 Describe at least 1 formative and 1 summative data collection method you utilized during

your inquiry in the chart below. Indicate whether you consider data formative or summative.

NICHOLAS, I am not sure whether this was supposed to be in the cart from the brief, so I
did this way just to be safe where I know that I covered the information that is being asked
for.

Formative or One piece of data collection that I utilized during this level of inquiry that
Summative was formative was when I gave each student in both classes a short survey
about their feelings on school. I consider this formative because it was a
small part of my data that let me know information regarding possible
reasons for being late or absent from school. I gave this survey to both
classes, even though my inquiry only focuses on the morning group, because
I wanted to see the differences in answers, due to the fact that the afternoon
class often has perfect attendance, and there are only one or two tardy
students each week. The reason that I chose to use a survey was because it
feels natural to answer these questions in this form, there is no rush, and it
was done for bell-work, meaning that students were able to have an early
morning reflection. The most valuable parts of this survey were the first
three questions, which asked students how they get to school each day, their
favorite part about school, and how they feel about school on a scale of 1-10.
From this survey I found that half of the students who have attendance issues
said they were not at a 10/10 for liking school, when almost the entire rest of
the class gave it a 10/10. This leads me to the idea of ‘school avoidance’,
which was one of my literature sources that is mentioned below.
Formative or One piece of data collection that I utilized during this level of inquiry that
Summative was summative was how I take down the information of attendance for each
day that I am there. I write down attendance in three different categories- At
or before 7:30AM, Between 7:30AM and 7:40AM, and after 7:40AM. I then
cross-reference this attendance data with two other more important pieces of
data, which are the quarterly grades, and the quarterly attendance. Through
this, I am able to see a couple of different things. First, I am able to see if
attendance does in fact make a difference on student grades. One would
think that the answer would always be yes, but so far it does not seem to be
the case 100% of the time. The other connection I am able to see is if my
class incentive program is making a difference on the tardy rate. So far, it
has been a mixed bag, and I will be altering it a little bit for next semester. I
consider this piece of data to be summative because it shows a compilation
of the different factors, that I am able to see as a whole based on what I have
collected at the end.

 Describe at least 3 teaching strategies OR iterations of teaching strategies implemented

connected to formative and summative data collection and the literature. Cite at least 3 pieces
of relevant literature supporting the use of the strategies (APA style)
 1. Heyne, D. (n.d.). School Refusal. Practitioners Guide to Evidence-Based Psychotherapy,
600–619. doi: 10.1007/0-387-28370-6_60
While none of these articles necessarily describe any teaching strategies for
attendance. This article goes in-depth about what we can do for children that are
participating in school refusal, which is a different way of saying that students do
not want to be at school. There is a part in this article that talks about parental
involvement in school refusal, which means that a child shows signs of school
refusal, and the parent goes along with it, knowing that their student is missing
valuable learning time. This can include activities such as acting sick, being
purposefully slow in the morning. While not always true in every case, student
attitude towards school can have an impact on attendance. In terms of strategy, this
study recommended getting parents involved and talking with them about the
attendance of their students. While I personally have not done any talking to
parents, as it is not currently my place as an intern, I have been with my CT when
she has called home about attendance issues.
2. Ingul, J. M., Havik, T., & Heyne, D. (2019). Emerging School Refusal: A School-Based
Framework for Identifying Early Signs and Risk Factors. Cognitive and Behavioral
Practice, 26(1), 46–62. doi: 10.1016/j.cbpra.2018.03.005
This study is similar to the first referenced piece, being that it is by some of the same
authors. This piece goes more in detail about the problems of school refusal, but
gives more information about the subject, rather than solutions, other than again
saying to get parents involved. However, what this study does that the previous one
does not, is that it focuses on early warning signs, which is exactly what I am looking
for, because when students are in third grade, it is highly unlikely that students will
just outright say that they do not like school, unless something is going on at school.
While there are few studies on this topic, research shows that the issue of school
refusal begins with being late and leads to absences in most cases. That appears to
be the problem in my classroom, which leads me to believe that this where the issue
could go, and grow into.
3. Robinson, C., & Lee, M. G. L. (2017). Reducing Student Absenteeism in the Early
Grades by Targeting Parental Beliefs. SSRN Electronic Journal. doi:
10.2139/ssrn.2929600
This research article states that one of the best things to do about students who are
constantly absent or late, is to inform parents about the value of school at such a
young age. It has been found that parents of young children often do not see
attendance as that big of an issue, and thus do not give it a second thought to keep
their students from being absent or late.

 How did you make sense of your data? Provide an explanation of how you looked at the data
you gathered to inform your understanding of student learning (can be in collaboration with
your CT).

I made sense of my data in different ways for different students, because every student’s
situation is going to be different. This data was not easy to make sense of to be honest, but I
believe that I do have a understanding of the effect of attendance issues on student
learning. Every week, I look at the attendance data that I have collected, and I input it into
my running spreadsheet of the attendance data as a whole. I can see that there are definite
differences between student performance and attendance, but the ordeal that I run into is
that for the most part, the students who get to school early are the same ones. All of these
students who typically are on time and present at school are differing levels. For example,
if we take TN who is early every single day and also has not missed a single day of school,
but is low-level academically, and compare her to JR who missed the first two weeks of
school, and ten days on top of that with the other remaining 30 days in the first quarter,
but is high-level academically, the quantitative data of grades will not prove the
correlational effect that we look to see, where we see the difference is the amount of growth
that these students are having during this school year. JR is showing very little growth
from the beginning of the year, but TN is showing leaps and bounds of growth. In terms of
being rewarded for getting into class on time, there has been some weeks where students
are actively making sure that they are ready to go before 7:30, and other weeks where they
continue to hang out in the cafeteria and walk in after the bell has rung. In the second
quarter, interest has picked up for the reward more than it did in the first quarter. Just
recently with the week of November 6th, there were 16 students out of 20 who ended up
getting the treat, which was numbers that I had not even expected to occur even once.

 What gaps in student learning did you identify? Be explicit.

The gaps in student learning were varied. Based on my inquiry from this semester as
whole, the idea of incentive programs for attendance problems has been a mixed bag. Some
weeks have really great results, other weeks the results quite frankly stink. I notice that
there are some students who could be doing incredibly well, and maybe even getting
Principal’s Honor Roll, but they are not at school enough, and their grades suffer because
of it. Another gap that I have noticed in student learning is when students are late, they are
starting their day off on the wrong foot. Even if a student were to be walking in right at the
bell, and technically being on time, they would have to unpack for around five minutes, and
by that time, the teaching has already begun. Students who get to school early have the
chance to read or be on the computers to do Iready or MyON, and these students have
shown more improvement than those who have not been to school on time.

Describe how you will differentiate strategies based on students’ needs. How will this help you
meet the needs of ELL learners? Make connections with your ESOL/TSL & EDP course texts as
a resource for differentiation strategies.
There is not too much differentiation going on with this inquiry study, because the issue
has very little to do with students being ELL learners, and has more to do with student
home life, and feelings towards school. In terms of what I have done for differentiation, is
that I look to see the students who have chronic attendance problems, which I categorized
as more than 10 attendance marks in one 9-week span. There are 6 students who fall under
this categorization. For these specific 6 students, they are eligible for the regular
attendance award that everyone else would get, but they are on a special plan with either
attendance or lateness. If attendance is the issue, they will get it if they are there both days.
If lateness is the issue, they will get it as long as they are in the room by 7:40. That
explanation is rough estimate of it, and is not specific to every student. There are however
specific plans for each of these students in terms of attendance. Since these students would
not be able to be judged fairly with the regular program, I have these separate plans for
them so that way a reward is more easily attainable. Going into next semester, these
students will have similar contracts again, as I have noticed improvements, especially with
the issues of attendance, but not so much with lateness. With this inquiry, I am unable to
connect with any course texts. I more than likely would have been able to connect to the
Classroom Management course text, but I do not have access to that text any longer and
honestly do not remember anything about attendance issues being in that text.