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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.