task 1.1.1

(REWRITE OR ADD TO IT SO IT CAN FIT ALL COMPONENTS) This step allows you to demonstrate your ability to identify a significant problem/challenge.

Activity

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In collaboration with your supervising building administrator, identify one significant problem/challenge connected to the school and/or school community and

describe the impact that the problem/challenge has on instructional practice and student learning;
use and explain how longitudinal data supports your choice of the problem/challenge; and
describe the expected result if the problem/challenge is addressed and how the change will affect instructional practice and student learning.
Then respond to the guiding prompts below.

Guiding Prompts

Describe the significant problem/challenge you selected. What is the impact that the problem/challenge has on instructional practice and student learning? Provide examples to demonstrate the impact of the problem/challenge.
What longitudinal data did you collect? Why are the data appropriate? How do the data support your choice of a significant problem/challenge?
What result do you anticipate if the problem/challenge is addressed? How will the result(s) impact instructional practice and student learning?
Required artifact for this textbox:

A representative page of longitudinal data (maximum of one page)
Enter your response in the textbox below.

To include the artifact(s) with your response, see the “Artifacts” instructions at the top of this page

STEP 1: IDENTIFYING A PROBLEM/CHALLENGE

Textbox 1.1.1: Identifying the Problem

The problem I identified was lateness in-class attendance among the African American students, which made it challenging to begin lessons on time and exhaustively cover the course outline. I chose the challenge because instructors perpetually reported a typical lateness pattern and absenteeism, which undermined their teaching practices. Besides, the new state laws limited the time spent outside the classroom, and teachers could not easily monitor and instill discipline. The challenge affected student’s performance, and I realized that understanding among the African American learners was low, especially in science. Absenteeism was commonly due to suspension and disciplinary placement. Suppose a student is late or fails to attend classes. In that case, it is impossible to capture every detail taught in class, follow guidelines for an experiment, or harmonize information in a textbook. As seen in artifact 1.1.1, African American students register shallow grades since they make little effort to understand any information taught before the next class throughout the semester. In 2018-2019, lateness and absenteeism increased, which impacted performance growth, with many students missing to get the desired grade level.

After studying the longitudinal data on performance among African American students from the school assessment records (Artifact 1.1.1), it was clear that the students were not making any efforts to improve on lateness or absenteeism, causing the poor performance in mathematics. The information showed that many students failed to attend classes each year, making it challenging to synthesize the information taught. In fact, in the 2018-2019 school year, only 27% of the African American students attained the official pass mark at the end of their grade. After identifying the challenge using the assessment data, it was easier to devise an approach to minimize lateness and absenteeism. The logical consequence approach assesses student’s arrival habits and reasons for absenteeism. We focused on African American students attaining lower grades to identify what causes the problem and benefit from the planned strategy. Besides, the method incorporated the screening approach to measure why the students failed in science and math subjects.

Suppose lateness and absenteeism problem is addressed by implementing my plan as well as the screening tool. In that case, I am optimistic that the African American students will improve on their learning and instructional practices. I believe that through sharing quantitative and assessment data with other professionals in my field, my suggested plan-which focuses on minimizing lateness and absenteeism- will encourage other instructors in implementing a homogeneous plan that will strengthen their teaching practice. Besides, the students will take their responsibility in learning, and all instructors will collaborate to help learners avoid tardiness habits and absenteeism, thus improving their performance.

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