Signature Assignment-Part 2-CHUNTER-FINAL

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Grand Canyon University *

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Arts Humanities

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Oct 30, 2023

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SIGNATURE ASSIGNMENT COURTNEY HUNTER DR. MICHELLE JOHNSON SCCOE 23-24—TUE VISIONARY LEADERSHIP’ OCTOBER 3, 2023

VISION, MISSION STATEMENT Vision: 1. Each student succeeding : A significant part of our work will ensure each student succeeds. Our curriculum and instructional practices are all designed to ensure student success. The commitment of our staff to support each student is central to their achievement. 2. Creating an Identity-Safe School Environment: Student Identity is essential to school success. Teacher relationships with students, co-curricular activities, student celebrations, the Student Assistance Program, the Student Success Team, our Counselor, and Outreach Consultant are essential to ensure that each student relates to our school. The more students connect with the adults in our school, the greater the likelihood of their success. 3. All staff working together in a Professional Learning Community: Teachers working together to promote their professional learning is crucial in supporting student achievement. Our Professional Learning Community is characterized by a shared mission, vision, and values; collective inquiry, collaborative teams, action orientation, and experimentation; results orientation; and continuous improvement. Mission Statement: To ensure every child’s potential is achieved. To provide a safe learning environment so that each child leaves Christopher School with the confidence and skills to accomplish whatever their heart desires while knowing they were loved, cared for, and supported at school. Source: https://christopher.ogsd.net/about

GOALS • Goal 1 -All students will be proficient in meeting and/or exceeding all Common Core State Standards. • Goal 2 -We will accelerate the academic achievement toward meeting or exceeding standards for English Learners (EL), low socioeconomic disadvantaged students, Foster Youth, and students of color, as well as increase the language proficiency for EL. • Goal 3 -We will provide an inclusive learning environment for students with disabilities to best support social, emotional and academic development. • Goal 4 -Students will use technology to master the 21st Century Skills of collaboration, communication, critical thinking and creativity. Oak Grove will provide innovative strategies with support for technology implementation that would enhance student learning of core academic subject knowledge and meet technology standards. • Goal 5 -School and classroom environments support learning, creativity, safety, and engagement. • Goal 6 -We will actively engage parents and community members in supporting the implementation of CCSS instruction and providing input to program decisions. Source: https://www.ogsd.net/our- district/lcap

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DATA ANALYSIS https://www.ed-data.org/school/Santa-Clara/Oak-Grove-Elementary/Christopher-Elementary

PROBLEM OF PRACTICE • 44.6% of students are chronically absent (2021-2022) • 48.5% of those students are socioeconomically disadvantaged (2021-2022) • More than half of the chronically absent students are students of socioeconomic disadvantage. • The Problem of Practice evident from the data analysis is that there was a significant increase in students who were chronically absent and socioeconomically disadvantaged. • This is an anomaly and data has been redacted due to other populations being less than 11%, so comparing categories is a reality. This data doesn’t fit regular gaps. • I picked this problem of practice to focus on because I want to know if supporting the focus group of socioeconomically disadvantaged students will decrease chronic absenteeism numbers. Chronic absenteeism leads to more significant educational disadvantages, and it is vital to figure out how to minimize absences. 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 93% 88% COVID no data 80% 58% Source: https://www.ed-data.org/school/Santa-Clara/Oak-Grove- Elementary/Christopher-Elementary

EQUITY GAP ANALYSIS 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 93% 88% COVID no data 80% 58% % of students who are socioeconomically disadvantage are chronic absenteeism All students enrolled 2017- 2018 2018- 2019 2019- 2020 2020- 2021 2021- 2022 All students enrolled 421 403 399 408 421 All students socioeconomically disadvantage 346 310 291 267 227 Students who are non-socioeconomically disadvantaged 75 93 108 141 194 All students chronically absent 30 34 COVID no data 83 182 Socioeconomically disadvantaged students and chronic absenteeism 28 30 COVID no data 66 106 Non-socioeconomically disadvantaged and chronic absenteeism 2 4 COVID no data 17 76 Source: https://www.ed- data.org/school/Santa- Clara/Oak-Grove- Elementary/Christopher- Elementary

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ROOT CAUSE ANALYSIS • Root cause analysis that leads to the rise of chronic absenteeism rates for students who have socioeconomic disadvantage. Here are most common reasons: • Health problems, for example, children from lower-income families are more likely to have asthma, resulting in their being chronically absent from school. • Unmet needs such as transportation, housing, food, clothing, etc. • Values of Education may have changed since COVID. • Students need to feel safe at school and build a sense of belonging (Smith, 2023), (Allensworth, 2005) • Focus questions is why would the number decrease of socioeconomic disadvantage? Why did the number of chronic absenteeism increase for non-socioeconomic disadvantages?

NEXT STEP • Common plans within the school • Cultivating a Strong Relationship between students, teachers, and staff. • Educate families on the importance of education and having minimal absentees (missing a day here and there add up) • Reduce stress and provide support for students when they return. • Positive reinforcement to improve student attendance. For example, on a fantastical Friday at the end of the month, students get to do an activity of choice for only two absences and three tardy days. • Focus on tracking the decline of socioeconomic and chronic absenteeism. • Nontraditional support to implement (investment with parents) • Education for parents and staff • Implement home visits to all so the teacher-parent relationship is built

REFERENCES • Smoth, K. (2023, March 17). Did COVID-19 policies cause an increase in school violence? NEWSNATION. https://www.newsnationnow.com/us-news/education/did-the-covid-19-pandemic-wor sen-student-behavior/ • Alensworth, E & Easton, J. Q. (2005, June). The On-Track Indicator as a Predictor of High School Graduation. UCHICAGO Consortium on School Research. https://consortium.uchicago.edu/publications/track-indicator-predictor-high-school-graduation • Christopher Elementary School Website. (2023). About. https://christopher.ogsd.net/academics/spsa-and-sarc • School Plan for Student Achievement (SPSA) Christopher School. (2022-2023). https://resources.finalsite.net/images/v1656027596/ogsdnet/uceibunlc350zjbhgpbu/Christopher SPSA2022-23.pdf • Local Control Accountability Plan (LCAP). (2023). https://www.ogsd.net/our-district/lcapLoc • California Department of Education. Chronic Absenteeism Rate - Radcliff Elementary (CA Dept of Education). https://dq.cde.ca.gov/dataquest/DQCensus/AttChrAbsRate.aspx?cds=44697990102665&agglevel=School&year=2020-21&initrow=Eth&ro= y • California Department of Education. (2022). English Language Arts/Literacy and Mathematics Smarter Balanced Summative Assessments. https://caaspp-elpac.ets.org/caaspp/ViewReportSB?ps=true&lstTestYear=2018&lstTestType=B&lstGroup=4&lstGr ade=13&lstSchoolType=A&lstCounty=44&lstDistrict=69799-000&lstSchool=6049670&lstSubject=m&lstFocus=a • Ed Data Education Data Partnership. (2023). Christopher Elementary. Retrieved March 18, 2020, from https://www.ed-data.org/school/Santa-Clara/Oak-Grove-Elementary/Christopher-Elementary • Smith, D., Frey, N., Pumpian, I., & Fisher, D. (2017). Building Equity: Policies and Practices to Empower All Learners . Alexandria: ACSD.

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