EDAD 602 - Clinical practice 2

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Psychology

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May 15, 2024

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Clinical Practice Assignment #2: Extended Data Collection and Analysis Aligned to CalAPA: Cycle 1, Step 1 (Section III and IV) and Step 2 Preparation and Resources ● Review CalAPA Cycle 1 Materials Folder Directions Prior to starting this work, make sure that you have reviewed the CalAPA Cycle 1 Assessment Guide and templates found in the CalAPA Cycle 1 Materials Folder above. Also, review sample submissions. Part I: Extended Data Collection After conducting a thorough quantitative data analysis, utilize your School Growth Team (Community of Practice) as a “guiding coalition” as you collaboratively review data, identify goals for the School Growth Plan (again, this should be based on your school’s School Plan for Student Achievement (SPSA)) – this is part of a mock update of your SPSA that you’ll create to implement change at your site. According to Kotter (2012) “the first step in putting together the kind of team that can direct a change effort is to find the right membership” (p. 59). Once you have completed the initial quantitative data analysis earlier, bring together your School Growth Team (Community of Practice) to examine the data together, discern and discuss their meaning, and review the initial goals you drafted for their feedback. Based on your analysis of quantitative data for the indicator and your one selected student group, identify, develop, and collect a range of at least three sources of qualitative or other data (e.g., responses from interviews with students, faculty, or families/guardians; notes from observations; document analysis) to further investigate the equity issues for this student group. Use the table below to input this information. Step 1 - Section III: Extended Data Collection Examples of qualitative data sources include the following: ● Conducting observations in and around the school, including classroom visits, as well as focus groups or surveys with students, teachers, families, and other representative stakeholders ● Auditing school processes and practices (e.g., teaching practices, academic intervention, course offerings, class schedules, family participation, professional development opportunities, school budget) and examining evidence of effectiveness that relates to the identified priority area of need ● Gathering further input from key stakeholders (e.g., school leaders, teachers, students, families, and community members) about the strengths, interests, and needs of all students, including identified student group

● Examining student school culture (e.g., course taking, extracurricular activities, discipline practices, indicators related to the academic and social environments at the school, student engagement improvement efforts) to identify opportunities for improvement and equity related to the identified California state indicator and identified student group Data Sources Qualitative Data Interview with Different administrators who run the different programs within ABC District. “For some reason we see a decline in the graduation rates of foster youth. Foster youth has a 68 percent graduation rate in 21-22 school years. These foster youth face many struggles. Some of these youth face difficulties such as moving home to home, not having stability and then they tend to give up on their education. It has been noted that there has been a decline in the foster youth graduation rates.” “After looking at the data provided, I feel that foster youth deal with unique challenges that prevent them from attending school. Having these challenges can cause low attendance which can be a reason behind these numbers and low graduation rates. Looking at 21-22 school year with 68 percent of foster youth graduation rates, and then falling to 62 percent within the 22-23 school year, makes me as an administrator question, what was done differently in 22-23?” “Working in education, we should be familiar with behavioral problems that manifest from childhood maltreatment. There are numerous foster youth who may have experienced physical and emotional trauma that may impact their educational journey.” Meeting of the School Growth Team During this meeting, The CAL GRANT B was discussed for foster youth. These students have 8 years of lifetime grant availability. Questions were asked. 1. What ages do these students need to be? 16- 18 and must be a foster youth student. 2. How do we address this with students? What if we do not know that they are foster youth? After school foster youth programs or communication with parents will be beneficial.

Interviews from teachers who have foster youth in their classes in ABC district. “While working on the IEP and trying to reach out to foster parents, it is hard to communicate or get a hold of them.” “I am working with one student who has behavioral problems that interfere with this students desire to be at school.” “My foster student just seems to be shut down and have walls built up. Every time I offer the student help, he turns me away.” Part II: Equity Gap Analysis Reflecting upon your current research, what supports your analysis of data and identification of a single equity gap for a group of students? ● Share your analysis for the specific quantitative data that you included in Section II of the Data Collection and Equity Gap Analysis template and your rationale for collecting it. How are these data relevant to understanding equity issues at the school for student groups? Several indicators were examined as I researched. As a first step, I visited the website of the California Department of Education data quest. To get an overall picture of our schools' performance against state indicators, I reviewed our school's accountability report card. My immediate focus was on the incredibly low graduation rate, which was 67.4% for foster youth in 2023. Over the past few years, foster youth have ranked lower over time. In 2023, foster youth had the lowest graduation rates in our district compared to English language learners, who had 79.4%. The graduation rates of foster youth have consistently been the lowest over the past three years. I was intrigued by this data and decided to investigate further. Including how these rates broke down by suspension and the absences among our foster children. To gain a better understanding of this, I consulted the California Dataquest site and found that ABC's population was over 25% foster youth. Further, I looked at the graduation rates in more detail to determine if foster youth were having issues with their attendance thus leading to lower graduation rates for foster youth. Foster youth tend to have more absences over the three years of data collected. 2022-2023 Percent of Students Chronically Absent In the 2022-23 school year, 39.2 percent of foster youth students in grades kindergarten through twelve were chronically absent compared to a rate of 24.8 percent for non-foster students according to Dataquest. This led me to look up the suspension rates for foster youth on Dataquest. In the 2022–23 school year, 13.9 percent of foster youth students were suspended for at least one day compared to a rate of 3.5 percent for non-foster students. Nearly half of the students and foster care enrolled in the highest poverty schools, those in which more than 80% of students are eligible for free to reduce price meals. Students in foster care were more likely than their peers to be enrolled in the lowest performing schools, those targeted for Comprehension Support and Improvement pursuant to the Federal Every Student Succeeds Act.

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