Improving Attendance and Course Offerings During the Academic Enrichment Period Team Members: GALE...

Improving Attendance and Improving Attendance and Course Offerings During the Course Offerings During the Academic Enrichment PeriodAcademic Enrichment Period

Team Members:

GALE O. CUNNINGHAM, Principal Steffond Cone, Assistant Principal

Julie N. Gilbert, Teacher-Leader

Miami Norland Senior High SchoolMiami Norland Senior High SchoolSuperintendent’s Urban Principal InitiativeSuperintendent’s Urban Principal Initiative

June 2006June 2006

Abstract of the StudyAbstract of the Study

• The study discusses the issue of low student attendance during Miami Norland Senior High School’s Academic Enrichment Period. Five areas of organizational change were examined:

1. Course Offerings

2. Student Motivation

3. Classroom Instruction

4. Personnel Participation

5. Culture

• An action research design (using qualitative and quantitative information) was used to gather both student and staff data.

Introduction/BackgroundIntroduction/Background

• A part of The Zone’s curriculum restructuring

plan requires High Schools within the designated

target to incorporate a mandatory Academic

Enrichment Period which comes at the end of

the students’ school day. At Miami Norland

Senior High School (MNSHS) the addition of this

course has resulted in the low attendance by

students which have been assigned to courses

during this time.

Research QuestionResearch Question

• Will a change in the courses offered during the Academic

Enrichment Period (AEP) result in increased student participation in

the MNSHS school community?

– How can the AEP Course Offerings be improved in order to increase

student attendance?

– What type of course offerings would motivate student learning at the

end of the school day?

– How does classroom instruction need to be adjusted to increase student

motivation in the AEP?

– Are Instructional Personnel willing to participate in professional

development activities and initiatives directed at improving student

attendance during the AEP?

Literature ReviewLiterature Review

• Women & Minorities have long associated career goals with the

humanitarian, hands-on affect on society

• Secondary curriculum has leaned toward the technological side and

presents itself as being removed from the real-world– human-touch which affects the human factor and contributes to the lesser

number of females and minorities in the high-tech careers

– the need of mentors/mentor groups and opportunities to see the connection of

high-tech careers and application of the human factor is prevalent to increase the

number of women and minorities in technology.

Brown, Bettina L. (2001). Women and Minorities in High-Tech Careers. ED452367.

Literature Review (2)Literature Review (2)

• Christine Overtoom’s research stated:– what employers want, how skills match current work and school

experiences

– employees need to continue attending staff trainings and workshops that will keep them abreast on the latest trends and practices

• T. Bailey’s research stated:– that students must obtain skills that go beyond the step-by-step

task performances

– students must compete in a large world market and rapid technological advancement

– workers at all levels need to become problem solvers and have same foundation


• Knowledgeable workers who demonstrate adaptive skills and the ability to incorporate human relations , hold a competitive edge over those who do not possess these skills

• Employability skills have evolved to a synthesis of definitions (Murane and Levy 1996). Employability skills are transferable skills that do represent enabling knowledge, capabilities, and attitudes. They have become necessary for career success at all levels. The American Society for Training and Development (ASTD) emphasizes the core skill groups needed as follows:

1. Basic Competency Skills

2. Effective Communication

3. Adaptability

4. Development

5. Group Effectiveness

6. Informational Skills


• The educational response to assist with teaching and practicing these skills have resulted in a vigorous effort to prepare all students

Overtoom, Christine (2000). Employability Skills: An Update. ERIC Digest No. 220, ED445236.

Methodology/InterventionMethodology/Intervention

Step 1:

• The researchers reviewed several sources of information:

– Attendance reports– Truancy Packets/Reports – Hall Sweep Logs– Club Fair/ Extra-curricular Exposure– Comparison of Student Grades and

Attendance via Electronic Gradebook

Methodology/Intervention (2)Methodology/Intervention (2)

Step 2:

• The researchers evaluated Student Service contact hours in the following areas:

– Parent/Counselor Contact Logs– Parental Involvement/Parent Academy

Participation– Student Services Reports– Review Student Services Comprehensive

Plan


Step 3:

• Based on the information collected from Steps 1&2, the researchers designed a Student Survey instrument and a Teacher Survey instrument.

Step 4:

• Students were surveyed during their 6th period classes, the course which is offered immediately preceding the 8th period AEP. Surveys were primarily administered in 9th and 10th grade courses.


Step 5:

• The researchers conducted Focus Group Interviews with students in grade level settings where they would not be influenced by other students or teachers.

Step 6:

• The researchers conducted individual student interviews with students who exhibited a depth of knowledge regarding curriculum concerns.

Step 7:

• The researchers administered the Teacher Survey instrument during the March Faculty meeting which was held during the Collaborative Planning Time.

Individual

Data Collection PlanData Collection Plan

Research Questions Data Source #1 Data Source #2 Data Source #3

How can the Academic Enrichment Period Studentcourse offerings be improved in order to Focus Group Student Studentincrease student attendance? Interviews Surveys Interviews

What type of course offerings would Studentmotivate student learning at the end of the Focus Group Student Studentschool day? Interviews Surveys Interviews

How does classroom instruction need to be Studentadjusted to motivate student learning in their Focus Group Student StudentAcademic Enrichment Period courses? Interviews Surveys Interviews

Is the instructional personnel willing to participate in professional development activities and initiatives directed at improving Teacherstudent attendance during the Academic Teacher Teacher PreferenceEnrichment Period? Surveys Interviews Forms

Data AnalysisData Analysis

Strongly Agree

Agree

Neutral

Disagree

Strongly Dis- Agree

1. I would attend Eighth Period class if it would occur between 7:30 a.m. and 2:30 p.m.

325 336 333 310 336

2. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if the class was an academic requirement for graduation.

359 321 317 304 323

3. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if the class was an elective which was relevant to my Career Choice.

381 315 289 306 314

4. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if the instructor attended the class on a regular basis.

380 332 306 294 292

5. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if the instructor incorporated more technology- based learning.

382 322 303 303 293

6. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if the class’s instructor incorporated more project-based learning.

378 333 322 294 299

7. I would attend Eighth Period class between 2:35 p.m. and 3:30 p.m. if I could earn grades for my Eighth Period class and a core academic course simultaneously.

395 294 297 317 300

Overall Student Body Survey Results

Data Analysis (2)Data Analysis (2)

Would you attend the following courses if they were offered during the Eighth Period?

8. Health and Fitness 382 315 316 308 302

9. Drama 370 319 335 295 309

10.Music Theory 383 333 316 297 299

11.Stagecraft 397 329 325 250 308

12.Web Design 398 305 315 295 319

13.Weight Training 377 297 325 298 311

14. Foreign Language 388 317 319 296 316

15. French Literature 387 335 336 291 306

16. International Business 395 324 318 306 312


17. What was the most valuable aspect to you regarding Eighth Period this year?

Student Responses:

– An extra credit/ Boosted GPA.

– Actually talking to us and getting to the point of the lesson.

– My 8th period was Debate. It helped me to improve my public speaking abilities, helped me to also become more aware of current events.


18. What was the least valuable aspect to you regarding Eighth Period this year?

Student Responses:

– Take a class you need.

– Length of class period.

– Taking Math classes in the 8th period is not good.

Data Analysis (5)Data Analysis (5)19. What other comments/suggestions would you like to make to

improve the Eighth Period for the 2006-2007 school year? Student Responses:

– Retain the block scheduling. More class time, more learning.

– To have more electives that will get students more involved in school.

– At least make 8th Period an elective because students don’t learn much in an academic class at that period.

– Make the class more exciting and it was too short, if I was missing 1 hour and 40 minutes I would have went more.

– Provide a choice for seniors to either go home or stay in school.


Strongly Agree

Agree

Neutral

Disagree

Strongly

Disagree

1. I am in favor of the increased emphasis on technology-based delivery.

50 40.2 13.89 2.7 0

2. I am in favor of project-based learning. 33.3 37.5 22.2 2.7 2.7

3. I can see benefits in moving toward more collaboration with cross-functional colleagues.

31.9 48.6 15.27 1.38 2.7

4. I think I'll be good at moving in these directions.

36.11 43.05

13.88 0 4.16

5. I am eager to learn more about the topics that are described in items 1-3 of this survey.

29.16 45.8 20.8 1.38 1.38

6. If I begin doing the things described in this survey, I will be recognized for these efforts.

15.27 36.11 34.72 20.8 2.7

Overall Faculty Survey

•125 Instructional Staff at MNSHS

•100 attended 3/28th Faculty Meeting Percentages


7. I am willing to make the time necessary to develop my skills and knowledge in these areas.

25 51.38 19.44 0 2.7

8. I need to know about performance improvement strategies that go beyond instruction.

36.11 45.83 16.66 0 2.7

9. My leadership team is eager for me to demonstrate skills, knowledge, and perspectives emphasized in this survey.

9.72 43.05 36.11 4.16 4.16

10. I would be willing to participate in team-training situations after school.

12.5 19.44

27.77 40.28 20.83

11. I would be willing to participate in team-training situations on planning days.

25 45.83 16.67 4.16 6.94

12. I would be willing to participate in team-training situations on Saturdays.

4.16 22.2 12.5 29.16 45.8

13. I would be willing to participate in team-training situations during collaborative planning.

37.5 48.61 11.11 0 1.38

Strongly Agree

Agree

Neutral

Disagree

Strongly

Disagree

Overall Faculty Survey (Cont.’d)

•125 Instructional Staff at MNSHS

•100 attended 3/28th Faculty Meeting Percentages


The Learning Organization Profile of MNSHS

0

5

10

15

20

25

30

35

40

Learning Dynamics OrganizationInformation

PeopleEmpowerment

KnowledgeManagement

TechnologyApplication

Administrator 1

Administrator 2

Areas of Organizational Learning

Sca

le S

core

s

Findings/ResultsFindings/Results

• The information provided by the data analysis is congruent with the information which was gathered from the literature review regarding the five areas of organizational change.

• Students at MNSHS would be more motivated to attend and learn during the AEP if the course offerings reflected their career focus and concentrated on future employable skills.

• The primary instructional strategies which should be utilized during this class period are hands-on, technology-based instruction which incorporates project-based learning.

• Furthermore, to increase student attendance and motivation to learn during this block, the AEP needs to be longer and offered every other day similar to other core content courses.

• Additionally, instructional personnel are willing to participate in the restructuring of the AEP through professional development activities and collaborative learning.

ConclusionsConclusions

• The researchers now understand that each and every step of the re-

engineering process must be clearly stated in order to ensure that

team members understand what they are doing and why they are

doing it. Adult learners must see a direct connection to their job-

performance to provide them with the motivation to begin the

change process. In order to re-culture schools, you must first

change the culture of teaching which means changing the mindset

of teachers. It is through building the capacity of team members that

the school’s capacity is increased and the school’s identity can then

be transformed through the establishment of linkages between

student achievement and the effective work habits of adults which

are engrossed in the restructuring of the school into an authentic

professional learning community (MacNeil and Maclin, 2005).

Improving Attendance and Course Offerings During the Academic Enrichment Period Team Members: GALE...

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