Improving Attendance and Course Offerings During the Academic Enrichment Period

1. Improving Attendance and Course Offerings During the Academic Enrichment Period Team Members: GALE O. CUNNINGHAM, Principal Steffond Cone, Assistant Principal Julie N. Gilbert, Teacher-Leader Miami Norland Senior High School Superintendent’s Urban Principal Initiative June 2006

2. Abstract 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: • Course Offerings • Student Motivation • Classroom Instruction • Personnel Participation • Culture • An action research design (using qualitative and quantitative information) was used to gather both student and staff data.

3. Introduction/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.

4. Research 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?

5. Literature 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.

6. 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

7. Literature Review (3) • 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: • Basic Competency Skills • Effective Communication • Adaptability • Development • Group Effectiveness • Informational Skills

8. Literature Review (4) • 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.

9. Methodology/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

10. 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

11. Methodology/Intervention (3) 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.

12. Methodology/Intervention (4) 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.

13. Data Collection Plan Individual

14. Data Analysis Overall Student Body Survey Results

15. Data Analysis (2)

16. Data Analysis (3) • 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.

17. Data Analysis (4) • 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.

18. Data Analysis (5) • 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.

19. Data Analysis (6) • Overall Faculty Survey • 125 Instructional Staff at MNSHS • 100 attended 3/28th Faculty Meeting Percentages

20. Data Analysis (7) • Overall Faculty Survey (Cont.’d) • 125 Instructional Staff at MNSHS • 100 attended 3/28th Faculty Meeting Percentages

21. Data Analysis (8) The Learning Organization Profile of MNSHS Scale Scores Areas of Organizational Learning

22. Findings/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.

23. Conclusions • 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).