Data Collection Summary

Topic of Inquiry: Students with jobs

Students Thinking Data: in class products. Not necessarily a finished product. Work Samples: assignments that they turn in. A more polished, finished product. In-the-class Benchmarks: a step higher than work samples. Evaluation of standards. NormReferenced State-Level Data Student Interviews Teacher Interviews Observations Student SocioCultural Considerations

Willie Holt

Did great on the classroom behavior assignment (acting involved). Struggling with grammar in a whole class context, but does much better in a small group or one-onone setting. Outburst during the pathos discussion.

Has not turned in all assignments, especially when it comes to writing. Says that he has trouble expressing himself in words. Doesnt always finish his inclass assignments.

Doubled his score on the ACT on an in-class practice test from his score last year. Went from an 8 to a 16 in English. Has a C in the class.

2011 ACT: composite 13, Eng 8, Reading 14. Unsat on all 2010 CSAPs.

[see Willie Holts interest inventory]

From Mrs. Scott, his broadcast journalism teacher: Willie is a great personality who has trouble making it to class and doing written assignments. Where he shines is in front of the camera, and he is always willing to go out and do interviews or be on camera himself, whereas other kids wish to be

Willie is very social in class and is not afraid to get up and act. He often speaks up and interjects into classroom conversation. He lacks confidence in himself academically, especially when it comes to testing.

Flagged GEARUP and truancy. Has 3 brothers and 1 sister. Last year had problems with missing school because of working. Parents are divorced? Had problems with other kids in class two years ago and would skip class because of it. Black/male/senior

Data Collection Summary

Topic of Inquiry: Students with jobs
behind the camera. Ms. Scott says that she usually doesnt change deadlines for students, but maybe if a students had something big and let her know, then she could work with them. From Col. Plaza, his ROTC instructor: Jaen is a responsible student, and a good role model for the underclassmen. He takes school and his assignments seriously, and really works hard to achieves his goals. Col.

Jaen Munguia

Jaen is quiet in class but always knows what to do and is rarely off task. He does well on grammar and writing tasks, and asks questions if he is unclear on the assignment.

Doesnt always attend class or finish his work in class. Seems to do better in math than in English.

Has a D in the class. Has not been showing up or turning things in lately.

2011 ACT: composite 18. English 19, reading 16. 2010 CSAPs: P in reading and science, PP in writing.

[see Jaen Munguias interest inventory]

Jaen is relatively reserved, but has friends in class. He tends to stay on task and get things done. OBSERVED IN PLAZAS ROTC, 9/15/2011: Jaen was in the seargents office with him for the beginning of

ROTC, GEARUP, truancy, had probelsm two years ago with missing assignments and poor attendance. Some teachers thought that rotc was too much. One brother one sister. Parents are still together. Latino/male/senior

Data Collection Summary

Topic of Inquiry: Students with jobs
Plaza is extremely proud of Jaen and his achievements, especially since he just signed his contract for the army. The two have a good relationship, often joking with one another, and it is obvious that Plaza has a lot of trust in Jaen. Col. Plaza says that usually students get their things in on time and that it is not usually an issue. A big job of his is checking in with other teachers to make sure all the period. He just signed his contract, and it seems like he is a senior trusted student.

Data Collection Summary

Topic of Inquiry: Students with jobs
of their work is getting done because that affects their ability to participate in ROTC. Usually if a student is having trouble turning things in, they end up dropping ROTC after the first year or two. If they end up staying on, then he tries to work with them toward success. 2011 [see Pwints FROM Mrs. ACT: interest Wasinger, her composite inventory] AP Art Studio 17, teacher: Pwint English is a great 17, student who reading excels as art. 14. 2010 She has for her CSAP: P entire high

Pwint Suu

Pwint is an excellent writer and does very well on everything she has turned in. She gets all

Has an A in the class.

Pwint is attentive and always gets her work done in Mr. Sailors class. She asks questions when necessary. She

One sister. Speaks Burmese. Flagged for truancy. Parents may be divorced (different last name). Always done very well academically and behaviorally. No

Data Collection Summary

Topic of Inquiry: Students with jobs
assignments done on time. in reading and science and PP in writing and math. school career, and has won awards and been in shows with her work. She is quiet but there is a huge personality and intelligence hiding under her quiet exterior. Ms. Wasinger says that the course is self-paced so students who are motivated usually make things work and she is flexible for students that have extenuating circumstances (jobs). is relatively quiet, but does have friends in the class. Some of the time she keeps to herself but sometimes she is more social. OBSERVED IN MS. WASINGER S AP ART STUDIO CLASS, 9/15/11: Pwint is very selfmotivated and quiet. Her artwork is amazing. She was working on a selfportrait. She shows herself three different ways: a closeup of her face, and two, smaller, full body past problems. Thai/female/senior

Data Collection Summary

Topic of Inquiry: Students with jobs
drawings-one with a gag over her mouth that says VOICE on it and another where she is bound in barbed wire. Ms. Wasinger says that Pwint is a sweet girl who always does her work and turns it in on time. She is very selfmotivated and shows great creativity and a big personality and feeling beyond her quiet exterior. 2011 [see From Mr. Troineshia is ACT: Troineshias Scott, her very social and composite interest psych teacher: participatory. 13, inventory] Troineshia is a She really likes English SPED student to have her 13, with an IEP, so voice heard Reading she isnt an A+ and is always

Troineshia Troineshia Webb has an IEP

and behavior plan but doesnt cause

Great personal voice story and future jobs essay. She needs work on

Has an F in the class because she has not been turning things in, especially

Lives with her grandparets. Flagged for truancy and SPED. On a behavior plan (emotional concerns). Had to

Data Collection Summary

Topic of Inquiry: Students with jobs
problems in class. She did great with the classroom behavior assignment and doesnt mind being the center of attention. Troineshia may be slow to start in class assignments, but she tends to get her work done for the most part. grammar and organization, but she has a strong personal voice. She doesnt always finish her assignments usually because she has trouble getting started. reading 12. 2010 assignments, CSAPS: but recently came in for makeup work so maybe she will get a better grade this quarter? student by any means but she tries hard and is thoughtful. She is kind of dramatic, but she is interested in psychology and that is all I can ask for really. I know that she has gotten into trouble at school before, but she tends to stick with a couple good friends she has in this class and not really get into trouble at all. Mr. Scott says that he doesnt like changing deadlines but depending on the situation, he would do it. willing to volunteer an answer, story, or to have her work read as an example. OBSERVED IN WADE SCOTTS PSYCH CLASS, 1ST PERIOD, 9/15/11: sitting at a table with two other girls. Gets started a bit late on the opening writing task, but does start it when some other students still have blank papers. Takes advice of teacher on her writing (just nods). Ends up only writing about three sentences for sign a cease and desist order this year because of conflict with another student. Administration contacted her aunt about this. Behavior problems in general (using phone, getting in arguments, socializing too much and not doing work, fights with other students, skipping class because of conflicts with students). Black/female/senio r

Data Collection Summary

Topic of Inquiry: Students with jobs
There seems to be a disconnect between what teachers are saying and what students are thinking an assignment that was supposed to be a page. Offers up suggestions in the classroom conversation about marijuana. Texting under the desk!

Partner- School Demographic Data interviews with teachers and administrators, observation data, Colorado Growth Model data, school website, CDE information, etc.

National Level Data statistics about various groups of children in our nation, information about schools across our nation, particularly for youth in urban settings, from course readings and website reviews

CGM- The high school as a whole scored a 49, which is right on the cusp of lower growth/lower achievement and higher growth/lower achievement, but does not quite make it over the line to the latter. There is little difference between 9th and 10th grade, but with races, there is a bit more difference. Black and White had the most growth, each receiving a 52. Those enrolled in a gifted program interestingly achieved much higher than the rest of the student population, but had much less growth (at 33). Homeless students had the most growth of any student group at 54. From the School performance framework information packet that Michelle Otte, Assistant principal, gave me: ACHS does not meet academic achievement or postsecondary and workforce readiness performance indicators, but does meet growth performance indicators.

[see case study paper]

Data Collection Summary

Topic of Inquiry: Students with jobs
From APS website: 2,291

students, 186 staff, 0.8% Nat. Am., 5.4% Asian, 16.2% Black, 67.7% Hispanic, 7.7% White, 73.6% Free & Reduced Lunch, 38.4% Limited English Proficient, 4.6% Gifted & Talented, 14.5% Special Education

Guiding Questions for Data Update #1 (Due 3rd class session): Explain your initial thoughts about the children based on the quantitative and qualitative data you gathered for this submission (include PDFs/photos of student work) 2) Describe what you are learning about the socio-cultural context of the children and school 3) Detail specific things you are going to look for in the coming weeks to focus your observations and interviews based on what you have learned so far for example, based on your data so far you may more closely observe student-to-student interactions and ask specific student interview questions related to bullying or peer groups
1)

Guiding Questions for Data Update #2 (Due 5th class session):

1)

Describe your thoughts about your students based on your analysis of the data

Data Collection Summary

Topic of Inquiry: Students with jobs

(triangulation and cross-checking). Remember to include PDFs, interview data, observational data, etc on your data chart 2) Describe resources and supports at the school, community, and/or national level available to your students and their families

SCHEDULESWILLIE HOLT 1. Broadcasting/scott/rm 203, 2. Science, Eckert, rm 395, 3. PE, Zimmerman, w gym, 5. Math, de la oliva, rm 361, 6. Econ, egloff, rm 372. JAEN MUNGUIA 1. Econ egloff rm 372, 2. AP stats stremel rm 412, 3. Physics miller rm 382, 5. Rotc plaza rm 503 PWINT SUU 2. Math luebker rm 332, 3. Studio art AP wasinger rm 414, 6. Civics, allen, rm 323. TROINESHIA WEBB 1. Psych, scott rm 308, 2. Accessing career and employment, hunter, rm m3B, 3. Math aragon, rm 401, 4. Rotc, plaza rm 503 Thursday: 1. Broadcasting with Scott 203/Psychology with Scott 308. 3. AP Art with Wasinger 414. 5. ROTC with Plaza 503.