Action Research Paper

Second Critical Element Paper

Presented to the Department of Educational Leadership
And Postsecondary Education
University of Northern Iowa

In Partial Fulfillment
Of the Requirements for the
Master of Arts or Advanced Studies Certificate

By
William J. Brock
Waterloo West High School
May 5, 2014

Dr. Nicholas Pace and Dr. Barry Wilson

Introduction

Waterloo West High School is the largest high school in the metro area in
educating 1,553 students. It is comprised of 52% male and 48% female that
represent the grade levels as 28% freshmen, 27% sophomore, 25% junior and 20%
senior. West High School can be further classified as 65% Caucasian, 15% AfricanAmerican, 10% Hispanic, 4.6% Multi-race, and 4% Asian/Native American/Pacific
Islander. Although West Highs population is diverse compared to the state of Iowa,
there are other schools within Waterloo that have a higher percentage of minorities
and equal total populations. With that being stated, West High is unique in the state
of Iowa for having a greater amount of diversity; and it is within the diverse
populations that attend West High School where different cultures, values, and
social norms intersect.
I believe the large population of West High Students has assisted in
developing and maintaining a culture of excellence in girls basketball, wrestling,
the performing arts, and have remained competitive in extra-curricular activities.
However, I also believe that the difference in values by not having a shared vision
has prevented West High from reaching its full potential. For these reasons that will
be further examined with data, Waterloo Community School District applied for and
received the Iowa Safe and Supportive School (IS3) grant. From the Iowa Safe and
Supportive Schools Index for Waterloo West High School p. 5, the IS3 grant is:
the first step in understanding optimal conditions for learning and provides financial
support for select schools to leverage resources toward maximum benefit for students,
their families and the school personnel who support them.
Method
The IS3 grant is a collection and monitoring of intangible data by conducting
surveys (Iowa Youth Survey) of students, school personnel, and parents. It also
examines attendance, referrals/suspensions, and student grades in order to assess

the overall state of safety, engagement, and environment of the school. An example
of this would be deciding how a school measures safety in their building. Since
safety cannot be measure directly, other data points such as counting incidents of
fights, or stolen property, etc., combined with the perception students, staff, and
parents have of safety in the building, would be factored together in generating a
score on a rubric. The rubric, or IS3 Index, has four levels, green with a range of 3630, yellow 29-23, orange 22-17, and red 16-0, and can represent summative results
or individual results (safety, engagement, and environment or students, staff,
parents with in each classification). The distinct parts of the IS3 index allows for
administration and IS3 Coordinator to target specific weaknesses. Currently
Waterloo West has a composite IS3 index score of 21; an ever increasing score since
its start 2012 with a score of 17.
In addition to the yearly Iowa Youth Survey (IYS), a random survey is
conducted monthly. The random survey is conducted to ensure the reliability of the
IYS, to measure perceptions of subgroups, and to target specific areas of growth on
the IYS. The random monthly survey is organized with the help of random.org where
each student randomly selected is determined by the square root of the total
number of students per grade (ex: 21 freshmen, 21 sophomores, 18 juniors, and 16
seniors). The data provided by the IYS, the random sample survey, and the
statistical data of referrals/suspensions, comprise the evidence for the action
research.

Evidence
The first set of data points involves the IYS survey of students, staff, and parents
(see appendix A). Between the three sets of people, there is a great deal of

discrepancy between them. Of the closest categories they agree upon are physical
environment, student-to-student relationships, and expectations. That is not to
mean that these categories are proficient, but rather similar in how the three groups
view them. One of the more interesting findings is how the three groups identify
adult to student relations. Students view adult to student relations with a mean
score of 2.82 (orange category), their parents are similar in perspective with a mean
score of 2.91 (orange), but in the perspective of staff, this was their highest
category with a mean score of 3.33 ((green) average mean is 3.25)). How is it that
staff views this as their greatest strength and parents view this as the greatest
weakness, (2nd lowest score for students)? A related find is student-to-student
relations. Students average mean score was 2.89 and staff and parents were both
yellow with 3.09 and 3.00. In looking specifically at IYS student response, there are
five of the seven questions students have low marks (below 3.0) for adult to student
relations compared to three of the six questions for student-to-student relations. Of
those, it is important to note the questions students ranked low: My teachers notice
when I am doing a good job and let me know about it, Students treat adults who
work in this school with respect, and Students in my school treat each other with
respect (2.68, 2.61, and 2.49). Because of the relevance to referrals/suspensions
and failing grades, communication and respect in regards to adult-student relations
and student-student relations are the areas of growth for West High. Subsequently,
the random monthly survey is focused in answering how to improve these
categories.
By examining the random student surveys, one solution to improving teacherstudent relations is that 78% of students want teachers to notice student effort,
personal qualities, or that they were meeting expectations rather than the five

percent that want to be recognized by their academic progress. In thinking of my

own teaching, I estimate that I spend 80% of student recognition on academic
performance and split the difference on individuality and effort.
In looking at the Suspension Student Demographic Data, I chose to look at the
current 2013-2014 school year through March. I believe this shows current trends
and allow for more reliable conclusions. In examining the data, the highest
frequency events involved respect, of that the top four could involve adult to
student relations.
1.
2.
3.
4.
5.

Tardy to class
Defiance/Disrespect/ Insubordination
Abusive/Inappropriate Language
Unexcused/Excessive Absences
Fighting/Physical Aggression

105
89
55
46
34

In looking at where the misbehavior is occurring, common areas such as the

hallway/stairway has the most occurrences with 182, followed by classroom 129,
and then a significant drop off with 42 outside/parking lot.
In examining who has the most suspensions, males are twice as likely to be
suspended with 274 suspensions compared to 141 by females. In examining it by
race, African-Americans that represent 15% of West Highs population, account for
178 suspensions compared to 160 suspensions of whites that represent 65% of the
population. Under further analysis students with an Individualized Educational Plan
(IEP) account for 39% of all suspensions, despite only accounting for thirteen
percent of the total population.
In examining it chronologically, in October a trend develops where the
number of suspensions increases from 24 in September to 64 in October. From

October to December it increases each month, before plummeting again in January

and increase thereafter. There are a few explanations for this, first is that teachers
and students are becoming worn down by each other and therefore teachers are
more willing to write referrals for issues that they would not have earlier in the year
and students behavior is more inappropriate than it was at the beginning of the
year. The second is the mathematical likelihood of more suspensions due to
tardiness and absences later in the semester than at the beginning of the year. This
could also explain the significant drop in suspensions in January with the start of a
new semester.
Of the 22 possible events, there are three solutions: In-school suspension
(which resulted in 247 occurrences), Out of school suspension (138 occurrences),
and placement in Waterloo Educational and Behavior Center, WEBC ((29
occurrences) duration ranges from 3 -45 days, and long term on an individual
basis).
Conclusions
Males account for 66% of all suspensions
35% of suspensions start with adult to student interactions (i.e. defiance and
abusive language)
46% of student behaviors coded as defiance/disrespect are due to classroom
disruptions
80% of all suspensions are freshmen and sophomores
Students with an IEP account for 39% of all suspensions
African-Americans account for 50% of all students with an IEP that are suspended
Suspensions result in worse academic performance
Communication and respect with adult to student and student to student
need to improve
Recommendation
Given the evidence, I recommend that staff begin professional development
for the 2014-2015 academic school year on Fierce Conversations. The professional

development will involve a book study of Fierce Conversations that will take place
during Wednesday after school meetings in academies. The support staff will also
be included and divided among the academies. Staff will be expected to read the
weekly chapter assignments, take part in discussions, complete workbook activities,
and create their own plan of how they intend to use Fierce Conversations to improve
adult to student relations. After professional development has conclude on Fierce
Conversations in November, the staff will meet as a group to discuss what they
have learned and will brainstorm ideas of how to share the information with
students in an attempt to improve student to student relationships.
Additionally, I am recommending a student body to be formed that assigns
upper classmen to mentor specific populations of underclassmen in regards to
academics and behaviors. Participation of upperclassmen may lead to a high school
credit, or academy internship hours. Participation of underclassmen will serve in lieu
of suspension hours.

Works Cited

Norris, Gary. West High School Annual Building Report 2012 - 2013.
www.waterloo.k12.ia.us Retrieved April 5, 2014.

Report: Iowa Safe and Supportive Schools Index for Waterloo West High School (2014)
Danielle Meyer, Waterloo Wests IS3 Coordinator, Jaymie Randel AEA 267, Ron
Mirr , and D.J. Corston are the closest authors to this document.

www.tableau.waterloo.k12.ia.us is a website in conjunction with WCSDs Infinite Campus,

that compiles attendance, grades, referrals/suspensions and organizes them into charts
and graphics that can be divided into classifications like ethnicity, grade level,
teacher, etc.

Brisciana, Michael. Constructive Conversations...Not Fierce Ones, HR Perspectives.

http://hrperspectives.wordpress.com/ Retrieved April 20, 2014.

Appendix A

Appendix B

Appendix C