sets of data (described below)
in each course they taught. From this data, a full faculty discussion was held to
establish a list of causes and trends in the data.
1. Comparison of the difference between grades from the first quarter and
the second quarter. Students that had a difference of 10 percentage points
or greater were further analyzed to determine cause. Students with special
needs were also examined as a subset of the data.
2. Comparison of the difference between the average of Quarter 1 and 2,
and the semester exam grade. Students that had a difference of 10
percentage points or greater were further analyzed to determine cause.
Students with special needs were also examined as a subset of the data.
V. Findings
Following the same letters, a list of causational factors were determined:
A. From the Parents Meetings:
A variety of reasons were found to have caused students’ failing semester grades.
The factors causing failure were highly individualized, yet five main trends
became clear from the parents’ perspective:
1. Poor student attitude and motivation towards the course(s) and / or
teachers(s).
2. Missing, incomplete or un-submitted homework.
3. Poor study skills and/or preparation for exams.
4. Unprepared for level of rigor, expectations, and content (within WA
and from other schools).
5. Poor instruction and lack of support / communication by teachers.
It is important to note that “ability” to succeed in class was seldom mentioned in
these discussions with teachers, parents and students.
B and E. From the individual teacher meetings and the faculty as a whole:
Similar to the meetings with parents, a variety of reasons were found to have
caused students’ failures.
1. On the exams, students found difficulty in applying content knowledge,
rather than simp le regurgitation of information.
2. For some students, their essay and short answer exam answers had
satisfactory content, but were very poorly written.
3. This is the first time that seventh graders have had such a large, formal
summative grade (i.e., semester exam).
4. Poor student attitude and motivation towards the course(s) and / or
teachers(s).
5. Missing, incomplete or un-submitted homework.
6. Poor study skills, time management and/or preparation for exams.
7. Some students’ focus / view of their exams was: “What is the minimum
I need to get in order to get “X” grade?”
C. & D. The comments from the Spanish and math teachers included all of the
notes from above and had the following additional perspectives:
1. Spanish: Student placement has caused issues within the classes.
2. Spanish: Wide variety of abilities in each class.
3. Spanish: Modifications to content have been difficult to implement due
to 1 and 2.
3. Math: Students did not prepare for the exam that was heavy on
vocabulary and concepts. Their focus was only on calculation.
4. Math and Spanish: Students that have sought help have been
successful.
VI. Action Steps
The 1 st and 2nd quarter grades and exam grades, coupled with the perspectives
described above, provide a deeper understanding of the concerns in the students’ progress
this semester. The contextual data provides light on how to move forward to ensure
improvement. Table 1 provides an overall action plan to address the issues.
Table 1
Recommended Action Plan
Problem Action Steps Completion Date
(Person responsible)
Aligned with
Desired Outcome
Evaluation of
Action Steps
The number of students
failing courses in t he
first semester of SY
2011-12 was much
higher than previous
years.
• Begin using an
advisory period for
reviewing planner,
homework, etc.
• Begin implement ing
workshops for study
skills, test prep, and time
management during
advisory time.
• Improve on-boarding
process.
• Offer summer courses
in targeted subject areas.
• Consider modifying
exam procedures for SY
2012 – 2013.
• Teachers increase their
communication with
students and parents
regarding poor grades /
homework completion.
• Teacher communicate
• February 1 and
ongoing (Calzini and all
Advisory Teachers)
• February 6 and
ongoing (Calzini, Nees,
Odom)
• Spring of 2012
(Calzini, Odom, Nees,
Barron, Stoyanoff)
• Summer of 2012
(Calzini)
• Fall of 2012 (Calzini,
Stoyanoff, Odom,
Barron, and Nees)
• February 1 (Calzini,
and all teachers)
• February 1
• Increase student
success
• Increase student
success
• Retain capable
students
• Increase student
success
• Increase student
success
• Increase student
success
• Increase student
• Improved grades on
quarter report cards,
exams and fewer reports
of missed homework.
• Improved grades on
3rd quarter report card,
exams and fewer reports
of missed homework.
• Fewer students leaving
due to academic
transition problems.
• Credit recovery.
• Improved grades on
exams.
• Improved grades on
quarter report cards,
exams and fewer reports
of missed homework.
• Improved grades on
progress and/or
persistent issues
success quarter report cards,
exams and fewer reports
of missed homework.
The Spanish program
has had a history of
issues that has led to the
poor preparation of
students.
• Individual plans for
teachers / students (i.e.,
Depending on students
they have, they will
recommend what needs
to be done for success.)
• Bring in volunteers for
Spanish classes.
• Provide $1000 per
teacher for instructional
resources.
• Place students in
appropriate level of
Spanish.
• Ongoing (Calzini,
Traynor, Morales,
Linan)
• February 1 (Calzini,
Traynor, Morales,
Linan)
• Completed (Calzini)
• SY 2012-2013
• Increase student
success
• Increase student
success
• Increase student
success
• Increase student
success
• Improved grades on
quarter report card,
benchmark tests, exams,
and fewer reports of
missed homework.
• Improved grades on
quarter report card,
exams, and fewer reports
of missed homework.
• Improved instruction.
• Improved instruction.
The math program has
had a history of issues
that has led to the poor
preparation of students.
• Individual plans for
teachers / students (i.e.,
Depending on students
they have, they will
recommend what needs
to be done for success.)
• Provide $1000 per
teacher for instructional
resources.
• Ongoing (Calzini,
Hinton, Kemmerer,
Aisthorpe)
• Completed (Calzini,
Hinton, Kemmerer,
Aisthorpe)
• Increase student
success
• Increase student
success
• Improved grades on
quarter report card,
benchmark tests, exams,
and fewer reports of
missed homework.
• Improved instruction.