CHECK IN #4
My target solution plan for the school year of 2015 - 2016 will include the following:
My target solution plan for the school year of 2015 - 2016 will include the following:
- As I am currently targeting a small group of sophomores, next year, I will be working closely with the Junior teachers. I will be working with the four main curriculum instructors, in addition to that of special education or classroom aids. All seven have agreed to help me monitor the success of my target group. In addition, the Junior teachers will serve as the advisory committee with Ms. Aida Allen serving as the Administrative Supervisor. Ms. Allen is HSHMC’s School Ambassador/Administrator and has been in the education for 25 years plus. She is a great mentor to all the staff and students.
- I will will also be working with Dominique Smith, HSHMC Dean of Students, to help ensure the success of our students, as he is not only our social worker, but an integral part of HSHMC restorative practices.
- As I have found a select group of students who seem to attend my class and miss a substantial amount of their core classes, I will also be working with Ms. Emily Allen, HSHMC School Operations Officer. One of her responsibilities is attendance, so I will work closely with her, as she can help provide all the data and monitoring I need. I spoke with her and she has agreed to notify me when students are not at school. Again these are the female students, who possess high absences, incomplete's but always attend their internship class.
- To help further support my goals, I will be working with our school Principal Sheri Johnson. Mrs. Johnson is an expert in Power School, HSHMC data system and can provide me with additional data and support.
- Regarding Advisory Meetings, I will meet with my advisory committee twice a month, every first and third friday of the month. Moreover, I plan to share the data I have collected and can assist in offering further information every six weeks at Professional Development.
- Using the student voice date, I have discovered that 43 percent of female students don't feel valued at HSHMC. In addition, 26 percent of female students feel that they are not recognized for their achievements at school. I used the above information and cross referenced it with the daily attendance. I have five students in my sophomore class that have missed one day or less when attending their internship, which is my Fire Technology Program versus their normal curriculum. These will be the students I will primarily focus on next year. The absence rate varies and my goal is to figure out why these female students attend my class and choose to skip school on other days.
I am going to gather data in October, as to which female fire technology students attend their Fire Science Internship Class, but miss more than 13 percent of school. I will compare the top 5 girls from last year and to the top five students and calculated the percentage of school missed verses internship attended. The highest was 17 percent and the lowest was 8, resulting in a medium of 12.5 percent. Amongst the top five students who missed the most school, I calculated the average to be 13 percent. I think these two percentages have a strong correlation and that is why I am using 13 percent vs. the standard ten percent.
When I am able to identify the students, I can make measures to ensure that they feel
valued in all classes, My hope is that with the advice from my seniors, I can use the information and either call home or email more inorder to communicate a student's success. As well, I want to implement learning walks with the Junior team. I want them to watch my class and I want to watch theirs. I want to see if there is something that I do different which makes the girls attend the class more. Is it a sense of value or is it that I have been recognizing them more and speaking with their parents about their absences.