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Increasing graduation and retention for at-risk youth in alternative education
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Increasing Graduation and Retention for At-Risk Youth in Alternative Education
by
Jessica Jordan-Ortega
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2021
© Copyright by Jessica Jordan-Ortega 2021
All Rights Reserved
The Committee for Jessica Jordan-Ortega certifies the approval of this Dissertation
Erika Patall
Enrique Medina Jr.
Kenneth Yates, Committee Chair
Rossier School of Education
University of Southern California
2021
iv
Abstract
This study utilizes the Clark and Estes (2008) Gap Analysis framework to identify the promising
practices that have contributed to the increasing graduation and retention rates at Resurgence
Academy (a pseudonym), an independent-study, alternative education school that services at-risk
youth. The purpose of this study was to identify the knowledge, motivation, and organizational
influences amongst the students, teachers, parents, and counselors of the Resurgence Academy
(RA) community that promote increased graduation with the hopes of providing
recommendations for similar schools who wish to replicate these results. This study employed
mixed methods to collect data by surveying and interviewing all four stakeholder groups and
using document analysis to triangulate the data and validate the knowledge, motivation, and
organizational assets that foster the promising practices at RA. The findings suggest that the
strong relationships that exist among students, teachers, counselors, and parents, along with the
organizational support systems at RA stimulate the academic success students are experiencing.
Recommendations to foster continued growth in graduation and retention rates highlight the
continued development of collaboration and communication amongst stakeholders by building
streamlined systems of communication and knowledge-sharing. The incorporation of all
stakeholders in the study provides valuable insight into the inter-dependencies that exist among
stakeholders within a school system, suggesting that more research should be done that studies
the ways in which these groups interact to promote student success.
v
Dedication
To my wife, Booney, thank you for your unwavering support, your encouragement when I had
self-doubt, your love, and your sacrifice. I know you functioned as a single mom over the past
three years, shouldering the larger portion of the burdens of raising our children and taking care
of our home while I was pursing this goal. I know this has been as hard on you as it was on me,
and I look forward to having more time with our family again. Thank you, from the bottom of
my heart.
To my children, Charleigh and Kayleigh, thank you for your patience and sacrifice. I know that
Mommy Jessica wasn’t around as much as you would have liked, and that I seemed to always be
working. You are both so amazing, patient, and supportive. Charleigh, I finally got my work
done, as you always requested, so that I could spend more time with you! Kayleigh, Mommy
Jessica won’t have to “go to work!” on the weekends anymore. I think I most look forward to
having more time with you both. Mommy loves you!
To my mom and dad, thank you for instilling hard work and dedication in me. You both modeled
independence, sacrifice, determination, and dedication as I was growing up, which enabled me to
pursue the goals I have. I always wanted to earn my doctorate, and your support and guidance
throughout my life helped me to reach this life-long goal. Thank you!
To Cindy and Frank, thank you both for instilling a love of USC into me. Frank, while you are
not with us today, your spirit was with me every step of this journey. I knew that you would be
proud of me for being a Trojan, and I know you will be with me when I walk across the stage in
May. Cindy, thank for your support and your help in taking care of my girls. You listened to me
when days were tough, and helped fill in the gaps of my absence while I was working toward
this goal. You both are forever appreciated.
vi
Acknowledgements
Firstly, I need to take time to thank my staff. I started work with you all three years ago
when I started this program, and you supported me every step of the way, from listening when
times were tough to participating when I needed you to. Thank you! To Mr. Sweeney, a special
thanks: you have been nothing but supportive of me throughout this entire journey, almost like a
fatherly figure. Your excitement for my accomplishments is much appreciated. More
importantly, your passion for our community is inspirational. You have truly molded me, and I
can only hope to have half of the impact you have had on our students.
To my students, a giant thank you! I will not mention names here, but you have shaped
my world in ways you can never know. Thank you for sharing your stories and your lives with
me, for trusting me to help guide and support you. You each inspired me, pushed me to think
about life from varied perspectives, and helped me develop a deeper passion for my work. To all
of you: to those who are still with me today, to those I have lost, to those who have moved on to
the next stages of their lives, and those I have yet to meet, thank you for pushing me to be a
better version of myself and for inspiring the work presented in these pages.
Also, to my dear friends who shared in this journey with me. Sarah, you were with me
from Day 1 in this program. I am so glad I met you. Your support has been so important to me
throughout this process. To my neighbors: Vianey and Jason, you supported me, celebrated my
small accomplishments along the way, and made sure I have reprieve from my stress when
needed. You all helped me in ways you will never know. Thank you for your friendship.
Finally, a big thank you to my committee: Dr. Yates, Dr. Patall, and Dr. Medina. Your
wisdom, support, and guidance challenged me to produce a dissertation I can be proud of. Thank
you!
vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgements ........................................................................................................................ vi
List of Tables .................................................................................................................................. x
List of Figures ............................................................................................................................. xvii
Chapter One: Introduction .............................................................................................................. 1
Background of the Problem ................................................................................................ 1
Importance of a Promising Practice Project ........................................................................ 3
Organizational Context and Mission .................................................................................. 3
Organizational Performance Status ..................................................................................... 4
Organizational Performance Goal and Current Performance ............................................. 5
Description of Stakeholder Groups ..................................................................................... 6
Stakeholder Group for the Study ........................................................................................ 8
Purpose of the Project and Questions ................................................................................. 8
Conceptual and Methodological Framework ...................................................................... 9
Definitions........................................................................................................................... 9
Organization of the Project ............................................................................................... 10
Chapter Two: Review of the Literature ........................................................................................ 11
Risk Factors for Dropout .................................................................................................. 11
Interventions for Dropout ................................................................................................. 17
Role of Alternative Education .......................................................................................... 20
Conceptual Framework ..................................................................................................... 24
Stakeholder Knowledge, Motivation and Organizational Influences ............................... 25
Conclusion ........................................................................................................................ 44
viii
Chapter Three: Methodology ........................................................................................................ 45
Conceptual and Methodological Framework .................................................................... 45
Assessment of Performance Influences ............................................................................ 47
Participating Stakeholders and Sample Selection ........................................................... 129
Instrumentation ............................................................................................................... 132
Data Collection ............................................................................................................... 134
Data Analysis .................................................................................................................. 136
Trustworthiness of Data .................................................................................................. 137
Role of Investigator......................................................................................................... 138
Limitations ...................................................................................................................... 138
Chapter Four: Results and Findings ............................................................................................ 140
Participating Stakeholders .............................................................................................. 140
Determination of Assets and Areas of Inquiry ............................................................... 143
Results and Findings for Knowledge Causes.................................................................. 144
Results and Findings for Motivation Causes .................................................................. 245
Results and Findings for Organization Causes ............................................................... 280
Summary of Validated Influences .................................................................................. 308
Chapter Five: Recommendations and Evaluation ....................................................................... 323
Recommendations to Address Knowledge, Motivation, and Organization Influences .. 323
Integrated Implementation and Evaluation Plan ............................................................. 358
Limitations and Delimitations ......................................................................................... 382
Recommendations for Future Research .......................................................................... 383
Conclusion ...................................................................................................................... 385
References ................................................................................................................................... 387
Appendix A: Alignment of Stakeholder Influences with Critical Behaviors ............................. 409
ix
Appendix B: Student Survey Protocol ........................................................................................ 425
Appendix C: Teacher Survey Instrument ................................................................................... 437
Appendix D: Parent Survey Instrument ...................................................................................... 451
Appendix E: Counselor Survey Protocol .................................................................................... 464
Appendix F: Student Interview Protocol .................................................................................... 476
Appendix G: Teacher Interview Protocol ................................................................................... 478
Appendix H: Parent Interview Protocol ...................................................................................... 480
Appendix I: Counselor Interview Protocol ................................................................................. 482
Appendix J: Informed Consent/Information Sheet ..................................................................... 484
Appendix K: Recruitment Letter ................................................................................................ 485
Appendix L: Post-Training Survey ............................................................................................. 486
Appendix M: Delayed Use Evaluation Survey ........................................................................... 489
Appendix N: Data Dashboards on School Website and in School Newsletters ......................... 492
x
List of Tables
Table 1: Assumed Knowledge Influence Assessment Items for Students 48
Table 2: Assumed Knowledge Influence Assessment Items for Teachers 62
Table 3: Assumed Knowledge Influence Assessment Items for Parents 75
Table 4: Assumed Knowledge Influence Assessment Items for Counselors 86
Table 5: Assumed Motivation Influence Assessment for Students 101
Table 6: Assumed Motivation Influences Assessment for Teachers 105
Table 7: Assumed Motivation Influences Assessment for Parents 109
Table 8: Assumed Motivation Influences Assessment for Counselors 113
Table 9: Assumed Organizational Influence Assessment for Students 118
Table 10: Assumed Organizational Influences Assessment for Teachers 121
Table 11: Assumed Organizational Influences Assessment for Parents 124
Table 12: Assumed Organizational Influences Assessment for Counselors 127
Table 13: Survey Results for Factual Knowledge of Weekly Assignment Goals
for the Students 145
Table 14: Survey Results for Factual Knowledge of Credits Needed to Graduate 147
Table 15: Survey Results for Factual Knowledge of Courses Needed to Graduate 149
Table 16: Survey Results for Factual Knowledge of a Student’s Post-Graduation
Goals 151
Table 17: Survey Results for Factual Knowledge of Meeting Requirements for
Attendance 153
Table 18: Survey Results for Factual Knowledge of Acceptable Methods for Student
Meetings 155
Table 19: Survey Results for Factual Knowledge of Scheduled Date and Time of
Appointments 157
xi
Table 20: Survey Results for Factual Knowledge of Contact Information for the
Teacher 159
Table 21: Survey Results for Factual Knowledge of Best Way to Contact Students 160
Table 22: Survey Results for Factual Knowledge of Regularity of Student/Teacher
Meetings 162
Table 23: Survey Results for Conceptual Knowledge of the Process for Completing
Classes 164
Table 24: Survey Results for Conceptual Knowledge of the Barriers That Exist for
Student Completion of Work 168
Table 25: Survey Results for Conceptual Knowledge of Interventions to Assist
Students Who Are Not Meeting Weekly Assignment Goals 170
Table 26: Survey Results for Conceptual Knowledge of What It Means for a Child
to Be “On Track” Toward Graduation 172
Table 27: Survey Results for Conceptual Knowledge of Interventions to Assist a
Child Who Is Not Making Adequate Progress 175
Table 28: Survey Results for Conceptual Knowledge of Resources Available to Help
Students Overcome Barriers 177
Table 29: Survey Results for Conceptual Knowledge of the Stages of Interventions
(Student Responses) 180
Table 30: Survey Results for Conceptual Knowledge of the Stages of Interventions
(Teacher Responses) 181
Table 31: Survey Results for Conceptual Knowledge of the Stages of Interventions
(Counselor Responses) 182
Table 32: Survey Results for Conceptual Knowledge of the Consequences of Multiple
Missed Appointments With Regards to Enrollment 184
Table 33: Survey Results for Conceptual Knowledge of Interventions That Can Be
Used at Home for Students Who Are Not Making Adequate Progress 186
Table 34: Survey Results for the Procedural Knowledge of How to Access Transcript
Information 189
Table 35: Survey Results for the Procedural Knowledge of How to Access Reports
on Student Assignment Completion 192
xii
Table 36: Survey Results for the Procedural Knowledge of How to Use the Quarterly
Pacing Guide 193
Table 37: Survey Results for the Procedural Knowledge of How to Track Student
Appointments 195
Table 38: Survey Results for the Procedural Knowledge of How to Communicate With
Stakeholders Regarding Gaps in Student Communication 197
Table 39: Survey Results for the Procedural Knowledge of How to Utilize Various
Forms of Communication 200
Table 40: Survey Results for the Procedural Knowledge of How to Connect Students
With Resources 202
Table 41: Survey Results for the Procedural Knowledge of How to Track Student
Meetings 204
Table 42: Survey Results for the Procedural Knowledge of How to Best Contact
Students and Parents 206
Table 43: Survey Results for the Procedural Knowledge of How to Access
Courseware (Student) 208
Table 44: Survey Results for the Procedural Knowledge of How to Find Homework
Help When Needed 210
Table 45: Survey Results for the Procedural Knowledge of How to Contact Teachers/
Counselors for Information and to Reschedule Appointments 212
Table 46: Survey Results for the Procedural Knowledge of How to Access
Courseware (Parents) 214
Table 47: Survey Results for the Procedural Knowledge of How to Access
Available Resources (Parent) 215
Table 48: Survey Results for the Procedural Knowledge of How to Contact Teachers
and Counselors 217
Table 49: Survey Results for the Metacognitive Knowledge of the Effectiveness
of Interventions in Place for Students 219
Table 50: Survey Results for the Metacognitive Knowledge of Weekly Student
Progress Toward Goal Completion 222
xiii
Table 51: Survey Results for the Metacognitive Knowledge of How Student Meetings
Influence Student Progress 224
Table 52: Survey Results for the Metacognitive Knowledge of Monitoring
Interventions for Students At-Risk of Dropping From the Program 226
Table 53: Survey Results for the Metacognitive Knowledge of Influence of
Communication With Families 229
Table 54: Survey Results for the Metacognitive Knowledge of Efficacy of
Interventions for Students Who Struggle to Make Adequate Progress in
School 230
Table 55: Survey Results for the Metacognitive Knowledge of Monitoring Student
Progress Online 232
Table 56: Survey Results for the Metacognitive Knowledge of the Effectiveness of
Home Interventions 234
Table 57: Survey Results for the Metacognitive Knowledge of Regularity of Contact
Between Home and School 236
Table 58: Survey Results for the Metacognitive Knowledge of the Influence of
Regular Home-School Contact on Student Progress 237
Table 59: Survey Results for the Metacognitive Knowledge of Monitoring of
Student Meetings 239
Table 60: Survey Results for the Metacognitive Knowledge of Progress Toward
Reaching Assignment Goals 240
Table 61: Survey Results for the Metacognitive Knowledge of the Consequences of
Not Meeting Assignment Goals 242
Table 62: Survey Results for the Metacognitive Knowledge of the Influence of
Regular Meetings With Teachers on Academic Progress 244
Table 63: Survey Results for the Value of Student Progress Toward Graduation Goals 246
Table 64: Survey Results for the Value of Regular Home-School Communication 248
Table 65: Survey Results for Self-Efficacy of Accessing and Reading Transcript
Information 251
Table 66: Survey Results for Self-Efficacy of Tracking Student Meetings 253
xiv
Table 67: Survey Results for Self-Efficacy of Teacher Communication With
Stakeholders 254
Table 68: Survey Results for Self-Efficacy of Utilizing Various Forms of
Communication 256
Table 69: Survey Results for Self-Efficacy of Utilizing Various Forms of
Communication 258
Table 70: Survey Results for Self-Efficacy of Contacting Students and Parents 269
Table 71: Survey Results for Self-Efficacy of Contacting Teachers and Counselors 260
Table 72: Survey Results for Self-Efficacy of Accessing Courseware and Resources
to Assist Child 262
Table 73: Survey Results for Self-Efficacy of Successfully Completing Assignments 264
Table 74: Survey Results for Emotions of Stakeholders Regarding Home-School
Communication 265
Table 75: Survey Results for Emotions Regarding Using the Quarterly Pacing Guide
for Goal Setting 267
Table 76: Survey Results for Emotions Regarding Providing In-Home Support 269
Table 77: Survey Results for Emotions Regarding Completing Work to Reach
Graduation 272
Table 78: Survey Results for Belief That Communication is Within One’s Control 273
Table 79: Survey Results for the Belief That Goal Setting and Accountability are
Within Teachers’ Control 275
Table 80: Survey Results for Belief That Ensuring Access to Appropriate Interventions
Is within Counselors’ Control 277
Table 81: Survey Results for Belief That Ensuring Students Complete Work at Home
Is Within Parents’ Control 278
Table 82: Survey Results for the Belief That Assignment Completion Is Within
Students’ Control 279
Table 83: Survey Data for Culture of Collaboration to Ensure Home-School
Communication 281
xv
Table 84: Survey Data for Culture of Collaboration to Ensure Student Progress 284
Table 85: Survey Data for Culture of Accountability for Student Completion of
Assigned Work 286
Table 86: Survey Data for Culture of Accountability for Student-Teacher
Communication 287
Table 87: Survey Data for Systems That Motivate Stakeholders to Ensure Student
Progress 289
Table 88: Survey Data for Systems That Motivate All Stakeholders to Maintain
Regular Home-School Communication 291
Table 89: Survey Data for Existence of Tiered Interventions Systems for Maintaining
Student Progress 293
Table 90: Survey Data for Tiered Intervention Systems to Ensure Regular
Home-School Communication 295
Table 91: Survey Data for Weekly Documentation of Student Progress 297
Table 92: Survey Data for Documentation of Student Meetings 298
Table 93: Survey Data for Resources to Assist With Ensuring Student Progress 300
Table 94: Survey Data for Resources to Assist With Student Intervention 303
Table 95: Survey Data for Resources to Ensure Home-School Communication 306
Table 96: Knowledge Assets or Areas of Inquiry as Determined by the Data 311
Table 97: Motivation Assets or Areas of Inquiry as Determined by the Data 317
Table 98: Organization Assets or Areas of Inquiry as Determined by the Data 321
Table 99: Summary of Knowledge Influences and Recommendations 325
Table 100: Summary of Motivation Influences and Recommendations 336
Table 101: Summary of Organization Influences and Recommendations 346
Table 102: Outcomes, Metrics, and Methods for External and Internal Outcomes 361
Table 103: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 364
xvi
Table 104: Required Drivers to Support Critical Behaviors 366
Table 105: Evaluation of the Components of Learning for the Program 374
Table 106: Components to Measure Reactions to the Program 376
Table A1: Knowledge 409
Table A2: Motivation 414
Table A3: Organization 418
Appendix B: Student Survey Protocol 425
Appendix C: Teacher Survey Protocol 437
Appendix D: Parent Survey Protocol 451
Appendix E: Counselor Survey Protocol 464
Appendix F: Student Interview Protocol 476
Appendix G: Teacher Interview Protocol 478
Appendix H: Parent Interview Protocol 480
Appendix I: Counselor Interview Protocol 482
Table N1: Summative Results Dashboard 492
Table N2: Critical Behaviors Dashboard 493
Table N3: Program Feedback Dashboard 494
xvii
List of Figures
Figure 1: A Model of the Gap Analysis Framework 46
Figure 2: Survey Results for Conceptual Knowledge of the Relationship Between
Assignments Completed and Credits Earned 166
Figure 3: Survey Results for the Procedural Knowledge of How to Read
Transcript Information 190
Figure 4: Summary of Knowledge Assets by Stakeholder Group 310
Figure 5: Summary of Motivation Assets by Stakeholder Group 316
Figure 6: Summary of Organization Assets by Stakeholder Group 320
1
Chapter One: Introduction
High school dropout has significant long-term consequences, including increased risk of
poverty, incarceration, joblessness, and early mortality (Kristensen et al., 2017; Sum et al.,
2008). According to a study by Sum et al. (2008), high school dropouts have a 54%
unemployment rate, earn an average of $8358 annually, which is well below the poverty line,
and are 63 times more likely to be incarcerated than a student who receives a college degree.
Moreover, high school dropouts are more likely to have early mortality, usually due to drug
overdose, than do their peers who graduate from high school (Kristensen et al., 2017). With such
dire consequences, educators and policymakers aim to reduce dropout rates across the nation.
While, nationally, the dropout rate has decreased from 9.7% in 2006 to 5.4% in 2017 (States
Dropout Rates, 2019), in highly populated and diverse areas like California and New York City,
dropout rates hover well above national averages (New York State Education Department, 2019:
Torlakson, 2018). Therefore, it is imperative that interventions to increase retention and decrease
dropout are developed, studied, and enacted in high schools across the nation, especially in those
that serve diverse populations. As such, this study examines a promising practices model of
increasing at-risk student retention and graduation at Resurgence Academy (a pseudonym).
Background of the Problem
Because high school dropout carries heavy consequences, researchers have examined the
potential indicators of dropout. Findings from these studies suggest that the strongest predictors
of high school dropout are low academic performance, instances of suspension and expulsion,
and poor attendance (Christle et al., 2007; Robison et al., 2017). In a study done by Christle, et al
(2007), researchers found that students who had failed one or more classes or who had chronic
absentee issues were most at risk of dropping out of high school. These findings were echoed in
2
a separate study, which also found that students who had encounters with the juvenile justice
system, lived in poverty, or had been expelled were at an increased risk of dropping out in
comparison to peers who did not have these risk factors (Robison et al., 2017). Additionally, this
study states that the most predictive factor of high school dropout is expulsion, resulting in an
8% dropout rate and only a 28% chance of graduating on time. Since the research shows that
academic, behavioral, and economic factors impact instances of dropout, interventions to address
these issues should be considered when attempting to reduce dropout rates.
Interventions have been enacted in an effort to address dropout in American high schools;
however, research suggests that these programs need to promote positive self-perception and
school engagement to be effective (Barton, 2005; Christle et al., 2007; Fall & Roberts, 2012). In
order to meet the needs of the at-risk population, intervention programs such as Job Corps,
Youth Corps, and alternative education schools were created (Barton, 2005). While these
programs were designed to provide second-chance opportunities for students who were close to
dropping out, little research has been done to determine their effectiveness (Barton, 2005).
However, research has found that at-risk students who become more involved in the school
community and build increased self-perception via positive teacher-student interactions have
increased retention in high school (Christle et al., 2007; Fall & Roberts, 2012). While numerous
interventions to decrease dropout have been mentioned in the literature, building social capital
through the development of positive teacher-student interactions has proven to reduce the
probability of dropout by half (Christle et al., 2007). Additionally, existing literature reveals that
teacher support positively impacts student self-perception and school engagement, which, in
turn, positively impacts achievement (Fall & Roberts, 2012). With research emphasizing the
value of positive teacher-student interactions, studying interventions aimed at developing these
3
relationships for at-risk students would be beneficial in determining ways to reduce high school
dropout.
Importance of a Promising Practice Project
It is important to examine promising practices in the context of this problem of practice
for a variety of reasons. While dropout has serious consequences for the student, it also imposes
financial burdens on society. Increased rates of joblessness and incarceration amongst dropouts
mean that the average dropout will cost taxpayers an average of $292,000 in lower tax revenues
and cost of incarceration compared to the average high school graduate (Sum et al., 2008).
However, history has proven that for students on the verge of dropping out, staying in school
even a few months longer has significant positive effects on their future opportunities and
outcomes (Bjerk, 2012). Studying promising practices to increase retention amongst students at
risk of dropping out can help identify effective interventions to address this problem. As
interventions are enacted, more students will find success and have more economic
opportunities. When access to opportunities is increased, joblessness, poverty, and incarceration
rates will presumably decrease, providing a better quality of life for these students and their
future families.
Organizational Context and Mission
Resurgence Academy, located in the Inland Empire of Southern California, is an
independent study, alternative education dependent charter school under the supervision of the
Inland Empire Unified School District (a pseudonym). While Resurgence provides options for
students grades K-12, the vast majority of the student population are in 11th and 12th grades and
are attempting to recover credits in order to graduate from high school. According to the most
recent available enrollment data, 24% of the student body is homeless or foster youth, and 94%
4
is considered socioeconomically disadvantaged (California Department of Education DataQuest,
2020b). Additionally, 84% of the student body is Hispanic or Latino, 7.2% is African American,
and 4.9 % is White (California Department of Education DataQuest, 2020a). Taking the
population of Resurgence Academy into consideration, the mission of the school is to promote
personalized education, foster independent thinking, and provide all students the opportunity to
become productive citizens. In order to fulfill this mission, Resurgence has satellite campuses at
each of the comprehensive high schools within the district. It works to recover students at their
home schools so as to provide ease of access and connection to the community while also
providing an alternative educational experience for its students. Each of these satellite campuses
is named after the comprehensive high school in which it resides, and each functions as a school
within a school under the supervision of Resurgence administration. Resurgence currently
employs 32 staff members across four departments: administrative, academic, counseling, and
support staff. The goal of all staff is to ensure that students are supported academically, have
access to and information about all available resources, and are making progress toward
graduation.
Organizational Performance Status
Resurgence Academy functions as an alternative education high school serving students
who have dropped out and re-enrolled or who are on the verge of dropping out due to issues with
attendance and/or low academic performance. While most alternative education sites have high
dropout rates, the dropout rate has been consistently declining over the past five years at
Resurgence. According to the most current dropout data available, Resurgence has reduced its
dropout rate by 50.4% in just the last two years of available data (California Department of
Education DataQuest, 2020). Additionally, the graduation rate at Resurgence has increased
5
56.4% over that same time span, proving that the newly adopted practices are having positive
impacts amongst the student body (California Department of Education DataQuest, 2020).
While Resurgence is experiencing growth and success as a program, it is also proving
itself to be a model for other alternative education charter schools. Based on data obtained from
the California Department of Education’s DataQuest database (2020), Resurgence is
outperforming both state and local alternative education charter schools. For example,
Resurgence’s dropout rate for the 2018-19 school year was at 21.5%, in comparison to a county
rate of 50% and a statewide rate of 44.6% for the similar schools. Additionally, Resurgence’s
graduation rate held at 25.8%, compared to a county rate of 15.3% and a statewide rate of 25.4%
for similar schools. While the graduation rates are more similar to statewide totals, the drastic
difference in dropout rates implies that students who attend Resurgence may take longer to
graduate, but they are staying in school with the intent to earn their high school diploma.
Therefore, Resurgence is a model organization for this study.
Organizational Performance Goal and Current Performance
Since a change in leadership occurred at Resurgence in the 2013-2014 school year, the
goal has been to increase retention and graduation rates so that 100% of the students who attend
graduate or earn a GED. The organization strives to reach this 100% goal by June of 2024.
Because Resurgence students have the option of returning to their school of residence once they
have caught up on credits or once they have enough credits to graduate, graduation rates are not
an accurate snapshot of growth at Resurgence. Therefore, administration tracks student progress
by the number of classes completed, as the more classes completed, the closer students are to
meeting the goal of graduation. To track this goal, counselors meet monthly with their teacher
teams to review student progress and design interventions and academic success programs for
6
students who are not meeting minimum completion requirements. This data is tracked and
compiled for review by the administration, who works with an intervention team to provide
needed support and resources for struggling students, instead of simply dropping them for
underperforming. Currently, 88% of students at Resurgence are meeting minimum requirements,
leaving only 12% in need of intervention services, which is up 59.2% from two years previous
(Anonymous personal communication, January 16, 2020). Overall, the steady increase in
retention and closed classes, coupled with increasing graduation rates and decreasing dropout
rates constitute Resurgence Academy as a promising practice site.
Description of Stakeholder Groups
The key stakeholders in this study are the students, teachers, parents, and counselors at
Resurgence Academy. Students at Resurgence are expected to complete a minimum of 10
assignments per week, leading to a minimum of six classes closed per semester. Currently, the
Resurgence population is consistent with previous classes, with over 90% identifying as
socioeconomically disadvantaged, 24% as homeless, and 94% as Hispanic or Latino (California
Department of Education DataQuest, 2020a; California Department of Education DataQuest,
2020b). Students at Resurgence are, on average, completing approximately 16 assignments per
week, which exceeds the expectation of 10 per week, meaning students at Resurgence are
progressing toward graduation goals at a faster rate than school-wide requirements (Anonymous
personal communication, January 16, 2020).
There are currently 15 teachers at Resurgence Academy who serve 420 students in grades
9-12. Of the teachers 33.3% are female, 66.7% are male, 33.3% are Hispanic or Latino, and
66.7% are White. Teachers are responsible for carrying a caseload of 35 students, although the
teachers at certain high-demand satellite campuses are often over caseload requirements. As part
7
of their duties, teachers are expected to meet with each student on his or her caseload once per
week for a 30-minute appointment, keep updated grades daily, close classes as they are
completed, document interventions, and communicate student progress to counselors and parents
monthly. Additionally, teachers are responsible for enrolling students in new classes online and
monitoring students’ pace toward graduation. Oftentimes, the teacher is the primary point of
contact for the students at Resurgence Academy (Anonymous personal communication, January
16, 2020).
While a portion of students at Resurgence does not live at home with their parents, for
those who do, parent communication and involvement are paramount. According to
administrative representatives at Resurgence Academy, teachers are often in communication
with parents about student progress, so much so that many parents have the teachers’ work cell
phone numbers accessible, keeping lines of communication open. When students are not meeting
weekly requirements, parents are called by the second week, and teachers work with families to
create home-school support to ensure student success.
Finally, there are three counselors at Resurgence. All three counselors are female, two of
whom are Hispanic or Latino, and one who is Black. The counselors at Resurgence serve as
additional support to capture students before they fall too far behind academically. There is one
counselor who travels between the satellite campuses, and two counselors who are stationed at
the main campus offices. They work to provide counseling support, mental health and drug
rehabilitation referrals, and graduation checks with the students while consulting with the
certificated staff at the satellites to ensure that students’ needs are met. They oversee the addition
of classes and scheduling, home visits, and interventions for academic support plans for students
who are encountering challenges in their personal and academic goals. Counselors serve as the
8
tier-two support for the Response to Intervention (RTI) program, a program designed to
intervene with students who are failing to meet Resurgence’s academic and behavioral
expectations and monitor student progress in these interventions at Resurgence Academy.
Stakeholder Group for the Study
In order to get a complete understanding of the efforts at Resurgence Academy, an
analysis of all stakeholder groups will be a key focus of this study. Resurgence is a small
component of a larger district, so a detailed understanding of each stakeholder’s contribution to
the success of the program will provide an in-depth look at the promising practices that help the
students and staff at Resurgence experience success.
Purpose of the Project and Questions
The purpose of this project is to examine the promising practices of Resurgence
Academy’s high-performance achievement related to a larger problem of practice: increasing
retention and high school completion in order to reduce dropout rates. In order to provide a
complete study, an analysis of all stakeholders at Resurgence Academy will be conducted. The
analysis will focus on the stakeholders’ assets in the areas of knowledge and skill, motivation,
and organizational resources.
As such, the questions that will guide the promising practice study are the following:
1. What are the knowledge, motivation, and organizational factors that influence the
students, teachers, parents, and counselors to achieve high performance as measured
by graduation and retention rates?
2. What knowledge, motivation, and organizational recommendations can be made for
other schools who wish to replicate these results?
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Conceptual and Methodological Framework
The gap analysis framework outlined by Clark and Estes (2008) will be utilized as the
conceptual framework and adapted to this promising practice study to identify the primary
reasons for the rising retention and graduation rates at Resurgence Academy. This framework
utilizes both qualitative and quantitative methods of data collection. It is the intent of this
research methodology to highlight various knowledge, motivational, and organizational assets
that drive success at Resurgence Academy. These influences will be analyzed using interviews,
surveys, document analysis, and existing literature. Finally, research-based recommendations
will be made based on the findings of this study.
Definitions
The following terms are used throughout this study and are defined as:
At-Risk Youth: Students who are at an increased risk of dropping out of high school
due to poor academic performance, poor attendance, incarceration, pregnancy,
increased anxiety and/or depression, drug addiction, homelessness, or trauma.
Dropout: A student who exits grades 9-12 without a high school diploma or GED
after the fourth year of high school, as measured by 4-year cohort data.
Retention: The act of staying enrolled in school until one has earned a GED or high
school diploma.
Stakeholders: individuals and groups who have an impact on the success or failure of
the programs implemented in the school. For the purpose of this study, stakeholders
will refer to students, teachers, parents, and counselors, as they are the stakeholders of
focus.
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Academic Achievement: the act of making adequate progress toward graduation from
high school by earning passing grades in coursework and completing courses in a
timely manner.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about high school dropout and
ways to increase retention in alternative education. The organization’s mission, goals, and
stakeholders as well as the review of the promising practice framework was provided. Chapter
Two provides a review of the current literature surrounding the scope of the study. Topics of
risks and interventions associated with high school dropout and the role and impact of alternative
education will be addressed. Chapter Three details the assumed assets, choice of participants,
data collection, and analysis. In Chapter Four, the data and results are described and analyzed.
Chapter Five provides recommendations for practice, based on data and literature as well as
recommendations for an implementation and evaluation plan.
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Chapter Two: Review of the Literature
High school dropout imposes a significant burden on the future prospects of the youth
who do not complete their academic journey. These children face increased rates of poverty,
homelessness, crime, and early mortality (Kristensen et al., 2017; Sum et al., 2008). Therefore, in
order to provide students who are at-risk of dropping out of high school with greater
opportunities and brighter futures, it is important to study promising practices in schools that are
intervening with at-risk populations. In this chapter, I will review the risk factors for high school
dropout, successful interventions for at-risk students, and the role of alternative education in
mediating the effects of academic failure in comprehensive schools in order to better understand
the complexity of the problem of dropout. Then, I will review the roles of students, parents,
teachers, and counselors, followed by an explanation of the knowledge, motivation, and
organizational lens used in this study. Finally, I will turn my attention to the knowledge,
motivation, and organizational influences and complete my chapter by presenting the conceptual
framework.
Risk Factors for Dropout
High school dropout does not happen suddenly, but instead results from a long-term
interweaving of various influences that start from within the community and end with the
students themselves. According to Bronfenbrenner’s Ecological Systems Theory, development is
impacted by the interplay between the micro-, meso-, exo-, and macrosystems (Ettekal &
Mahoney, 2017). In a school system, this translates to a student’s experience in school. Thus, a
student’s educational journey is impacted by their home, family, and peers (micro), school
policies and practices (exo), and their overall neighborhood and community views on education
(macro). While the interaction among these factors is continually changing, a breakdown of any
12
of these leads to an increased risk of dropout (Ettekal & Mahoney, 2017). This is highlighted in a
study done by Lessard et al. (2008) in which students who had dropped out of high school shared
their experiences. In this study, students who dropped out of school expressed that they had
struggled with family, peers, and academics while in school. Students who had difficulty at home
would often withdraw from school, feeling rejected by family, peers, and school. As they
struggled, they found peer groups who were also struggling, thereby finding community in
failure (Lessard et al., 2008). Therefore, to further understand the risk factors associated with
high school dropout, one must look at the various systems that influence students’ academic
journeys, including community, school, and student risk factors.
Community Risk Factors
Community plays a vital role in student completion, as community attitudes about and
involvement in school influence children’s development within the community. According to the
sociocultural perspective, cognition is socially mediated, which means that since children are
raised within families and communities, their cognitive development is influenced by the culture
in which they are raised (Gauvain & Reynolds, 2011). This connection is essential during
adolescence when a child’s learning and decision-making abilities are in their formative stages
and require positive adult interactions in the home, school, and community to develop (Gauvain
& Reynolds, 2011). As families choose neighborhoods in which to live, they are also
inadvertently choosing a culture in which their children will develop. These neighborhoods
shape the norms, values, and cultures to which children are exposed, which is why families tend
to choose communities similar to them in the culture, educational attainment, values, and income
(Boyle et al., 2007). Thus, students raised in low socioeconomic (SES) areas tend to perform
similarly, and unfortunately, more poorly in school than those in high socioeconomic areas
13
(Ashiabi & O’Neal, 2015). This community impact is further demonstrated by the research that
shows that students raised in low SES communities and who go to school in more affluent
neighborhoods still perform more poorly than their peers from the same school (Boyle et al.,
2007). Thus, the community in which children live helps shape their educational journey.
Communities that are most at-risk of experiencing high rates of high school dropout
include areas with low socioeconomic status and high populations of Black and Latinx students.
According to Romberger and Thomas (2000), Native American, Black, and Latinx students are
40-70% more likely to drop out of school than their White counterparts. Additionally, low SES
communities have 60% higher dropout rates than communities with an average SES and 267%
higher dropout rates than communities with a high SES. Boyle et al. (2007) attribute this in part
to high motility and larger numbers of young parents. In communities with low SES, there are
more renters, as families cannot afford to buy homes. As families rent, they are more likely to
move, forcing children to change schools and disrupt educational patterns (Boyle et al., 2007).
Moreover, young parents are more likely to live in low SES areas. They are also less likely to
have completed high school, which, studies show, is likely to contribute to future generations
repeating similar decisions (Boyle et al., 2007; Crowder & South, 2003). In communities with
low educational attainment, high joblessness rates, and increased poverty, children are more
likely to normalize these behaviors and dropout themselves (Crowder & South, 2003). Thus, the
impact of community educational attainment, income, and stability contributes to developing
attitudes and mindset toward educational attainment amongst youth in the community.
School Risk Factors
Schools that have higher rates of dropout share some characteristics: they have less
experienced staff, implement punitive measures more frequently than the average school, and
14
have lower academic expectations than schools with lower dropout rates. For instance, teachers
with less experience are paid less than teachers with more experience based on teacher salary
schedules, and these new teachers are more likely to work in schools with higher dropout rates.
As they gain experience, they move to schools and school districts that offer better pay, leaving
their home school with higher turnover rates among staff due to low pay (Romberger & Thomas,
2000). This trend is also found amongst administrators in schools with high dropout, who are
less experienced and have fewer years of residency at the school in which they work, averaging
4.2 years of experience and 3.6 years of time at the school versus 8.5 years experience and 9.25
years residency for administrators at the average school (Christle et al., 2016). Additionally,
schools with high dropout rates have fewer honors and advanced placement courses compared to
the average school, and have less demanding math courses available to students, suggesting
lower academic expectations schoolwide (Lee & Burkam, 2003). Interestingly, these patterns are
occurring more frequently in low SES areas, and demonstrate higher levels of suspension,
expulsion, and grade retention than schools with lower dropout rates, highlighting the existence
of a negative school climate that impedes student completion (Romberger & Thomas, 2000).
The negative school climate that pervades schools with high dropout rates is the result of
a disconnect between the school, staff, students, and families, leading to higher instances of
disengagement and dropout. According to a study conducted by Christle et al. (2016), in
comparison to schools with a low incidence of dropout, schools with a high dropout rate have
poor family involvement, negative school climate, higher levels of adult supervision in common
areas, demand for compliance with unclear expectations, little interaction between staff and
students, and a lack of variety in instructional strategies. Schools with these environments have
teachers who struggle to understand the community, often blaming the parents for students’
15
academic struggles and who claim to have personality conflicts with parents (Patterson et al.,
2007). Moreover, students claim that teachers stereotype them, leading to academic
disengagement (Patterson et al., 2007). While these risk factors exist, there is hope. Studies show
that even within these environments, students who have a least one positive, adult connection at
school can mitigate the negative messages students receive, helping them attain school
completion (Englund et al., 2008; Lee & Burkam, 2003; Strom & Boster, 2007).
Student Risk Factors
For students, high school dropout is the result of complex factors that have promoted
academic disengagement over a long span of time. Starting in childhood, students encounter a
number of experiences and environments that shape them. For example, if a student is raised in a
home with a large number of siblings, with parents who have low educational attainment, or in
single-parent homes, students are already more at risk of dropping out of school (Suh et al.,
2007). Additionally, if students experience adverse childhood experiences (ACEs) or traumatic
events, such as physical abuse, bearing witness to domestic abuse or rape, or natural disaster,
they are at significant risk of dropout (Porche et al., 2011). Research suggests that the higher
number of ACEs a student experiences, the more likely they are to drop out of school. In one
study, of students who were deemed at risk due to their high number of ACEs, 20% had already
dropped out of school and 43% were still enrolled but not making progress (Morrow et al.,
2017). Additionally, severe stressors that occur while students are in school can trigger dropout.
Dupere et al. (2018) found that 40% of students who dropped out of high school did so within
three months of experiencing a severe stressor in their lives. This research suggests that students’
experiences both within and outside of school have major impacts on their academic attainment.
16
Warning signs that serve as predictors of student dropout point to disengagement and
problematic behaviors as the most prevalent indicators of future dropout. Fall and Roberts (2012)
found that students who were reported as unwilling to participate in class and who had a self-
perceived lack of control or identification with school were at an increased risk of dropping out.
While these signs are generally the first warning signs students exhibit, further behavioral
disengagement from school in the form of truancy and disciplinary problems were more
indicative of dropout than lack of participation on its own. However, these behavioral warning
signs were often found in conjunction with decreased interest in school and school activities
(Archambault, Jonosz, Fallu et al., 2009). Interestingly, students who exhibit behavioral
disengagement by the age of 12 are most likely to drop out of school (Archambault, Jonosz,
Morizot et al., 2009). Behavioral disengagement can be measured by five risk factors: scoring
under proficient on one or more subjects on standardized testing, missing 20% or more school
days per year, failing one or more core subjects, one or more suspensions from school, and grade
retention (Henry et al., 2011). The more risk factors a student has, the more likely they are to
drop out of high school, and more alarmingly, the more likely they are to engage in substance
abuse and delinquent behaviors (Henry et al., 2011). Therefore, it is imperative that school staff
know how to recognize these signs early in the student’s academic career.
In order to identify disengagement, a number of measurable risk factors have been
highlighted within the literature. According to multiple studies, one of the most predictive
indicators of future dropout is high absenteeism (Stearns & Glennie, 2006; Suh et al., 2007).
Additionally, research finds that low Grade Point Average (GPA), suspension, low SES, early
sexual activity, and increased numbers of schools attended are also highly indicative of dropout
(Stearns & Glennie, 2006; Suh et al., 2007; Suh & Suh, 2007). Interestingly, students are most
17
likely to drop out of school in ninth grade, which is generally due to reasons instigated by the
school, such as suspension or expulsion in which a student feels pushed out of school.
Conversely, older students who choose to discontinue their education choose to do so more for
reasons where they feel pulled from school, by family or work obligations for instance (Stearns
& Glennie, 2006). Regardless of risk factor or reason, understanding predictive signs of dropout
can help schools and school staff intervene before dropout occurs.
Interventions for Dropout
School systems, tasked with decreasing the rate of dropout, aim interventions at
addressing the multiple factors that contribute to dropping out of school. While these
interventions happen at both the school and district levels, they share common aims. Ultimately,
all intervention practices hope to increase academic and behavioral engagement, increase
attendance, bolster self-esteem and self-efficacy, and address environmental and behavioral
factors that may be inhibiting student progress. This happens at multiple levels, starting
foundationally with systems, policies, and procedures, building up through early intervention
programs with family engagement, adding in core strategies, such as mentoring and tutoring, and
interweaving instructional improvement through professional development (National Dropout
Prevention Center, 2020). While the efficacy of these interventions is still being researched, the
literature provides some insight into the approaches to interventions at both school and district
levels and the promise behind a few of these practices.
School-Level Interventions
Due to the complex nature of high school dropout, a multi-tiered intervention approach
that addresses academic, behavioral, attendance, and mental health is required. Generally, these
intervention approaches can be categorized by practice-level and policy-level interventions
18
(Freeman & Simonsen, 2015). Practice-level interventions include any intervention that directly
impacts the student, such as mentoring, tutoring, vocational training, smaller class sizes, and
mental health support services. Conversely, policy-level interventions are implemented
systemically and are developed to change the inner-workings of the school, such as building in
alternative programming or restructuring teacher roles (Freeman & Simonsen, 2015; Lehr et al.,
2003). Studies show that implementation of both types of interventions produces the greatest
impact on reducing dropout, as 48% of studies included in Freeman and Simonsen’s (2015)
meta-analysis showed significant reduction in dropout when a multi-tiered approach was used.
However, they also reveal that practice-level interventions that are aimed at modifying student
behavior are most frequently used, and, alone, these interventions do not make a real difference
in reducing dropout (Freeman & Simonsen, 2015; Lehr et al., 2003; Tyler & Loftstrum, 2009).
Tyler and Loftstrum (2009) found that while most intervention programs do little to reduce
dropout, those programs that find success share five common characteristics: (a) close mentoring
and monitoring of students; (b) family outreach; (c) curricular restructuring to focus on either
vocational education or an increased focus on reading and math proficiency; (d) case
management of individual students; and (e) attention to students’ out of school issues that are
inhibiting academic progress. Thus, schools that aim to reduce dropout should address a variety
of student needs by restructuring school systems and responses to students.
One-way schools can begin this process is by creating caring environments within
schools that strive to foster positive interactions between staff and students, encourage high
expectations, and reward positive behavior. Since student disengagement is a major contributing
factor to dropout, studies have shown that increasing engagement via positive relationships and
reinforcement encourages student resilience in school (Christenson & Thurlow, 2004; Fall &
19
Roberts, 2012; Tyler & Loftstrum, 2009). According to Christenson and Thurlow (2004),
students who have a teacher or staff member at school who they believe will support them are
more likely to persist through obstacles toward completion of high school. This support can be
achieved via teacher praise, expressed interest in students as individuals, and participation in
community-building activities (Fall & Roberts, 2012). Having this level of support also ensures
accountability and progress monitoring, as teachers and counselors are more likely to ensure
student progress when these types of interactions occur (Christenson & Thurlow, 2004).
Interestingly, while Tyler and Luftstrom (2009) found that most interventions for dropout have
little to no effect on their own, mentoring and case management were the only interventions that
made an impact in reducing student dropout rates without the presence of other supporting
interventions. Thus, creating a school culture that encourages positive interactions between staff
and students is one of the most effective ways to reduce dropout.
District-Level Interventions
Within districts, restructuring, adding structural supports, and implementing penalty-
based systems have been utilized to decrease dropout rates. Most policy-level interventions for
dropout occur at the district or state level, but are rarely implemented. In a meta-analysis of
studies done on dropout interventions, district-level interventions such as the reorganization of
schools and implementation of financial penalties for students who do not attend school regularly
were only being utilized in 36% of the studies (Freeman & Simonsen, 2015). However, districts
that do have intervention plans in place, tend to focus on a handful of chosen systemic
interventions: (a) punishments and incentives, which utilizes the court system to punish students
who are not meeting attendance requirements; (b) personnel dedicated to dropout prevention; (c)
targeted programs, such as after school tutoring or behavior management programs; (d)
20
alternative schools for credit recovery or disciplinary consequences; (e) community involvement,
including law enforcement and mental health support services; and (f) instructional initiatives
aimed at working with small groups of students (Hoyle & Collier, 2006). The efficacy of these
interventions is low. As a matter of fact, punishments, which are the most frequently cited
district-level interventions, actually demonstrate an increase in dropout rates when implemented
(Freeman & Simonsen, 2015). There are some lesser-utilized interventions that show positive
outcomes. For example, early childhood education programs have shown a 24% reduction in
dropout rates when implemented (Temple et al., 2016), and School-Based Health Centers that
provide medical and mental health support on school sites has demonstrated a 33% reduction in
dropout when available to students in need (Kerns et al., 2011). Despite these positive results,
districts largely rely on punitive interventions such as financial and legal consequences for low
attendance and transfers to alternative schools for students who are not making adequate
progress in comprehensive high schools.
Role of Alternative Education
Alternative education has been cited as a first-line of defense when it comes to dropout
prevention; however, the role of alternative education is not clearly defined. According to Sable
et al. (2010), the federal definition of alternative education in the United States is
A public elementary/secondary school that (1) addresses the needs of students typically
cannot be met in regular school, (2) provides nontraditional education, (3) serves as an
adjunct to a regular school, or (4) falls outside the categories of regular, special
education, or vocational education. (p. C-1)
However, since the federal definition is so broad, states have adopted their own definitions of
alternative education, creating a variety of experiences for students who go to schools that fall in
21
this category (Porowski et al., 2014). In one view, alternative education is meant to provide
unique and flexible learning experiences in order to meet the various needs of students and to
provide a choice for parents who may want smaller or nontraditional educational environments
in a public school system (Morley, 1991). Despite this interpretation, most states and school
districts view alternative education as an intervention to respond to at-risk youth who are not
responding to interventions in the traditional school setting (Aron, 2006).
While the original intent of alternative education was to provide students with
educational options, as alternative education programs are developed, research shows that it is
being used to address the needs of at-risk youth. Most alternative education schools focus on “at-
risk” students, which include: pregnant or parenting teens, students who have been suspended or
expelled, recovered dropouts, low-achieving students, and delinquent youth (Aron, 2003). As a
matter of fact, the majority of states who have published enrollment criteria for alternative
education cite being considered “at-risk”, being suspended or expelled from school being
disruptive in the traditional school setting, and/or experiencing academic difficulties (Lehr et al,
2009). According to Porowski et al. (2014), of the 42 states that have published information
regarding the population their alternative education schools provide, all 42 cite “vulnerable
populations” as their focus. Of these, 83% are geared toward students who have behavioral
problems, such as records of suspension or expulsion or disruptive classroom behavior, while
43% focus on student who have academic difficulties and/or are considered “at-risk” (Porowski
et al., 2014). With these criteria and classifications, alternative education is not interpreted as an
option for the benefit of all students, but rather as an intervention for at-risk youth.
While alternative schools are being used to assist students who are considered “at-risk”,
evidence suggests that districts are choosing alternative placement options for students,
22
regardless of the students’ and families’ opinions on the matter. In a national study of district
data, researchers found that districts were choosing to send students to alternative schools based
on the possession, use or distribution of drugs, disruptive behavior, academic failure, truancy,
and/or weapon possession. In this same study, 75% of these placements were made on teacher
and staff recommendations, with only 48% of those placements occurring with parent and family
support. Additionally, when parents object to this placement, the district used due process to
transfer students in 48% of the cases, and 13% of these cases transferred the student anyway, in
direct opposition to the parents’ sentiments (Carver et al., 2010). Interestingly, Black and Latinx
students are overrepresented in these schools, and there is evidence to suggest that students are
being transferred to alternative schools in order to increase graduation rates at the traditional high
schools, further exacerbating the educational inequities for Black and Latinx students (Fresques
et al., 2017). Since alternative education is not always the preference of the students who attend,
it is critical that the programs offer pathways to successful outcomes for the students.
When is Alternative Education Successful?
Alternative education programs that find success implement many of the interventions
that are suggested for at-risk youth, with a special emphasis on expectations, relationships, and
culture. The following qualities are present in successful alternative education programs:
smallness, concern for the whole student, supportive environment, and a sense of community
(Morley, 1991). These qualities can be developed through strategies that have been shown to
have positive effects on students in alternative education settings. According to a literature
review of empirical studies done on alternative settings, Aron (2006) found that the following
have positively impacted student performance in alternative schools:
23
Academic instruction: instruction is relevant to students’ lives and is accompanied by
high expectations;
Instructional staff: staff chooses to be there, is part of the decision-making process,
and utilizes positive discipline;
Professional development: teachers are offered time to collaborate and observe other
schools;
Size: the school offers a low teacher to student ratio in order to foster relationships;
Facility: the school is well-maintained and offers students a sense of safety and
belonging;
Relationships: the school culture fosters community involvement and connects with
community resources;
Leadership: the leadership has autonomy is how the school is run so that it can be
flexible to the needs of its students;
Student support: students are offered personalized learning opportunities, voice in
school decisions, and support for transition to work or college after high school.
Overall, students find success in alternative programs that are flexible, personalized, connected
to the community, and understanding of the students and their needs, thereby providing a
“counter-space” to traditional school settings (Plows et al., 2017).
Despite the existence of successful alternative education programs, research has found
that the strategies implemented in creating these programs are used less frequently in cases
where students are required to attend versus when students voluntarily transfer. Lehr et al. (2009)
found that alternative education programs that had a population of students who were
involuntarily transferred to the school focused on behavior change and discipline, had the
24
students for a short period of time, usually based on court-ordered placement, focused on
academic remediation, and existed as an alternative to expulsion. When alternative education is
used in this way, it is largely unsuccessful. According to Morley (1991), when alternative
education is reserved for only the “toughest cases”, and students are sent as punishment for their
behavior or academic performance, the school is not successful. Therefore, schools that do exist
an alternative to traditional schooling, despite the reason students are placed there, should be
focused on the positive practices of alternative schools that came before them in order to enhance
student performance and reduce the use of an educational setting as a punitive consequence.
Conceptual Framework
This study will utilize the Clark and Estes (2008) gap analysis as a framework for
examining the promising practices that contribute to the rising retention and graduation rates at
Resurgence Academy. While a traditional gap analysis study would identify the problems, or
“gaps”, in an organization, a promising practices study focuses on the organizational assets that
contribute to ameliorating a larger issue. This is done by reviewing the stakeholders’ knowledge,
motivational, and organizational influences in relation to the organization’s goals and mission. In
this study, the knowledge, motivational, and organizational influences are shared by all
stakeholders, so the following sections will focus on these influences and the literature that
supports the behaviors associated with them. The literature will be used to build a foundational
understanding of how students, parents, teachers, and counselors are impacted by and interact
with these influences as an interweaving network to create the positive growth at Resurgence
Academy.
25
Stakeholder Knowledge, Motivation and Organizational Influences
This review of literature will explore the knowledge, motivational, and organizational
influences that contribute to the students’, teachers’ parents’, and counselors’ ability to increase
retention, thereby decreasing dropout rates in an alternative education setting. Because the KMO
influences overlap among stakeholders, it will focus on the importance of all stakeholders’
attention to monitoring student progress by ensuring the timely completion of work and to
maintaining regular home-school communication. This overarching focus will highlight the
alignment of the stakeholders’ roles and the systems within RA that allow this alignment to
occur. The interrelationships among stakeholders with regards to the KMO influences is outlined
in Appendix A.
Knowledge and Skills
According to Anderson and Krathwohl (2001), there are four types of knowledge: factual,
conceptual, procedural, and metacognitive knowledge. Factual knowledge is defined as the
foundational elements that one must know within a discipline. Conceptual knowledge requires an
understanding of the interrelationships of these foundational elements. Procedural knowledge is
the understanding of how to apply techniques and skills within the discipline. Finally,
metacognitive knowledge is the person’s self-awareness of their own knowledge and how they
process that knowledge.
Declarative Factual Knowledge Influences
Anderson and Krathwohl (2001) define declarative factual knowledge as the building
blocks of knowledge, which includes the terminology and basic details of the concepts being
learned. Factual knowledge enables learners to engage with the elements of learning, and is a
meaningful first step in understanding a new discipline (Anderson & Krathwohl, 2001). All
26
stakeholders at Resurgence Academy will need to know the fundamentals of the requirements at
RA and the goals set for students to achieve their graduation goals. The increasing graduation
and retention rate at RA suggest that stakeholders have a basic command of this knowledge.
All Stakeholders Need to Know the Requirements for High School Graduation. In
order to receive a high school diploma, students must complete high school graduation
requirements (California Department of Education, 2020). According to the Education
Commission of the States (2019), no national requirements for high school graduation exist, and
they vary by state. These requirements can even fluctuate within states. For example, in
California, education code dictates that all students must pass a required set of courses, but these
courses should be considered the minimum standard. California mandates that it is the
responsibility of local education agencies and school districts to decide what high school
graduation requirements should be, incorporating the California requirements in addition to
district requirements (California Department of Education, 2019). Interestingly, students who are
at-risk of dropping out of high school are more likely to have changed schools at least once
between eighth and twelfth grade (Gaspar et al., 2012). Kerbow et al. (2003) attribute this, in
part, to the changing expectations of various schools and school systems and the lack of
knowledge of the requirements to succeed. Therefore, school personnel can assist students and
their families overcome this obstacle by ensuring access and understanding of these requirements
within their school systems.
All Stakeholders Need to Know the Weekly Assignment Goals for the Students.
Goal-setting Theory states that people who set specific goals, have the ability to achieve those
goals, and have no conflicting goals demonstrate higher performance on tasks (Locke & Latham,
2006). Additionally, focusing on one outcome goal, for instance graduation, does not always
27
produce high performance. In these cases, learning goals, which break down a specific goal into
the tasks required to reach it, can be used (Locke & Latham, 2006). In education, setting goals
with students is a recommended strategy, especially with students who are struggling to find
academic success (Rader, 2005). By participating in the development and by ensuring
accountability at meeting these goals, school personnel can work with students and families to
assist students with making academic progress (Rader, 2005).
All Stakeholders Need to Know Weekly Appointment Requirements for
Communication Between Home and School. Increasing parent involvement in youth’s
academic lives has been shown to have positive effects on student achievement (Harris &
Goodall, 2007; Hoover-Dempsey et al., 2001; Hoover-Dempsey et al., 2005). Parents are more
likely to be involved in their child’s work, if they have a defined role in helping them succeed
(Hoover-Dempsey et al., 2001). This role has greater impact when parents are involved in the
learning process at home versus simply invited to be part of the school community (Harris &
Goodall, 2007). This involvement is increased when schools, especially teachers and counselors,
empower the home-school connection through seeking parental perspectives and by developing
systems for regular home-school communication (Hoover-Dempsey et al., 2005).
Conceptual Knowledge
Conceptual knowledge is the connection between the basic elements of factual
knowledge learned in order to build schemas and theories within the discipline being studied. Its
function is to help the learner understand how knowledge is structured and how various elements
are interrelated in more complex ways (Anderson & Krathwohl, 2001). For stakeholders at RA,
this encompasses the understanding that the connections between student progress and home
school communication are related to student achievement and knowledge of the various
28
interventions that can be implemented for students who need assistance, both academically and
personally.
The primary conceptual knowledge influence is that all stakeholders know interventions
that can be used to overcome barriers students face in meeting school requirements. While
alternative education placement is an intervention in and of itself, creating an environment that
fosters understanding and collaboration within an alternative school is paramount to student
success (McGee & Lin, 2017). When students are struggling to maintain good academic standing
or attend school regularly, school personnel who partner with the students and their families to
decide appropriate courses of action to intervene with the behavior find greater overall success
for the student (McGee & Lin, 2017; Molina & Abelman, 2000). The literature states that
students who are falling behind academically show improvement in school performance when
they are included in the decision-making process with the support of their teachers and advisors
(Johnson, 1998; Molina & Abelman, 2000). While multiple interventions can be useful, the
interventions selected and used should be understood and undertaken by students, families, and
schools so that the student is able to overcome barriers to success (Johnson, 1998).
Procedural Knowledge
Procedural knowledge is defined as the understanding of how to do something and
includes the methods and techniques, as well as the understanding of when to use these methods
and techniques, to complete an action (Anderson & Krathwohl, 2001). At RA, this is
demonstrated by the knowledge that all stakeholders have in understanding how to access
records, courseware, and contact information so that student progress can be monitored and
communication amongst all stakeholders can be maintained.
29
All Stakeholders Know How to Access Courseware and Student Record
Information. Having the knowledge to access and navigate content online is known as “digital
literacy” (Heiten, 2016). According to Meyers et al. (2013), digital literacy is a requirement for
competent citizenry, as multiple aspects of life are moved increasingly online. This move
includes the educational space. With the employment of online learning systems and the
heightened use of technology in classrooms, students and their families are expected to know and
understand the use of these technologies to access education (Tang & Chaw, 2016). Students
who have the digital literacy skills to navigate these platforms show greater self-efficacy in
online learning environments, which promotes greater interaction and increases academic
success for the student (Prior et al., 2016). Without these skills, and without adequate support
from school and family with regards to digital literacy, students are unable to find success in
online learning environments (Simpson, 2005; Tang & Chaw, 2016). Therefore, digital literacy is
key in attaining academic success for students working in online platforms, like the students at
RA are required to do.
All Stakeholders Know How to Make Contact with Each Other. Regular home-school
communication has been shown to have positive effects on student performance (Harris &
Goodall, 2007). Parents who are in regular contact with teachers, receive valuable feedback from
teachers, and know how to access home-school communication have more trusting relationships
with school personnel and have students who perform better in school (Houri et al., 2019).
Moreover, parents who know how to communicate with teachers and staff and have multiple,
convenient ways to achieve this communication are more likely to be involved in their children’s
education (Thompson et al., 2015). Additionally, students who are able to communicate with
teachers and staff outside of school, using multiple and varied methods of communication have
30
increased engagement and achievement in school (Elhay et al., 2019). Understanding how to
initiate and maintain this contact helps facilitate these positive interactions (Elhay et al., 2019;
Houri et al., 2019; Thompson et al., 2015).
Metacognitive Knowledge
According to Anderson and Krathwohl (2001), metacognitive knowledge is the
understanding of cognition and the awareness of one’s own cognition. This includes strategies
for learning, understanding of the amount of mental effort various tasks will take in comparison
to each other, and self-awareness of the knowledge one possesses (Anderson & Krathwohl,
2001). This manifests itself in the monitoring of student progress and reflection of the impact of
communication among stakeholders at Resurgence Academy. These metacognitive processes
engage stakeholders in a reflective cycle that encourages continued student and parent
involvement and student success.
All Stakeholders Monitor Student Progress. Student progress monitoring, also known
as Curriculum-Based Measurement (CBM), has been shown to have positive effects on students’
academic achievement (Fuchs et al., 2015). CBM requires that an instructor determines a
student’s performance level, determines an achievement goal, and sets benchmarks for student
progress that will help the student reach that achievement goal by the end of a defined period
(Safer & Fleishman, 2005). These goals and benchmarks should be constantly monitored and
adjusted by teachers with students and communicated to parents and counselors to assist in the
monitoring of student progress (Fuchs et al., 2015; Safer & Fleishman, 2005). This process
enables students to become more aware of their progress and empowers them to make decisions
to move toward their goals, while also informing parents and other support personnel about ways
in which they can assist the student in meeting those goals (Borup et al., 2019; Safer &
31
Fleishman, 2005). While students benefit from this process, parents also found the availability of
knowledge about student progress allowed them to organize student learning at home, thereby
increasing parental involvement and parental empowerment with regards to their children’s
educational success (Borup et al., 2019). Overall, the implementation of CPM enables all
supports at home and school to work together to encourage student growth.
All Stakeholders Reflect on the Impact of Communication Among Stakeholders.
Parents, students, and school personnel agree that home-school communication is important for
student achievement (Barge & Loges, 2003; Meier & Lemmer, 2015; Pomeroy, 1999). Teachers
and parents report that frequent, open communication is critical in ensuring student success
(Barge & Loges, 2003). However, many parents perceive most communication to run from
school to home, and feel that this line of communication should be more bidirectional so as to
create better relationships between parents, students, and teachers (Meier & Lemmer, 2015).
When reflecting on home-school communication, parents also feel that teachers who have better
relationships with parents tend to have better communication with their children, which
positively impacts their children’s academic success (Barge & Loges, 2003). This sentiment is
echoed by students who feel that having a strong relationship with their teachers, one that is
encouraging, supportive, and open to communication, is a benefit to their academic performance
and their motivation to do well in school (Pomeroy, 1999). Overall, the relationship between
home and school, whether focused on the teacher-student relationship or the parent-school
relationship, proves critical in student success and should be revisited often for students who are
feeling excluded from school (Barge & Loges, 2003; Pomeroy, 1999).
32
Motivation
General Theory
Motivation is to be moved to engage in a task, to want to work toward a goal (Ryan &
Deci, 2000; Schunk et al., 2014). It is a process that can be observed through the motivational
indexes of active choice, persistence, and mental effort (Clark & Estes, 2008; Schunk et al.,
2014). These three indexes are emphasized in various motivational theories, but all are present
and important when considering motivated performance (Clark & Estes, 2008).
Value
According to Expectancy-Value theory, people are more likely to engage in tasks that
they believe they can accomplish and that they value (Wigfield & Eccles, 2000). Value is broken
down into four categories: intrinsic value, attainment value, utility value, and cost (Wigfield et
al., 2009). Attainment value is derived from the importance of completing the task and how that
task aligns with a person’s identity, while utility value is the importance of completing a task in
order to meet an overarching goal. Additionally, intrinsic value is the natural enjoyment one has
in participating in a task. Conversely, cost refers to the expense of time, energy, and resources in
order to achieve a goal (Wigfield et al., 2009). Regardless of type, value has been associated with
increased active choice and persistence in completing tasks (Eccles & Wigfield, 2002). This
active choice and persistence is evident in stakeholders at Resurgence Academy, and can be
attributed to varying degrees of value placed on influences that impact student achievement.
All Stakeholders Value Student Progression Toward Graduation Goals. Parents,
students, and school personnel all place significant value in academic achievement (Hill &
Torres, 2010; Jacob & Lefgren, 2007; Sumbera, 2017; Thompson & Palermo, 2018). However,
this value presents itself differently. For teachers and counselors, value is placed in seeing
33
students succeed because it makes them feel like they are making a positive impact in the world
(Thompson & Palermo, 2018). Parents value a push for academic achievement and high
expectations, as they anticipate the emphasis of those qualities will ensure better futures for their
children (Hill & Torres, 2010; Jacob & Lefgren, 2007). Finally, at-risk students, like those at
Resurgence Academy, find value in educational environments that foster their sense of self and
create feelings of self-efficacy. Once these have been established, at-risk students re-engage in
school and find value in instruction and school tasks to find a pathway toward academic
achievement and graduation (Sumbera, 2017). The varying perspectives on the value of
academic achievement from multiple stakeholders connect to form a web of support toward
academic achievement for students.
All Stakeholders Value Regular Communication Between Home and School. The
value of home-school communication lies in the relationships that are built in the process of
engaging in this interaction. Many teachers and school personnel find that parental involvement
increases student engagement in class and welcome parental support both in and out of school
(Bæck, 2010). Additionally, parents find that two-way communication and positive relationships
with teachers and school members increase their sense of belonging and connectedness with the
schools, especially in Latinx communities where parents who culturally crave connection,
traditionally feel excluded from the school environment (Hill & Torres, 2010). The literature
states that students who experience strong home-school relationships through frequent open
communication, home visits, and inclusion in the communication process are more likely to
engage in learning (Hiatt-Michael, 2001). The bond created through communication increases
the value placed on education, thereby increasing student engagement.
34
Self-Efficacy
According to Bandura (1977), self-efficacy is the belief that one is capable of influencing
the events in their lives. Self-efficacy is influenced by four factors: performance outcomes,
vicarious experience, verbal persuasion, and psychological feedback (Bandura, 1986). In
education, student self-efficacy beliefs have found to have a significant impact on active choice,
persistence, and mental effort (Zimmerman, 2000). This is usually demonstrated by an increase
in confidence, as people who have high self-efficacy also have high confidence, which prompts
them to engage in tasks that will further promote their skills and abilities (Schunk et al., 2012). In
an effort to determine the assets that contribute to the increasing graduation and retention rates at
RA, examining stakeholders’ self-efficacy beliefs and confidence will uncover motivational
constructs that shape these positive outcomes.
All Stakeholders Feel Confident That They Can Successfully Monitor Student
Progress. According to Social Cognitive Theory (Bandura, 1986), people have increased self-
efficacy through goal setting and self-regulation of these goals. When students engage in the
goal-setting process and can self-monitor their progress toward reaching these goals, their self-
efficacy and achievement increase (Zimmerman et al., 1992). Additionally, when parents are
able to share academic goals with their children and monitor student progress, the students show
growth and parents have more confidence in their ability to support their children’s academic
success (Zimmerman et al., 1992). Teachers also benefit from self-efficacy beliefs, as teachers
who are able to promote student progress through goal setting and effective teaching strategies
have more confidence in their abilities and exhibit leadership in the teaching field (Martin &
Mulvihill, 2019). Overall, as school staff, parents, and students work toward self-regulation of
35
progress toward goals, academic achievement increases (Martin & Mulvihill, 2019; Zimmerman
et al., 1992).
All Stakeholders Feel Confident That They Can Successfully Contact Other
Stakeholders. Collective efficacy refers to group-level beliefs about a social system and
functions separately from self-efficacy beliefs as action is taken at the group level within the
belief system (Caprara et al., 2003). According to Albert Bandura (1987), collective efficacy
affects how well members of the group together and the strength of the common commitment
toward a goal. When parents, counselors, students, and teachers work successfully together
toward a common goal, they form a team that functions collective efficacy beliefs. Through
regular communication, the collective efficacy of this team increases, as does student
achievement (Caprara et al., 2003; Pajares, 1996).
Emotions
Fredrickson and Cohn (2010) define emotions as a person’s mental, physical, and
subjective response to an event. The needs of competence, relatedness, and autonomy are sources
of emotion and motivation (Skinner et al., 2014). According to Skinner et al. (2014), people
whose needs are being met are eager, energized, and joyful when participating in tasks.
However, when these needs are being neglected, people feed dejected, hopeless, and frustrated.
In education, students and teachers who experience positive emotions in the classroom
experience high levels of engagement and increased motivation (Skinner et al., 2014). At
Resurgence Academy, the increased support of competence, relatedness, and autonomy among
all stakeholders suggests heightened positive emotions that contribute to the increased academic
achievement experienced by students.
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All Stakeholders Feel Positive About the Goal-Setting Process for Students. Goal
setting and goal striving produce a range of emotions in people. Generally, when reviewing
goals, people who are making progress toward their goals experience positive emotions, and
people who are falling behind in reaching their goals experience negative emotions (Smith et al.,
2014). While this is overly simplified, and a variety of both positive and negative emotions occur
in the pursuit of a goal, the more positive the emotion associated with goal setting and goal
pursuit, the more likely one is to take action toward completing the goal (Mejia & Hooker,
2017). For example, as students work toward graduation goals, and teachers, counselors, and
parents assist them on this journey, all may get frustrated or feel hopeless as they encounter
obstacles (i.e. mandatory distance learning due to a pandemic), but as they work to overcome
these obstacles through support systems and creativity, feelings of accomplishment and hope
assist in goal attainment. Overall, the fostering of positive emotions increases instances of goal
achievement (Smith et al., 2014).
All Stakeholders Feel Positive About the Home-School Relationship. According to
Anderson and Guerrero (1998), the majority of human emotion is derived from antecedent events
in social interaction. When this social interaction is positive and fosters feelings of warmth and
competence, people are more inclined to participate in behaviors that promote longevity in that
relationship (Valdesolo & DeSteno, 2014). In an educational setting, this refers to the home-
school connections that are made amongst students, parents, and school personnel. For example,
students who experience positive emotions regarding their relationships with teachers and school
staff and whose parents also experience these positive emotions, do better in school in an effort
to foster these relationships (Acar et al., 2019). Therefore, increasing instances of positive social
37
interactions between home and school increases the likelihood the positive emotions experienced
will encourage increased academic achievement (Acar et al., 2019).
Attribution
Attribution Theory attempts to understand the causes of a person’s behavior by
attributing an action to an antecedent event or belief (Kelley & Michela, 1980). These
attributions are influenced by three causal dimensions: stability, locus, and control (Weiner,
2010). According to Weiner (2010), controllable attributions produce more positive outcomes, as
the person attributes their success or failure to something they have the ability to change. In
education, high achievement is generally associated with high ability (often considered internal,
stable, uncontrollable), which can have negative effects on student performance when their
attribution of failure is due to low ability, rather than a controllable factor like effort (Weiner,
2016). In order to understand the attributions of success at Resurgence Academy, it is important
to review the controllability perceptions among stakeholders.
The primary influence for attribution is that all stakeholders believe the success or failure
of their role in student achievement is within their control. Control attributions play an important
role in student achievement. Students who attribute their success or failure to controllable causes
have generally adopted a growth mindset and mastery goal orientation, both of which encourage
student success (Song et al., 2020). Additionally, parents who view their children’s success as
dependent on effort, which is a controllable factor that can be encouraged at home, are more
involved in their children’s education and have students who experience greater academic
achievement (Georgiou, 1999). Finally, school personnel who perceive the success or failure of
their work with students is within their control, have more self-regulation, less chance of
burnout, and more success in their work (Ghanizadeh & Ghonsooly, 2104). Therefore, as
38
multiple stakeholders perceive student success to be within their control, the more opportunity
the student has to attain academic achievement.
Organization
According to Clark and Estes (2008), the third and final asset that can contribute to
promising practices within an organization is the organizational support system in place. This
includes work processes, material resources, and organizational culture. These organizational
influences must be aligned, efficient, and embedded in the daily work within the organization to
produce promising results (Clark & Estes, 2008).
Cultural Model
Cultural models are defined as the shared values, beliefs, understandings, and goals that a
group of people share (Clark & Estes, 2008; Gallimore & Goldenberg, 2001). According to
Gallimore and Goldenberg (2001), cultural models are dynamic and represented through cultural
practices. Within an organization, these models shape the policies, procedures, mission, and
organizational structure (Rueda, 2011). Organizations, such as schools, that have cultural models
that promote and support organizational goals, have greater success (Rueda, 2011). Therefore, in
order to understand the ways in which Resurgence Academy promotes promising practices, it is
important to understand the cultural model of the school.
Overall, it is important that there is a culture of collaboration amongst all stakeholders.
Creating a culture of collaboration in schools empowers all participants and benefits the learner
(Russell, 2012; Sutton & Shouse, 2016). In schools where administrators provide opportunities
for open communication, collaboration, and shared leadership, teachers, counselors, and other
staff members find their work more meaningful and purposeful and work to create better learning
environments for students. Moreover, as school personnel work in a collaborative culture, they
39
approach problem-solving together, producing greater buy-in for implementation of changes
within the school (Sutton & Shouse, 2016). Additionally, as school staff work in a collaborative
environment, communication occurs between departments, thereby supporting student learning,
especially for students who need additional support, like English Language Learners (Russell,
2012). As this culture of collaboration extends to the parents and students, when making
decisions about individual student’s goals and interventions, students’ learning benefits, and
parents feel more positive about the educational experiences of their children (Oostdam &
Hooge, 2013). Thus, building an open, collaborative culture within a school helps support
student success.
Cultural Setting
Cultural setting refers to the social context in which organizational policies and systems
are enacted (Rueda, 2011). Cultural setting grows out of the cultural model and consists of the
ever-changing environments in which the policies, systems, and structures that are created within
the cultural model take place (Gallimore & Goldenberg, 2001). Because these environments are
influenced by the people who inhabit them, and because these people bring with them their own
cultural settings, values, and beliefs, these cultural settings are dynamic entities that interpret and
implement the systems within the cultural model in a myriad of ways (Rueda, 2011). Thus, to
understand the ways in which the systems within the cultural model at Resurgence Academy are
being influenced by the stakeholders to produce promising practices in student retention and
graduation rates, evaluating the cultural settings is necessary.
Research shows that it is important that the school has systems that motivate stakeholders
to be actively involved in the student’s education. According to Christenson (2003), when
schools create systems that focus on partnering with students and their families, student success
40
follows. This partnership is defined by a shared goal of student success that is supported by the
strengths, influences, beliefs, and resources offered by each of the participants. Schools can
create these systems by explicitly setting the expectation for home-school collaboration amongst
all of its staff, by offering direct and personal invitations to families and students to be involved
in the school, by expecting teachers and support staff to extend direct and personal invitations to
students and their families to be involved in educational activities, and by being knowledgeable
about family structures and cultures within the community (Hoover-Dempsey et al., 2010). The
expectation of this partnership has been shown to influence the mindset and future behaviors of
those involved, making them more likely to reach out and aim for these relationships on their
own, thereby positively impacting the culture of the school and student achievement over time
(Hoover-Dempsey et al., 2010).
Policies/Procedures
Policies refer to the rules or standards by which an organization operates, while
procedures are the processes that inform members of the organization about how they are to
enact the policies that are in place (Clark & Estes, 2008). These policies and practices are
interpreted and enacted by the individuals within the various cultural settings within the
organization (Rueda, 2011). The more aligned the policies and procedures are to the cultural
model, and the more efficient the procedures are, the smoother the organization runs (Clark &
Estes, 2008). Thus, the alignment of the policies and procedures to the cultural model at
Resurgence Academy should be investigated in order to understand its role in the success of the
organization.
Tiered intervention systems should be in place to assist students who are struggling to
meet work and communication requirements. Response to Intervention (RTI) is a tiered approach
41
to help students who are struggling academically or behaviorally in school (Hughes & Dexter,
2011). Tiered intervention systems require individualized and differentiated support, progress
monitoring, adequate and continuing professional development for those implementing it, and
flexibility within the system as needs and programs change in order to achieve positive results
(Hughes & Dexter, 2011; Kozleski & Huber, 2010). When these components are in place, RTI
systems have been shown to have a positive impact on student academic success and lead to
schoolwide change in support of differentiated and individualized instruction (Kozleski & Huber,
2010).
Resources
Policies and procedures are supported by resources, or materials and equipment that
people within the organization need to perform their jobs (Clark & Estes, 2008). According to
Clark & Estes (2008), materials must be readily available for people to perform critical
procedures. Since Resurgence Academy promotes promising practices in student graduation and
retention, it can be assumed that the necessary resources are readily available to stakeholders to
adequately support student progress.
Academic Support Plans, Tutoring, and Weekly Check-in Requirements Are
Available to Assist Students With Academic Difficulties. A key component to any successful
RTI program is the creation of an individualized academic or behavioral support plan that is
followed with regular progress monitoring (Hughes & Dexter, 2011). While a multitude of
academic supports can be implemented depending on the obstacle the student is encountering,
one research-based approach to overcome academic difficulties is tutoring. Individualized
tutoring sessions that provide direct instruction on targeted concepts with which the student is
struggling have been shown to have positive effects on academic achievement (Flynn et al.,
42
2012). As academic interventions, like tutoring, are documented, implemented to fidelity,
monitored, and adjusted accordingly, students experience increased academic success (Kozleski
& Huber, 2012).
Family Support Centers, Counseling, Mental Health Support, and Drug
Rehabilitation Connections Are Available to Students and Families Who Need Extra
Support. Providing student mental health services positively impacts not only student mental
health outcomes but also academic achievement (Suldo et al., 2013). These mental health
services can be provided at the traditional level, with counseling and psychology services, which
show increased mental health and academic outcomes for students (Baskin et al., 2010).
Secondary preventative mental health interventions, such as community-based programs and
home-school support systems also show positive gains in student academic performance (Suldo
et al., 2013). School-wide systems, such as character education and social-emotional learning
have also had positive effects on student outcomes (Durlak et al., 2011).
Access to Food Pantries and Homeless Shelters Are Provided for Students and
Families Who Need Assistance. Homelessness and food insecurity have a tremendous negative
impact on a student’s ability to pursue academic success. According to a report conducted by
Ingram et al. (2017), youth who were homeless or foster youth reported that they were more
likely to drop out of school and, when in school, struggled to keep up with the academic
requirements. However, these same students reported that when connected to community
resources like food banks, homeless shelters, and afterschool programs, they experienced higher
levels of academic achievement, enabling them to stay in school longer and reach academic
goals (Ingram et al., 2017). Thus, as schools and districts provide this support for students in
need, they encourage academic success and keep students progressing toward graduation.
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Professional Development Time Is Dedicated to Collaboration Between Teachers
and Counselors Regarding Student Progress and Communication. While little research
exists for the impact of teacher-school counselor collaboration, there are a few studies aimed at
examining this relationship. Marlow et al. (2000) found that teachers and counselors who work
together to develop social-emotional competency helped students to develop a positive attitude,
better communication skills, and greater understanding of varied perspectives. Moreover,
Henfield and McGee (2012) found that counselors were better able to serve students, especially
Black male students, when working with the teachers. In this study, counselors were able to
address career and academic goals, while working with the teacher to understand ways in which
the classroom behaviors could be supported to help the students reach these long-term goals.
Overall, the collaboration between teachers and counselors helps both parties understand the
whole child so that appropriate support can be implemented for each student.
Teacher Specialists Are Available for Counselor and Teacher Support. According to
Wong and Wong (2008), academic coaching creates better teachers and supports increased
academic achievement. This is due to the coach’s ability to mentor teachers, provide
individualized support, supplement teacher knowledge with content-based strategies, and
connect teachers to district-level goals and implementations. While academic coaching is
beneficial to instruction and student achievement, it is most effective in smaller settings where
academic coaches are available to address the individual needs of each teacher on staff (Kraft et
al., 2018). Therefore, academic coaching, while beneficial, should be limited to smaller sites
where mentoring can be consistent and tailored to teachers’ needs (Kraft et al., 2018).
44
Conclusion
The problem of high school dropout is complex with a multitude of risk factors at
student, district, and community levels. Interventions, such as alternative education, have been
implemented to reduce instances of high school dropout, but these are not always successful. As
such, it is important to study promising practices in schools that are finding success with
graduation and retention rates among at-risk students. By examining the literature on the
knowledge, motivation, and organizational influences among students, teachers, parents, and
counselors, this chapter aimed to better understand how these influences interact to produce
positive outcomes. In Chapter Three, these influences will be used as a foundation for collecting
data on the promising practices at Resurgence Academy.
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Chapter Three: Methodology
The purpose of this project is to examine the promising practices of Resurgence
Academy’s high-performance achievement related to a larger problem of practice: increasing
retention and high school completion in order to reduce dropout. In order to provide a complete
study, an analysis of four stakeholders at Resurgence Academy was conducted. The analysis
focused on the stakeholders’ assets in the areas of knowledge and skill, motivation, and
organizational (KMO) resources.
As such, the questions that will guide the promising practice study are the following:
1. What are the knowledge, motivation and organizational factors that influence the
students, teachers, parents, and counselors to achieve high performance as measured
by graduation and retention rates?
2. What knowledge, motivation, and organizational recommendations can be made for
other schools who wish to replicate these results?
Conceptual and Methodological Framework
The gap analysis framework was developed by Clark and Estes (2008) in order to
diagnose performance gaps within an organization. This process is outlined in the following
seven steps:
1. Identify key, measurable goals within the organization.
2. Determine the current progress toward meeting the identified goal.
3. Identify the performance gaps, which are the gaps between the current achievement
and the goal of the organization.
4. Analyze the performance gaps to determine the knowledge, motivational, and
organizational causes that are inhibiting the achievement of the performance goal.
46
5. Identify appropriate solutions for the knowledge, motivation, and organizational gaps.
6. Implement the solutions that were developed.
7. Evaluate the effectiveness of the solutions that were implemented. Once evaluation
has been conducted, the organization can decide whether the organizational goal has
been met and new goals can be developed or a new round of analysis needs to occur
with the same goal, if the solution implementation did not have the desired results.
This process is mapped in Figure 1.
Figure 1
A Model of the Gap Analysis Framework
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While the gap analysis framework is generally used to identify performance gaps within
organizations, an adaptation of the gap analysis, the promising practices framework, was used for
this study. In a promising practices study, assets replace performance gaps in the cycle so that the
research examines the elements of the organization that are helping it reach its performance and
organizational goals. This study examines the KMO assets that contribute to the growth in
retention and graduation rates at Resurgence Academy.
Assessment of Performance Influences
Chapter Two highlighted the various knowledge, motivation, and organizational
influences that promote student retention and graduation at Resurgence Academy. Most
significantly, the literature revealed the overarching importance of stakeholders’ commitment to
monitoring student progress and maintaining regular communication between home and school.
In order to assess the KMO influences with regards to these critical behaviors, surveys,
interviews, and document analysis were utilized in this study.
Knowledge Assessment
Anderson and Krathwohl (2001) outline four types of knowledge: factual, conceptual,
procedural, and metacognitive. Factual knowledge is the most foundational of the four types in
that it encompasses the terminology and basic elements required to build understanding within
the discipline. Connecting these basic building blocks of knowledge to form interrelationships
amongst them produces conceptual knowledge. Conceptual knowledge allows the learner to
connect various elements of the discipline into a larger theoretical framework. Alternatively,
procedural knowledge provides the learner with the understanding of how to use the information
learned in the form of skills, techniques, and methodologies. Finally, metacognitive knowledge is
48
the overarching understanding of how a learner processes information and their self-awareness of
their own learning.
In this study these four knowledge domains were assessed using surveys, interviews, and
document analysis for all four stakeholders. The use of surveys assessed the stakeholders’
knowledge and confidence in their knowledge, given a set of standard options. The use of the
interview questions confirmed the validity of the survey results, in that interviewees were able to
articulate their understanding of the various influences drawing upon their true knowledge
without the options present on the survey. Finally, document analysis, such as analysis of
graduation check forms and appointment calendars, were used to triangulate the data and confirm
the knowledge claims of participants in the surveys and interviews. These items are separated by
stakeholder in Tables 1-4.
Table 1
Assumed Knowledge Influence Assessment Items for Students
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Declarative Factual
Students know
how many
assignments
they need to
complete per
week to reach
their graduation
goals.
Fill in the Blank and
Multiple Choice Item
How many assignments
do you need to do
each week to meet
your graduation
goals?
Quarterly Pacing
Guide
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
_____ per week
How confident are you
about your response?
A) Not confident at
all
B) A little
confident
C) More than a
little confident
D) Very confident*
Students know
how many
credits, and
which classes,
they need to
graduate.
Multiple Choice Items
Fill in the Black and
Multiple Choice Item
How many credits do
you need to graduate?
_____ credits
How confident are you
about your response?
A) Not confident at
all
B) A little
confident
C) More than a
little confident
D) Very confident*
Which classes do you
need to graduate
(check all that apply)?
Graduation Check
Forms
Quarterly Pacing
Guide
50
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
A) Freshman
English
B) Sophomore
English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American
Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational
Education
Q) Fine Art/Foreign
Language
R) Health
S) Technology
Education
T) Elective Courses
How confident are you
in your response?
A) Not confident at
all
B) A little
confidence
C) More than a
little confident
51
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
D) Very confident
Students know
they are required
to meet with
their teacher at
least once per
week by phone
or in person.
Multiple Choice Item
According to the
school’s expectations,
how often are you
required to meet with
your teacher?
A) Once per week*
B) Twice per week
C) Once per month
D) Twice per
month
Multiple Select Item
Which of the following
are acceptable ways of
having your
appointment with your
teacher (select all that
apply):
A) Text message
B) Phone call*
C) Video chat*
D) In person*
E) Email
Students know
the date and
time of their
weekly
appointment.
Multiple Choice Item
When do you next meet
with your teacher to
discuss your work?
52
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
________ (day) at
________(time)
How confident are you
in your response?
A) Not confident at
all
B) A little
confident
C) More than a
little confident
D) Very confident*
Students know
the contact
information for
their teacher.
Multiple Select Item
If you needed to get in
contact with your
teacher, you have the
information to (check
all that apply):
A) Email him or
her*
B) Text or call him
or her*
C) Direct message
him or her using
an app
D) Video Chat with
him or her
E) Have an in-
person
appointment
with him or her*
53
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
F) I do not know
how I can
contact my
teacher
Declarative Conceptual
Students know
the process for
completing
classes.
Ordering Question
You are attempting to
complete a class.
What steps would you
need to take?
Please place the
following steps in the
correct order:
A) Complete all
required
assignments for
a course.
B) Talk with my
teacher or
counselor to
determine which
class I should
take.
C) Sign a Work
Assignment
Agreement
Form (WAAF)
for the course.
D) Meet with my
teacher as
needed to get
Work Assignment
Agreement Forms
(WAAFs)
54
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
assistance on
projects or
assignments that
are difficult for
me.
(Correct order: B, C, D,
A)
Students know
the relationship
between
assignments
completed and
credits earned.
Fill in the blank:
Each 5 credit course has
a minimum of ____
assignments. This
means that 1 credit is
equal to at least ____
assignments.
(Correct response: 35,
7)
Quarterly Pacing
Guide
Students know
the stages of
interventions
that occur if
students are not
meeting with
teachers
regularly.
Ordering Question:
You have not been
completing your
assignments on time.
What is the order of
the interventions you
would participate in at
school?
Drag and drop the
following
interventions in the
order they would
occur:
RTI Schedule
55
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
A) Student Success
Team
B) Phone call to
parent or
guardian
C) Academic
Support Plan
D) Parent/Teacher
conference
E) Home visit
F) Parent/Counselo
r conference
G) Schedule change
to an
intervention
teacher
Correct response: (B,
D, F, E, C, A, G)
Students know
the
consequences of
multiple missed
appointments
with regards to
enrollment.
Multiple Choice Item:
If you consistently miss
your appointments
with your teacher,
which of the following
will happen according
to the master
agreement:
A) You will get a
new teacher.
B) You will be in
danger of being
dropped from
the program.*
Master Agreement
56
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
C) You will fail
your courses.
D) You will get a
phone issued to
you from the
school.
Procedural
Students need to
know how to
access
courseware.
Multiple Choice Item
You have just been
assigned a new class.
What will you do to
access your work?
A) Go to Google
Drive to find my
course syllabus
and workload.
B) Login to
StudentConnect
to access my
new schedule
and classes.
C) Go to the OW or
EdGenuity
website to
access my new
class and
coursework.*
D) Meet with my
teacher to
determine where
my new
57
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
coursework is
located.
Students need to
know how to
find help when a
problem arises
in the workload
Multiple Select Item
You are working on an
assignment at home
and do not understand
what you are supposed
to do. What would
you do to get help
(select all that apply):
A) Copy and paste
the question into
google to find
the answer.
B) Ask someone in
my house or a
friend to help
me.*
C) Text or call my
teacher to get
assistance.*
D) Go to campus to
get help from a
teacher or a
tutor the next
day.*
E) Guess on the
question or
submit a blank
response so I
can move on in
the work and
58
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
come back to it
later.
F) Do research
online to see if I
can find
information to
help me there.*
G) Use the online
tutoring app
available
through my
school. *
H) Nothing. I
would not look
for help. I would
just accept a bad
grade on the
assignment.
Students know
how to contact
their teacher and
counselor for
information and
rescheduling of
appointments.
Multiple Choice Item
You are not feeling
well, and cannot
attend your
appointment with your
teacher or your
counselor. What do
you do?
A) I miss the
appointment and
show up to the
next
appointment. I
can explain
59
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
what happened
then.
B) I tell my friend
to tell someone
at school that I
will not be there
that day.
C) Nothing. It’s
just one
meeting.
D) I text or call my
teacher or
counselor to
reschedule my
appointment. *
E) I email the
office to tell the
school I will not
attend that day
because I am
sick.
Metacognitive
Students need to
monitor their
progress toward
reaching their
assignment
goals.
Multiple Choice Item
I monitor my progress
toward my weekly
assignment goals by:
A) Tracking how
many
assignments I do
each week to
make sure I am
If you had to give
advice to a new
student coming to
this school, what
advice would you
give about keeping
track of progress
toward your
weekly assignment
goals (how many
assignments you
60
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
doing what the
Quarterly
Pacing Guide
suggests I do
each week.*
B) Completing my
assignments on
time, according
to the due dates
of the
assignments
C) Asking my
teacher how
many
assignments I
am doing and
how many I
need to do.
D) I do not monitor
my progress. I
just do whatever
I can get done
that week.
E) I do not have a
weekly
assignment goal.
have to complete
each week)?
Students need to
understand the
consequences of
not meeting
their assignment
goals.
Multiple Choice Item
If I do not complete the
amount of
assignments that are
outlined by the
Quarterly Pacing
Your friend is going
through a rough
time in her life and
has not been
keeping up with
her assignments at
school for the past
three months.
N/A
61
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Guide each week, I
can expect:
A) To be dropped
from the
program.
B) To fall behind
and NOT meet
my graduation
goal.*
C) To be
transferred to a
different
teacher.
D) To have to take
more classes
next quarter.
What will happen
to her at school?
Students need to
reflect on how
regular meetings
with their
teacher impacts
their academic
progress.
Likert Scale Item
On a scale of 1-5 (1
being no impact and 5
being highly
impactful) how
impactful are regular
meetings with your
teacher on your
academic progress?
Student Sign-in Sheets
in comparison to
academic progress
(HERO reports)
62
Table 2
Assumed Knowledge Influence Assessment Items for Teachers
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Declarative Factual
Teachers need to
know how many
assignments each
student needs to
complete each
week in order to
reach each
student’s
graduation goal.
Think of the 5th student
on your roster. How
many assignments does
he or she need to
complete each week to
meet his or her
graduation goal?
_______Credits
How confident are you
in your answer?
A) Not at all confident
B) At little confident
C) More than a little
confident
D) Very confident*
Quarterly Pacing
Guide
Teachers need to
know how many
credits, and which
classes, each
student needs to
graduate.
Think of the 5th student
on your roster. How
many credits does he or
she need to graduate?
________credits
How confident are you
in your answer?
A) Not at all confident
B) A little confident
Graduation Check
Forms
63
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
C) More than a little
confident
D) Very confident*
For that same student,
which classes does he
or she need to graduate
(check all that apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American
Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational Education
Q) Fine Art/Foreign
Language
R) Health
S) Technology
Education
How confident are you
in your response?
A) Not at all confident
B) A little confident
64
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
C) More than a little
confident
D) Very confident*
Teachers need to
know when each
student’s
appointment time
is scheduled
during the week.
For the same student,
when is his or her next
appointment with you?
_________(day)
_______(time)
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Teachers need to
know current
contact
information for
each student and
each student’s
parent or
guardian, and
which method of
contact is best to
use for each
student.
For the same student,
what is the best way to
contact him or her?
A) text
B) phone call
C) direct message using
an app
D) parent contact
E) home visit
F) Email
G) Video chat
How confident are you
in your response?
A) Not at all confident
Student Interview
Form
65
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
B) A little confident
C) More than a little
confident
D) Very confident*
Teachers need to
know they are
required to meet
with each student
each week either
in person or by
phone; texting
and voicemails do
not count.
Which of the following
ways of contacting
students for their
weekly appointments
are valid by law?
A) Texting
B) In-person
C) Video Chat
D) Email
E) Phone call
F) Direct message
through an app
G) Home visit
Declarative
Conceptual
Teachers need to
know what
barriers exist for
the student to
complete work.
Thinking about the 5th
student on your roster,
what obstacles exist for
his or her academic
progress (check all that
apply):
A) Environmental
obstacles
B) Emotional obstacles
C) Behavioral obstacles
Student Interview
Form
66
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Teachers need to
know
interventions to
assist students
who are not
meeting
assignment goals.
You have a student on
your roster who is not
meeting his or her
weekly assignment
goals. Which of the
following interventions
are available to assist
your student (check all
that apply):
A) Individual counseling
services*
B) Tutoring with the
teacher*
C) Tutoring on campus
with college tutors
D) Parent-Teacher
conferences*
E) Group counseling
F) Change of online
curriculum provider
G) Intervention classes*
H) Change of
schedule/Teacher*
I) Home visits*
J) Daily in-person
attendance requirement
RTI Schedule
67
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
K) Academic Support
Plan*
L) Student Success
Team*
M) Online tutoring
services
Teachers need to
know the stages
of interventions
required if
students are not
making their
appointments
regularly.
Ordering Question:
Your student has not
been completing his or
her assignments on
time. What is the order
of the interventions
you would prescribe
for the student?
Drag and drop the
following interventions
in the order they would
occur:
A) Student Success
Team
B) Phone call to parent
or guardian
C) Academic Support
Plan
D) Parent/Teacher
conference
E) Home visit
F) Parent/Counselor
conference
G) Schedule change to
an intervention teacher
RTI Schedule
68
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Correct response: (B, D,
F, E, C, A, G)
Procedural
Teachers need to
know how to
access reports on
student
assignment
completion.
If you needed to access
reports on student
assignment completion,
where would you look?
A) I would look up how
many G’s the student
has earned on HERO
B) I would look at Q,
under student profile to
access the student’s
transcript
C) I would ask our
registrar in the front
office for that report
D) I would download the
detailed student
grading report from
Odysseyware (or the
session log in
EdGenuity)*
Teachers need to
know how to
access and read
transcript
information.
Part 1
If you are looking for a
student’s transcript
information, where
would you look?
You are sitting with a
new student,
reviewing his or her
graduation check
worksheet. Please
explain your
process for
accessing the
Graduation check
form
69
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
A) I would ask the
counselor for a copy of
the student's transcript
B) I would ask the
registrar for a copy of
the student’s transcript
C) I would access the
student’s transcript in
the student profile in
Q.*
D) I don’t know how to
find student transcript
information.
Part 2
You see the following
information on a
student’s transcript:
Course Grade
Credits
Mathematics 1A F
0.0
Mathematics 1A C
0.5
Mathematics 1A D
1.0
The student you are
working with wants to
meet A-G
requirements. How
many credits of Math
transcript
information you
need to complete
this form.
Explain your process
for reading and
interpreting the
transcript so that
the student can
understand the
graduation check
form.
70
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
1A does he or she still
need to do?
______credits
(Answer: 4.5)
Teachers need to
know how to use
the Quarterly
Pacing Guide to
set assignment
goals for students.
It is the first week of
school, and you have
an incoming senior
who needs 80 credits to
graduate. Using the
Quarterly Pacing Guide
provided below, how
many assignments does
the student need to
complete each week to
graduate on time?
(Insert image of the
QPG)
______assignments
(Answer: 14)
Quarterly Pacing
Guide
Teachers need to
know how to
track student
appointments-
both in Visits on
the student
information
system, and in
their own
calendars.
Think about how you
keep track of and
document student
appointments. Which
of the following
methods are you
expected to use (check
all that apply):
A) Shared Google
Calendar*
71
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
B) Student sign-in
sheet
C) Student visits in
Q*
D) Weekly Check-In
Sheet in the Student
Binder
Teachers need to
know how to
communicate
with counselors,
administration,
parents, and
students about
gaps in
communication
between the
student and the
teacher.
If you have a student
who is not meeting
with you regularly,
what methods below
are appropriate means
of communicating this
lapse in contact with
each of the
stakeholders listed
below? Check all that
apply for each
stakeholder. (Matrix-
type question)
A) Contact by phone (S,
P. C, A)
B) Contact via email (P,
C, A)
C) Add to Student Visits
in Q (C, A)
D) Direct Message via
an app (S)
E) Home visit (S, P)
F) Inform during
Counselor Cluster
Meeting (C, A)
72
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Teachers need to
know how to
utilize various
forms of
communication,
from phone calls,
to online
meetings, to home
visits (when
necessary).
From the drop-down
menu, select the most
appropriate means of
communication for
each student listed
below:
A) A student who works
a full-time job and
cannot come in during
the regular school day
(phone call)
B) A student who is
chronically ill but
needs a lot of academic
support (online meeting
via Zoom or google
meet)
C) A student who does
not have a phone and
cannot come on
campus (online
meeting via Zoom or
google meet)
D) A student who is not
responding to phone
calls or text messages
(home visit)
Metacognitive
Teachers need to
monitor student
progress on a
weekly basis to
I monitor student
progress on a weekly
basis to evaluate the
likelihood of goal
73
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
evaluate the
likelihood of goal
completion.
completion by (check
all that apply):
A) Keeping track of
completed assignments
weekly on a
spreadsheet
B) Adding G’s to HERO
C) Adding completed
assignments each week
on the Weekly Check-
In Sheet during student
appointment
D) Adding completed
assignments to Q
Teachers need to
reflect on the
effectiveness of
interventions in
place to make
adjustments as
needed, based on
student progress.
How often do you reflect
on the effectiveness of
the interventions that
are in place for your
students:
A) Daily
B) Weekly
C) Monthly-during
Counselor Cluster
Meetings*
D) Quarterly
E) I do not reflect on the
intervention that are in
place for student
If you have a student
who you have
implemented
interventions for,
what is your
practice for
deciding whether or
not those
interventions are
working?
If you decide they
are not working,
what is your
practice for making
adjustments to
those interventions?
Academic Support
Plan
Teachers need to
reflect on how
Based on your
experience, how do
How do you perceive
weekly student
74
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
student meetings
correlate to
student progress.
regular meetings with
students impact their
academic progress?
A) Generally, students
make the most progress
when they meet with
me weekly
B) Generally, students
make the most progress
when they meet with
me bi-weekly
C) Generally, students
make the most progress
when they meet with
me monthly
D) Generally, students
make the most progress
when they are left
alone and only meet
with me to process new
classes.
E) There is no
connection between
student progress and
student meetings.
meetings impact
student progress?
What example could
you provide to
exemplify this
connection?
75
Table 3
Assumed Knowledge Influence Assessment for Parents
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Declarative Factual
Parents need to
know how many
assignments the
student should be
completing each
week in order to
reach the student’s
graduation goal.
Fill in the Blank and
Multiple Choice Item
How many assignments
do your child need to
do each week to meet
his or her graduation
goals?
_____ per week
How confident are you
about your response?
A) Not confident at all
B) A little confident
C) More than a little
confident
D) Very confident*
Quarterly Pacing
Guide
Parents need to
know how many
credits, and which
classes, the
student needs to
complete to
graduate.
Fill in the Blank and
Multiple Choice Item
How many credits does
your child need to
graduate?
_____ credits
How confident are you
about your response?
A)Not confident at all
B)A little confident
Graduation Check
Form
76
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
C)More than a little
confident
D)Very confident*
Which classes does
your child need to
graduate (check all
that apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American
Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational
Education
Q) Fine Art/Foreign
Language
R) Health
S) Technology
Education
T) Elective Courses
77
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
How confident are you
in your response?
A) Not confident at all
B) A little confidence
C) More than a little
confident
D) Very confident*
Parents need to
know students are
required to meet
with teachers
weekly either in
person or by
phone.
Multiple Choice Item
According to the
school’s expectations,
how often is your
child required to meet
with his or her
teacher?
A) Once per week*
B) Twice per week
C) Once per month
D) Twice per month
Multiple Select Item
Which of the following
are acceptable ways of
your child having an
appointment with a
teacher (select all that
apply):
A) Text message
B) Phone call*
C) Video chat*
D) In person*
E) Email
Master Agreement
78
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Parents need to
know contact
information for
the teacher and
counselor, in case
questions arise.
Multiple Select Item
If you needed to get in
contact with your
child’s teacher, you
have the information
to (check all that
apply):
A) Email him or her*
B) Text or call him or
her*
C) Direct message him
or her using an app
D) Video Chat with
him or her
E) Have an in-person
appointment with him
or her*
F) I do not know how I
can contact my child’s
teacher
Declarative
Conceptual
Parents need to
know what it
means for their
child to be “on
track” toward
graduation.
In order for your child
to be on track toward
graduation:
A) He or she must be
completing 2 classes
every 5 weeks
B) He or she must
attend school weekly
Quarterly Pacing
Guide
79
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
C) He or she must
complete 6 classes
each semester
D) He or she must have
accumulated 30 credits
for each semester he or
she has been enrolled
in school.*
Parents need to
know
interventions to
assist a child who
is not making
adequate progress.
If your child is not
making adequate
progress toward
graduation, which of
the following
interventions could be
implemented (check
all that apply)?
A) Parent-Teacher
conference*
B) Make the student
come to school more
often*
C) Request less work
for the student
D) Request tutoring for
the student*
E) Request a change of
teacher*
F) Attend class with my
child*
G) Request home
tutoring from the
school
School newsletter
80
Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
Parents need to
know the
consequences of a
student’s missed
appointments with
regards to
enrollment.
Multiple Choice Item:
If your child
consistently misses his
or her appointments
with his or her teacher,
which of the following
will happen according
to the master
agreement:
A) He or she will get a
new teacher.
B) He or she will be in
danger of being
dropped from the
program.*
C) He or she will fail
your courses.
D) He or she will get a
phone issued to him or
her from the school.
Master Agreement
Parents need to
know
interventions they
can use at home if
students are not
making progress
or making
appointments.
Of the options listed
below, which could be
used to help your child
at home if he or she is
not making adequate
progress at school
(check all that apply)?
A) Help him or her
create a schedule and
check to make sure he
or she is following it *
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
B) Take away his or her
phone
C) Create a space at
home that is
designated as his or
her work space*
D) Check on his or her
progress online every
week*
E) Ground him or her
until the work is done
F) Stop allowing him or
her to have a job until
the schoolwork is
complete
G) Stay in regular
contact with his or her
teacher to monitor his
or her progress*
Procedural
Parents need to
know how to
access the
courseware to see
the student’s
progress.
Multiple Choice Item
Your child has just
been working online.
What will you do to
view progress in his or
her classes?
A) Go to Google Drive
to find the course
syllabus and workload.
B) Login to
ParentConnect to
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
access my child’s
coursework.
C) Go to the
Odysseyware or
EdGenuity website to
access my child’s
coursework.*
D) Meet with my
child’s teacher to
determine where the
coursework is located.
E) I do not know how
to access my child’s
coursework.
Parents need to
know how to
access available
resources when
the student needs
assistance with
assignments.
If your child needs
assistance with
assignments or access
to school and
community resources,
where could find this
information?
A) The school website*
B) The monthly
newsletter
C) The counselor or
teacher
D) The student and
parent handbook
If your child needs
assistance with
assignments, what
is your process for
finding the
resources the
school offers?
The school website
Parents need to
know how to
contact the
teachers and
counselors when
If I have a question
regarding my child’s
academics, I know
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
questions or
concerns arise (all
methods- phone,
email, and office
hours).
how to contact (Select
all that apply):
A) The teacher via
phone or text*
B) The counselor via
phone or text*
C) The teacher via
email*
D) The counselor via
email*
E) The teacher by
appointment during
the school day*
F) The counselor by
appointment during
the school day*
Metacognitive
Parents need to
monitor student
progress online to
evaluate
likelihood of
reaching student
goals.
Complete this
statement: I monitor
my child’s academic
progress
online_______:
A) Daily*
B) Weekly*
C) Monthly
D) Quarterly
E) I do not monitor my
child’s progress online
You suspect that
your child is not
getting enough
work done each
week. What is your
process for
monitoring his or
her progress?
Parents need to
reflect on the
Complete this
statement: I reflect on
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
effectiveness of
home
interventions
based on student
progress.
the effectiveness of the
support I give at home
by looking at my
child’s
progress_________.
(Examples of at home
support: giving my
child a schedule,
making sure my child
has a quiet space to
work at home, etc.)
A) Daily*
B) Weekly*
C) Bi-Weekly*
D) Monthly
E) Quarterly
F) At the end of each
semester
G) I have not spent
time reflecting on the
interventions I make at
home in relation to my
child’s progress at
school.
Parents need to
reflect on how
much contact they
have with the
teacher and school
staff and that
relationship to the
student’s
How often are you in
contact with your
child’s teacher and/or
counselor?
A) Weekly*
B) Bi-Weekly*
C) Monthly*
D) Quarterly
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Assumed
Knowledge
Influences
Survey Item Interview Item Document Analysis
academic
progress.
E) At the end of the
semester
F) I am not in contact
with my child’s
teacher or counselor
On a scale of 1 to 5
(one being no impact
and 5 being extremely
impactful), how
impactful do you think
having regular
communication with
your child’s teacher or
counselor is on his or
her academic
progress?
Parents need to
monitor the
student’s meetings
and information
collected from
those meetings.
Complete this
statement: In my
conversations with my
child, I talk about what
was covered in his or
her meetings with the
teacher _______.
A) Weekly*
B) Bi-weekly*
C) Monthly
D) Quarterly
E) At the end of the
semester
F) I do not monitor my
child’s meetings with
his or her teacher
86
Table 4
Assumed Knowledge Influence Assessment for Counselors
Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
Declarative
Factual
Counselors need
to know how
many credits,
and which
classes, the
student needs to
complete to
graduate.
Think of the 1st
student on your
roster. How many
credits does he or she
need to graduate?
________credits
How confident are you
in your answer?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
For that same student,
which classes does
he or she need to
graduate (check all
that apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
Graduation Check
Forms
87
Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
H) World History
I) US History
J) American
Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational
Education
Q) Fine Art/Foreign
Language
R) Health
S) Technology
Education
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Counselors need
to know the
student’s post-
graduation goals
to ensure
appropriate
classes and
progress are
being made.
Think of the 1st
student on your
roster. What are his
or her post-
graduation goals?
A) Go straight into the
workforce
B) Go to trade school
C) Join the military
Student Interview
Form
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
D) Go to community
college
E) Go to a 4-year
university
F) Do
missionary/volunteer
work
G) Be a homemaker
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Counselors need
to know current
contact
information for
parents and
students.
Think of the 1st
student on your
roster. What is the
best way to get a
hold of him or her?
A) By phone
B) By email
C) Direct message via
an app
D) Home visit
What is the best way
to get a hold of his or
her parents or
guardians?
A) By phone
B) By email
Student Interview
Form
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
C) Direct message via
an app
D) Home visit
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Counselors need
to know whether
or not students
have been
meeting with
teachers on a
regular basis, as
required by the
master
agreement.
Think of the first
student on your
roster. How often
does he or she meet
with his or her
teacher?
A) Weekly
B) Bi-Weekly
C) Monthly
D) It varies
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Declarative
Conceptual
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
Counselors need
to know what
barriers are
preventing
students from
making adequate
progress.
Thinking about the 1st
student on your
roster, what obstacles
exist for his or her
academic progress
(check all that
apply):
A) Environmental
obstacles
B) Emotional
obstacles
C) Behavioral
obstacles
How confident are you
in your response?
A) Not at all confident
B) A little confident
C) More than a little
confident
D) Very confident*
Student Interview
Form
Counselors need
to know what
interventions and
resources are
best utilized to
help students
overcome
barriers.
If you have a student
that is struggling
with emotional
obstacles, what
interventions and
resources might you
provide (check all
that apply)?
A) Housing services
B) God’s Pantry (or
other food bank)
RTI Schedule
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
C) Kimberly’s Closet
(Free Clothing)
D) Cal-Safe
E) Counseling*
F) Group Therapy*
G) In-patient
Services*
H) Drug rehabilitation
I) Change in schedule*
J) Home visits*
K) Volunteer Work
L) Job Corps
Counselors need
to know what
interventions or
resources need to
be made for
students who are
not keeping
regular contact.
You have a student
who has not been
meeting with his or
her teacher regularly.
What is the order of
the interventions you
would prescribe for
the student?
Drag and drop the
following
interventions in the
order they would
occur:
A) Student Success
Team
B) Phone call to parent
or guardian
C) Academic Support
Plan
D) Student/Counselor
conference
RTI Schedule
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
E) Home visit
F) Parent/Counselor
conference
G) Schedule change to
an intervention
teacher
Correct response: (B,
D, F, E, C, A, G)
Procedural
Counselors need
to know how to
access and read
transcripts to
ensure
appropriate
placement and
progress in
classes.
Part 1
If you are looking for
a student’s transcript
information, where
would you look?
A) I would ask
administration for a
copy of the student's
transcript
B) I would ask the
registrar for a copy
of the student’s
transcript
C) I would access the
student’s transcript in
the student profile in
Q.*
D) I don’t know how
to find student
transcript
information.
Graduation Check
Form
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
Part 2
You see the following
information on a
student’s transcript:
Course Grade
Credits
Mathematics 1A F
0.0
Mathematics 1A C
0.5
Mathematics 1A D
1.0
The student you are
working with wants
to meet A-G
requirements. How
many credits of Math
1A does he or she
still need to do?
______credits
(Answer: 4.5)
Counselors need
to know how to
connect students
with resources
both within and
outside of the
school system.
If you had a student
that was in need of
additional services,
how would you
connect him or her to
the appropriate
resources?
RTI Schedule
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
A) I would give the
student/family the
information they
need to get the
assistance needed
B) I would give the
student/family a list
of resources in the
area that would be
helpful
C) I would call the
agency directly to
put the student in
contact with the
appropriate people
there*
D) I would give the
student/family the
number to the Parent
and Family Resource
Center within the
district.
Counselors need
to know how to
track student
meetings in
“Visits” on the
student
information
system.
If you wanted to know
what interventions
and meetings a
teacher has had with
a student, what
would you do first?
A) Check the Student
Binder
B) Check Visits in Q*
C) Check Google
Calendar
95
Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
D) Email the teacher
E) Contact the student
Counselors need
to know how to
best contact the
student and
parents when
needed.
From the drop-down
menu, select the most
appropriate means of
communication for
each student or
parent listed below:
A) A student who
works a full-time job
and cannot come in
during the regular
school day (phone
call)
B) A student who is
chronically ill but
needs a lot of
academic support
(online meeting via
Zoom or google
meet)
C) A parent who
works multiple jobs
and is not technology
proficient (phone
call)
D) A student who does
not have a phone and
cannot come on
campus (online
meeting via Zoom or
google meet)
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
E) A parent who does
not have a phone
number or email
address listed (Home
visit)
F) A student who is
not responding to
phone calls or text
messages (home
visit)
Metacognitive
Counselors need
to reflect on the
effectiveness of
interventions
done based on
student work
progress.
How often do you
reflect on the
effectiveness of the
interventions that are
in place for your
students:
A) Daily
B) Weekly
C) Monthly-during
Counselor Cluster
Meetings*
D) Quarterly
E) I do not reflect on
the intervention that
are in place for
student
Counselors need
to monitor
students at risk
of dropping and
How often do you
monitor students at
risk of dropping out
and the interventions
How do you
monitor students
who are at risk of
dropping out and
Academic Support
Plan
97
Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
interventions
done to ensure
adequate
progress.
done to assist these
students?
A) Daily*
B) Weekly*
C) Bi-Weekly*
D) Monthly- at the
counselor cluster
meetings*
E) Quarterly
F) At the end of each
semester
the effectiveness
of the
interventions that
have been used
with these
students?
Counselors need
to reflect on the
levels of contact
and
communication
with the families
and the efficacy
of those
interventions for
students who
struggle to
maintain contact
and are not
making adequate
progress.
How often do you
reflect on the levels
of contact and
communication you
have with students
and their families?
A) Daily*
B) Weekly*
C) Bi-Weekly*
D) Monthly- at the
counselor cluster
meetings*
E) Quarterly
F) At the end of each
semester
How often do you
reflect on the
efficacy of the
interventions for
students who
struggle to maintain
In your opinion,
how does your
communication
with students and
their families
impact students
who struggle to
maintain contact
and complete
work?
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Assumed
Knowledge
Influences
Survey Item Interview Item Document
Analysis
contact and are not
making adequate
progress?
G) Daily*
H) Weekly*
I) Bi-Weekly*
J) Monthly- at the
counselor cluster
meetings*
K) Quarterly
L) At the end of each
semester
Motivation Assessment
Motivation is activity that is instigated and sustained to make progress toward a goal
(Schunk et al., 2014). Because it is a process, the observation of motivation changes depending
on the part of the process that is observed. Clark and Estes (2008) explain this by breaking
motivation down into three indicators of the motivational process: active choice, persistence, and
mental effort. Active choice is observed when action replaces intention in pursuit of a goal. Once
a person has initiated action, persistence is the motivational factor that keeps a person working
toward the goal, despite distractions. Finally, mental effort determines how much cognitive
investment a person is willing to put into a task in order to achieve a goal. All three of these
motivational indicators are influenced by psychological constructs, especially by value, self-
efficacy, emotion, and attribution.
99
Active choice and persistence have both been attributed to Expectancy-Value Theory.
According to Expectancy-Value Theory, motivation to choose a task and to persist on a task are
related to one’s expectancy of success and value attributed to the outcome (Wigfield et al.,
2009). Expectancy is related to the ability beliefs associated with the task, meaning that people
are more likely to choose a task they believe they have the ability to complete successfully
(Wigfield & Eccles, 2000). Value also influences a person’s decision to choose and persist on a
task. Wigfield et al. (2009) explain that value can be divided into four categories: attainment
value, intrinsic value, utility value, and cost. Attainment value is defined as the importance one
assigns to doing well on a task and how that outcome aligns with their identity. Intrinsic value is
the enjoyment one naturally derives from participating in a task. Utility value refers to the
usefulness of the task in achieving a goal. Finally, cost refers to the sacrifices the individual has
to make in order to achieve the task. These constructs work together to influence a person’s
motivation to pursue tasks related to a goal.
Another influence on active choice, persistence, and mental effort can be explained by
Social Cognitive Theory. According to Bandura (2006), one critical component of Social
Cognitive Theory is self-efficacy, which is defined as the confidence an individual has in their
ability to successfully complete a task. Similar to the role of expectancy, self-efficacy influences
motivation, as people who feel confident in performing a task are more likely to participate in it.
Interestingly, self-efficacy has been also shown to positively influence student achievement.
Schunk and Pajares (2005) found that students who had confidence in their academic abilities
display more persistence, efficiency, and self-regulatory skills than their similarly-capable peers.
Therefore, self-efficacy is a powerful motivational construct to explore, especially in examining
student achievement.
100
Finally, emotion and attribution also have deep impacts on motivation and performance.
Emotion refers to a person’s mental and physical responses to an antecedent event (Fredrickson
& Cohn, 2010). Pekrun et al. (2002) found that student emotions impact motivation and self-
regulation as well as predict academic performance. Furthermore, emotions were largely
influenced by students’ self-efficacy and value in academic contexts. On the other hand,
attribution refers to the reasons people assign to outcomes. Attribution has three causal
dimensions: locus, which is either internal or external to the individual; stability, which
demonstrates the level of change that occurs over time; and controllability, which is the degree to
which the outcome is influenced by outside factors (Graham, 2016). According to Graham
(2016), ability is often perceived as internal, stable, and uncontrollable, so failure is often
attributed to the student’s inability to understand or complete work. When attributions such as
these are made, emotions such as hopelessness are activated, feeding beliefs of low expectancy
and self-efficacy. These constructs interweave to either positively or negatively impact
motivation.
In order to assess how these motivational factors influence the behavior of students,
teachers, parents, and counselors at Resurgence Academy, surveys and interviews were utilized.
Using the motivational influences supported by the literature in Chapter Two, the motivation
assessments aim to determine the stakeholders’ value, self-efficacy beliefs, emotion, and
attributions toward monitoring student progress and maintaining home school communication.
Surveys using Likert scale items were used to determine the general levels of motivation within
each motivational construct. In order to validate these results, interviews with the various
stakeholders were conducted in order to develop a more comprehensive understanding of the
101
ways in which the influences impact motivation from each stakeholder’s perspective.
Assessment items are divided by stakeholder in Tables 5-8.
Table 5
Assumed Motivation Influence Assessment for Students
Assumed Motivation
Influences
Survey Items Interview Items
Value What motivates you to come
to school and complete
your work each week?
Students value progressing
academically toward
individual graduation
goals.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Making progress toward my
graduation goals is
important to me.
Students value regular
communication with the
teacher for academic,
personal, and emotional
support.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
I value having regular
communication with the
teacher for academic
support.
I value having regular
communication with the
teachers for personal
support.
I value having regular
communication with my
teacher for emotional
In your opinion, how
important are the meetings
you have with your teacher
with regards to your
experience at school?
What examples could you
provide to highlight your
response?
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Assumed Motivation
Influences
Survey Items Interview Items
support.
Self-Efficacy On a scale of 1 to 5 (1 being
cannot at all to 5 being
highly certain can do), rate
your degree of confidence
in doing
the following as of right
now
Students feel confident
about being able to
successfully complete
assignments required of
them.
Login to Odysseyware or
EdGenuity to access my
work online.
Find the assignments I need
to do each week.
Complete the number of
assignments required of
me each week.
Students feel confident that
they can contact their
teacher and counselor for
information and
rescheduling of
appointments.
Contact my teacher if I need
help in my classes.
Contact my teacher to
reschedule appointments.
Contact my counselor if I
need information regarding
school.
Contact my counselor if I
need information about
resources the school offers.
Emotions
Students feel positive about
their ability to reach their
graduation goals through
the completion of
individual assignment
requirements.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
I am eager to reach my
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Assumed Motivation
Influences
Survey Items Interview Items
graduation goal by
completing my weekly
assignments as outlined by
my teacher.
Students feel positive about
their relationship with their
teachers and feel supported
academically, personally,
and emotionally.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
I feel positive about my
relationship with my
teacher.
I feel that my teacher
supports me academically.
I feel that my teacher
supports me personally.
I feel that my teacher
supports me emotionally.
Describe how you feel about
your relationship with your
teacher. Why do you feel
this way?
Now, describe how you feel
about your relationship
with your counselor. Why
do you feel this way?
Attribution
Students believe the success
or failure of their
completion of weekly
required assignments is in
their control.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Completing my weekly
assignments e is within my
control.
Some students say that if
they fail to complete their
weekly assignments, it’s
because the teachers aren’t
doing enough to help
them. What is your
opinion about this
statement? Explain your
thinking.
Students believe that the
success or failure of the
communication between
themselves and the school
is within their control.
On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Communication with my
teacher is within my
104
Assumed Motivation
Influences
Survey Items Interview Items
control.
Communication with my
counselor is within my
control.
105
Table 6
Assumed Motivation Influences Assessment for Teachers
Assumed Motivation
Influences
Survey Items Interview Items
Value On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
What motivates you to work
at this school?
Teachers value that students
make adequate progress
toward their graduation
goals.
It is important to me that my
students make adequate
progress toward their
graduation goals.
Teachers value regular
communication with
students and parents
regarding student
academic and personal
progress.
Regular communication
with students regarding
student progress is
important to me.
Regular communication
with parents and/or
guardians regarding
student progress is
important to me.
Self-Efficacy On a scale of 1 to 5 (1 being
cannot at all to 5 being
highly certain can do), rate
your degree of confidence
in doing
the following as of right
now
Teachers feel confident that
they can access student
reports and transcript
information to set
assignment goals for
students.
Access student transcript
information on Q.
Complete a Graduation
Check Form using
transcript information in
Q.
Determine how many
credits a student needs to
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Assumed Motivation
Influences
Survey Items Interview Items
graduate.
Correctly complete a
Quarterly Pacing Guide.
Use the Quarterly Pacing
Guide to set weekly
assignment goals for
students.
Teachers feel confident that
they can track student
appointments- both in
Visits on the student
information system, and in
their own calendars.
Create a student visit
calendar on Google
Calendars (or some other
calendar system).
Keep up-to-date records of
student visits on Google
Calendar (or other calendar
system).
Access Student Visits on Q.
Input Student Visits on Q to
document meetings and
interventions.
Teachers feel confident that
they can communicate
with counselors,
administration, parents,
and students about gaps in
communication.
Communicate with school
counselors.
Communicate with
administration.
Communicate with my
students.
Communicate with my
students’ families.
Teachers feel confident that
they can utilize various
forms of communication,
from phone calls, to online
meetings, to home visits
Utilize phone calls and text
as a means of
communication with
students and families.
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Assumed Motivation
Influences
Survey Items Interview Items
(when necessary). Utilize email as a means of
communication with
students and families.
Utilize web and phone apps
as a means of
communication with
students and families.
Utilize online meetings
rooms (such as Zoom) as a
means of communication
with students and families.
Utilize home visits as a
means of communication
with students and families.
Emotions On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Teachers feel positive about
successfully completing
the Quarterly Pacing
Guide as a means of goal
setting with students so
that students reach their
minimum assignment
requirements.
I feel capable of
successfully completing
the Quarterly Pacing
Guide as a means of goal
setting with students so
that they reach their
minimum assignment
requirements.
Teachers feel positive about
their regular
communication with
students and their families.
I feel comfortable having
regular communication
with my students and their
families.
Attribution On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
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Assumed Motivation
Influences
Survey Items Interview Items
Teachers believe that
ensuring appropriate goal
setting with accountability
will result in successful
completion of minimum
assignment requirements
by students is in their
control.
Setting weekly
accountability goals with
students is within my
control.
You overhear a couple of
teachers discussing the
difficulties regarding the
Quarterly Pacing Guide.
One teacher says,
“I can’t even do it because
I am always waiting on
information from the
counselor, so I can’t set
weekly assignment goals
for my students.” Do you
agree with this teacher?
Why or why not?
Teachers believe that the
success or failure of the
communication between
students, parents, and
teachers is within their
control.
Communication between
myself, my students, and
their families is within my
control.
A new teacher has just
joined your staff, and is
curious about
communication with
students and their parents.
She wants to know about
how much of that
communication will be her
responsibility. What
response would you give
her? Why?
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Table 7
Assumed Motivation Influences Assessment for Parents
Assumed Motivation
Influences
Survey Items Interview Items
Value On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Parents value that their
children complete
minimum assignment
requirements to progress
toward graduation goals.
It is important to me that my
child completes at least the
minimum amount of work
required to meet his or her
graduation goal.
Parents value regular
communication between
home and school.
It is important to me that I
have regular
communication with my
child’s teacher.
It is important to me that I
have regular
communication with my
child’s counselor.
In your opinion, how
important is it that you
have regular
communication with your
child’s teacher and
counselor?
Why do you feel this way?
Self-Efficacy On a scale of 1 to 5 (1 being
cannot at all to 5 being
highly certain can do),
rate your degree of
confidence in doing
the following as of right now
Parents feel confident that
they can access the
courseware to see student
progress and are able to
access available resources
when the student needs
assistance.
Login to Odysseyware or
EdGenuity to access my
child’s progress.
Locate the work my child
has completed online.
Find the work my child is
supposed to complete
online.
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Assumed Motivation
Influences
Survey Items Interview Items
Locate the additional
resources that school
offers online when my
child needs additional
help.
Use the online resources the
school offers in order to
assist my child at home, if
needed.
Parents feel confident that
they can contact the
teachers and counselors
when questions or
concerns arise (all
methods- phone, email,
and office hours).
Contact my child’s teacher
by phone if I have a
question or concern about
my child’s academic
performance.
Contact my child’s teacher
by email if I have a
question or concern about
my child’s academic
performance.
Contact my child’s teacher
in person during the school
day if I have a question or
concern about my child’s
academic performance.
Contact my child’s
counselor if I have a
question or concern
regarding my child’s
academic progress,
Contact my child’s
counselor by email if I
have a question or concern
about my child’s academic
performance.
Contact my child’s
counselor in person during
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Assumed Motivation
Influences
Survey Items Interview Items
the school day if I have a
question or concern about
my child’s academic
performance.
Emotions On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Parents feel positive about
providing support for their
children to complete work
at home.
I feel capable of providing
support for my child so
that he or she can complete
school work at home.
How do you feel about your
ability to provide support
for your child so that he or
she can complete work at
home?
What example could you
provide to support your
feeling?
Parents feel positive about
their communication with
the school and the teachers
regarding student progress,
academic health, and
emotional health.
I feel informed about my
child’s academic progress
based on my
communication with the
school and the teacher.
I feel informed about my
child’s emotional health at
school based on my
communication with the
teacher and the counselor.
Attribution On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Parents believe that ensuring
students complete
assignments at home is
within their control.
Ensuring that my child is
able to complete
assignments at home is
within my control.
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Assumed Motivation
Influences
Survey Items Interview Items
Parents believe that the open
communication between
school and home is within
their control.
Open communication
between myself and my
child’s teacher is within
my control.
Open communication
between myself and my
child’s counselor is within
my control.
If you noticed a change in
behavior with regards to
your child’s work habits,
and you wanted
information regarding his
or her school performance,
what would you do? Why?
What, if any, barriers do you
feel exist in your ability to
communicate with the
school about your child’s
progress?
113
Table 8
Assumed Motivation Influences Assessment for Counselors
Assumed Motivation
Influences
Survey Items Interview Items
Value On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
What motivates you to work
at this school?
Counselors value that
students complete
minimum assignments
requirements to progress
toward graduation goals
Students’ completion of
weekly assignments is
important to me.
Counselors value regular
communication between
home and school.
Regular communication
between home and school
is important to me.
Self-Efficacy On a scale of 1 to 5 (1 being
cannot at all to 5 being
highly certain can do), rate
your degree of confidence
in doing the following as
of right now
Counselors feel confident
that they know how to
access and read transcripts
to ensure appropriate
placement and progress in
classes.
Access student transcripts
on Q.
Complete a Graduation
Check Form for students.
Place students in appropriate
classes based on their
transcripts.
Counselors feel confident
they can connect students
with resources both within
and outside of the school
system.
Locate resources within the
district to support students
who have environmental
obstacles.
Connect students to
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Assumed Motivation
Influences
Survey Items Interview Items
resources within the
district to support students
who have environmental
obstacles.
Locate resources outside of
the district to support
students who have
environmental obstacles.
Connect students to
resources outside of the
district to support students
who have environmental
obstacles.
Locate resources within the
district to support students
who have emotional
obstacles.
Connect students to
resources within the
district to support students
who have emotional
obstacles.
Locate resources outside of
the district to support
students who have
emotional obstacles.
Connect students to
resources outside of the
district to support students
who have emotional
obstacles.
Locate resources within the
district to support students
who have behavioral
obstacles.
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Assumed Motivation
Influences
Survey Items Interview Items
Connect students to
resources within the
district to support students
who have behavioral
obstacles.
Locate resources outside of
the district to support
students who have
behavioral obstacles.
Connect students to
resources outside of the
district to support students
who have behavioral
obstacles.
Counselors feel confident
that they can track student
meetings in “Visits” on the
student information system
and
contact the student and
parents when needed.
Access Student Visits on Q.
Access student progress on
Odysseyware and
EdGenuity.
Contact the students when
needed.
Contact the students’
families when needed.
Emotions On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Counselors feel positive
about their ability to
provide interventions and
resources to help students
get work done in a timely
manner.
Counselors feel positive
about their regular
I have positive interactions
with my students.
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Assumed Motivation
Influences
Survey Items Interview Items
communication with the
students and their families.
I have positive interactions
with my students' families.
Attribution On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Counselors believe that
ensuring that students have
access to appropriate
interventions that will help
them complete work in a
timely manner is within
their control.
Ensuring that students have
access to appropriate
interventions is within my
control.
Some counselors say that,
while they know of
interventions that could
help students, providing
access to those
interventions is outside of
their control. What would
you say in response to
these counselors? Why?
Counselors believe that
open communication
between home and school
is within their control.
Maintaining open
communication with
students is within my
control.
Maintaining open
communication with
students’ families is within
my control.
You have a student who is
not completing work and is
not attending meetings.
Your teachers are telling
you that you cannot reach
the student or the family,
as they have been unable
to reach them. What would
your response be to the
teachers? Why?
Organization/Culture/Context Assessment
The third, and final, factor that impacts performance is organization, which is separated
into four domains: cultural model, cultural setting, policies and procedures, and resources.
According to Clark and Estes (2008), organizational influences can derail even the most
117
knowledgeable and motivated stakeholders. Therefore, attention to organizational constructs is
beneficial for all organizations.
Cultural models and cultural settings represent the overarching values and structures that
drive an organization. According to Shahzad et al. (2012), a cultural model can be described as
the norms, values, and beliefs that drive an organization. This can be observed in the language,
dress, rituals, myths, and behaviors within the organization (Scott et al., 2003). Cultural setting
often grows out of the cultural model, in that values and core beliefs shape the development of
the organization’s structures. The management styles, operational routines, and systems that
make up the cultural environment are often reinforced by the assumptions and commonly held
beliefs of the larger cultural model (Johnson, 1992). Conversely, over time, the people who
develop the cultural settings, as management and personnel change, impact the cultural model,
creating a dynamic relationship between the two (Rueda, 2011).
The evidence of the cultural model and cultural setting can be found in the organization’s
policies and procedures, and in the resources made available to the stakeholders. According to
Rueda (2011), policies and procedures are ways in which cultural models are enacted, and these
are enacted within the cultural settings. Policies and procedures act as evidence of the underlying
belief system with the organization. Additionally, organizations require resources to support the
implementation of these policies and procedures (Clark & Estes, 2008). By aligning policies and
procedures to cultural models and by supporting these core values and beliefs with adequate
resources, the organization works toward achieving organizational goals (Clark & Estes, 2008).
The student-centered culture and alignment of policies, procedures, and resources to this
culture at Resurgence Academy has seemingly contributed to its growing success in retention
and graduation rates. In order to assess the organizational influences, surveys and interviews
118
were conducted for students, teachers, parents, and counselors in the areas of monitoring student
progress through the timely completion of work and maintaining home school communication,
as supported by the literature in Chapter Two. Likert Scale items were given on the surveys to
garner a general understanding of the cultural model, cultural setting, policies and procedures,
and resources, and their alignment amongst stakeholders. Additionally, interviews were given to
each stakeholder group in order to confirm the results of the surveys and to gather deeper insight
into the ways these organizational influences impact the various stakeholder groups. These
assessment items are divided by stakeholder in Tables 9-12.
Table 9
Assumed Organizational Influence Assessment for Students
Assumed Organizational
Influences
Survey Items Interview Items
Cultural Model On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
There is a culture of
accountability for students
to complete their assigned
work weekly.
There is a culture of
accountability for students
to complete their assigned
work weekly.
There is a culture of
accountability for students
to keep regular
communication with their
teachers.
There is a culture of
accountability for students
to keep regular
communication with their
teachers.
How does your school
emphasize the need for
students to have regular
communication with their
teachers, if at all?
Cultural Setting On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
119
Assumed Organizational
Influences
Survey Items Interview Items
The school has systems in
place that motivate
students to complete their
work weekly.
My school motivates me to
complete my work weekly.
The school has systems in
place that motivate
students to meet with their
teachers at least once per
week.
My school motivates me to
meet with my teachers at
least once per week.
Policies/Procedures On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
Tiered intervention systems
are in place to support
students who are not
meeting minimum
assignment requirements
weekly.
My school intervenes if
students are not
completing their work
weekly.
Tiered intervention systems
are in place to support
students who are not
meeting with their teachers
regularly.
My school intervenes if
students are not meeting
with their teachers
regularly.
Resources On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
Students utilize and have
access to goal setting tools,
academic support plans,
student success teams
(when needed), tutoring,
and accountability check-
ins with their teacher.
My school provides goal
setting tools, like the
Quarterly Pacing Guide, to
assist students with
planning.
My school provides support,
like academic support
Describe the types of
resources the school
provides for students so
that they can succeed
academically.
120
Assumed Organizational
Influences
Survey Items Interview Items
plans and student success
teams, for students who
are struggling to keep up
with their work.
My school provides tutoring
for students who need
academic support.
My school ensures
accountability by requiring
sign-ins with the teacher
for student meetings each
week.
Students have access to
flexible hours to meet with
teachers (weekends and
after hour appointments
available upon request)
My school provides a
flexible schedule for
students to meet with their
teachers in order to meet
the needs of different
students’ schedules.
Students have Chromebooks
and hot spots issued to
each student to make
online communication and
access to work easier.
My school provides
Chromebooks and hot
spots so that students can
complete their work away
from school.
Students have access to
teacher and counselor
phone numbers for texting
and calling to ensure quick
response to questions.
My school ensures access to
teacher and counselor
phone numbers so that
students have quick access
to school support.
Students have access to
monthly interactive
newsletters with access to
resources and extra
supports.
My school provides students
with a monthly newsletter
to keep students informed
about what is happening at
school and in the
community.
121
Table 10
Assumed Organizational Influences Assessment for Teachers
Assumed Organizational
Influences
Survey Items Interview Items
Cultural Model On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
There is a culture of
collaboration amongst
teachers to perfect
practices that encourage
students to complete work
in a timely manner.
There is a culture of
collaboration amongst
teachers to perfect
practices that encourage
students to complete work
in a timely manner.
There is a culture of
collaboration amongst
teachers, counselors, and
parents to encourage
regular communication
between home and school.
There is a culture of
collaboration amongst
teachers, counselors, and
parents to encourage
regular communication
between home and school.
How does your school
promote collaboration
amongst teachers,
counselors, and parents to
encourage regular
communication between
home and school, if at all?
Cultural Setting On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
The school has systems in
place that motivate
teachers to ensure that
students are completing
work weekly.
My school has systems in
place that motivate
teachers to encourage
students to complete work
weekly.
The school has systems in
place that motivate
teachers to maintain
weekly communication
with students and their
families.
My school has systems in
place that motivates
teachers to maintain
weekly communication
with students and families.
122
Assumed Organizational
Influences
Survey Items Interview Items
Policies/Procedures On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
Tiered intervention systems
are in place for teachers to
follow when students are
not meeting minimum
assignment requirements
weekly.
My school provides a tiered
intervention system for
teachers to follow when
students are not meeting
minimum weekly
assignment requirements.
Teachers input student work
completed weekly into
HERO and monthly in
ROA to track student
progress.
My school requires that
teachers track student
work weekly on HERO,
and monthly on the ROA.
Tiered intervention systems
are in place for teachers to
follow when students are
not meeting with them
regularly.
My school provides a tiered
intervention system for
teachers to follow when
students are not meeting
with them regularly.
Teachers are required to
report student meetings on
Google calendar weekly
and document the content
of those meetings in the
student information system
at least bi-weekly.
My school requires that
teachers document student
meetings on a shared
calendar and on student
“visits” on Q.
Resources On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statements:
Professional development
time is allocated once per
month for counselor
cluster meetings to discuss
student progress.
Professional development
time is allocated once per
month for counselor
cluster meetings to discuss
student progress.
123
Assumed Organizational
Influences
Survey Items Interview Items
Teachers have access to
tools such as the Quarterly
Pacing Guide and Weekly
Check-In sheets to monitor
student progress.
Teachers have access to
tools such as the Quarterly
Pacing Guide and Weekly
Check-In sheets to monitor
student progress.
Your school requires that
teachers monitor student
progress. What can you
tell me about the
resources, if any, that the
school provides you to
make this task easier.
What are the purposes of
each of the resources you
just listed?
Weekly meetings with
counselors are available to
discuss concerns and
obstacles that students may
encounter that inhibits
them from making regular
contact.
Weekly meetings with
counselors are available
for teachers to discuss
concerns and obstacles that
students may encounter
that inhibit students from
making regular contact.
What role, if any, does the
counselor play in
supporting your attempts
to make contact with
students who are not
meeting with you
regularly?
A home visit site team
makes contact with
students who have not
been in regular contact
with their teachers.
A home visit site team
makes contact with
students who have not
been in regular contact
with their teachers.
124
Table 11
Assumed Organizational Influences Assessment for Parents
Assumed Organizational
Influences
Survey Items Interview Items
Cultural Model On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
There is a culture of
inclusion for parents in
each student’s academic
journey.
My child’s school makes me
feel included in my child’s
schooling.
Describe the way the school
makes parents feel when
they have questions or
concerns about their
child’s academic progress.
There is a culture of
collaboration amongst
teachers, counselors, and
parents to encourage
regular communication
between home and school.
My child’s school welcomes
communication between
myself and the school.
Cultural Setting On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
The school has systems in
place that encourage parent
involvement in and
knowledge of student
academic progress.
My child’s school
encourages parents to be
involved and aware of
their childrens’ progress in
school.
In your opinion, how open is
the school and school
personnel to parent
involvement?
Tell me more about your
thoughts on this.
The school has systems in
place that encourage open
communication between
school and families.
My child’s school
encourages parents to
communicate with teachers
and counselors.
Policies/Procedures On a scale of 1 to 5 (1 being
strongly disagree to 5
125
Assumed Organizational
Influences
Survey Items Interview Items
being strongly agree), how
much do you agree with
the following statement:
There are systems in place
to notify parents every
time a class is completed,
to inform them of how
much work a student
completes each week, and
to involve parents in
meetings and
conversations as soon as
students miss work each
week.
My child’s school notifies
me when my child:
● Completes a class
● Has not completed work
● Needs a meeting
regarding his or her
progress at school.
Tiered intervention systems
are in place to ensure
parental involvement and
intervention when students
are not in regular
communication with the
school personnel.
My child’s school notifies
me when my child is not
maintaining regular
contact with his or her
teacher.
Resources On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Parents have access to
online courseware to
monitor student progress.
I have access to online
courseware to monitor my
child’s progress.
Parents have access to
teacher and counselor
meetings as requested.
I have access to teacher and
counselor meetings, if I
request them.
Parents have access to
HERO reports and phone
calls to inform them of
their child’s work
production.
I have access to information
regarding my child’s
academic progress.
Parents have access to a I have access to additional
126
Assumed Organizational
Influences
Survey Items Interview Items
Student Success Team (as
needed) for intervention if
their child is consistently
struggling to meet
minimum requirements.
resources (i.e. student
success team and tutoring)
if my child is not
completing his or her work
regularly.
Parents have access to
teacher and counselor
phone numbers for texting
or calling to ensure quick
response to questions.
I have access to the
teacher’s phone number if
I need to talk to him or her
about my child’s progress.
I have access to the
counselor’s phone number
if I need to talk to her
regarding my child’s
progress.
Parents have access to a
monthly interactive
newsletter to keep parents
informed and connected to
the school community.
I have access to a monthly
newsletter to inform me
about events in the school
and community resources.
Parents have access to
Family Resources Center
for community help,
support groups, and
various other support
services, ensuring that
families feel connected to
the school and supported
by the school both
academically and
personally.
I have access to the Family
Resource Center for
community help, support
groups, mental health
services, and other support
services if my family is in
need.
If your family was in need
of support services (i.e.
shelter, food, mental health
services, rehabilitation
programs, etc.), would you
feel like the school could
support you and your
family?
Tell me more about your
feelings on this.
127
Table 12
Assumed Organizational Influences Assessment for Counselors
Assumed Organizational
Influences
Survey Items Interview Items
Cultural Model On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
There is a culture of
collaboration amongst
teachers and counselors to
ensure that students
complete minimum work
requirements each week.
There is a culture of
collaboration amongst
teachers and counselors to
ensure that students
complete the minimum
amount of required work
weekly.
There is a culture of
collaboration amongst
teachers, counselors, and
parents to encourage
regular communication
between home and school.
There is a culture of
collaboration amongst
teachers, counselors, and
parents to maintain regular
communication between
home and school.
How does your school
encourage collaboration, if
at all, amongst teachers,
counselors, and parents to
maintain regular
communication between
home and school?
Cultural Setting On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
The school has systems in
place that motivate
counselors to ensure that
students are completing
minimum assignment
requirements weekly.
My school has systems in
place that encourage
counselors to support
students in completing
their work weekly.
The school has systems in
place that motivate
counselors to contact
students and their families
regularly.
My school has systems in
place to encourage
counselors to keep in
regular contact with
students and their families.
128
Assumed Organizational
Influences
Survey Items Interview Items
Policies/Procedures On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Tiered intervention systems
are in place for counselors
to follow when students
are not meeting minimum
assignment requirements
weekly.
My school has tiered
intervention systems in
place for counselors to
follow when students are
not meeting weekly work
requirements.
If students are not making
adequate progress, what
does the school suggest
you do to support the
students?
Tell me more about the
interventions you just
outlined.
Counselors are required to
document all student
meetings and interventions
in the student information
system within 72 hours of
having the meeting.
I am required to document
all student meetings and
interventions in the student
information system.
Resources On a scale of 1 to 5 (1 being
strongly disagree to 5
being strongly agree), how
much do you agree with
the following statement:
Professional development
time is allocated once per
month for counselor
cluster meetings to discuss
student progress and
contact.
Professional development
time is allocated once per
month for counselor
cluster meetings to discuss
student progress and
contact.
Teacher Specialist assigned
to counselors to support
necessary counselor
planning and interventions
regarding student progress
and contact.
A Teacher Specialist is
assigned to counselors to
support necessary
counselor planning and
interventions regarding
student progress and
contact.
The school states that a
Teaching Teacher
Specialist has been
assigned to the counseling
team. Explain this person’s
role with the counselors.
To what extent is this, or is
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Assumed Organizational
Influences
Survey Items Interview Items
this not, a support for the
counseling team?
Participating Stakeholders and Sample Selection
The stakeholder groups of focus for this study are the students, teachers, parents, and
counselors at Resurgence Academy (RA). Multiple stakeholder groups were selected to provide
a comprehensive understanding of the impact of RA’s practices on the overall success of the
school. At the time of data collection, there were approximately 420 students, 15 teachers, and 3
counselors at Resurgence Academy (Anonymous personal communication, July 29, 2020).
Sampling
The criteria that were used in the sampling for this study vary based on the stakeholder group.
Sampling criteria and rationale for each stakeholder group is detailed in the following sections.
Sampling Criteria and Rationale for Students
Over 60% of the student body at Resurgence Academy consists of seniors, many of
whom have attended Resurgence in previous years and who have reached the age of 18
(Anonymous personal communication, July 29, 2020). Therefore, in order to reduce potential of
unintentional harm done through interviewing and surveying minors and to gain insight into how
practices at RA have impacted student performance over time, a purposive sample of students
aged 18 and over were used for this study. With administrative approval, a query was done to
identify potential students who fit this criteria. Once this group was identified, students were
solicited to participate in the study. Participants who chose to engage in the study provided their
consent to participate in a survey, an interview, or both. Since student participation was low due
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to the COVID-19 pandemic, all students who gave consent to participate in the survey and/or the
interview completed them.
Sampling Criteria for Teachers and Counselors
Due to the small number of teachers and counselors at Resurgence Academy, all teachers
and counselors were asked to participate in the study. Teachers and counselors who express
interest in participating were asked for consent to participate in a survey, an interview, or both. It
was anticipated that fewer teachers and counselors will provide consent for participation in the
interview than for the survey. Therefore, all teachers and counselors who gave permission for
participation in the survey and/or the interview were included in the study.
Sampling Criteria for Parents
With administrative permission, all parents who provided current contact information to
school personnel were contacted to participate in the study. Due to time constraints, external
stressors due to COVID-19, and work schedules of the parents of students who attend RA, parent
participation was more difficult to achieve. Therefore, reaching out to the entirety of the parent
population promised a larger sample in order to garner the parent perspective. Parents who
expressed interest in participating in the study were asked for consent to participate in a survey,
an interview, or both. It was anticipated that more parent response would be low due to the
external factor listed above. Therefore, all parents who gave consent to participate in the survey
or the interview were included in the study.
Recruitment
For the purpose of this study, recruitment of the sample of each stakeholder group varies.
Details on these recruitment approaches can be found in the following sections.
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Recruitment Approach for Students
The sampling strategy to garner student participation began with a query conducted to
identify the purposive sample. With administrative approval and using the student information
system, a query was conducted with the following criteria: senior, aged 18 or older, and a re-
enrollee at RA. Once the sample population was defined, students were contacted via email and
text message using the Remind App, which is an application that connects students to school-
wide notifications via text message. Students who chose to complete the survey were asked, via
the survey, if they would be interested in participating in an interview for the study. If they
selected “yes”, they were directed to a link where they could provide their contact information so
that an interview could be scheduled. Upon expressing interest for the interview, students were
alerted to the fact that they would be contacted within a week of completing the survey to
schedule an interview.
Recruitment Approach for Teachers and Counselors
In order to access teacher and counselor participation, an email was sent to administration
with the details of the study. Administrators first briefly explained the study during professional
development time and sent the consent form and survey to teachers and counselors at the end of
the professional development time so that teachers and counselors could complete the survey, if
they chose to participate, during the allotted time at the end of the professional development
session. Teachers and counselors who were not present for the professional development session
were contacted by administration via email with details about the study and links to the consent
forms and survey. On the survey, there was a question that asked if teachers and counselors were
willing to participate in an interview for the study. If they answered “yes,” they were directed to
a link where they could provide contact information so that an interview could be scheduled.
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Participants were informed on that link that they would be contacted to schedule an interview
within one week of completing the survey.
Recruitment Approach for Parents
Similar to student recruitment, administration was relied upon to send out information
about the study and access to consent and surveys via email and the Remind App. Information
about the study with a QR code for the survey and consent forms was also included in the
monthly newsletter that is sent out to all parents each month. Parents who were interested in
participating in the study were able to click on the link or scan the QR code to access a digital
version of the survey. At the end of the survey, there was a question asking parents if they were
interested in participating in an interview for the study. If they answered “yes,” they were
directed to a link where they could provide contact information so an interview could be
scheduled. Upon completion of the interview interest form, parents were notified that they
should expect a phone call or email within seven days of completing the survey to schedule an
interview.
Instrumentation
The instrumentation of this study was a survey and a semi-structured interview for each
stakeholder group, and examination of relevant documents.
Survey Design
The surveys for each stakeholder group were designed to measure the knowledge,
motivation, and organizational influences as outlined by the gap analysis framework (Clark &
Estes, 2008). Survey items were designed to measure these influences as they relate to the
overarching critical behaviors shared by all stakeholders. Appendices B-E provide survey
instrumentation for each stakeholder, mapping the alignment of the survey items to the
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influences and critical behaviors outlined in this study and supported by the literature in Chapter
Two.
Knowledge and Skills
Anderson and Krathwohl’s (2001) knowledge assessment was used to develop survey
items for each knowledge influence within the categories of factual, conceptual, procedural, and
metacognitive knowledge, as outlined in Tables 1-4. Due to the highly personalized nature of the
student experience at RA, survey questions were created to assess the students’, teachers’,
parents’, and counselors’ knowledge of student requirements, progress, preferred contact
methodology, and their confidence in their answers (as no one answer would be correct). These
questions were designed to develop an understanding of how confident and knowledgeable
stakeholders are with regards to monitoring student progress via timely completion of work and
maintaining regular home-school communication.
Motivation
Survey items were created to measure the motivational influences regarding monitoring
student progress and maintaining regular home-school communication from the various
stakeholders’ perspectives. A Likert scale of “1=strongly disagree to 5=strongly agree” were
used to measure the impact of these influences, as outlined in Tables 5-8.
Organization
The impact of the organizational influences on the increased retention and graduation
rates at Resurgence Academy were measured using survey items. A Likert Scale of “1-strongly
disagree to 5= strongly agree” were used to measure the stakeholders’ perceptions on the
organizational structure with regards to the critical behaviors outlined in Tables 9-12.
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Interview Protocol Design
Semi-structured, informal interviews were conducted with each stakeholder group.
Interview questions are aligned to the knowledge, motivation, and organizational influences that
are supported in Chapter Two. Open-ended questions, followed by probing questions were
utilized to develop a complete understanding of each stakeholder’s perspective and
understanding on the KMO influences in relation to monitoring student progress and maintaining
regular home-school communication. The interview protocols for each stakeholders group are
accessible in Appendices F-I.
Document Analysis Design
In order to triangulate the data that were collected from the interviews and the surveys,
documents related to tracking student progress and communication were requested from
Resurgence Academy. Documents that are volunteered for the study will be analyzed with
relation to the KMO influences supported in Chapter Two and outlined in Tables 1-4.
Documents such as the Quarterly Pacing Guide, Weekly Check-In Sheets, Response to
Intervention Schedules, and Student Interview Forms with student information redacted were
requested for analysis.
Data Collection
Following University of Southern California Institutional Review Board (IRB) approval,
participants were solicited by email and via the Remind App, each of which were sent from
administration at Resurgence Academy.
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Surveys
Students and Parents
Students who met the criteria of being 18 or older and a re-enrollee at RA and parents
were contacted by administration via email and the Remind App to voluntarily complete the
survey for their stakeholder group. These surveys were accessible using Qualtrics, so parents and
students were able to access them on their mobile devices or on chromebooks that are checked
out to each household from RA. Students and parent email addresses were not collected by the
survey to maintain participant anonymity. Surveys were open for two weeks, and reminders were
sent out two times within that time frame.
Teachers and Counselors
After administration gave a brief introduction to the study during a professional
development day, teachers and counselors were given a link to the survey for their stakeholder
group via district email. The survey was open for volunteers to complete for a period of two
weeks. The qualtrics account used to conduct the survey did not collect teacher and counselor
email or identifying information so as to secure anonymity in their responses. Two reminders
were sent out via email during this time frame.
Interviews
Recruitment procedures for the interviews of all stakeholders are outlined above. Only
willing participants who signed the consent form were included in the interview pool. As
COVID-19 restricted access to in-person interviews, all stakeholder interviews were conducted
using the Zoom application. Since the researcher is an employee of RA, a proxy was used to
interview volunteer stakeholders. Interviews lasted approximately 30 minutes and were recorded
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for transcription purposes. Identifying information was removed from all transcribed interviews
so as to maintain confidentiality of the participants.
Document Analysis
Administration, teachers, and counselors were asked to voluntarily supply access to
various documents that were used to confirm the information gleaned from the surveys and
interviews of the various stakeholders regarding the KMO influences highlighted in Tables 1-4.
In order to validate the data collected on monitoring student progress via timely completion of
work, the following documents were requested for analysis: Quarterly Pacing Guide, Graduation
Check Forms, Work Assignment Agreement Forms, the Master Agreement for RA, Response to
Intervention (RTI) Schedule, and Academic Support Plans. Additionally, student interview
forms, school newsletters, and the school website were used to confirm data collected from the
surveys and interviews regarding the maintenance of regular home-school communication.
Data Analysis
For surveys, Clark and Estes’ (2008) KMO influences were measured using descriptive
statistics. Frequencies of responses were utilized to calculate the mean of the data for each
influence and for each stakeholder. This data was then analyzed by KMO category to develop a
comprehensive understanding of the assets that contribute to the high retention and graduation
rates at Resurgence Academy. The knowledge domain was analyzed by factual, conceptual,
procedural, and metacognitive knowledge types. Additionally, motivation influences were
analyzed using the value, self-efficacy, emotion, and attribution domains. Finally, organizational
influences were evaluated based on the cultural model, cultural setting, policies and procedures,
and resources at Resurgence Academy.
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For interviews, transcription and a priori coding were used to analyze qualitative data
collected. The interviews were recorded and transcribed using the Zoom application. The
transcriptions were then coded utilizing the Clark and Estes (2008) KMO framework and the
influences uncovered in the literature in Chapter Two. Using a priori codes in the knowledge,
motivation, and organizational categories defined above, common themes were highlighted and
examined to understand the assets that contribute to the success at RA.
For documents, systems, policies, and procedures were identified and analyzed in order
to confirm the alignment of the systems in place at RA to support the knowledge influences that
are outlined in Tables 1-4. Documents were coded according to factual, conceptual, procedural,
and metacognitive knowledge domains.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, triangulation of
methods and data were employed in data collection and analysis. According to Merriam and
Tisdell (2016), triangulation increases the credibility of a study’s findings. Triangulation of data
occurs when the study garners information from multiple sources, while triangulation of methods
occurs when three or more data collection procedures are used in the study (Merriam & Tisdell,
2016). In this study, three or more stakeholders within each stakeholder group were surveyed and
interviewed in order to garner multiple perspectives on each KMO influence. Additionally,
surveys, interviews, and document analysis were utilized to triangulate the data to confirm the
presence of KMO assets from multiple sources and using multiple methods.
Moreover, as a member of the staff at Resurgence, the researcher revealed her bias and
role within the organization to all participants so as to maintain transparency. The study’s results
were made available to participants prior to publication, and member checking during the
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interviews were employed in cases where it was necessary for the researcher to clarify
understanding. Additionally, a proxy was used for interviews, and all forms and requests were
sent through administration to avoid participant coercion.
Role of Investigator
The investigator in this study is responsible for developing the study, initiating contact
with administration and getting approval from administration and the RA board to conduct the
study, conducting and completing data collection, analyzing the data, and ensuring the
confidentiality of the participants and the credibility of the study. As a member of the staff at
RA, the investigator has a deep understanding of the practices, policies and procedures that are
used at RA. However, due to this role within the organization, the researcher depended on
administration to distribute information, consent forms, and survey items to potential
participants. The researcher also used a proxy to conduct interviews so as to avoid coercion of
participants. It was the responsibility of the researcher to ensure that all surveys, documents, and
interviews have identifying information redacted to maintain confidentiality of all participants
and ensure trustworthiness of the responses given during data collection. In order to maintain
transparency, the researcher published the findings of the study for participants prior to
publication. Finally, the investigator was considerate of all stakeholders, understanding the value
and insight they provide, and viewing them as partners in the development of understanding of
the assets that are contributing to the successes at RA.
Limitations
The limitations of this study are self-reporting, small sample sizes, time constraints, and
the researcher’s role within the organization. First, the data collection, especially with regards to
the knowledge influences, depended largely on self-reported data that was difficult to confirm
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due to the highly personalized nature of the programming at Resurgence Academy. Second, there
is a relatively small number of teachers and counselors from which to gather information,
thereby limiting the range of perspectives on the KMO influences that were assessed.
Additionally, in choosing to evaluate Resurgence Academy, the findings cannot be generalized
to comprehensive or other variations of alternative education schools. Third, the limited time
allotted to collect data prohibited the researcher from garnering information from a larger group
of stakeholders, and limited the ability of the researcher to interview more stakeholders within
each stakeholder group. Finally, the researcher’s role as a member of the staff at RA increases
the potential for bias or untruthfulness on the part of participants.
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Chapter Four: Results and Findings
The purpose of this chapter is to report and analyze the findings from data collected
regarding the promising practices that contribute to increased retention and graduation at
Resurgence Academy (RA, a pseudonym). These findings are organized under the knowledge,
motivation, and organizational (KMO) influences amongst Resurgence Academy’s students,
teachers, parents, and counselors to form a holistic interpretation of the practices that are
fostering growth at RA. Since data was collected from all four stakeholders and is extensive, the
reader may wish to begin with the summary of the data, found on page 308, which highlights the
overarching data findings and organizes the analysis of each influence in reader-friendly tables
for review.
Multiple sources of qualitative and quantitative data were collected to validate the
promising practices of monitoring student progress and regular home-school communication.
Specifically, surveys, interviews, and document analysis were used to understand the KMO
influences that the Resurgence community engages in to promote student retention and
graduation. Participants were first given a survey, which provided them the opportunity to
volunteer for a 30-minute semi-structured interview if they were interested. Finally, documents
regarding student progress monitoring and home-school communication were gathered to
validate the data from the surveys and interviews.
Participating Stakeholders
Multiple stakeholder groups were utilized in this study in an attempt to garner a deeper
understanding of the KMO influences that contribute to the increased retention and graduation at
Resurgence Academy. Details about each stakeholder group can be found below. It should be
noted that participation in this study was difficult to attain due to COVID-19 implications. At the
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time the survey was conducted, the Resurgence student and parent community was suffering
from increased rates of COVID infection. Moreover, high rates of depression and suicide
attempts amongst students were being reported to the school staff, and multiple students had
passed away within the months previous to the survey being conducted. These events, combined
with the restrictions due to COVID regarding distance learning made contact and access to
students and parents especially challenging.
Students
While Resurgence Academy enrolls students ages 14-22, participating students were all
between the ages of 18 to 21, as no students under the age of 18 were asked to take the survey
due to limitations regarding research involving minors within the district that Resurgence
Academy presides. Students were contacted via email, by text message, and personal
communication with their teachers to participate. Of the 180 students enrolled at Resurgence
who meet the age criteria, 16 students participated in the survey, with one student agreeing to
participate in the interview. The student who participated in the interview was an 18-year-old
Latinx female who had attended RA for three years. No demographic information was collected
from students who participated in the surveys.
Teachers
There are currently 15 teachers at Resurgence Academy who work with high school
students, and 13 teachers participated in the survey, earning 87% survey response. These
teachers range in age from 23 to 64, are 46% Hispanic, 54% White, 54% male, and 46% female.
Two teachers volunteered to participate in the interview process, both of whom were white
males. Teaching experience among the interviewees ranged from 10 to 15 years of teaching
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experience; however, the longest any interviewee had worked at Resurgence was 4 years, with
the least veteran Resurgence teacher working for two years at the site.
Parents
Of the over 450 families that make up the Resurgence community, only eight parents
participated in the survey, and one parent agreed to participate in the interview. The parent who
participated in the interview was a Latinx female in her 30’s. She had two children attend RA
over the course of three years. Her children had different teachers during their time at RA. No
demographic information was collected from parents who completed the survey. As stated
earlier, low parent participation was due to COVID-19 implications. Parents were contacted via
email, by text, and via personal communication with their child’s teacher; however, survey
response remained low, accounting for less than 2% of the parent population. It should be noted
that, due to the high numbers of adult and homeless students, the number of parents and
guardians who live with the students is lower than the population of student enrollees. However,
this statistic is not tracked by Resurgence Academy, so actual percentages of parent participation
cannot be accurately measured.
Counselors
Of the three counselors who currently work at Resurgence, all three completed the
survey, earning 100% survey response. The counselors range in age from 27-59 years of age,
with 67% below 40 years of age, and 33% 41 and older. The demographic make-up of the
counseling staff is 100% female, 33% Black, and 67% Hispanic. Two counselors have 15 or
more years of experience in academic counseling, and one counselor has a background in
marriage and family therapy and has 3 years of experience in academic counseling. The
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counselor who participated in the interview was a Latinx female, who had three years of
counseling experience at the time the interview took place.
Determination of Assets and Areas of Inquiry
In order to achieve triangulation of data, multiple data sources were used and multiple
stakeholder groups were included so as to provide a deeper, more comprehensive understanding
of the influences that contribute to the increased retention and graduation rates at Resurgence
Academy. This study utilized surveys, interviews, and document analysis with students, teachers,
parents, and counselors in order to understand how the systems, practices, and culture at
Resurgence Academy are interpreted and employed by the Resurgence community. The data
collected was also used to determine which of the assumed knowledge, motivation, and
organizational assumed influences function as assets to the success Resurgence has experienced.
A variety of criteria was used to determine if an influence is an asset. First, due to low
survey response amongst parents and students, and due to the low numbers of teachers and
counselors, in order to be considered an asset, a survey item for an assumed influence needed to
be at or above 80% for each stakeholder group, or at or above 4.0 for any Likert scale item that
existed on a five-point scale. Second, interview responses were reviewed, and items that
displayed agreement amongst participants, and especially amongst participants throughout
various stakeholder groups were considered assets. It should be noted that interview participation
was low, so data collected from the interviews was generally used to validate or provide more
information about survey data. However, data collected from the interviews was still significant
and able to be analyzed across stakeholder groups for data interpretation and triangulation.
Finally, document analysis was used to confirm findings from survey and interview data where
appropriate. In cases where the influence could not be validated as an asset to the success at RA,
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influences were deemed areas of inquiry for the purpose of needing more research to understand
the impact of that influence at RA.
Results and Findings for Knowledge Causes
Four types of knowledge were assessed in the knowledge domain: factual, conceptual,
procedural, and metacognitive (Anderson & Krathwohl, 2001). Assumed influences and their
findings are reported under their corresponding knowledge domains in the sections that follow.
Factual Knowledge
Factual Knowledge Influence 1: Students, Teachers, and Parents Need to Know the Weekly
Assignment Goals for the Students
Survey Results. Stakeholders were asked to consider the amount of assignments that are
required weekly in order to reach a graduation goal. Students responded based on the number of
assignments they need to complete weekly to graduate on time; parents responded based on their
knowledge of their child’s required assignments; teachers responded based on a student they
each selected randomly from their rosters. Answers ranged from 0-40+. Since the actual number
of weekly assignments required to reach a graduation goal varies by individual student,
stakeholders were then asked to respond to how confident they were in their response to how
many assignments are expected weekly to reach the graduation goal. Those responses can be
found in Table 13. As a note, correct answers are noted by an asterisk in Table 13 and all tables
that follow throughout the document.
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Table 13
Survey Results for Factual Knowledge of Weekly Assignment Goals for the Students
Factual Knowledge Item 1 Students (n=16) Teachers (n=13) Parents (n=8)
How confident are you in your response to how many assignments are required weekly to
reach the graduation goal?
% C* % C % C
Not confident at all 12.5 % 2 0 % 0 0 % 0
A little confident 31.25 % 5 15.38 % 2 0 % 0
More than a little confident* 31.25 % 5 15.38 % 2 12.5 % 1
Very confident* 25 % 4 69.23 % 9 87.5 % 7
Total 100 % 16 100 % 13 100 % 8
Note. C= count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. All students, teachers, and counselors are provided copies of the
Quarterly Pacing Guide (QPG) to place in individual student folders. The QPG is used to
determine, based on the number of credits a student still needs to earn and on the desired
graduation date of the student, how many assignments the student would need to complete
weekly in order to meet his or her graduation goal. According to the school’s website, the QPG
is completed at the beginning of each quarter for each student so that assignment goals can be set
and monitored by the student, teacher, parent, and counselor.
Summary. While knowledge of the number of assignments required to reach a goal
cannot be accurately assessed due to the individualized nature of the assignment requirement,
confidence of that knowledge demonstrates a participant’s assessment of his or her own
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understanding of that goal. The survey results demonstrated that 100% of parents, 84.61% of
teachers, and 56.25% of students felt more than a little confident to very confident that they
knew how many assignments were required for the student to complete each week. The
Quarterly Pacing Guide suggests that there is a system in place for determining weekly
assignment goals for students that is supposed to be shared with students and updated quarterly.
Teachers and parents demonstrate strong confidence in their understanding of weekly assignment
goals, while students are more divided on their confidence levels. This may suggest that students
depend on their teachers or parents to give them this information weekly, instead of knowing it
themselves. Overall, this data suggests that for teachers and parents this influence is an asset but
for students it is an area that requires more research into understanding why student response
data falls behind the other two stakeholder groups, and perhaps recommendations for
improvement.
Factual Knowledge Influence 2: All Stakeholders Know How Many Credits Students Have
Remaining to Graduate
Survey Results. All stakeholders were asked to identify the number of credits remaining
to satisfy a student’s graduation requirements. Students responded about themselves; parents
responded about their children; teachers and counselors responded about a student they randomly
selected. Due to the individualized nature of these responses, no correct answer can be
determined. Therefore, participants were asked to share their confidence in their knowledge of
remaining credits required to graduate. Results of this survey item can be found in Table 14.
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Table 14
Survey Results for Factual Knowledge of Credits Needed to Graduate
Factual Knowledge Item 2 Students
(n=15)
Teachers
(n=13)
Parents
(n=8)
Counselors
(n=3)
How confident are you in your response to how many credits you/your child/your student
still needs to graduate?
% C % C % C % C
Not confident at all 20% 3 0% 0 0% 0 0% 0
A little confident 33.33% 5 7.69% 1 0% 0 0% 0
More than a little confident* 13.33% 2 0% 0 25% 2 0% 0
Very confident* 33.33% 5 92.31% 12 75% 6 100% 3
Total 100% 15 100% 13 100% 8 100% 3
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. The Graduation Check Form is a form completed by counselors at
the beginning of each year for each student. It is then shared with the student and his or her
teacher and is updated by teachers and students as courses are completed throughout high school.
There are two versions of this form: the 220 and 130 versions. The 220 version is for students
who need 220 credits to graduate from high school, as the district requires. The 130 version is for
foster, homeless, or incarcerated youth who have moved schools and have not had the
opportunity to earn sufficient credits to reach graduation on time. These students are only
required to complete 130 credits, removing one year of English, one year of math, and all
elective requirements. The Graduation Check Form is required by the district to be completed
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before November 1 of any school year so that all students have knowledge as to how many
credits they have earned and how many credits are still required to graduate.
Summary. Since the knowledge of how many credits any one student still needs to earn
in order to graduate by his or her graduation date, no specific, correct answer could be attained.
Therefore, confidence levels were measured to assess how well all stakeholders felt they knew
this information. Overall, 92.31% of teachers, 100% of parents, and 100% of counselors felt
more than a little confident to very confident about their knowledge of the credits a student needs
to graduate. Additionally, the Graduation Check Form confirms that there is a system in place to
deliver this information to students and teachers at least once a year demonstrating that a priority
is placed on making this information readily available to stakeholders. Interestingly, with only
46.66% of students reporting higher levels of confidence about credits remaining for graduation,
it is not clear that students are accessing or remembering this information. Therefore, the
knowledge of credits remaining for graduation is an asset for teachers, parents, and counselors,
but remains an area of further research for students.
Factual Knowledge Influence 3: Students, Teachers, and Counselors Know Which Courses
Students Have Remaining to Graduate
Survey Results. Students, teachers, and counselors were surveyed on their knowledge of
which courses a student still needs to take to complete his or her graduation goal. Students
responded about themselves, and teachers and counselors responded about a student they
selected randomly. Because these responses were specific to each student, no correct answer
could be determined. Therefore, participants were asked to rate their confidence in their
knowledge of which courses are still required for a student to graduate. Those results are
reported in Table 15.
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Table 15
Survey Results for Factual Knowledge of Courses Needed to Graduate
Factual Knowledge Item 3 Students (n=16) Teachers (n=13) Counselors (n=3)
How confident are you in your response to which courses you/your student still needs to
graduate?
% C % C % C
Not confident at all 25% 4 0% 0 0% 0
A little confident 31.25% 5 15.38% 2 0% 0
More than a little confident* 18.25% 3 15.38% 2 0% 0
Very confident* 25% 4 69.23% 9 100% 3
Total 100% 16 100% 13 100% 3
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. As described earlier, the Graduation Check Form is a form
completed by counselors and shared with students and teachers outlining the credits earned and
the credits remaining to graduate. It is organized by courses required to graduate, and courses
that are completed are checked off as such. The purpose of this form is to alert students and
teachers to the credits and courses a student has completed and which courses the student still
has left to complete in order to fulfill his or her graduation requirements. Students, teachers, and
counselors all have access to this completed form during the first semester of each school year,
as mandated by the district.
Summary. The knowledge of which courses a student needs to complete in order to meet
his or her graduation goal is specific to each student, therefore confidence in this knowledge is
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measured as an indicator of how well the stakeholders feel they know this information. With
84.61% of teachers and 100% of counselors reporting that they are more than a little confident to
very confident about the courses required for a selected student to graduate, the data suggests
that teachers and counselors have knowledge of these requirements, or, in the very least, feel
confident about where to access this information. The Graduation Check Form validates this
assumption, as counselors are required to complete which courses a student has completed and
must share this form with the teachers and students. Therefore, teachers and counselors have
access to a document that quickly provides this information. While students also are supposed to
have access to this form, only 43.25% expressed high confidence levels in their responses to
which credits they have remaining to graduate. The low rate of confidence among students
demonstrates that this influence is an area of further research for students and perhaps
remediation; however, the high confidence levels amongst teachers and counselors suggests that
this is an asset for these stakeholder groups.
Factual Knowledge Influence 4: Counselors Know the Students’ Post-Graduation Goals
Survey Results. Counselors were asked to identify the post-graduation goals of a random
student on their rosters. Knowing a student’s goals after graduation helps the counselor to
schedule the student in appropriate classes, connect the student with appropriate resources (i.e.
college application workshops, FAFSA workshops, military recruiters, career and technical
education courses, etc.), and create appropriate workshops and training for the student and parent
population. Because a student’s post-graduation goals are unique to each student, counselors
were also asked to rate their confidence in this knowledge about the student selected for the
survey. Results of this survey item can be found in Table 16.
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Table 16
Survey Results for Factual Knowledge of a Student’s Post-Graduation Goals
Factual Knowledge Item 4 Counselors (n=3)
How confident are you in your response to what your student’s post-graduation goals
are?
% Count
Not at all confident 0% 0
A little confident 0% 0
More than a little confident* 0% 0
Very Confident* 100% 3
Total 100% 3
Interview Findings. No interviews were conducted for this influence.
Document Analysis. Teachers at Resurgence Academy have an intake process for all
students on their rosters as part of student enrollment into the program. Part of this intake process
is a student interview. The purpose of this interview is to learn about the student so that the
educational experience is tailored to that student’s interests and needs. One of the questions on
that interview is, “What do you want to do after you graduate from high school?” The answers
from these interviews are collected on a spreadsheet and shared with the counselors so that
students are placed in appropriate classes for their future goals.
Summary. Because each student’s goal after graduation is different, confidence levels of
the counselors’ knowledge of this influence was measured. 100% of counselors felt very
confident in their knowledge of their chosen student’s post-graduation goals. Moreover, the
Student Intake Interview documents this goal for each student upon enrollment with Resurgence
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Academy, confirming that this information is collected from the students. The confidence levels
of the counselors along with the documentation from the Student Intake Interview demonstrate
that this influence is an asset for Resurgence Academy.
Factual Knowledge Influence 5: Students and Parents Know the Meeting Requirements for
Attendance
Survey Results. As shown in Table 17, students and parents were asked how often the
school requires that the student meets with his or her teacher. In both groups, 75% of respondents
correctly indicated that students are required to meet with their teachers once per week. While
this does not meet the 80% threshold, the remaining 25% of both groups responded that they
would need to meet with teachers twice per week, indicating an understanding that students
should be meeting with their teachers at least weekly. Therefore, the survey results demonstrate
that both parents and students understand that weekly communication between teachers and
students is mandatory.
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Table 17
Survey Results for Factual Knowledge of Meeting Requirements for Attendance
Factual Knowledge Item 5 Students (n=16) Parents (n=8)
According to your (your child’s) school’s expectation, how often are you (you child)
required to meet with the teacher?
% C % C
Once per week* 75% 12 75% 6
Twice per week 25% 4 25% 2
Once per month 0% 0 0% 0
Twice per month 0% 0 0% 0
Total 100% 16 100% 8
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. Upon enrollment at Resurgence Academy, students and parents are
required to sign the Master Agreement. The Master Agreement outlines the requirements for
continued enrollment at resurgence Academy. Amongst other requirements, the Master
Agreement notes that students are required to meet with their teachers once per week, or they are
at risk of being transferred back to their school of residence.
Summary. Regular contact with the teacher is a requirement of attendance and
enrollment at Resurgence Academy, as outlined in the Master Agreement. Students and parents
indicate that they understand this requirement, as 100% of respondents in both groups answered
that students are required to meet with teachers either once or twice per week, with the majority
of the respondents (75% of both groups) answering correctly with “once per week.” Therefore,
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this influence is considered an asset for Resurgence Academy within the factual knowledge
domain.
Factual Knowledge Influence 6: Students, Teachers, and Parents Know the Methods That Are
Acceptable for Student Meetings
Survey Results. Meeting requirements at Resurgence Academy outline that teachers
must have face-to-face or live interaction with a student on a weekly basis. These meetings can
be conducted via phone call, video conference, or in person to verify that the person with whom
the teacher is speaking is the student. Therefore, texting and email do not satisfy this
requirement. As demonstrated in Table 18, teachers indicate that they are well-versed in this
knowledge, with 92.31% saying that in-person and video chat meetings are acceptable, and
84.61% responding that phone calls are also acceptable methods of communication. Only
15.38% of teachers indicated that texting would suffice as a meeting, and 7.69% of teachers
marked email as an appropriate method for meeting with a student. Overall, the majority of
teachers demonstrate understanding of this meeting requirement.
However, students and parents do not share this clarity, as seen in Table 18. While
81.25% of student respondents and 100% of parent respondents indicated that video
conferencing is an acceptable method for conducting a student meeting and 87.5% of student
respondents indicated that a phone call would also suffice, only 31.25% of students and 50% of
parents understood that an in-person meeting would also fulfil the meeting requirement.
Interestingly, 56.25% of students indicated that texting would be an appropriate method for
meeting with a teacher, and 50% of parents indicated that email would fulfill this requirement,
both methods that are not acceptable methods for fulfilling the weekly meeting requirement.
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Table 18
Survey Results for Factual Knowledge of Acceptable Methods for Student Meetings
Factual Knowledge Item 6 Students (n=16) Teachers (n=13) Parents (n=8)
Which of the following are acceptable ways for students to have their weekly meetings with
their teachers? (Select all that apply)
% C % C % C
Texting 56.25% 9 15.38% 2 37.5% 3
In Person* 31.25% 5 92.31% 12 50% 4
Video Chat* 81.25% 13 92.31% 12 100% 8
Email 31.25% 5 7.69% 1 50% 4
Phone Call* 87.50% 14 84.61% 11 62.5% 5
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. As outlined in the Master Agreement (mentioned above) and in the
orientation presentation that students are required to attend as part of their enrollment process,
students are required to meet with their teachers once per week either in person or by phone (or
video chat). These documents do not explicitly say that texting and email do not fulfill this
meeting requirement, but they do outline that these meetings are supposed to be live interactions
with the teacher either by phone, video chat, or in person.
Summary. While teachers have a strong grasp on the knowledge that students meetings
are required to be held as live meetings, with over 80% of teachers indicating that that meetings
can be held via phone, video conferencing, or in person, students and parents do not share in this
knowledge. On a positive note, all stakeholder groups surveyed did meet the criteria for their
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understanding that video meetings do fulfill the weekly meeting requirement. However, there is
some confusion about the use of texting and email communication for meetings among these
groups. While there is evidence that parents and students are exposed to the information about
student meeting requirements being via phone, video conferencing, or in person during their
enrollment process, there seems to be a lapse in understanding from initial enrollment to active
participation in school. While the in-person meetings had low response rates amongst parents
and students, in-person meetings had been banned for the school year due to COVID, which may
explain why parents and students did not select that option during the survey. Regardless, the
high instances of texting and email as appropriate options amongst parents and students indicate
that this influence is an area of further research for these stakeholder groups. Conversely,
teachers demonstrate that this knowledge is an asset for them.
Factual Knowledge Influence 7: Students and Teachers Know the Scheduled Date and Time
of Their Appointments
Survey Results. Students were asked to share their next meeting date and time with their
teachers on the survey. Teachers were asked to do the same for a student he or she selected at
random. Since these appointment times are unique to each student, correct answers could not be
identified, so students and teachers were asked about their confidence levels about their
responses. 76.92% of teachers said they were very confident in their responses to the date and
time of their next appointment with a chosen student, while only 66.67% of students were more
than a little confident to very confident about their responses. The results of this survey item can
be found in Table 19. Neither group met the criteria of 80% confidence.
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Table 19
Survey Results for Factual Knowledge of Scheduled Date and Time of Appointments
Factual Knowledge Item 7 Students (n=15) Teachers (n=13)
How confident are you in your response to when your next appointment is with your
teacher/student?
% C % C
Not at all confident 13.33% 2 0% 0
A little confident 20% 3 23.08% 3
More than a little confident* 26.67% 4 0% 0
Very confident* 40% 6 76.92% 10
Total 100% 15 100% 13
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. While administration shared that teachers are required to share a calendar of
student appointments with them, these calendars were not accessible for this study. However,
while calendars may be kept, teachers and students do not demonstrate extreme confidence in the
knowledge of when these appointments are. A majority of teachers (76.92%) do claim that they
are very confident in this knowledge, but 23.08% say they are only a little confident, meaning
that either the calendar was not accessible during the survey, or that the meetings with the
students may fluctuate making it difficult to keep a specified appointment time. Moreover, while
the majority of students (66.67%) do demonstrate confidence in their appointment times, 20% of
students are only a little confident, with 13.33% reporting that they are not at all confident in
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their meeting time with their teacher. This indicates that, for 33.33% of students, meetings with
teachers do not seem to be consistent enough to have a dedicated time during the week. This may
be due to the shifting nature of student and teacher work schedules during the pandemic, but it
could also be because student appointments are not happening at regular times each week.
Regardless of the reasoning behind the responses, this influence requires further investigation as
it does not meet the criteria to be an asset for this study.
Factual Knowledge Influence 8: Students and Parents Know the Contact Information for the
Teacher
Survey Results. Students and parents were asked to identify whether or not they had the
necessary information to contact their (or their child’s) teacher. While one parent reported that he
or she did not know how to contact the teacher, 100% of parents indicated that they had the
information to both email and call their child’s teacher. Thus, the one parent who reported that
they did not know how to contact the teacher also indicated that that he or she had both phone
and email contact information, so the parent may have marked the choice that noted they did not
have contact information on accident. In the cases of both students and parents, 100% of
respondents reported that they had enough information to contact the teacher in at least one
format. Results of this survey item can be found in Table 20.
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Table 20
Survey Results for Factual Knowledge of Contact Information for the Teacher
Factual Knowledge Item 8 Students (n=16) Parents (n=8)
If you needed to get ahold of your/your child’s teacher, you have the information to
(select all that apply):
% C % C
Email him or her 62.5% 10 100% 8
Text or call him or her 100% 16 100% 8
Direct message him or her using an app 31.25% 5 37.5% 3
Video chat with him or her 31.25% 5 50% 4
Have an in-person appointment with him or her 18.75% 3 50% 4
I do not know how to contact my/my child’ teacher 0% 0 12.5% 1
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on survey data collected, 100% of parents and students report that they
have information to contact the teacher. 100% of parents and students say that they can call or
text the teacher, indicating that phone calls and text messages are the primary form of
communication between home and school. Email follows as the second most accessible method
of communication with 100% of parents and 62.5% of students reporting that they can contact
the teacher via email. Less used forms of communication include direct message in an app, video
chat, and in-person appointments. The low rates of in-person appointments may be due to the
COVID restrictions on in-person meetings, so this data may be skewed based on the timing of
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the survey. Overall, both stakeholder groups have 100% response rates with at least one method
of communicating with the teacher, so this influence is considered an asset for this study.
Factual Knowledge Influence 9: Teachers and Counselors Know the Best Way to Contact
Their Students
Survey Results. Teachers and counselors were asked to identify the best means of
communication with a random student on their roster. Since these answers are unique to the
individual student, a correct answer could not be verified. Therefore, teachers and counselors
were asked to rate their confidence about their response to the best means of communication
with the student that was selected. The results from that survey item can be found in Table 21.
Table 21
Survey Results for Factual Knowledge of Best Way to Contact Students
Factual Knowledge Item 9 Teachers (n=13) Counselors (n=3)
How confident are you in your response to the best way to contact your student?
% C % C
Not at all confident 0% 0 0% 0
A little confident 7.69% 1 0% 0
More than a little confident* 7.69% 1 0% 0
Very confident* 84.62% 11 100% 3
Total 100% 13 100% 3
Note. C=Count
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Knowing how to contact a student in independent study is highly important
because students in independent study are not required to come into school or make contact with
school personnel on a daily basis. However, there is often important information that needs to be
communicated to the student on days when there is no scheduled appointment, and weekly
appointments with the student are often done remotely. Therefore, having a reliable method to
contact the student is necessary for continued, open communication between home and school.
In this case, 84.62% of teachers and 100% of counselors report that they are very confident with
regards to the best method of contact with their students, with another 7.69% of teachers
reporting that they are more than a little confident about the best way to reach their students,
meeting the criteria for this influence. These levels of confidence indicate that teachers and
counselors are in contact with their students and feel assured that they can both reach and get
response from their students. With such high levels of confidence from both stakeholder groups,
this influence is considered an asset for this study.
Factual Knowledge Influence 10: Counselors Know if Students Are Meeting With Their
Teachers Regularly
Survey Results. Counselors were asked to report how often a student they selected at
random from their rosters was meeting with his or her teacher. Because student meetings are
unique to each student, a correct response could not be obtained. Therefore, counselors were
asked to report their confidence about their response to how often their students were meeting
with their teachers. Those responses can be found in Table 22.
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Table 22
Survey Results for Factual Knowledge of Regularity of Student/Teacher Meetings
Factual Knowledge Item 4 Counselors (n=3)
How confident are you in your response to how often your student meets with his or
her teacher?
% Count
Not at all confident 0% 0
A little confident 0% 0
More than a little confident* 66.67% 2
Very Confident* 33.33% 1
Total 100% 3
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. While administration does track student meetings on a shared calendar that
counselors have access to, this documentation was not available for this study in order to
maintain student privacy. However, 100% of counselors reported that they were more than a
little confident to very confident that they were aware of how often their students were meeting
with their teachers. While only 33.33% of counselors reported that they were very confident
about their response, this may be due to the reality that counselors cannot definitively know that
students are meeting with their teachers when they say they do or when it is reported on the
calendar. The high levels of confidence on this item suggest that counselors are aware of the
interactions that are occurring between teachers and students and how regularly these
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interactions are occurring. Therefore, this item meets the criteria to be considered an asset in the
factual knowledge domain.
Conceptual Knowledge
Conceptual Knowledge Influence 1: Students Know the Process for Completing Classes
Survey Results. Students demonstrate partial understanding of the process for
completing classes. As demonstrated in Table 23, 80% of student respondents correctly reported
that speaking with a counselor or teacher to determine which class to take was the first step, and
80% of respondents also reported that meeting with a teacher to get help as needed was the third
step in the process. However, there does appear to be some confusion regarding the second and
fourth steps in the process, as only 60% of students responded that signing the Work Assignment
Agreement Form should be the second step, and 66.67% reported that completing all required
assignments for a course should be the last step. While more than half of the respondents
identified the correct process for completing a course, the data does not fulfill the criteria for this
influence to be considered an asset.
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Table 23
Survey Results for Conceptual Knowledge of the Process for Completing Classes
Conceptual Knowledge Item
1
Students (n=15)
You are attempting to complete a class. What steps would you need to take? Please place
the following steps in the correct order.
1 2 3 4
% C % C % C % C
Complete all required
assignments for a course (4)
13.33% 2 20% 3 0% 0 66.67% 10
Talk with my teacher or
counselor to determine
which class I should take (1)
80% 12 13.33% 2 0% 0 6.67% 1
Sign a Work Assignment
Agreement Form (WAAF)
for the course (2)
6.67% 1 60% 9 20% 3 13.33% 2
Meet with my teacher as
needed to get assistance on
projects or assignments that
are difficult for me (3)
0% 0 6.67% 1 80% 12 13.33% 2
Total 100% 15 100% 15 100% 15 100% 15
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. The Master Agreement is a document that students, parents,
teachers, and administrators sign upon the student’s enrollment. This document states that
students must sign a Work Assignment Agreement Form (WAAF) prior to beginning coursework
in a scheduled class.
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Additionally, the Work Assignment Agreement Form (WAAF) acts as a contract between
the student and the teacher for a course. It outlines the date the course begins, and the date that
the student is expected to complete the course. It also outlines how many credits the student will
receive for the course upon completion. The student and teacher both have places for signatures
that are supposed to be dated when signed. The signatures note an understanding that the student
and teacher agree to the terms of the contract, which state that the student will complete
assignments and meet with the teacher regularly, or his or her placement in the program will be
re-evaluated. By signing this form, the student is agreeing to complete the work for the class
outlined in the document, and the teacher is acknowledging that he or she will meet with,
support, and monitor the student’s progress in that course over the time outlined in the WAAF.
Summary. According to the Master Agreement, students are required to sign a Work
Assignment Agreement Form prior to starting a class at Resurgence Academy. The WAAF acts
as a contract between the student and the teacher, where the student agrees to complete work for
the course in a timely manner, and the teacher agrees to monitor and support the student in that
course during enrollment. The survey data shows that there is some confusion regarding when
the WAAF should be signed. Only 60% of students correctly identified that the WAAF should be
signed prior to starting work for a course but after selecting a course. This suggests that some
students are not in the habit of signing WAAFs prior to starting courses, which is a violation of
the Master Agreement and leaves students open to mistakes regarding enrollment in the correct
courses for graduation. Because of this confusion, this influence is an area of further inquiry.
166
Conceptual Knowledge Influence 2: Students Know the Relationship Between Assignments
Completed and Credits Earned
Survey Results. When students were asked how many assignments a course minimally
required, only one student responded correctly with an answer of 35 assignments. Similarly,
when asked about how many assignments would need to be completed to earn one credit, only
one student responded correctly with an answer of seven. This means that only 8.3% of students
who responded to this item knew the connection between assignments complete and credits
earned. The results of these survey items can be found in Figure 2.
Figure 2
Survey Results for Conceptual Knowledge of the Relationship Between Assignments Completed
and Credits Earned
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. Administration states that there are professional development
documents that outline that courses are minimally required to have 35 assignments for a 5-credit
course, but those documents were not publicly available (T. Summers [a pseudonym], personal
communication, January 14, 2021).
Summary. Student responses on the survey indicate confusion about how work
completed in class correlates to credits received. Students responded with a range of 1-100
assignments that must be completed to earn 5 credits, and with the same range for 1 credit. The
average answer of assignments required for a 5-credit course was 33.36, which was not far from
the correct answer of 35. However, the average response of the number of assignments required
to earn 1 credit was 16.64, which is far from the correct answer of 7. Regardless of averages,
only 8.3% of students were able to correctly identify both answers. The confusion surrounding
the connection between assignments completed and credit earned could inhibit goal setting and
pacing for students, as they do not understand how work done moves them closer to graduation.
The results of this survey indicate that students are completing work as it is assigned without
connection to how much they need to do or how this progresses them to their goal of graduation.
Overall, the survey results indicate that this influence is an area of inquiry for further study.
Conceptual Knowledge Influence 3: Teachers and Counselors Know What Barriers Exist for
the Student to Complete Work
Survey Results. Since the students who attend Resurgence Academy have chosen the
school based on obstacles that prevented them from progressing in a comprehensive high school,
teachers and counselors were asked to identify which kinds of barriers (emotional, behavioral, or
environmental) exist for a randomly selected student on their roster. Since these responses are
168
unique to each student, the teachers and counselors were asked to rate their confidence in their
responses. Those results can be found in Table 24.
Table 24
Survey Results for Conceptual Knowledge of the Barriers That Exist for Student Completion of
Work
Conceptual Knowledge Item 3 Teachers (n=13) Counselors (n=3)
How confident are you in your response to the barriers that exist that prevent your
student from completing work?
% C % C
Not at all confident 0% 0 0% 0
A little confident 23.08% 3 0% 0
More than a little confident* 38.46% 5 66.67% 2
Very confident* 38.46% 5 33.33% 1
Total 100% 13 100% 3
Note. C=Count
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the survey results, 100% of counselors felt more than a little
confident to very confident about their knowledge of the barriers that exist which prevent
students from making progress in school. Amongst teacher respondents, 76.92% felt more than a
little confident to very confident about the obstacles their students face. This survey question
highlights the student-staff relationship at Resurgence. Students who feel comfortable sharing the
life experiences that inhibit them from making progress in school will have teachers and
counselors who know what these experiences are so that they can provide support and resources
for the students. The counselors’ responses indicate that they are aware of these barriers, giving
them information they need to support and offer appropriate resources to students. However,
while a good majority of teachers (76.92%) share in this confidence and knowledge, there is still
room for growth amongst this group. Therefore, this influence is an asset for counselors and an
area of further study for teachers.
Conceptual Knowledge Influence 4: Teachers Know Interventions to Assist Students Who Are
Not Meeting Weekly Assignment Goals
Survey Results. As outlined in Table 25, teachers display knowledge of four of the nine
available interventions for students who are not meeting weekly assignment goals. According to
survey data, 92.31% of teachers know that tutoring is available with them and Academic Support
Plans are accessible as an intervention, while 84.61% of teachers recognize that individual
counseling services can be offered to students and teachers can request parent-teacher
conferences. However, only 69.23% of teachers identified home visits and change of
schedule/teacher as possible interventions; 53.85% indicated that tutoring with college tutors and
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home visits were potential interventions; and, 46.15% of teachers understood that intervention
courses were available to students. Of the three items that were listed that are not available
interventions, none had significantly high response rates from the teachers.
Table 25
Survey Results for Conceptual Knowledge of Interventions to Assist Students Who Are Not
Meeting Weekly Assignment Goals
Conceptual Knowledge Item 4 Teachers (n=13)
Imagine that you have a student on your roster who is not completing his or her weekly
assignment goals. Which of the following interventions are available to assist your
student (select all that apply):
% Count
Individual counseling services* 84.61% 11
Tutoring with the teacher* 92.31% 12
Tutoring with college tutors* 53.85% 7
Parent-teacher conferences* 84.61% 11
Group counseling 15.38% 2
Change of online curriculum provider 30.77% 4
Intervention classes* 46.15% 6
Change of schedule/teacher* 69.23% 9
Home visits* 69.23% 9
Daily in-person attendance requirement 38.46% 5
Academic Support Plan* 92.31% 12
Student Success Team* 53.85% 7
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. According to the RTI Schedule for Resurgence Academy, teachers
are required to document interventions enacted for students who are not making adequate
progress weekly in the student information system. On this document, possible interventions are
listed for each week a student does not complete work. The interventions listed include:
counseling services (or referrals to outside agencies), tutoring with the teacher, tutoring with
tutors, parent-teacher conferences, intervention courses, change of teacher or classes, home
visits, Academic Support Plan, and Student Success Team.
Summary. According to the RTI Schedule, teachers have access to the available
interventions that they can enact for students who struggle to complete weekly assignments, and
they are required to document these interventions weekly. However, teachers seem to know that
they can utilize only a handful of these interventions: counseling services, teacher-student
tutoring, parent-teacher conferences, and Academic Support Plans. While more than half of
teachers indicate that change of schedule/teacher, home visits, Student Success Team, and
tutoring with a college student are available, these interventions do not meet the 80% criterion.
Interestingly, less than half of teachers recognized that intervention classes are available to
students. That said, the low response rates on the home visits, college tutoring, and intervention
classes may be due to the pandemic, as these interventions are limited because in-person contact
has been limited or banned altogether with Stay-at-Home orders in place during the time this
survey was conducted. The data suggests that teachers do know a handful of interventions for
students who are not completing work regularly and have access to documentation that would
assist them in identifying these interventions. Due to the limitations from the pandemic that
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likely influenced the responses on the remaining interventions, there is enough evidence to
suggest that this influence is an asset.
Conceptual Knowledge Influence 5: Parents Know What It Means for Their Child to Be “On
Track” Toward Graduation
Survey Results. As demonstrated in Table 26, parents indicate a lack of understanding of
what being “on track” toward graduation means. Only 37.5% of parents understood that a student
would need to have completed 30 credits per semester enrolled in school to be on track toward a
timely graduation. While that answer choice has the highest response rate, parents were fairly
evenly divided amongst the options, with 25% saying that the student must complete two classes
every five weeks, 25% responding that students should complete six classes each semester, and
12.5% stating that the student must attend school regularly to graduate on time.
Table 26
Survey Results for Conceptual Knowledge of What It Means for a Child to Be “On Track”
Toward Graduation
Conceptual Knowledge Item 5 Parents (n=8)
In order for your child to be on track toward graduation:
% Count
He or she must complete 2 classes every 5 weeks 25% 2
He or she must attend school weekly 12.5% 1
He or she must complete 6 classes each semester 25% 2
He or she must have accumulated 30 credits for each
semester he or she has been enrolled in school*
37.5% 3
Total 100% 3
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. The graduation requirements set by the district in which
Resurgence Academy resides state that students are required to obtain 220 credits to graduate
with a high school diploma. Students are enrolled in 6 courses per semester starting their
freshman year, which is equivalent to 30 credits per semester until graduation. In order for
students to be on track for graduation, he or she must have earned 30 credits per semester
enrolled in high school. If a student is behind on credits, meaning he or she has not earned the 30
credits per semester enrolled in high school, he or she must work to earn credits at a faster rate
than 30 per semester to meet graduation requirements on time for graduation with his or her
class. If a student has completed more than 30 credits per semester enrolled in school, he or she
can work at a slower pace to meet this same graduation requirement.
Summary. Since each student at Resurgence Academy has different goals with regards
to meeting graduation requirements, it is important that families know what is required to meet
these requirements in a timely manner. Some students at RA do not have many credits remaining
and can work at a slower pace, while others may be further behind in credits and need to work at
a faster pace to meet the same graduation deadline. Therefore, in order to clarify these
requirements, it is important that parents understand that a student is “on track” to graduate on
time when he or she has completed 30 credits per semester enrolled in school, as outlined in the
graduation requirements. However, only 37.5% of parents responded correctly to this survey
item, making it an area for further research.
174
Conceptual Knowledge Influence 6: Parents Know Interventions to Assist a Child Who Is Not
Making Adequate Progress
Survey Results. As reported in Table 27, parents have little understanding of the
interventions available for students who are not making adequate progress. Of the five
interventions that parents can request at Resurgence Academy, only parent-teacher conferences
stood out as an intervention available to parents, with 100% of parents choosing parent-teacher
conferences as an intervention. While over half of parents, 75%, also understood that they could
request tutoring from the teacher, only 37.5% recognized that they could require more frequent
attendance for their child or request a change of teacher. Moreover, no parents reported that they
are able to attend school with their child, even though that is an option to enlighten parents as to
how their child is behaving and progressing in school.
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Table 27
Survey Results for Conceptual Knowledge of Interventions to Assist a Child Who Is Not Making
Adequate Progress
Conceptual Knowledge Item 6 Parents (n=8)
If your child is not making adequate progress toward graduation, which of the following
interventions could be implemented (select all that apply):
% Count
Parent-teacher conference* 100% 8
Make the student come to school more often* 37.5% 3
Request less work for the student 0% 0
Request tutoring for the student* 75% 6
Request a change of teacher* 37.5% 3
Attend class with my child* 0% 0
Request home tutoring from the school 12.5% 1
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to administration, parents have the right to request additional
support for their children. These supports include parent-teacher conferences, more frequent
attendance, tutoring, a change of teacher, and shadowing their child in class (T. Summers
[pseudonym], personal communication, October 12, 2020). According to the survey results, only
parent-teacher conferences stand out as an available intervention amongst parents. While more
than half of parents also recognize that tutoring can be requested, there are still 25% of parents
who responded to the survey who do not see this as an option, meaning a good portion of parent
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population does not realize that the student can ask his or her teacher for academic support on
assignments on a regular basis. Additionally, less than half of parent respondents reported that
they could request a change of teacher or request additional required attendance for their child,
and no parents understood that they could shadow their child at school. With only 20% of
available interventions recognized by parents, this influence is an area of further research for
Resurgence Academy.
Conceptual Knowledge Influence 7: Counselors Know What Resources Are Available to Help
Students Overcome Barriers
Survey Results. In order to assess counselors’ knowledge about the availability of
appropriate resources to assist a student who is encountering obstacles in his or her education,
counselors were asked to identify available resources for a student who is encountering
emotional obstacles. Results of the counselors’ responses can be found in Table 28. Of the five
resources available to support students who are ensuring emotional obstacles, such as depression
or anxiety, counselors only consistently identified counseling and home visits as possible
resources, with 100% of counselors selecting these options. Over half of the counselors, 66.67%,
identified a change in schedule as a possible intervention. However, no counselors identified
group therapy or in-patient services as potential resources for a student who is in need of
emotional support. Interestingly, 100% of counselors reported that food distribution services are
available to support students who have emotional obstacles; however, food distribution services
would be a better resource for students with environmental barriers, as food insecurity and
homelessness are environmental rather than emotional obstacles. Overall, counselor response on
this item was scattered, where resources are selected that do not apply, while others that are
applicable are not chosen.
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Table 28
Survey Results for Conceptual Knowledge of Resources Available to Help Students Overcome
Barriers
Conceptual Knowledge Item 7 Counselors (n=3)
If you have a student who is struggling with emotional obstacles (depression, anxiety,
etc.), what interventions and resources might you provide? Select all that apply:
% Count
Housing 66.67% 2
God’s Pantry (or other food distribution services): 100% 3
Kimberly’s Closet (free clothing) 66.67% 2
Cal-Safe 66.67% 2
Counseling* 100% 3
Group Therapy* 0% 0
In-patient services* 0% 0
Drug Rehabilitation 33.33% 1
Change in schedule* 66.67% 2
Home visits* 100% 3
Volunteer Work 33.33% 1
Job Corps 33.33% 1
Interview Findings. No interviews were conducted for this influence.
Document Analysis. The school website lists all of the above resources as available
resources and support for students. Some of these resources, such as group therapy and in-patient
services, are based on outside referrals via the School of Mental Health within the district in
which Resurgence Academy resides. Other resources, such as Job Corps and God’s Pantry, are
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accessible to students via third party programs that work in conjunction with the district and
Resurgence Academy. Cal-Safe, counseling, Kimberly’s Closet, home visits, and change in
schedule are all interventions and resources offered directly from Resurgence Academy and its
staff.
Summary. Based on survey data, counselors do not have consistent understanding of the
available resources to meet the needs of emotional obstacles that students encounter. While all
resources listed are available to students, counselors do not accurately match these resources to
student needs in this question. While 100% of counselors accurately identified counseling and
home visits as appropriate resources, one counselor did not recognize change of schedule as an
option, and no counselors identified in-patient services and group counseling as resources.
However, resources like God’s Pantry (a food distribution service), Kimberly’s Closet (clothing),
housing, and Cal-Safe (a program for expectant mothers) were all identified as resources for
emotional support even though they are more adequately categorized as resources for
environmental support. Either counselors were unclear as to what emotional obstacles are
defined as, or counselors do not know what resources are adequate supports for emotional
obstacles. Either way, this influence is considered an area for further inquiry for this study.
Conceptual Knowledge Influence 8: Students, Teachers, and Counselors Know the Stages of
Interventions That Occur if Students Are Not Meeting With Their Teachers Regularly
Survey Results. Students, teachers, and counselors were all asked to determine the
appropriate order of interventions for a student who is not meeting with his or her teacher
regularly. Their responses are recorded in Tables 29, 30, and 31. Overall, students expressed
little understanding of the order of interventions. However, more than half of the students
surveyed did know that having their teacher changed was the last intervention that would occur
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(the highest response rate on any item for students). Additionally, teachers had a strong grasp on
interventions that were within their control. Of the teachers who responded (two chose not to
answer this item), 81.82% knew that a phone call home would be the first step, and a
parent/teacher conference would be the second. A good majority of teachers (72.73%) also
indicated that changing a student’s teacher would be the last step. However, the interventions
that would occur in between these steps seem to be used interchangeably amongst teachers, as
the responses were evenly distributed amongst them. The trend shown among the teachers was
continued with the counselors, with 100% of counselors correctly identifying interventions one
through three and seven, but dividing their responses on intervention steps four through six.
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Table 29
Survey Results for Conceptual Knowledge of the Stages of Interventions (Student Responses)
Conceptual
Knowledge
Item 8
Students (n=15)
You have not been meeting with your teacher regularly. What is the order of interventions
you would participate in at school? Place the following interventions in the order they would
occur:
1 2 3 4 5 6 7
% C % C % C % C % C % C % C
Student
Success
Team (6)
27.67 4 26.67 4 13.33 2 6.67 1 13.33 2 6.67 1 6.67 1
Phone call
home (1)
40 6 20 3 33.33 5 0 0 6.67 1 0 0 0 0
Academic
Support
Plan (5)
20 3 6.67 1 6.67 1 3.33 5 6.67 1 27.67 4 0 0
Parent/
Teacher
Conference
(2)
0 0 13.33 2 27.67 4 33.33 5 20 3 6.67 1 0 0
Home Visit
(4)
6.67 1 20 3 0 0 0 0 27.67 4 20 3 27.67 4
Parent/
Counselor
Conference
(3)
0 0 13.33 2 13.33 2 13.33 2 13.33 2 33.33 5 13.33 2
Change of
Teacher (7)
6.67 1 0 0 6.67 1 13.33 2 13.33 2 6.67 1 53.33 8
Note. C=Count
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Table 30
Survey Results for Conceptual Knowledge of the Stages of Interventions (Teacher Responses)
Conceptual
Knowledge
Item 8
Teachers (n=11)
Your student has not been meeting with you regularly. What is the order of interventions you
would prescribe? Place the following interventions in the order they would occur:
1 2 3 4 5 6
% C % C % C % C % C % C
Student
Success
Team (5)
0 0 0 0 18.18 2 36.36 4 27.27 3 18.18 2
Phone call
home (1)
81.82 9 9.09 1 0 0 9.09 1 0 0 0 0
Academic
Support
Plan (4)
9.09 1 9.09 1 18.18 2 27.27 3 36.36 4 0 0
Parent/
Teacher
Conference
(2)
0 0 81.8
2
9 18.18 2 0 0 0 0 0 0
Home Visit/
Counselor
Conference
(3)
9.09 1 0 0 36.36 4 18.18 2 27.27 3 9.09 1
Change of
Teacher (6)
0 0 0 0 9.09 1 9.09 1 9.09 1 72.73 8
Note. C=Count (There was an error on the Teacher survey that combined Home Visits and
Parent/Counselor Conferences)
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Table 31
Survey Results for Conceptual Knowledge of the Stages of Interventions (Counselor Responses)
Conceptual
Knowledge
Item 8
Counselors (n=3)
Your student has not been meeting with his or her teacher regularly. What is the order of
interventions you would prescribe? Place the following interventions in the order they would
occur:
1 2 3 4 5 6 7
% C % C % C % C % C % C % C
Student
Success
Team (6)
0 0 0 0 0 0 0 0 33.33 1 66.67 2 0 0
Phone call
home (1)
100 1 0 0 0 0 0 0 0 0 0 0 0 0
Academic
Support
Plan (5)
0 0 0 0 0 0 66.67 2 33.33 1 0 0 0 0
Parent/
Teacher
Conference
(2)
0 0 100 3 0 0 0 0 0 0 0 0 0 0
Home Visit
(4)
0 0 0 0 0 0 33.33 1 33.33 1 33.33 1 0 0
Parent/
Counselor
Conference
(3)
0 0 0 0 100 3 0 0 0 0 0 0 0 0
Change of
Teacher (7)
0 0 0 0 0 0 0 0 0 0 0 0 100 3
Note. C=Count
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. According to the RTI Schedule, students who are not meeting the
requirements outlined in the Master Agreement will be subject to a series of interventions to re-
engage students in the learning environment. Suggested implementation of these interventions
are as follows: phone call home; parent/teacher conference; parent/counselor conference; home
visit; Academic Support Plan; Student Success Team; and change of student’s schedule to a
different teacher. There is a disclaimer on this document that interventions should match
individual student needs and the student’s situation.
Summary. Overall, teachers and counselors have a strong understanding that less
intensive interventions such as a phone call home or a conference with the parent, teacher, and/or
counselor are interventions that would be implemented first. More intensive interventions that
require visiting a student’s home or documentation with follow up appointments, such as the
Academic Support Plan and Student Success Team, are used in varying orders amongst the staff
at Resurgence Academy. This could be due to student need, as outlined in the RTI Schedule. For
example, a student who is not responding to school staff may need to have a home visit to
interview the student and find out what support he or she needs before having a formal academic
meeting. However, a different student may need a formal meeting with his or her parent to feel
accountable to making progress. Because each student is different, this intervention process may
serve as more of a suggested process rather than a rigid one.
While most students do not know what order of interventions would occur, as their
survey responses suggested they were guessing, more than half of the students responded that
changing teachers would be the last intervention enacted. The majority of teachers (72.73%) and
100% of counselors also recognized that changing teachers would be the last intervention the
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school would use. This suggests that all stakeholders surveyed understand that preserving the
teacher-student relationship is a primary concern for the staff at Resurgence Academy. That said,
the data reflects that there is little consistency with the knowledge of the steps of the intervention
process, so this influence is an area that requires further research.
Conceptual Knowledge Influence 9: Students and Parents Know the Consequences of
Multiple Missed Appointments With Regards to Enrollment
Survey Results. Students and parents were asked to identify the consequence a student
could receive if he or she repeatedly missed appointments with his or her teacher. The responses
from both groups of respondents can be found in Table 32.
Table 32
Survey Results for Conceptual Knowledge of the Consequences of Multiple Missed Appointments
with Regards to Enrollment
Conceptual Knowledge Item 9 Students (n=15) Parents (n=8)
If you (your child) consistently miss your (his or her) appointments with the teacher,
which of the following will happen according to the Master Agreement:
% C % C
You (your child) will get a new teacher 0% 0 0% 0
You (your child) will be dropped from the
program*
73.33% 11 75% 6
You (your child) will fail your courses 13.33% 2 25% 2
You (your child) will have a phone issued to you
(him or her) by the school
13.33% 2 0% 0
Total 100% 15 100% 8
Note. C=Count
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. According to the Master Agreement that all students, parents,
teachers, and administrators are required to sign upon a student’s enrollment, a student is
required to meet with their teacher weekly. Parents sign to acknowledge this requirement and
agree to contact their child’s teacher to reschedule appointments if the child is unable to attend
their weekly appointment. Failure of the student to meet this meeting requirement can result in
an evaluation of the student’s continued enrollment in the program.
Summary. The Master Agreement outlines that students are required to meet with their
teachers on a weekly basis. This document is signed by both the students and the parents upon
enrollment. Despite this written acknowledgement of the potential consequences of missed
meetings, parents and students do not display a strong understanding of this connection. While
73.33% of students and 75% of parents understood that missed meetings can result in a student
being dropped from the program, a significant number of parents (25%) an students (13.33%)
thought that a missed meeting would equate to a failed grade in a course, which is not true at
Resurgence Academy as attendance does not impact academic performance at RA. Another
13.33% of students believed that if they did not stay in contact with their teacher, they would
receive a phone issued by the school. Although the majority of students and parents were able to
correctly connect regular meetings with the teacher to continued enrollment in the program, there
is a large enough group that struggles to make this connection that there is still room for growth
in ensuring understanding on this point. Therefore, this influence still requires more research and
development.
186
Conceptual Knowledge Influence 10: Parents Know Interventions That Can Be Used at Home
for Students Who Are Not Making Adequate Progress
Survey Results. Parents were asked to identify possible interventions they can
implement in the home if their child is not making adequate progress at school. The results of
this survey item can be found in Table 33.
Table 33
Survey Results for Conceptual Knowledge of Interventions That Can Be Used at Home for
Students Who Are Not Making Adequate Progress
Conceptual Knowledge Item 10 Parents (n=8)
Of the options listed below, which could be used to help your child at home if they are
not making adequate progress at school? (Select all that apply.)
% Count
Help them create a schedule and make sure they are
following it*
87.5% 7
Take away their phone 25% 2
Create a space at home that is designated as their work
space*
50% 4
Check on their progress online every week* 75% 6
Ground them until the work is done 25% 2
Stop allowing them to work while they are in school 25% 2
Stay in regular contact with their teacher to monitor their
progress*
100% 8
187
Interview Findings. No interviews were conducted for this influence.
Document Analysis. The school website has a page of resources for parents and
students. On it, the website lists possible supports parents can provide at home. The school
website suggests that parents stay in contact with their child’s teacher, monitor student progress
online, create a work space for their child in their home, and help their child create a schedule for
school. Parents are encouraged to take part in their child’s education by staying informed of their
child’s progress both online and in person.
Summary. Resurgence Academy’s suggested at-home interventions are available to
parents online, but parents consistently display knowledge of half of these. According to the data
collected, 100% of parents acknowledge that they can keep in regular contact with their child’s
teacher and 87.5% of parents agree that they can create a schedule for their child that they can
monitor at home. Conversely, only 75% of parents understand that they can monitor their child’s
work online, which is a solid majority but still leaves a quarter of parents without the
understanding that they have this ability. Additionally, only 50% of parents responded that they
could create a space in their homes for the child to work. However, this may be due to the living
circumstances of the families, as they may not have access to free space to build a working area
in their home. Overall, parents solidly identify that they can help at home with scheduling and
monitoring their child’s progress via open communication with the teacher. While there is room
for growth with the parents’ understanding of their ability to monitor student progress online,
parents display enough knowledge in available ways to successfully assist their child that this
influence is considered an asset for this study.
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Procedural Knowledge
Procedural Knowledge Influence 1: Teachers and Counselors Need to Know How to Access
and Read Transcript Information
Survey Results. Teachers and counselors were asked two questions regarding how to
access and read student transcripts. The first question asked both groups how they would access
a student’s transcript. The results of that question are found in Table 34. The second question
asked about the number of credits a student would need if he or she was attempting to earn A-G
approval and earned partial credits in Math 1A. The sample student earned 0.5 credits with a
grade of C in Math 1A and 1.0 credits with a grade of D in Math 1A at a later date. The question
asked how many credits the student still needed in Math 1A. The results of that question are
outlined in Figure 3.
189
Table 34
Survey Results for the Procedural Knowledge of How to Access Transcript Information
Procedural Knowledge Item 1 Teachers (n=13) Counselors (n=3)
If you were looking for a student’s transcript information, where would you look?
% C % C
I would ask administration for a copy of the
student’s transcript
7.69% 1 0% 0
I would ask the registrar for a copy of the
student’s transcript
0% 0 0% 0
I would access the student’s transcript on Q* 92.31% 12 100% 3
I do not know how to access the student’s
transcript
0% 0 0% 0
Total 100% 13 100% 3
Note. C=Count
190
Figure 3
Survey Results for the Procedural Knowledge of How to Read Transcript Information
Interview Findings. No interviews were conducted for this influence.
Document Analysis. According to the Graduation Check Form, each semester-long
course is worth 5 credits. Courses are denoted as semester-long courses with a letter: “A”
denoting the first semester of a year-long course, and “B” signaling the second semester of that
same course. For example, English 1A would represent the first semester of a year-long English
course, and English 1B would be the second semester. Each of these courses would be worth five
credits. Additionally, in order for a student to meet the A-G Requirements, a student must earn a
C or better in a course.
Summary. Based on the survey results in Table 34, both teachers and counselors show
knowledge of how to access student transcripts in that 92.31% of teachers and 100% of
191
counselors answered correctly that student transcripts can be found on Q, the student information
system. However, when asked to read the student’s transcript to ensure the accurate number of
credits needed to complete a course, both groups struggled to answer correctly. While the
transcript clearly shows that the student completed 1.5 credits of a 5-credit course, this student
earned a D grade for one of those credits, meaning that student would need to complete 4.5 more
credits of Math 1A to meet the A-G requirements for that course. Only 23.308% of teachers and
33.33% of counselors were able to correctly calculate the number of credits needed. Therefore,
while both groups can find the students’ transcripts, they both display a need for more training
on reading the transcript to ensure appropriate placement for the students. Therefore, this
influence serves as an area for further research.
Procedural Knowledge Influence 2: Teachers Need to Know How to Access Reports on
Student Assignment Completion
Survey Results. Teachers were asked to identify the system they would use to monitor
student assignment completion. The results of that survey item are in Table 35. The data shows
that 100% of teachers answered that they would use the courseware to access reports on student
assignment completion, which is the correct response, thereby meeting the criteria set in this
study to be considered an asset.
192
Table 35
Survey Results for the Procedural Knowledge of How to Access Reports on Student Assignment
Completion
Procedural Knowledge Item 2 Teachers (n=13)
If you needed to access reports on student assignment completion, where would you
look?
% Count
I would look up how many G’s a student has earned
on HERO
0% 0
I would look at Q, under the student’s profile to access
the student’s transcript
0% 0
I would ask our registrar in the front office for the
report
0% 0
I would download the Detailed Student Grading
Report from the online courseware*
100% 13
Total 100% 13
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. In order to monitor student progress, teachers need to regularly access reports
that highlight the work students completed. These reports allow teachers to understand if a
student is making adequate progress toward his or her graduation goals. According to the survey
data, 100% of teachers reported that they would access these reports using the online courseware
programs, which is the correct response. The online courseware keeps track of the work students
are completing on a daily basis. With 100% of teachers demonstrating knowledge of how to
access these reports, this influence is considered an asset for this study.
193
Procedural Knowledge Influence 3: Teachers Need to Know How to Use the Quarterly Pacing
Guide to Set Assignment Goals for Students
Survey Results. Teachers were provided with a copy of the Quarterly Pacing Guide and
were given a scenario in which they would need to use the Quarterly Pacing Guide to determine
the number of assignments a student would need to complete each week in order to graduate by
his or her graduation goal. Teachers were asked to write in their responses. The teachers’
responses and frequencies of those responses are recorded in Table 36.
Table 36
Survey Results for the Procedural Knowledge of How to Use the Quarterly Pacing Guide
Procedural Knowledge Item 3 Teachers (n=13)
It is the first week of school, and you have an incoming senior who needs 80 credits to
graduate. Using the Quarterly Pacing Guide, how many assignments does the student need to
complete each week to graduate on time?(Write in your answer)
% Count
14* 69.23% 9
15 7.69% 1
15.55 7.69% 1
18 7.69% 1
21 7.69% 1
Total 100% 13
194
Interview Findings. No interviews were conducted for this influence.
Document Analysis. The Quarterly Pacing Guide (QPG) requires that the teacher and
student review how many credits the student has remaining to graduate, the desired date of
graduation, and how many quarters are remaining in the school year between the date the QPG is
completed and the desired date of graduation. The number of credits is then divided amongst the
number of quarters remaining so that the student knows how many credits must be completed
each quarter. That number is then divided by five to determine the number of semester-long
classes the student must complete each quarter. Using the guide that is provided, a student can
determine how many assignments must be completed each week based on how many classes he
or she needs to finish each quarter. That number becomes the student’s weekly assignment goal.
Summary. Based on the question and the Quarterly Pacing Guide, a student who has 80
credits to complete at the beginning of the school year and who wants to graduate at the end of
the school year would need to complete 14 assignments per week in order to graduate on time.
Sixty-nine percent (69.23%) of teachers were able to use the QPG to correctly identify this
assignment goal for the student, but the other 30.77% answered incorrectly. On a larger scale,
this means that up to 30.77% of the students at Resurgence Academy are potentially setting
assignment goals that are incorrect, meaning that they would be inappropriately paced for the
year. While the teachers identified assignment goals that were equal to or greater than what the
student needed, thereby encouraging a timely graduation, the portion of the population that may
be getting incorrect information regarding what they need to do to graduate on time is
uncomfortably high. Considering that many of the students who come to Resurgence Academy
have had difficulty completing work regularly in their past school experiences, providing them
with goals that are above and beyond what they actually need could be overwhelming for
195
students. Therefore, this influence requires additional research to determine its impact on student
achievement.
Procedural Knowledge Influence 4: Teachers Need to Know How to Track Student
Appointments
Survey Results. Teachers were asked to identify the methods they are expected to use to
track and document student appointments. Because multiple systems are used at RA, teachers
were asked to select all systems that are expected to be utilized. Teachers’ responses are in Table
37.
Table 37
Survey Results for the Procedural Knowledge of How to Track Student Appointments
Procedural Knowledge Item 4 Teachers (n=13)
Think about how you are expected to keep track of and document student
appointments. Which of the following are you expected to use? (Select all that
apply.)
% Count
Shared Google calendar* 92.31% 12
Student Sign-in Sheet 38.46% 5
Student visits in Q* 84.62% 11
Weekly check-in sheet in student binder 38.46% 5
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. Google calendars and students visits are not publicly available to
protect student privacy, so they could not be accessed for this study. However, administration
confirms that these two documents are required by all teachers on a weekly basis (T. Summers,
personal communication, October 14, 2020).
Summary. Because students are required to maintain regular communication with their
teachers in order to stay enrolled in the school, teachers need to have systems to track, document,
and share these appointments. At RA, teachers are expected to track student appointments on a
shared google calendar and document these appointments and any interventions (i.e. tutoring,
assignment modifications, home visits, etc.) that teachers make during these appointments.
Teachers demonstrate that they understand that these two forms of documentation are expected
of them as 92.31% responded that they need to have a shared google calendar, and 84.62%
responded that they are expected to document student appointments in the student information
system, Q. This high response data meets the criteria to consider this influence an asset for this
study.
Procedural Knowledge Influence 5: Teachers Need to Know How to Communicate With
Counselors, Administrators, Parents, and Students About Gaps in Communication With the
Students
Survey Results. Teachers are expected to communicate with multiple stakeholders
regarding frequency and regularity of student appointments. When these appointments are
missed, teachers must alert students, parents, counselors, and administrators as to the lapse in
communication. Teachers were asked to identify which methods of communication were
197
appropriate to communicate a lapse in student communication with each stakeholder group.
Those responses can be found in Table 38.
Table 38
Survey Results for the Procedural Knowledge of How to Communicate With Stakeholders
Regarding Gaps in Student Communication
Procedural Knowledge Item
5
Teachers (n=13)
If you have a student who is not meeting with you regularly, what methods below are
appropriate means of communicating this lapse in contact with each of the stakeholders
listed below? (Select all that apply for each stakeholder.)
Student Parent Counselor Admin.
% C % C % C % C
Contact by phone
*students, parents
100% 13 92.31% 12 61.54% 8 23.08% 3
Contact via email
*all stakeholders
61.54% 8 61.54% 8 69.23% 9 30.77% 4
Add to student visits on Q
Note. Counselor, admin
76.92% 10 38.46% 5 30.77% 4 23.08% 3
Direct message via an app
*students, parents
92.31% 12 53.85% 7 15.38% 2 15.38% 2
Home visit
*students
92.31% 12 53.85% 7 15.38% 2 15.38% 2
Inform during Counselor
Cluster Meeting
30.77% 4 23.08% 3 92.31% 12 53.85% 7
Note. C=Count
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Because students are expected to maintain regular communication with their
teachers in order to stay enrolled at RA, teachers need to know how to communicate any lapse in
regular student contact with students, parents, counselors, and administrators so that appropriate
interventions can be implemented to re-engage the student in school. Based on the teacher
responses, teachers feel very comfortable in their knowledge of how to contact students, with
100% of respondents identifying phone calls as an appropriate method of communication, and
92.31% identifying both direct messaging and home visits as potential alternative methods of
communication with the students. While email is appropriate, only 61.54% of teachers chose
email, possibly due to students’ more infrequent use of email in comparison to the other methods
offered. Additionally, teachers were able to identify phone calls as an appropriate means of
reaching parents, with 92.31% selecting that response. While fewer teachers chose email
(61.54%) and direct messaging (53.85%) as appropriate methods of communication with parents,
more than half selected these responses, and the lower response rate may be due to the lack of
availability of these informational items in the student information system. When looking at
communication with counselors, 92.31% of teachers correctly responded that they can
communicate with counselors during counselor cluster meetings. While only 69.23% of teachers
indicated that they could also use email to communicate with counselors about students, over
half of the respondents selected that option and it works well as a secondary choice to counselor
cluster meetings. Overall, teachers were able to correctly identify appropriate methods of
communication with students, parents, and counselors.
199
Interestingly, teachers provided split responses when choosing options that would be best
used to communicate with administrators. The most popular selection was to inform
administrators of the lapse in student communication during counselor cluster meetings, with
53.85% of respondents selecting this option. However, administrators are not consistently
present at these meetings, so it would be difficult for teachers to have a discussion with
administrators during this time. While teachers feel confident with at least one method of
communication for each of the other three stakeholders, teachers do not display equal knowledge
with a way to contact administration. Despite this fact, teachers are able to effectively choose
methods of communication for students, parents, and counselors, all of whom will have a more
integral role in the re-engagement of the student. Therefore, this influence is considered an asset
for this study.
Procedural Knowledge Influence 6: Teachers Need to Know How to Utilize V arious Forms of
Communication
Survey Results. In order to determine whether or not teachers knew which methods of
communication work best for different students, teachers were given four different student
situations and were asked to identify which methods of communication (phone call, online
meeting, or home visit) would best meet the needs of each student. Teacher responses are
recorded in Table 39.
200
Table 39
Survey Results for the Procedural Knowledge of How to Utilize Various Forms of
Communication
Procedural Knowledge Item 6 Teachers (n=13)
Select the most appropriate means of communication for each student listed below:
Phone Call Online/Zoom Home Visit
% C % C % C
A student who works a full-time
job and cannot come in during
school hours (Answer: phone
call)
61.54% 8 30.77% 4 7.69% 1
A student who is chronically ill but
needs a lot of academic support
(Answer: Online/Zoom)
7.69% 1 84.62% 11 7.69% 1
A student who does not have a
phone and cannot come on
campus (Answer: Online/Zoom)
0% 0 61.54% 8 38.46% 5
A student who is not responding to
phone calls or text messages
(Answer: Home Visit)
0% 0 0% 0 100% 13
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, teachers have a fairly good understanding of
when to utilize various communication methods. Teachers demonstrated a strong understanding
that when a student is non-responsive, a home visit is necessary, as 100% of teachers selected
“home visit” for a student who they could not reach via phone. Additionally, 84.62% of teachers
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understood that a student who is unable to come to campus but needs academic support would
benefit from Zoom or online meetings, signaling that teachers understand that the online
platform would allow for more student support than a phone call would and would not risk
student health with a home visit. A smaller majority of teachers (61.54%) were able to correctly
identify “phone call” as the best means of meeting with a student who works full time. Teachers
also selected online meetings for this situation. While online meetings would be beneficial, most
students who work full time struggle to find time to meet, and phone calls tend to be more
convenient in their schedules. That said, a teacher could require an online meeting as necessary.
Additionally, 61.54% of teachers were able to identify online meetings as appropriate means of
communication for a student who does not have a phone. Teachers also chose “home visit” for
this student, and while possible, regular home visits for weekly appointments would be more
difficult to implement than regular online meetings would be. Since all students are given a
Chromebook and hot spot, the teacher should be able to communicate via email to set up online
meetings.
Overall, teachers demonstrate a strong understanding of effective communication
methods for students in various situations. While teachers did not meet the 80% criteria on two
of the four situations, the majority of teachers were able to select the appropriate answer, and the
methods they chose when incorrect were not at all inappropriate for the situation. Therefore, this
influence is considered an asset for this study.
Procedural Knowledge Influence 7: Counselors Need to Know How to Connect Students With
Resources Both in and Outside of School
Survey Results. Since counselors are tasked with the responsibility of providing
behavioral, emotional, and environmental support for students who are struggling in school, it is
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important that counselors know how to connect students with available resources. To measure
this, counselors were asked to identify what they would do to connect students with additional
services. Counselor responses are recorded in Table 40.
Table 40
Survey Results for the Procedural Knowledge of How to Connect Students With Resources
Procedural Knowledge Item 7 Counselors (n=3)
If you had a student who was in need of additional services, how would you connect
him or her to the appropriate resources?
% Count
I would give the student/family the information they
need to get the assistance needed
33.33% 1
I would give the student/family a list of resources in
the area that would be helpful
33.33% 1
I would call the agency directly to put the student in
contact with the appropriate people there*
33.33% 1
I would give the student/family the number of the
Family Resource Center in the district
0% 0
Total 100% 3
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Counselors were divided about the best approach to assisting students in
need, with all three counselors choosing different options. The options chosen ranged from
“hands-off” by providing a list of available resources in the area to the family (33.33% of
respondents) to highly involved by making contact with the agency directly to get the student
started with the resource (33.33% of respondents). While all three counselors’ responses would
fulfill the need of connecting students with available resources, the more assistance a student
receives, the more likely he or she is to access help. Because many of the students and families
do not have experience with navigating various programs and community resources (explaining
why they are not already connected), providing them with initial contact gives them the support
they need to get started, thereby encouraging follow-through. However, only 33.33% of
counselors (or one on staff) follow this procedure, making this influence an area of further
research for this study.
Procedural Knowledge Influence 8: Counselors Need to Know How to Track Student
Meetings on the Student Information System
Survey Results. Since counselors are expected to intervene when students are not
meeting with their teachers regularly, it is important that they know how to track these meetings.
Therefore, counselors were asked how they would access information about a teacher’s meetings
and interventions implemented with a student. The results of this item are recorded in Table 41.
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Table 41
Survey Results for the Procedural Knowledge of How to Track Student Meetings
Procedural Knowledge Item 8 Counselors (n=3)
If you wanted to know what interventions and meetings a teacher has had with a
student, what would you do first?
% Count
Check the Student Binder 0% 0
Check Visits in Q 66.67% 2
Check Google Calendar 0% 0
Email the teacher 33.33% 1
Contact the student 0% 0
Total 100% 3
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Teachers are required to document student appointments and interventions
implemented in Q, the student information system (T. Summers [a pseudonym], personal
communication, October 14, 2020). According to the survey data, 66.67% of counselors opt to
check this documentation in order to understand what interventions have been put in place by the
teacher during teacher meetings. However, one counselor (representing the other 33.33% of
counselors) chooses instead to communicate directly with the teacher first. This may be because
talking with a teacher provides more detailed understanding, or because some teachers may not
provide all of the information in the student information system. It would be interesting to
determine why this counselor prefers email contact with the teacher to quickly finding the
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information in Q. Therefore, while the majority of counselors agree that accessing Q would be
their first choice for information regarding meetings and interventions, this influence would
benefit from more research about the rationale of the third counselor’s decision to contact
teachers first and how that might be a beneficial practice moving forward.
Procedural Knowledge Influence 9: Counselors Need to Know How to Best Contact the
Student and Parents When Needed
Survey Results. When teachers are not having success with keeping students on track
and engaged in school, counselors follow-up with students and families to better understand what
supports are needed to help get the students back on track in school. These meetings are
generally less frequent than those that teachers have with students, as they are meant to serve as
an intervention for students who are falling behind required work and teacher meetings.
Regardless, counselors must have adequate knowledge of the best way of contacting students and
their families when these meetings are necessary. Therefore, counselors were given a variety of
situations and asked what method (phone call, online meeting, or home visit) would best suit the
needs of the situation. The counselors’ responses are recorded in Table 42.
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Table 42
Survey Results for the Procedural Knowledge of How to Best Contact Students and Parents
Procedural Knowledge Item 9 Counselors (n=3)
Select the most appropriate means of communication for each student listed below:
Phone Call Online/Zoom Home Visit
% C % C % C
A student who works a full-time
job and cannot come in during
school hours (Answer: phone
call)
100% 3 0% 0 0% 0
A student who is chronically ill but
needs a lot of academic support
(Answer: Online/Zoom)
0% 0 100% 3 0% 0
A parent who works multiple jobs
and is not proficient with
technology (Answer: phone call)
100% 3 0% 0 0% 0
A student who does not have a
phone and cannot come on
campus (Answer: Home visit)
0% 0 0% 0 100% 3
A parent who does not have a
phone number or email address
listed (Answer: Home visit)
33.33% 1 0% 0 66.67% 2
A student who is not responding to
phone calls or text messages
(Answer: Home Visit)
0% 0 0% 0 100% 3
Note. C=Count
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
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Summary. The counselors proved to have a deep understanding of the best methods of
communication used for a variety of situations. In five out of six situations, 100% of counselors
correctly identified the most appropriate means of communication for the situation. Only one
situation divided counselors: a parent who does not have a phone number or email address listed.
On this item, 66.67% of counselors responded correctly that this situation would require a home
visit, while 33.33% claimed a phone call would work best. In this case, a phone call would not
work, as no phone number is available. However, despite that one response, counselors fared
extremely well on this influence, demonstrating that they have the knowledge to use a variety of
means of communication that meet the needs of the students and parents. Therefore, this
influence is considered an asset for this study.
Procedural Knowledge Influence 10: Students Need to Know How to Access Courseware
Survey Results. At Resurgence Academy, all students complete the totality of their work
online, using an online courseware. In order to access their assignments, students must
understand how to access their classes using this online courseware. Therefore, students were
asked to identify what they would do to access their work when given a new course. Student
responses are recorded in Table 43.
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Table 43
Survey Results for the Procedural Knowledge of How to Access Courseware (Student)
Procedural Knowledge Item 10 Students (n=15)
You have just been assigned a new class. What will you do to access your work?
% Count
Go to Google Drive to find my course syllabus and
workload.
20% 3
Login to Student Connect to access my new schedule
and classes.
13.33% 2
Go to the Odysseyware or EdGenuity website to
access my new class and coursework*
46.67% 7
Meet with my teacher to determine where my new
coursework is located.
20% 3
Total 100% 15
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey data, students are confused about how to access their
work. While the most popular answer was the correct one, only 46.67% of students answered
that they would login to the courseware to access their work. Over half of the students chose
other options, such as logging into google drive or meeting with the teacher to get information
about next steps. This confusion suggests that students are dependent on teachers for direction, as
20% of students chose teacher support, and another 33.33% of students chose options that were
incorrect, suggesting that teachers would need to intervene to assist the student in accessing
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course materials. The clear confusion on this item implies that further research is needed to
understand the impact of this influence at RA.
Procedural Knowledge Influence 11: Students Need to Know How to Find Help When a
Problem Arises in the Workload
Survey Results. Students at RA work independently and at their own pace. Because of
this, when students encounter difficulties with the work they are doing, they need to be able to
access resources for academic support. Therefore, students were asked to choose, from a list of
possible resources, which ones they would access to get help on their work. Student responses
are recorded in Table 44.
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Table 44
Survey Results for the Procedural Knowledge of How to Find Homework Help When Needed
Procedural Knowledge Item 11 Students (n=15)
You are working on an assignment at home and do not understand what you are
supposed to do. What would you do to get help? (Select all that apply.)
% Count
Copy and paste the question into google to find the
answer.
0% 0
Ask someone in my house or a friend to help me.* 53.33% 8
Text or call my teacher to get assistance.* 93.33% 14
Go to campus to get help from a teacher or a tutor the
next day.*
38.46% 5
Guess on the question or submit a blank response so I
can move on in the work and come back to it later.
6.67% 1
Do research online to see if I can find information to
help me there.*
86.67% 13
Use the online tutoring app available through my
school.*
46.67% 7
Nothing. I would not look for help. I would just accept
a bad grade on the assignment.
0% 0
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, students display a fairly strong knowledge of
how to access academic support. Of the five correct responses, a large majority of students were
able to identify two: 93.33% responded that they could call their teacher for assistance, and
86.67% claimed they could research online to find information. The three remaining appropriate
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responses are limited by COVID or dependent on the student situation. For example, normally
students have access to come into campus to get academic support, but COVID has temporarily
banned that option. Additionally, while tutoring is available to students during the pandemic,
information about the tutoring has not been widely available and tutoring times have fluctuated
since the beginning of the school year because of the pandemic, making it difficult for students
to consistently access. Finally, while 53.33% of students did acknowledge they could ask
someone at home for help, many students do not have people who can support them
academically at home, as many parents do not speak or read in English, making academic
support difficult. Therefore, because students were able to meet the criteria for the two items that
have been consistently available, and how extremely low response rates on the incorrect
responses, this item is considered an asset for this study.
Procedural Knowledge Influence 12: Students Need to Know How to Contact Their Teacher
and Counselor for Information and to Reschedule Appointments
Survey Results. Students are largely responsible for communicating with teachers and
counselors about any concerns, questions, or needs they have. Students need to know how to
contact teachers and counselors when they need help or when they need to communicate that a
change in schedule is required. Therefore, students were asked to identify what they would do if
they needed to miss an appointment at school. Student responses are recorded in Table 45.
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Table 45
Survey Results for the Procedural Knowledge of How to Contact Teachers/Counselors for
Information and to Reschedule Appointments
Procedural Knowledge Item 12 Students (n=15)
You are not feeling well, and cannot attend your appointment with your teacher or
your counselor. What do you do?
% Count
I miss the appointment and show up to the next
appointment. I can explain what happened then.
6.67% 1
I tell my friend to tell someone at school that I will not
be there that day.
0% 0
Nothing. It’s just one meeting. 0% 0
I text or call my teacher or counselor to reschedule my
appointment.*
93.33% 14
I email the office to tell the school I will not attend
that day because I am sick.
0% 0
Total 100% 15
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. The survey results indicate that students understand what they need to do to
contact a teacher or counselor. When given the situation that says they are going to miss an
appointment, 93.33% of students said they would contact the teacher directly to reschedule their
appointment. Students did not choose to ignore the meeting, or depend on a friend to
communicate their absence for them, nor did they think to call the office. Survey results show
that students understood that communication with the teacher is important, and demonstrated that
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they understood that they could text or call versus explaining it to the teacher later (which only
one student chose as an answer). Overall, student responses indicate an understanding of
communication methods here, so this influence is considered an asset for this study.
Procedural Knowledge Influence 13: Parents Need to Know How to Access Courseware to See
Student Progress
Survey Results. Parents of students who attend Resurgence Academy are able to monitor
their child’s progress online since all of the coursework is completed online. This provides a tool
that allows parents to check on their child from the comfort of their own homes and at their own
convenience. However, in order for this to be an effective tool, parents must know that the access
is available and how to utilize it. Therefore, parents were asked what they would do to monitor
their child’s progress in class. The parents’ responses are recorded in Table 46.
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Table 46
Survey Results for the Procedural Knowledge of How to Access Courseware (Parents)
Procedural Knowledge Item 13 Parents (n=8)
Your child has just been working online. What will you do to view progress in his or
her classes?
% Count
Go to Google Drive to find the course syllabus and
workload.
0% 0
Login to Parent Connect to access my child’s
coursework.
62.5% 5
Go to the Odysseyware or EdGenuity website to
access my child’s coursework.*
25% 2
Meet with my child’s teacher to determine where the
coursework is located.
12.5% 1
I do not know how to access my child’s coursework. 0% 0
Total 100% 8
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey responses indicate that parents are not aware of how to monitor their
children’s progress online. Of the respondents, 62.5% said they would view their child’s progress
by logging into Parent Connect, which is the system parents use to register their children for
school. Parent Connect also has information about their children’s schedules, teachers, and
transcripts, so some information about student academic performance is available. However, in
order for parents to monitor their children’s work and view their progress in class, they would
need to access the online courseware, which only 25% of parents chose as the appropriate
215
response. Therefore, this influence requires further research to understand how it contributes to
the performance at RA.
Procedural Knowledge Influence 14: Parents Need to Know How to Access Available
Resources When a Student Needs Help
Survey Results. Since students at RA do most of their work at home, it is important that
parents know how to access both academic and personal resources for their children when the
need arises. Thus, parents were asked where they would look for information to assist their
children. Parents’ responses are recorded in Table 47.
Table 47
Survey Results for the Procedural Knowledge of How to Access Available Resources (Parent)
Procedural Knowledge Item 14 Parents (n=8)
If your child needs assistance or access to school and community resources, where
could you find this information?
% Count
The school website* 37.5% 3
The monthly newsletter 0% 0
The counselor or teacher 50% 4
The student and parent handbook 12.5% 1
Total 100% 8
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Interview Findings. When asked about the process for accessing resources at RA, the
parent interviewee responded, “I just communicate with the teacher, or I go to the office or the
principal also. They always respond, so that is something that I really do like.” This response
indicates that parents rely on their relationship with school personnel to get access to resources,
as no mention of the school website or even the monthly newsletter was mentioned. This
response suggests that parents either do not know where to access information, or they find that
the easiest method of obtaining information is through the staff at RA.
Document Analysis. The school website has a page that is dedicated to community
resources and outreach. The webpage reviews the various academic and tutoring programs that
are offered both in the school and through the community. It also offers links to various
community organizations that can assist with housing, food distribution, mental health services,
and drug rehabilitation services, as well as other mentoring programs in the area.
Summary. The school provides access to community resources and information about
those resources on the website. However, according to the survey and the interview, parents
favor asking school personnel for information about available services. According to the survey,
only 37.5% of parents indicated that they would look for information on the school’s website,
while 50% responded that they would ask a teacher or a counselor. Additionally, the parent’s
response in the interview was that she would talk to the teacher or the principal to get the
necessary help. While teachers and staff can point parents in the right direction with regards to
available resources, parents would have more immediate access to relevant information by using
the website. While it is positive that parents feel comfortable reaching out to staff for assistance,
parents could feel in better control if they knew how to access resources themselves, meaning the
217
school might need to make a better effort of educating parents on how to access information
using the website. Therefore, this asset is an area of inquiry for this study.
Procedural Knowledge Influence 15: Parents Need to Know How to Contact the Teachers and
Counselors
Survey Results. Because each student at RA has only one teacher and one counselor who
stay with them as they progress through school, parents need to have access to methods of
communication with both the teacher and counselor in order to understand how the student is
functioning in school. Therefore, parents were asked if they knew how to access teachers and
counselors using various forms of communication. Parents’ responses are recorded in Table 48.
Table 48
Survey Results for the Procedural Knowledge of How to Contact Teachers and Counselors
Procedural Knowledge Item 15 Parents (n=8)
If I have a question regarding my child’s academics, I know how to contact: (select
all that apply)
% Count
The teacher via phone or text* 100% 8
The counselor via phone or text* 50% 4
The teacher via email* 87.5% 7
The counselor via email* 62.5% 5
The teacher by appointment during the school day* 50% 4
The counselor by appointment during the school day* 50% 4
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the results of the survey, parents have the information and
knowledge to use multiple methods to contact their children’s teacher, but not their children’s
counselor. Of the parents who responded, 100% knew how to contact the teacher via phone or
text, and 87.5% reported knowing how to contact the teacher via email. However, only 50% of
parents responded that they could contact the counselor by phone, and 62.5% reported knowing
the counselors’ email address. For both teachers and counselors, only 50% of respondents knew
how to make an appointment to meet during school hours. While it is positive that so many
parents report being able to contact their child’s teacher, it is concerning that parents’ ability to
contact the counselors is only known by approximately half of the respondents. This may be due
to less frequent interaction between parents and counselors, as counselors tend only to be
regularly involved with students who are in need of extra support. Regardless of reason, it is
important that parents feel comfortable in their ability to contact both teachers and counselors as
both parties assist all students in varying ways. Therefore, this influence requires more research
to understand its impact at RA.
Metacognitive Knowledge
Metacognitive Influence 1: Teachers and Counselors Reflect on the Effectiveness of
Interventions in Place for Students
Survey Results. As teachers and counselors implement interventions to encourage
student progress and communication, they should monitor the effectiveness of these
interventions to ensure that the students are receiving assistance that is working. Therefore,
teachers and counselors were asked how often they reflect on the effectiveness of the
219
interventions they have in place for students. While both teachers and counselors are asked to
reflect on student progress and interventions during the monthly counselor cluster meetings, they
are encouraged to revisit student progress more frequently, as student progress is monitored
weekly. The results of this survey item are recorded in Table 49.
Table 49
Survey Results for the Metacognitive Knowledge of the Effectiveness of Interventions in Place for
Students
Metacognitive Knowledge Item 1 Teachers (n=12) Counselors (n=3)
How often do you reflect on the effectiveness of the interventions that are in place for
your students?
% C % C
Daily* 8.33% 1 0% 0
Weekly* 66.67% 8 0% 0
Monthly during Counselor Cluster Meetings* 25% 3 100% 3
Quarterly 0% 0 0% 0
Never 0% 0 0% 0
Total 100% 12 100% 3
Note. C=Count
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Interview Findings. Interviewees were asked to discuss when they use interventions for
students and how they know if those interventions are effective. Overall, interviewees agreed
that they all document interventions, but evaluating the efficacy of those interventions is largely
an informal practice and personalized to the teachers and/or counselors. For example, Teacher 1
stated that “the biggest teller [of whether an intervention is working] is if the student is
completing work because usually an intervention is the result of a student not completing
assignments.” Teacher 1 then continues with a very clear list of progressive interventions he uses
based on student completion of work, including teacher meetings and counselor-supported
academic support plans. Alternatively, Teacher 2 interprets interventions to mean either the
development of an academic support plan or scaffolding of instruction. When asked about the
efficacy of those interventions, Teacher 2 states that he doesn’t have “a formal response for that
because a lot of what we do is informal. I mean obviously goals we set have dates attached, and
we measure those chronologically, but I don’t have a formal tracking method of tracking
backwards.” Additionally, the counselor interviewed mentioned that counselor cluster meetings
are used to discuss students in need of intervention, and that she follows up with the students and
sets up meetings. She also states, “I think we do the meeting, and we say we did it and then it's
kind of like put in visits that we did show that we made effort. So, I think our next step would be,
okay, now that we’ve done the meeting, what’s next?”
Clearly, the counselor is showing metacognitive reasoning, as she is looking at what is
working and reflecting on how it can be improved. Teacher 2 also demonstrates this thinking as
he reflects on the two different types of interventions and how those may need to be formally
tracked, rather than informally tracked the way he does so now. Teacher 1 demonstrates that he
regularly reviews student progress by work completion and implements interventions based on
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that measure, which he progressively intervenes with as students fail to make progress as
interventions are implemented. Overall, while all three interviewees have varying approaches to
interventions, all demonstrate reflective behavior that results in action, often as a team, as all
three mention team meetings and academic support plans as part of that intervention process.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that all teachers and counselors reflect on the
effectiveness of the interventions they have put in place at least monthly at the Counselor Cluster
Meetings. Additionally, interview results suggest that while interventions and the process for
reflecting on the efficacy of these interventions is largely informal and personalized to each
teacher and counselor, all stakeholders do participate in some form of reflection on interventions.
Despite this personalized approach, all interviewees mentioned the use of academic support plan
meetings as an intervention that is used and tracks student progress chronologically, showing
some team effort in supporting students and evaluating the effectiveness of the interventions in
place. Therefore, with 100% of respondents stating that they reflect on the effectiveness of
interventions at least monthly, and with interview responses demonstrating this reflective
process, this influence is considered an asset for this study.
Metacognitive Influence 2: Teachers Monitor Student Progress on a Weekly Basis to Evaluate
the Likelihood of Goal Completion
Survey Results. In order for teachers to know whether or not students are making
adequate progress toward their graduation goals, they need to monitor the completion of student
work on a regular basis. Therefore, teachers were asked which methods they use to monitor
student progress. Of the four options given, two do not actually monitor student progress in a
way that teachers can revisit: adding G’s to HERO and adding completed assignments to Q.
222
While adding G’s to HERO does track the number of assignments a student does weekly, it is not
easy to monitor student progress via that system, as it is not easy to revisit. Additionally, teachers
do not have a way to add student assignments to Q as a method of tracking progress. Teacher
responses to this survey item are recorded in Table 50.
Table 50
Survey Results for the Metacognitive Knowledge of Weekly Student Progress Toward Goal
Completion
Metacognitive Knowledge Item 2 Teachers (n=12)
I monitor student progress on a weekly basis to evaluate the likelihood of goal
completion by: (Select all that apply)
% Count
Keeping track of completed assignments weekly on a
spreadsheet*
75% 9
Adding G’s to HERO 83.33% 10
Adding completed assignments each week on the
Weekly Check-In Sheet during student appointment*
58.33% 7
Adding completed assignments to Q 16.67% 2
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Overall, teachers use various methods to monitor student progress. Of the
respondents, 75% keep track of student data on a spreadsheet, and 58.33% use a Weekly Check-
In Sheet to monitor student progress weekly. However, 83.33% of respondents also claim to use
HERO to track student progress. While teachers are required to track student attendance by the
number of assignments completed each week using HERO, it is not an adequate system to
review student progress, as data is not easily retrieved once it is submitted. Teachers may have
selected this option since it is required by the school to track attendance weekly, but had they
reflected upon its use as a monitoring tool, they might have realized that it is not an effective
system for that purpose. Regardless, over half of teachers accurately selected at least one viable
option for tracking student progress, and HERO could be used with less efficiency to track
student progress, so this influence is considered an asset for this study.
Metacognitive Influence 3: Teachers Reflect on How Student Meetings Influence Student
Progress
Survey Results. Resurgence Academy requires that teachers meet with students on a
weekly basis. However, not all students meet this requirement, and the efficacy of the regularity
of these meetings has not been documented. Therefore, teachers were asked to reflect on the
influence these meetings have on student progress with the aim of understanding how frequent
student meetings need to be to support students’ academic progress. The results of this survey
item are reported in Table 51.
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Table 51
Survey Results for the Metacognitive Knowledge of How Student Meetings Influence Student
Progress
Metacognitive Knowledge Item 3 Teachers (n=12)
Based on your experience, how do regular meetings with students impact their
academic progress?
% Count
Generally, students make the most progress when they
meet with me weekly
91.67% 11
Generally, students make the most progress when they
meet with me bi-weekly
0% 0
Generally, students make the most progress when they
meet with me monthly
8.33% 1
Generally, students make the most progress when they
are left alone and only meet with me to process new
classes.
0% 0
There is no connection between student progress and
student meetings.
0% 0
Total 100% 12
Interview Findings. When asked about the teachers’ perceptions of the impact of weekly
meetings on student progress, both teachers who were interviewed responded that the weekly
meetings positively impacted student performance. Teacher 1 stated that the meetings “are
absolutely essential. The beauty of independent study is individualization, and nothing gives us a
better opportunity to maximize that than this 30-minute weekly appointment.” Teacher 2 echoed
the importance of the weekly meetings when he said, “it has a big impact when you do them
225
correctly. There’s a time in those meetings where you can really get to know the students...and
once you build a relationship with them, they are more inspired to do work.”
Both teachers have examples to clarify their meanings. Teacher 1 explained how the
students come with very different needs, and the 30-minute appointment allows for scaffolding
assignments for some while it gives the teacher the opportunity to preview assignments for
others, which helps the students make progress as their individual needs are met. Taking a
different approach, Teacher 2 focused on the relationship that is built in the meetings. He
explained how he had a student who was not doing work, but the student had started coming into
school to work in the teacher’s classroom, and enjoyed it. Once he found that working at school
with the teacher was a pleasant experience, the student made much more progress in school.
While the teachers approached the question from different angles, both teachers expressed the
importance of the meeting for student progress, demonstrating their reflection on the impact of
student meetings.
Document Analysis. No documents were analyzed for this influence.
Summary. Both the survey and the interview responses indicate that teachers spend time
reflecting on the importance of the weekly meetings on student progress. According to the results
of the survey, 91.67% of teachers feel that students make the most progress when they meet with
the teachers weekly. This sentiment is repeated in the interview responses. Both Teacher 1 and
Teacher 2 expressed that the weekly meetings were beneficial to student progress, for
personalization, support, and relationship-building. Teachers’ reflections on these meetings
indicate that teachers feel like these weekly meetings enable students to get both academic and
personal support. Thus, this influence meets the criteria to be considered an asset for this study.
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Metacognitive Influence 4: Counselors Monitor Students At-Risk of Dropping and
Interventions Done to Ensure Adequate Progress
Survey Results. Like teachers at RA, counselors are tasked with the responsibility of
providing and monitoring interventions for students who are not making adequate progress in
school. Timely interventions are necessary. Therefore, counselors were asked how often they
engage in monitoring student progress and interventions. Counselor responses are recorded in
Table 52.
Table 52
Survey Results for the Metacognitive Knowledge of Monitoring Interventions for Students At-
Risk of Dropping From the Program
Metacognitive Knowledge Item 4 Counselors (n=3)
How often do you monitor students at risk of dropping out and the interventions
done to assist these students?
% Count
Daily* 0% 0
Weekly* 33.33% 1
Bi-weekly* 0% 0
Monthly at counselor cluster meetings* 66.67% 2
Quarterly 0% 0
At the end of each semester 0% 0
Total 100% 3
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Interview Findings. When asked about what counselors do to monitor the effectiveness
of student interventions, the counselor who was interviewed expressed that a process for
monitoring interventions exists and suggested ways that this process could be improved. The
counselor explained, “Monthly we do our counselor cluster meetings where the teachers come
together and tell us counselors, ‘Okay, these are the students I am having trouble with,’ and
we...make phone calls and set up meetings with families.” She goes on to say that while these
meetings are done and include families, students, and staff, there is more that could be done to
follow up with students. She says, “Now that we’ve done the meeting, what’s next? What do we
do? Who do we contact? We’ve definitely made progress, but we need to continue to monitor
and do a better job instead of just dropping the student.” Based on this counselor’s response,
teachers and counselors do communicate about student progress monthly at the counselor cluster
meetings, and follow-up meetings are held with students and their families. However, the
counselor also suggests that next steps would include connecting the students with more
resources and making sure they are being consistently monitored instead of being dropped from
the program. This forward-thinking suggests that the counselors are engaged in reflection about
how to continuously better the process of monitoring student progress and performance at RA.
Document Analysis. No documents were analyzed for this influence.
Summary. The evidence from both the survey and the interview suggests that counselors
are engaged in monitoring of student progress and interventions on at least a monthly basis.
According to the survey data, 66.7% of counselors monitor student progress and interventions at
the monthly counselor cluster meetings, while 33.3% so do weekly, meaning all counselors are
tracking student progress and interventions regularly. Moreover, the information collected from
the interview suggests that teachers and counselors are partners in the process during the
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counselor cluster meetings, and that students and parents are invited to participate in meetings
with the teacher and counselor to ensure that students are getting the support they need. While
the counselor suggests that more could be done after the meeting to continue to follow up with
the students, she also states that progress is being made and that the program is getting stronger
with regards to monitoring and intervening with students. Therefore, this influence meets the
criteria to be considered as an asset for this study.
Metacognitive Influence 5: Counselors Reflect on the Levels of Contact With Families and the
Efficacy of the Interventions for Students Who Struggle to Maintain Contact and Are Not
Making Adequate Progress
Survey Results. Just as counselors are expected to monitor student progress and support
with interventions, they are also expected to examine the efficacy of these interventions via
progress monitoring and communication with the teacher, student, and parents as needed.
Therefore, counselors were asked how often they reflect on the amount of communication they
have with their students and families as well as how often they consider how well the
interventions that are in place are working. Ideally, counselors would consider these things at
least as often as the monthly counselor cluster meetings, which are meant to be an opportunity
for counselors and teachers to communicate and collaborate on student progress (or lack thereof).
Anything more frequent is also a positive practice. Counselor responses to these items are
recorded in Tables 53 and 54.
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Table 53
Survey Results for the Metacognitive Knowledge of Influence of Communication With Families
Metacognitive Knowledge Item 5a Counselors (n=3)
How often do you reflect on the levels of contact and communication you have with
students and their families?
% Count
Daily* 33.33% 1
Weekly* 33.33% 1
Bi-weekly* 0% 0
Monthly at counselor cluster meetings* 0% 0
Quarterly 0% 0
At the end of each semester 33.33% 1
Total 100% 3
230
Table 54
Survey Results for the Metacognitive Knowledge of Efficacy of Interventions for Students Who
Struggle to Make Adequate Progress in School
Metacognitive Knowledge Item 5b Counselors (n=3)
How often do you reflect on the efficacy of the interventions for students who
struggle to maintain contact and are not making adequate progress?
% Count
Daily* 0% 0
Weekly* 100% 3
Bi-weekly* 0% 0
Monthly at counselor cluster meetings* 0% 0
Quarterly 0% 0
At the end of each semester 0% 0
Total 100% 3
Interview Findings. For this influence, the counselor was asked about her perception of
the impact counselor communication has on students who are struggling to make adequate
progress in school. Her response highlighted the value of open communication with parents. She
responded, “Sometimes parents just want to be listened to, and I just learned that. Just having
weekly check-ups, like, if parents want to check in more, then I am happy to do a check-up. I just
write it in my calendar ‘check-in with yada yada’s parents today,’ and it could be like a quick
text, like, ‘Hey, you did 10 assignments. Congratulations!’ And, that goes a long way with the
students.” Thus, the counselor is highlighting the importance of listening to parents, responding
to their requests for more communication and information, and relaying positive information to
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parents when students are performing well so that students are receiving that positive feedback
from school to their parents. This positive feedback “goes a long way with students,” implying
that it encourages them to continue to make progress in school.
Document Analysis. No documents were analyzed for this influence.
Summary. The survey results indicate that counselors do reflect on the efficacy of
interventions for students who are not maintaining contact with regular frequency, with 100% of
the counselors responding that they do so weekly. However, with regards to reflection on
communication with families, only 2 of 3 counselors do so frequently, while one counselor only
reviews this once per semester. This implies that counselors are more focused on interventions
and contact with families of students who are not making regular contact with their teachers or
who are not making adequate progress in school. This may be due to the fact that counselors
serve as a second-tier intervention for students who are in need of additional support.
Nevertheless, the interview results suggest that counselors do value communication with parents
and see positive results from maintaining this contact, as counselors make an effort to share
positive progress with parents during check-ups. Therefore, there is enough evidence to consider
this influence as an asset for this study.
Metacognitive Influence 6: Parents Monitor Student Progress Online to Evaluate the
Likelihood of Students Reaching Their Goals
Survey Results. Parents have the ability to login to the online courseware and monitor
their children’s progress as frequently as they would like. This enables parents to stay informed
about the work and academic performance of their children. Thus, parents were asked how often
they utilize this ability in order to uncover its role in the success at RA. Parent responses are
recorded in Table 55.
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Table 55
Survey Results for the Metacognitive Knowledge of Monitoring Student Progress Online
Metacognitive Knowledge Item 6 Parents (n=8)
Complete this statement: I monitor my child’s progress online ________.
% Count
Daily* 37.5% 3
Weekly* 50% 4
Monthly 12.5% 1
Quarterly 0% 0
I do not monitor my child’s progress online 0% 0
Total 100% 8
Interview Findings. The parent who was interviewed was asked what she does to
monitor her child’s progress when she feels like her child might not be getting enough work
done. The parent responded, “I check with the teacher.” She went on to explain that she loves the
program because she is able to get feedback from the staff. She stated, “My son was struggling
so much, and I wasn’t getting answers at the regular high school. But when he moved he was
able to graduate, and he was able to complete everything. Okay, I love the program.” She
seemingly attributes her son’s success to being at RA and having the opportunity to get feedback
from the school where there wasn’t that communication in the other schools her son attended.
Therefore, her method of tracking her child’s progress is largely dependent on her
communication with the teacher and staff.
Document Analysis. No documents were analyzed for this influence.
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Summary. According to the survey data, 87.5% of parents monitor their children’s
progress online at least weekly. However, the interview data suggests that parents may lean more
on the communication with the teacher to check on their children’s progress. While only one
parent was interviewed making the data limited, this parent does not mention online monitoring
as an available resource, which raises the question of whether or not parents feel comfortable
using available technology as monitoring tools. Interview data does not support survey data in
this instance. Therefore, this influence is considered an area of inquiry, as more research needs to
be conducted to understand the actual use of online monitoring tools by parents.
Metacognitive Influence 7: Parents Reflect on the Effectiveness of Home Interventions Based
on Student Progress
Survey Results. When students are enrolled in an independent study program, the
majority of the student’s work is completed in the home. Oftentimes, this means that parents are
involved in assisting the teacher with interventions by providing extra support within the home
since the home environment becomes the school environment for the student. Therefore, parents
were asked to consider how often they reflect on the effectiveness of the support they provide in
the home. Parents’ responses are recorded in Table 56.
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Table 56
Survey Results for the Metacognitive Knowledge of the Effectiveness of Home Interventions
Metacognitive Knowledge Item 7 Parents (n=8)
Complete this statement: I reflect on the effectiveness of the support I give at home
by looking at my child’s progress_________.(Examples of at home support: giving
my child a schedule, making sure my child has a quiet space to work at home, etc.)
% Count
Daily* 37.5% 3
Weekly* 50% 4
Bi-Weekly* 0% 0
Monthly 12.5% 1
Quarterly 0% 0
At the end of each semester 0% 0
I have not spent time reflecting on the interventions I
make at home in relation to my child’s progress at
school.
0% 0
Total 100% 8
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, parents engage in regular reflection of the
interventions and supports they provide in the home environment. Of the parents surveyed, 50%
replied that they reflect on intervention efficacy weekly, while another 37.5% said they do so on
a daily basis. Therefore, 87.5% of respondents engage in reflection on how their home supports
are assisting their children at least weekly. This suggests that parents are highly engaged in
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trying to support their children’s academic progress and success, making this influence an asset
for this study.
Metacognitive Influence 8: Parents Reflect on the Contact They Have With the Teacher and
the School Staff, and the Influence of That Relationship on the Student’s Academic Progress
Survey Results. Since students enrolled in RA are expected to complete the majority of
their assignments independently at home, parent involvement and support is often required in
ensuring that students are making progress in the home environment. Therefore, parents shoulder
a larger responsibility with regards to education than students would typically require in a
traditional setting, as the home becomes the main environment for learning. In keeping with the
needed support, parents are encouraged to maintain regular contact with their children’s teachers
and counselors. This, parents were asked to reflect on the frequency and perceived impact of the
communication they have with the school personnel. Their responses are recorded in Tables 57
and 58.
236
Table 57
Survey Results for the Metacognitive Knowledge of Regularity of Contact Between Home and
School
Metacognitive Knowledge Item 8a Parents (n=8)
How often are you in contact with your child’s teacher and/or counselor?
% Count
Weekly* 50% 4
Bi-weekly* 0% 0
Monthly* 25% 2
Quarterly 12.5% 1
At the end of each semester 12.5% 1
I am not in contact with my child’s teacher or
counselor
0% 0
Total 100% 8
237
Table 58
Survey Results for the Metacognitive Knowledge of the Influence of Regular Home-School
Contact on Student Progress
Metacognitive Knowledge Item 8b Parents (n=8)
On a scale of 1 to 10 (1 being not at all impactful and 10 being extremely impactful), how
impactful do you think having regular communication with your child’s teacher or counselor
is on his or her academic progress?
Minimum 3
Maximum 10
Mean 8.75
Standard Deviation 2.38
Count 8
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that parents do communicate frequently with their
children’s teachers and find this communication to be highly impactful for their children’s
academic progress. Based on the survey, 75% of parents communicate with the teacher or
counselor at least monthly, with a larger percentage (50%) communicating with the teacher or
counselor weekly. Two parents indicated that they speak less frequently with school personnel
(either quarterly or at the end of each semester), but no parents responded that they had no
communication with the teachers or counselors. Additionally, parents reported that they found
regular communication with the teachers and counselors to be highly impactful on their
children’s academic progress, as the mean score on the Likert scale item for this influence was
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8.75, indicating high impact. As parents find communication to be impactful to their children’s
academic progress, and with most parents communicating at least monthly with school personnel
(and no parents reporting no communication), this influence is considered an asset for this study.
Metacognitive Influence 9: Parents Monitor Student Meetings and the Information Collected
From Those Meetings
Survey Results. Students at RA are required to meet with their teachers weekly to
discuss goals and get assistance when needed. Parents are encouraged to stay abreast of when
these meetings are occurring and understand what is covered in the student meetings each week.
Therefore, parents were asked to identify how often they communicate with their children about
the information covered in the weekly meetings with the teacher. Parent responses are recorded
in Table 59.
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Table 59
Survey Results for the Metacognitive Knowledge of Monitoring of Student Meetings
Metacognitive Knowledge Item 9 Parents (n=8)
Complete this statement: In my conversations with my child, I talk about what was
covered in his or her meetings with the teacher _______.
% Count
Weekly* 87.5% 7
Bi-weekly* 0% 0
Monthly* 0% 0
Quarterly 0% 0
At the end of each semester 0% 0
I do not monitor my child’s meetings with his or her
teacher
12.5% 1
Total 100% 8
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the survey results, parents regularly communicate with their
children about the content of their child’s meeting with the teacher. Overall, 87.5% of parents
who responded to the survey said that they ask their children about the content of the teacher
meeting on a weekly basis, suggesting that the majority of parents check with their child as
meetings occur. Only one parent responded that they did not monitor their child’s meetings. This
may occur because the child is over the age of 18, and as students age in adulthood, they are less
likely to share their academic progress with their parents. However, the majority of parents do
engage in weekly monitoring of their child’s meetings, making this an asset for this study.
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Metacognitive Influence 10: Students Monitor Their Progress Toward Reaching Their
Assignment Goals
Survey Results. In order for students at RA to meet their graduation goals, they must
both know and monitor the number of assignments they complete each week in relation to the
number of assignments they are required to do to graduate on time. Therefore, students were
asked to identify how they monitor this progress. Student responses are recorded in Table 60.
Table 60
Survey Results for the Metacognitive Knowledge of Progress Toward Reaching Assignment
Goals
Metacognitive Knowledge Item 10 Students (n=14)
I monitor my progress toward my weekly assignment goals by:
% Count
Tracking how many assignments I do each week to
make sure I am doing what the Quarterly Pacing
Guide suggests I do each week*.
64.29% 9
Completing my assignments on time, according to the
due dates of the assignments
28.57% 4
Asking my teacher how many assignments I am doing
and how many I need to do.
7.14% 1
I do not monitor my progress. I just do whatever I can
get done that week.
0% 0
I do not have a weekly assignment goal. 0% 0
Total 100% 14
241
Interview Findings. The student who was interviewed was asked about what advice she
would give to a new student about keeping track of his or her progress at RA. She responded,
“The advice I would give is to make like a physical plan, like a physical planner to write down
every day exactly how many things they need to do, and then also check next to everything that
they’ve finished so that they stay on track on the things they’ve accomplished and the things they
need to get done.” Her response indicates the importance of knowing what needs to be done on a
daily basis so that a physical checklist can be made and utilized. She did not mention where she
would get that information.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview data suggest that students may be confused about how
to access the information needed to monitor their own progress. According to survey data, the
majority of students would use the information from the Quarterly Pacing Guide to determine the
amount of work they need to do weekly. However, another 28.57% of students said they would
follow the due dates in the online curriculum, which does not always match their deadlines for
graduation. Additionally, while the student who was interviewed emphasized the importance of
knowing what needs to be done each day, she did not explain how she knows her assignment
goals. Therefore, there is not enough evidence to validate this influence as an asset, and more
research would need to be conducted in order to better understand the knowledge students have
to successfully monitor their progress.
Metacognitive Influence 11: Students Understand the Consequences of Not Meeting Their
Assignment Goals
Survey Results. Students at RA are required to self-regulate and complete the majority
of their required work outside of the classroom. Students who complete the required work on
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time and create routines in which to do this are able to reach their graduation goals. However,
students also need to realize what will happen if they are not meeting these requirements. Unlike
a traditional comprehensive school, students are required to complete all assignments in order to
make progress, so this shift can be a difficult one for students to adjust to. Thus, students were
asked what the consequences of not completing their personalized number of assignments each
week. Student responses are recorded in Table 61.
Table 61
Survey Results for the Metacognitive Knowledge of the Consequences of Not Meeting
Assignment Goals
Metacognitive Knowledge Item 11 Students (n=14)
If I do not complete the amount of assignments that are outlined by the Quarterly
Pacing Guide each week, I can expect:
% Count
To be dropped from the program. 21.43% 3
To fall behind and NOT meet my graduation goal.* 71.43% 10
To be transferred to a different teacher. 0% 0
To have to take more classes next quarter. 7.14% 1
Total 100% 14
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Interview Findings. When asked about what happens to students who do not meet their
weekly assignment goals at RA, the student interviewee highlighted the interventions that would
take place. She said, “She would, like, get notified by her teacher first, and her teacher would ask
her if there is anything going on that’s stopping her from getting her work done, and maybe
figure out a plan. But, if ... maybe she wasn’t honest with her teacher, she would get notified by
our counselor also, and they will try to do their best to help.” The student demonstrates an
understanding that when students do not complete work on time, teachers and staff work to keep
the student enrolled and offer support to encourage student success.
Document Analysis. No documents were analyzed for this influence.
Summary. The survey and interview findings suggest that students have amazed
understanding of the consequences of not completing work on time. The survey results indicate
that while the majority of students understand that not completing work results in a change in
their graduation date, 21.43% of students think that they will be dropped from the program.
Additionally, the interview data suggests that students who fall behind are more likely to be
offered support and additional communication from school personnel. While this is positive for
home-school relations, it does suggest that students may feel they get more attention when they
fall behind, which could have potentially negative consequences on graduation. With such
divergent responses from students, this influence serves as an area of further inquiry to better
understand how students perceive the consequences of failing to meet assignment goals and why
those perceptions vary so widely.
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Metacognitive Influence 12: Students Reflect on How Regular Meetings With Their Teachers
Influence Their Academic Progress
Survey Results. Resurgence Academy requires that students meet with their teachers
weekly. In order to understand the student perspective on the impact of these meetings on their
progress, students were asked to express their opinion about the impact these meetings seemingly
have on their continued academic progress. Student responses are recorded in Table 62.
Table 62
Survey Results for the Metacognitive Knowledge of the Influence of Regular Meetings With
Teachers on Academic Progress
Metacognitive Knowledge Item 12 Students (n=14)
On a scale of 1 to 5 (1 being no impact and 5 being highly impactful) how impactful
do you feel regular meetings with your teacher are on your academic progress?
% Count
No impact 7.14% 1
Slightly impactful 0% 0
Somewhat impactful 7.14% 1
Very impactful 57.14% 8
Highly impactful (necessary) 28.57% 4
Total 100% 14
245
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to student responses to the survey item, the majority of students
feel that their meetings with their teachers are impactful on their progress. Of the students
surveyed, 85.71% report that their teacher meetings are very impactful or highly impactful on
their academic progress. Only one student said that these meetings have no impact. This suggests
that most students feel like their meetings have value to them, which would encourage continued
attendance to these meetings, outside of the requirement itself. This seemingly encourages
engagement and continued communication between teacher and student. Therefore, with over
80% of students finding teacher meetings impactful, this influence is considered an asset for this
study.
Results and Findings for Motivation Causes
Four elements of motivation were assessed in the motivation domain: value, self-efficacy,
emotions, and attribution. Assumed influences and their findings are reported under their
corresponding motivation domains in the sections that follow.
Value
Value Influence 1: All Stakeholders V alue That Students Make Adequate Progress Toward
Their Graduation Goals
Survey Data. In order to understand the value stakeholders place on student progress
toward graduation, all stakeholders were asked to respond to a Likert scale item requiring them
to decide how much they agree with the idea that student progress toward graduation is
important. Individual stakeholder survey items and their corresponding data based on their
responses are reported in Table 63.
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Table 63
Survey Results for the Value of Student Progress Toward Graduation Goals
S* Value Item 1
Teachers (n=12); Counselors (n=3);
Students (n=15); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T It is important to me that my students make
adequate progress toward their graduation
goals.
4 5 4.75 12
C Students’ completion of weekly
assignments in alignment with their
graduation goals is important to me.
4 5 4.67 3
St Making progress toward my graduation
goals is important to me.
2 5 4.53 15
P It is important to me that my child
completes at least the minimum amount
of work required to meet his or her
graduation goal.
5 5 5 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St = Student, P =Parent
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey responses indicate that all stakeholders place value on student
progress toward graduation. Parents had the strongest response to this item, with 100% parents
responding that they strongly agree that student progress toward graduation is important. On the
Likert scale, all other stakeholders had a mean score of 4.5 or above on this item as well,
suggesting that teachers, counselors, and students all value the importance of students’ making
adequate progress toward a timely graduation. Students had the lowest score on this item, with a
247
mean of 4.53, which demonstrates that students are motivated to complete work because they
value meeting their graduation goal, but are less motivated by this than the other three
stakeholder groups. Overall, all stakeholder groups’ responses met the criteria outlined earlier in
this chapter, making this influence an asset for this study.
Value Influence 2: All Stakeholders V alue Regular Communication Between Home and
School
Survey Data. In order to garner insight into the value all stakeholders place on regular
communication between home and school, each stakeholder group was asked to respond to a
Likert scale item determining how much they agree or disagree with statements regarding the
importance of communication between stakeholders. Stakeholder responses are recorded in
Table 64.
Overall, all stakeholders find value in home-school communication, as all groups’ mean
responses were 4.0 and above, signaling agreement about the importance of regular contact.
Counselors found this to be extremely important, with a mean score of 5, indicating strong
agreement. Students had the lowest score, with a 4 for the value placed on communication with
the teacher for personal and emotional support, but had higher value for academic support with a
mean score of 4.27. Additionally, parents found regular communication with the teacher (mean
score of 4.67) to be more valuable than regular communication with the counselor (mean score
of 4.13), but agreed on both items that communication is important. Finally, teachers found
regular communication with students to be more valuable than regular communication with
parents, as student communication averaged 4.67 while parent communication averaged 4.
Despite these variations, all stakeholders agreed that regular home school communication is
important to them.
248
Table 64
Survey Results for the Value of Regular Home-School Communication
S* Value Item 2
Teachers (n=12); Counselors (n=3);
Students (n=15); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T Regular communication with students
regarding student progress is important to
me.
4 5 4.67 12
T Regular communication with parents
and/or guardians regarding student
progress is important to me.
2 5 4 12
C Regular communication between home and
school is important to me.
5 5 5 3
St I value having regular communication with
the teacher for academic support.
3 5 4.27 15
St I value having regular communication with
the teachers for personal support.
3 5 4 15
St I value having regular communication with
my teacher for emotional support.
3 5 4 15
P It is important to me that I have regular
communication with my child’s teacher.
3 5 4.63 8
P It is important to me that I have regular
communication with my child’s
counselor.
3 5 4.13 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St = Student, P =Parent
Interview Findings. Student and parent interviewees were asked about how important
they felt regular communication with the teacher and counselor are to them. Both interviewees
expressed that having regular communication is valuable, but for different reasons. The student
249
claimed that weekly meetings with her teacher helped her to stay on track in school and stay
motivated to complete assignments. She stated, “The difference my teacher makes is that she is
really positive and, like, motivational, and helps me, like, actually want to complete my work.
She reminds me of the goal that I have for the end of the year and for my future, and it’s easier
for me to just, like, slack off and get lazy when it’s just myself.” Conversely, the parent claimed
that open communication helped her to be more informed about how her child is doing in school.
She said, “I think it’s pretty good because sometimes the kids may tell you, ‘Yeah, I’m doing
things,’ but they don’t really say the truth.” While students claim to enjoy the motivational
aspects of this communication and parents enjoy the accountability that open communication
provides, both stakeholders find value in these meetings as they help keep students on track
toward their educational goals.
Document Analysis. No documents were analyzed for this influence.
Summary. Both survey and interview data highlight the importance that home-school
communication has for all stakeholders. While the survey data indicates that all stakeholders
value regular home-school communication, the interview data explains why. Students find their
regular communication with teachers to be motivational in that they remind them of their goals
and help keep them on track in school. Additionally, parents express that this communication
helps them monitor their child’s progress. Teachers and counselors were not asked about the
value of home-school communication, but their survey results for this influence all score at 4 or
above, indicating that they find value here. Therefore, this influence meets the criteria to be
considered an asset for this study.
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Self-Efficacy
Self-Efficacy Influence 1: Teachers and Counselors Need to Know How to Access and Read
Transcript Information
Survey Data. Teachers and counselors at RA are responsible for monitoring student
progress toward graduation by reviewing student transcripts and credits earned. For teachers, this
information helps them set assignment goals for weekly progress monitoring. For counselors,
knowledge of transcript information helps to schedule students in appropriate classes. Therefore,
teachers and counselors were asked how confident they feel in their abilities to access this
information and use it to assist student progress as a means of gauging self-efficacy related to
student progress monitoring. Responses are reported in Table 65.
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Table 65
Survey Results for Self-Efficacy of Accessing and Reading Transcript Information
S* Self-Efficacy Item 1
Teachers (n=12); Counselors (n=3);
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate
your degree of confidence in doing the following as of right now:
1 T Access student transcript information on Q. 2 5 4.75 12
2 T Complete a Graduation Check Form using
transcript information in Q.
2 5 4.33 12
3 T Determine how many credits a student
needs to graduate.
2 5 4.67 12
4 T Correctly complete a Quarterly Pacing
Guide.
2 5 4.67 12
5 T Use the Quarterly Pacing Guide to set
weekly assignment goals for students.
3 5 4.75 12
6 C Access student transcripts on Q. 5 5 5 3
7 C Complete a Graduation Check Form for
students.
5 5 5 3
8 C Place students in appropriate classes based
on their transcripts.
5 5 5 3
Note. S = Stakeholder, T = Teacher, C = Counselor
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, teachers and counselors feel confident in
accessing, reading, and utilizing transcript information and accompanying tools to set goals,
monitor progress, and schedule students in classes. Counselors feel highly certain they can
perform all duties related to accessing and reading a transcript, with 100% of counselors
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responding with 5 on all items. Teachers also felt certain about their ability to read, access, and
use transcript information. Teachers felt least confident about completing a Graduation Check
Form, which is used to track the courses a student has already completed. On this item, teachers
had a mean score of 4.33, which still indicates certainty in their ability to perform the task. When
asked about accessing transcripts, completing the Quarterly Pacing Guide, and setting weekly
goals for students, teachers averaged 4.67- 4.75, suggesting that teachers feel confident in using
these resources to assist and monitor their students. With averages over 4.0 on all items, this
influence is considered an asset for this study.
Self-Efficacy Influence 2: Teachers and Counselors Feel Confident That They Can Track
Student Meetings
Survey Data. Teachers and counselors are required to track student communication in
order to ensure engagement. Therefore, teachers and counselors were asked to rate their
confidence in accomplishing the various tasks associated with tracking student communication.
Responses are recorded in Table 66.
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Table 66
Survey Results for Self-Efficacy of Tracking Student Meetings
S* Self-Efficacy Item 2
Teachers (n=12); Counselors (n=3);
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate
your degree of confidence in doing the following as of right now:
T Create a student visit calendar on Google
Calendars (or some other calendar
system).
3 5 4.75 12
T Keep up-to-date records of student visits on
Google Calendar (or other calendar
system).
3 5 4.75 12
T Access Student Visits on Q. 2 5 4.5 12
T Input Student Visits on Q to document
meetings and interventions.
5 5 5 12
C Access Student Visits on Q. 3 5 4.33 3
C Access student progress on Odysseyware
and EdGenuity.
3 5 4.33 3
Note. S = Stakeholder, T = Teacher, C = Counselor
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results show that teachers and counselors feel confident in their ability
to track student communication in a variety of ways. Teachers feel most confident in
documenting student meetings on the student information system, as all teachers ranked that item
5. However, teachers scored all items, from utilizing a calendar tool to reviewing visits on Q
with 4.5 or higher, suggesting high self-efficacy in tracking student meetings. Counselors feel
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less confident than teachers, scoring 4.33 on tracking student visits and work online, but still
showed confidence overall, with one counselor’s responses suggesting that she may need more
support. With high confidence reported across all items, this influence is considered an asset for
this study.
Self-Efficacy Influence 3: Teachers Feel Confident That They Can Communicate With
Students, Parents, and Counselors
Survey Data. Since teachers at RA are the main point of contact for the students, it is
important that teachers are able to communicate with all stakeholders regarding student progress
and concerns. Therefore, teachers were asked to rate their confidence in being able to
communicate with various groups of stakeholders at RA. Teacher responses are recorded in
Table 67.
Table 67
Survey Results for Self-Efficacy of Teacher Communication With Stakeholders
Self-Efficacy Item 3
Teachers (n=12)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Communicate with school counselors. 4 5 4.92 12
Communicate with administration. 1 5 4.33 12
Communicate with my students. 4 5 4.92 12
Communicate with my students’ families. 3 5 4.67 12
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Overall, teachers feel confident in their ability to communicate with all
stakeholders at Resurgence Academy. According to the survey, teachers feel most confident in
communicating with counselors and students, with an average score of 4.92, followed by
communication with students’ families with a mean score of 4.67, and closing with
administration with a mean score of 4.33. This data suggests that teachers feel like they
understand what to do to communicate with various stakeholders when necessary, thereby
increasing their motivation to do, as their self-efficacy is high. Thus, the data supports that this
influence is an asset for this study.
Self-Efficacy Influence 4: Teachers Feel Confident That They Can Utilize V arious Forms of
Communication
Survey Data. Students and families at RA have varying needs with regards to methods of
communication. Some families have phones but no phone plans, depending on internet access to
utilize applications to communicate; some families have phones with service; other families use
the school-provided device to communicate with teachers and staff. Due to these varying levels
of access, teachers need to be prepared to utilize various forms of communication in order to stay
connected with their students and families. Therefore, teachers were asked how confident they
are in using different forms of communication. Teachers’ responses are recorded in Table 68.
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Table 68
Survey Results for Self-Efficacy of Utilizing Various Forms of Communication
Self-Efficacy Item 4
Teachers (n=12)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Utilize phone calls and text as a means of
communication with students and families.
4 5 4.83 12
Utilize email as a means of communication
with students and families.
2 5 4.42 12
Utilize web and phone apps as a means of
communication with students and families.
2 5 3.92 12
Utilize online meetings rooms (such as Zoom)
as a means of communication with students
and families.
4 5 4.75 12
Utilize home visits as a means of
communication with students and families.
3 5 4.33 12
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Teachers demonstrate self-efficacy with regards to utilizing various methods
of communication. Of the five items surveyed for this influence, teachers ranked their confidence
levels at certain or highly certain for four of them: phone calls, email, online meetings, and home
visits. The only item teachers reported moderate confidence on was their ability to use web and
phone-based applications to communicate with students. This suggests that teachers are not
deterred from communicating with students and their families by the means of communication
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available to them. With four out of five viable communication options ranking high in self-
efficacy for teachers, this influence is considered an asset for this study.
Self-Efficacy Influence 5: Counselors Feel Confident That They Can Connect Students With
Resources
Survey Data. Counselors at RA serve as the connection between students and the
resources they need to intervene with emotional, environmental, and behavioral obstacles that
inhibit student academic progress. Counselors are expected to know of resources available and
connect students and families with these resources. Therefore, counselors were asked to rate their
confidence in locating and connecting students with resources both within and outside of the
district for environmental, emotional, and behavioral support. Counselor responses are recorded
in Table 69.
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Table 69
Survey Results for Self-Efficacy of Connecting Students with Resources
Self-Efficacy Item 5
Counselors (n=3)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Locate resources within the district to support
students who have environmental obstacles.
4 4 4 3
Connect students to resources within the
district to support students who have
environmental obstacles.
4 5 4.33 3
Locate resources outside of the district to
support students who have environmental
obstacles.
4 4 4 3
Connect students to resources outside of the
district to support students who have
environmental obstacles.
4 5 4.33 3
Locate resources within the district to support
students who have emotional obstacles.
4 5 4.67 3
Connect students to resources within the
district to support students who have
emotional obstacles.
4 5 4.67 3
Locate resources outside of the district to
support students who have emotional
obstacles.
3 5 4 3
Connect students to resources outside of the
district to support students who have
emotional obstacles.
3 5 4 3
Locate resources within the district to support
students who have behavioral obstacles.
4 4 4 3
Connect students to resources within the
district to support students who have
behavioral obstacles.
4 4 4 3
Locate resources outside of the district to
support students who have behavioral
3 4 3.67 3
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Self-Efficacy Item 5
Counselors (n=3)
Min Max Mean Count
obstacles.
Connect students to resources outside of the
district to support students who have
behavioral obstacles.
3 4 3.67 3
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the results of the survey, counselors feel confident in their ability to
locate and connect students with resources to address environmental, emotional, and behavioral
obstacles. Overall, counselors feel slightly more confident in their ability to locate and connect
students to resources that are offered within the district, as mean scores range from 4 to 4.67 for
items within the district versus 3.67-4.33 for resources located outside of the district. Moreover,
counselors feel most confident in accessing resources to address emotional obstacles with the
highest mean score of 4.67 found here. However, counselors demonstrate a need for some
support in located resources outside of the district for students who need behavioral support,
such as support with drug rehabilitation or gang activity, with the lowest mean score of 3.67
occurring here. However, counselors do rate their confidence at 4.0 or higher in 10 of the 12
items, suggesting that counselors have high self-efficacy in locating and connecting students
with appropriate resources, making this influence an asset for this study.
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Self-Efficacy Influence 6: Counselors Feel Confident That They Can Contact the Students
and Parents When Needed
Survey Data. Counselors at RA are expected to contact students and their families
throughout the year for various reasons: to complete their graduation check, to provide
interventions when necessary, and to ensure completion of applications for financial aid and
college. Therefore, counselors were asked to rate their confidence about their ability to make this
contact with students and their families. Counselors’ responses are recorded in Table 70.
Table 70
Survey Results for Self-Efficacy of Contacting Students and Parents
Self-Efficacy Item 6
Counselors (n=3)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Contact the students when needed. 3 5 4.33 3
Contact the students’ families when needed. 3 5 4.33 3
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the results of the survey, counselors feel confident in their
ability to contact students and their families. On both items, counselors had a mean score of 4.33,
with one counselor scoring each item a 3. This counselor’s score may have been influenced by
her accounting for the difficulty in contacting some families, especially during the pandemic,
when phone numbers and contact information are frequently changing. However, despite this one
counselor’s response, the overall sentiment among the group is one of high self-efficacy.
Therefore, this influence is considered an asset for this study.
Self-Efficacy Influence 7: Students and Parents Feel Confident That They Can Contact the
Teacher and Counselor
Survey Data. Just as teachers and counselors must be able to communicate effectively
with parents and students, students and parents should feel comfortable contacting staff at RA
when concerns arise. Therefore, students and parents were asked to rank their levels of
confidence with regards to communicating with teachers and counselors when needed. Their
responses are recorded in Table 71.
262
Table 71
Survey Results for Self-Efficacy of Contacting Teachers and Counselors
S* Self-Efficacy Item 7
Students (n=15); Parents (n=8);
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate
your degree of confidence in doing the following as of right now:
St Contact my teacher if I need help in my
classes.
4 5 4.53 15
St Contact my teacher to reschedule
appointments.
3 5 4.40 15
St Contact my counselor if I need information
regarding school.
3 5 4.20 15
St Contact my counselor if I need information
about resources the school offers.
3 5 4.20 15
P Contact my child’s teacher by phone if I have a
question or concern about my child’s
academic performance.
5 5 5 8
P Contact my child’s teacher by email if I have a
question or concern about my child’s
academic performance.
5 5 5 8
P Contact my child’s teacher in person during the
school day if I have a question or concern
about my child’s academic performance.
3 5 4.13 8
P Contact my child’s counselor by phone if I
have a question or concern regarding my
child’s academic progress.
2 5 4.50 8
P Contact my child’s counselor by email if I
have a question or concern about my child’s
academic performance.
3 5 4.63 8
P Contact my child’s counselor in person during
the school day if I have a question or concern
about my child’s academic performance.
3 5 4.29 8
Note. S = Stakeholder, St = Student, P = Parent
263
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that students and parents feel confident in their
abilities to contact both teachers and counselors when needed. All items for both stakeholders
had a mean score over 4.0, with students’ and parents’ feeling slightly more confident in
contacting their teachers than they do contacting the counselors. In person communication
ranked the lowest, with mean scores of 4.13 and 4.29, but this could be due to the limitation of
in-person access because of the pandemic. That said, the overall data suggests high self-efficacy
in communication for both parents and students, making this influence an asset for this study.
Self-Efficacy Influence 8: Parents Feel Confident That They Can Access Courseware and
Resources to Assist Their Child
Survey Data. In order for parents to monitor student progress and home and provide the
support students need in the home, parents should have access to and knowledge of online
courseware and available resources. Therefore, parents were asked how confident they are in
monitoring their child’s progress online and in accessing available resources. Parents’ responses
are recorded in Table 72.
264
Table 72
Survey Results for Self-Efficacy of Accessing Courseware and Resources to Assist Child
Self-Efficacy Item 8
Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Login to Odysseyware or EdGenuity to access
my child’s progress.
1 5 3.75 8
Locate the work my child has completed
online.
1 5 4.13 8
Find the work my child is supposed to
complete online.
1 5 4.38 8
Locate the additional resources that school
offers online when my child needs additional
help.
3 5 4.38 8
Use the online resources the school offers in
order to assist my child at home, if needed.
4 5 4.63 8
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Overall, parents have high self-efficacy with regards to progress monitoring
and accessing resources. Of the three items on progress monitoring, parents had a mean score of
over 4.0 on two of them, with logging into courseware to check student progress averaging the
lowest at 3.75. Otherwise, locating work and knowing what needs to be done online averaged
4.13 and 4.38 on the survey, suggesting that parents do feel comfortable finding out what their
child is accomplishing in school. Additionally, parents felt confident in finding and using
resources online, with mean scores of 4.38 and 4.63 on these items. With four of five items
265
ranking at a 4.0 or higher, parents demonstrate high self-efficacy in assisting their children at
home with resources and monitoring. Therefore, this influence is considered an asset for this
study.
Self-Efficacy Influence 9: Students Feel Confident That They Can Successfully Complete the
Assignments Required of Them
Survey Data. In order for students to make academic progress, they need to feel
confident in their ability to complete the work assigned to them. Without this confidence,
students may struggle to have the motivation to complete their work. Therefore, students were
asked to rank their confidence levels with respect to finding the work they need to do and
completing it online. Students’ responses are recorded in Table 73.
Table 73
Survey Results for Self-Efficacy of Successfully Completing Assignments
Self-Efficacy Item 9
Students (n=15)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Login to Odysseyware or EdGenuity to access
my work online.
2 5 4.40 15
Find the assignments I need to do each week. 3 5 4.40 15
Complete the number of assignments required
of me each week.
3 5 4.33 15
266
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the results of the survey, students feel confident in accessing
their work, finding what they need to do, and completing their work online. All items on the
survey had a mean score of over 4.0, suggesting high self-efficacy in all areas within this
influence. Therefore, this influence is considered an asset for this study.
Emotions
Emotion Influence 1: All Stakeholders Feel Positive About the Communication Between
Home and School
Survey Data. One of the goals of Resurgence Academy is to create a school of care. As
such, communication amongst stakeholders should produce positive emotions for all involved, if
the culture of care is to be earned. Therefore, all stakeholders were asked to rate their emotions
with regards to their relationships with each other. All stakeholders’ responses are recorded in
Table 74.
267
Table 74
Survey Results for Emotions of Stakeholders Regarding Home-School Communication
S* Emotion Item 1
Teachers (n=12); Counselors (n=3);
Students (n=14); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T I feel comfortable having regular
communication with my students and
their families.
4 5 4.67 15
C I have positive interactions with my
students.
5 5 5 3
C I have positive interactions with my
students' families.
4 5 4.33 3
St I feel positive about my relationship with
my teacher.
3 5 4.27 14
St I feel that my teacher supports me
academically.
3 5 4.5 14
St I feel that my teacher supports me
personally.
3 5 4.36 14
St I feel that my teacher supports me
emotionally.
3 5 4.21 14
P I feel informed about my child’s academic
progress based on my communication
with the school and the teacher.
4 5 4.75 8
P I feel informed about my child’s emotional
health at school based on my
communication with the teacher and the
counselor.
4 5 4.50 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St = Student, P =Parent
268
Interview Findings. The student interviewee was the one stakeholder that was asked
about her emotions regarding her relationship with her teacher because, due to the caseload
model, students are the most impacted by their relationship with the teachers and staff at RA.
When asked about her feelings about her relationship with her teacher, the student responded, “I
feel like I have a good relationship with my teacher because she’s like, I don’t know, very
motivational and helps me with all my assignments whenever I have, like, a problem or a
question. She’s always there to teach me every step of the way.” Moreover, when asked about
how she feels about her relationship with her counselor, the student responded, “I feel like my
relationship with my counselor is good because, like, they always have positive activities for us
to do, and they always point out field trips and stuff like that, and checking in on, like, things that
we need to do.” These responses suggest that the student feels supported by both the teacher and
the counselor. She feels like her teacher is there to help her “every step of the way” while her
counselor is there to offer “positive activities” and to “check in”, implying that the students are
encouraged to be engaged in school while being supported by the staff at RA.
Document Analysis. No documents were analyzed for this influence.
Summary. Overall, survey results were high with all survey items scoring over 4.0, and
over half of those scoring over 4.5, indicating that all stakeholders feel positive about their
home-school relationships. The student interview supports these findings. Her responses
expressed that she felt supported by both the teacher and the counselor that she interacts with at
RA, and she said she felt “good” about both relationships. The positive responses across survey
and interview data confirm that this influence is an asset for this study.
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Emotion Influence 2: Teachers Feel Positive About Successfully Using the Quarterly Pacing
Guide to Assist Students With Goal Setting
Survey Data. Teachers at RA are expected to use the Quarterly Pacing Guide to set
weekly assignment goals for their students. Therefore, in order to understand teachers’ feelings
about using it, teachers were asked to rate how capable they feel in its use for setting goals for
students. Teachers’ responses are recorded in Table 75.
Table 75
Survey Results for Emotions Regarding Using the Quarterly Pacing Guide for Goal Setting
Emotion Item 2
Teachers (n=12)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
I feel capable of successfully completing the
Quarterly Pacing Guide as a means of goal
setting with students so that they reach their
minimum assignment requirements.
2 5 4.42 12
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. With a mean score of 4.42 on the survey item, teachers display positive
emotion regarding the utilization of the Quarterly Pacing Guide for goal setting for their
students. Teachers report feeling capable of using this tool, which suggests that they will
continue to use it in order to assist students with setting goals and to monitor their progress.
Therefore, this influence is considered an asset for this study.
Emotion Influence 3: Parents Feel Positive About Providing Support for Their Children to
Complete Work at Home
Survey Data. Since the students at RA are required to do the majority of their work at
home, parents are placed in the position of providing additional support in the home
environment. Therefore, parents were asked to rate their feelings regarding this requirement.
Parent responses are reported in Table 76.
Table 76
Survey Results for Emotions Regarding Providing In-Home Support
Emotion Item 3
Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
I feel capable of providing support for my
child so that he or she can complete school
work at home.
4 5 4.88 8
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Interview Findings. The parent interviewee was asked how she feels about her ability to
provide support at home for her child. She responded, “I just have to really talk to her and let her
know that she can do it. She is strong enough and intelligent enough to complete what she has to
complete.” It is clear from this parent’s response that she sees her role as maintaining emotional
and motivational support for her child, and that she feels comfortable providing this support. She
does go on to mention that when her daughter feels like she cannot complete work, she tries to
encourage and motivate her by saying “Try, or you’re never going to know.”
Document Analysis. No documents were analyzed for this influence.
Summary. Both survey and interview results suggest that parents feel confident in their
ability to support their child at home. The mean score in the survey item was 4.88, indicating that
parents strongly agree that they are capable of providing home support for the children. The
interview suggests that parents interpret providing support at home to mean encouraging and
motivating their children, suggesting that they view academic support to be provided outside of
the home. Regardless, parent responses are positive for this influence, making it an asset for this
study.
Emotion Influence 4: Students Feel Positive About Their Ability to Reach Their Graduation
Goals Through Assignment Completion
Survey Data. As students work toward completing their weekly assignments in order to
reach their individual graduation goals, it is important that students have the desire to reach this
goal. If students want to graduate, they will be more likely to do the work required of them.
Therefore, students were asked about their eagerness to reach their graduation goals. Their
responses are recorded in Table 77.
272
Table 77
Survey Results for Emotions Regarding Completing Work to Reach Graduation
Emotion Item 4
Students (n=14)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
I am eager to reach my graduation goal by
completing my weekly assignments as
outlined by my teacher.
2 5 4.33 14
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that students are eager to complete their work in order
to graduate. While the minimum score of a 2 suggests that a handful of students may not be
eager to graduate or do work (possibly due to a fear of leaving the supports of school or the
feeling that school is overwhelming while students are also working), the means score of 4.33
demonstrates an overall eagerness to graduate on time. Therefore, this influence is considered an
asset for this study.
Attribution
Attribution Influence 1: All Stakeholders Believe That Successful Communication Between
Home and School Is Within Their Control
Survey Data. In order to assess how much each stakeholder attributes the success or
failure of communication to their own ability to engage in communication, all stakeholders were
asked their level of agreement with the idea that communication between home and school is
within their control. Stakeholders’ responses are recorded in Table 78.
273
Table 78
Survey Results for Belief That Communication Is Within One’s Control
S* Attribution Item 1
Teachers (n=12); Counselors (n=3);
Students (n=14); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T Communication between myself, my
students, and their families is within my
control.
2 5 4.25 12
C Maintaining open communication with
students is within my control.
4 5 4.67 3
C Maintaining open communication with
students’ families is within my control.
4 5 4.67 3
St Communication with my teacher is within
my control.
3 5 4.36 14
St Communication with my counselor is
within my control.
3 5 4.43 14
P Open communication between myself and
my child’s teacher is within my control.
3 5 4.75 8
P Open communication between myself and
my child’s counselor is within my control.
4 5 4.86 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St = Student, P =Parent
Interview Findings. Teachers, counselors, and parents were asked questions about their
ability to have communication between home and school. Their responses were overwhelmingly
positive in that they all expressed that communication is their responsibility and that it is easy for
them to take the steps necessary to get in contact with each stakeholder group. For example,
Teacher 1 said, “Communication is all your responsibility as a teacher. It’s our responsibility to
274
set up an initial interview and from then on out continue to check in with the student bare
minimum once per week. And, if the student doesn’t answer then you go to the parents...that’s
what the job entails.” Teacher 2 echoes this sentiment when he says, “One-hundred percent of
that onus is on me. Don’t wait for the parent to contact you. I have no problem, like, reaching out
to parents.” The counselor goes deeper, and explains how there are systems in place to ensure
home-school communication. She states, “If the student hasn’t done work, then we call all the
phone numbers on the file. That’s usually the first thing we do.” She continues to explain that an
office person will follow up with phone calls, and then “we have like three people who go out
and visit homes because a lot of our students and families switch numbers like they switch
underwear.” She ends with information regarding a letter that is sent home when nobody is home
during the home visit. Teachers’ and the counselor’s responses suggest that they feel like
communication with families is within their control, and that systems are in place to support
continued contact.
When looking at the parent perspective, the parent interviewee also suggests that
contacting school personnel is within her control. When asked what she would do if she noticed
a change in her child’s performance, she responded, “I will call right away, as I am going to get
some answers that way.” She goes on to say that she feels like she can work with the school to
support her daughter so that “we can fix that and encourage her to keep going.” Her confidence
in her response indicates that she feels comfortable with and in control of communication with
the teachers and staff at RA.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview results highlight that stakeholders attribute the success
or failure of home-school communication to their efforts. All of the survey items had a mean
275
score of over 4.0, with 5 of 7 items having a mean score of over 4.5, indicating a strong sense of
control with regards to communication. Additionally, all stakeholders who were interviewed
expressed confidence in their role and ability to contact the other stakeholders when needed.
Therefore, this influence is considered an asset for this study.
Attribution Influence 2: Teachers Believe That Goal Setting and Accountability as Means to
Ensure Student Progress Are Within Their Control
Survey Data. To understand whether or not teachers feel that student goal setting and
accountability can be attributed to their own efforts, teachers were asked whether they believed
goal setting and accountability to ensure student progress were within their control. Teachers’
responses are recorded in Table 79.
Table 79
Survey Results for the Belief That Goal Setting and Accountability Are Within Teachers’ Control
Attribution Item 2
Teachers (n=12)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Setting weekly accountability goals with
students is within my control.
4 5 4.75 12
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Interview Findings. Interview responses reveal that teachers feel like they have the
information they need to be able to goal set for students without seeking outside support. For
example, when asked about the validity of a teacher’s complaints about having to wait for
counselor support to set goals for students, Teacher 1 said, “There’s enough information within
Q to kind of do the work themselves or on our own. We don’t have to wait for the counselor if
the counselor is taking too long to recommend a course. We can do that ourselves by going in
and being proactive.” Teacher 2 echoed this sentiment when he said, “I would just go to our
student information system and figure it out myself.” Both teachers depressed confidence in their
responses, and felt comfortable finding information to assist students on their own.
Document Analysis. No documents were analyzed for this influence.
Summary. The survey results and the interview data both confirm that teachers feel that
they have control over setting goals for their students. Survey results had a mean score of 4.75,
indicating strong agreement with the idea that setting weekly goals for accountability with the
students is within their control. Additionally, interview responses suggested that teachers felt
comfortable accessing needed information on their own with statements such as, “There’s
enough information....to do the work on our own,” and “I would just...figure it out myself.”
Therefore, the evidence indicates that this influence is an asset for the organization.
Attribution Influence 3: Counselors Believe That Ensuring Access to Appropriate
Interventions to Students Is Within Their Control
Survey Data. Since counselors are responsible for providing interventions and resources
to students who are struggling to make adequate progress in school, counselors were asked
whether or not they believed that providing appropriate interventions was in their control.
Counselors’ responses are recorded in Table 80.
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Table 80
Survey Results for Belief That Ensuring Access to Appropriate Interventions Is Within
Counselors’ Control
Attribution Item 3
Counselors (n=3)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Ensuring that students have access to
appropriate interventions is within my
control.
2 4 3.33 3
Interview Findings. For this influence, the counselor was asked about whether or not
ensuring students have access to interventions is within their control. The counselor who was
interviewed explained that providing resources and interventions to students is difficult because
counselors are tasked with a multitude of responsibilities outside of counseling, thus inhibiting
their ability to support students. For example, she said, “There are interventions, but I feel that
we’re asked to take on other people’s responsibilities.” She goes on to say, “It’s hard when
you’re trying to focus on something...and then you’re pulled out because you need to be part of
an IEP, or, you know, someone’s out and they’re like, ‘Can you please run this meeting?” She
concludes her thoughts here by suggesting that, “we really need this time...to be proactive and let
the School of Mental Health do the reactive stuff.”
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, counselors do not feel like they are in control of
their ability to provide students with access to interventions, as the mean score for this item was
3.33. The interview response explains the reasoning behind this score, as the interviewee
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expressed that counselors are expected to take on external responsibilities, which impacts the
time they have to provide support to students. She also expressed concern over being “reactive”
rather than “proactive” when students need assistance. She feels like counselors need more time
to dedicate to providing resources students need prior to requiring a referral to outside agencies.
Therefore, this influence cannot be validated as an asset and requires further research as to its
impact on the school as a whole.
Attribution Influence 4: Parents Believe That Ensuring Students Complete Assignments at
Home Is Within Their Control
Survey Data. Since students are required to complete the majority of their work in the
home, parents play an important role in ensuring that students stay on track. Therefore, parents
were asked if they felt like they have control over whether or not their children are completing
their work at home. Parents’ responses are recorded in Table 81.
Table 81
Survey Results for Belief That Ensuring Students Complete Work at Home Is Within Parents’
Control
Attribution Item 4
Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Ensuring that my child is able to complete
assignments at home is within my control.
4 5 4.75 8
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Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the survey responses, parents do feel like they have control over
whether or not their children are completing work. With a mean score of 4.75 on this survey
item, parents demonstrate that they attribute, at least in part, the success or failure to their
children’s completion of work in the home to themselves, which also suggests that parents see
themselves as taking an active role in their children’s education. Therefore, this influence is
considered an asset for this study.
Attribution Influence 5: Students Believe That the Success or Failure of the Completion of
Required Assignments Is Within Their Control
Survey Data. Students at RA are enrolled in an independent study program with support
from the school staff on a weekly basis. However, since students are responsible for completing
their work on their own, students were asked whether or not they felt that the completion of these
assignments was within their control. Student responses are recorded in Table 82.
Table 82
Survey Results for the Belief That Assignment Completion Is Within Students’ Control
Attribution Item 5
Students (n=14)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
Completing my weekly assignments is within
my control.
3 5 4.57 14
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Interview Findings. For this influence, the student was asked whether or not she agreed
with a student who complained that their teacher was not doing enough to help them so they
cannot complete their weekly assignments. The student’s response indicated that she did not
agree with this statement. She stated, “I think maybe they say that because they don’t want to
admit that they were lazy or slacking off. I don’t agree with that.” Therefore, the student
expressed that completing assignments is the student’s responsibility because if they aren’t
completing their work, the students must be “lazy or slacking off.”
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview results confirm that students feel like completing their
weekly assignments is within their control. The mean score of 4.57 on this survey item suggests
that students agree that they have control over their schoolwork. The student interview confirmed
this finding when she stated that a student who was not completing work was being “lazy or
slacking off.” Thus, this influence has sufficient evidence to be considered an asset for this study.
Results and Findings for Organization Causes
Four elements of organization were assessed in the organization domain: cultural models,
cultural setting, policies and procedures, and resources. Assumed influences and their findings
are reported under their corresponding organization domains in the sections that follow.
Cultural Models
Cultural Model Influence 1: There Is a Culture of Collaboration Amongst Teachers,
Counselors, and Parents to Ensure Home-School Communication
Survey Data. Resurgence Academy prides itself on being a school of care, and, as part of
that “care”, RA expects teachers, counselors, and parents to be in regular contact about student
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progress and well-being. In order to assess the level to which this is infused in school-wide
culture. Teachers’, counselors’, and parents’ responses are reported in Table 83.
Table 83
Survey Data for Culture of Collaboration to Ensure Home-School Communication
S* Cultural Model Item 1
Teachers (n=12); Counselors (n=3); Parents
(n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T There is a culture of collaboration amongst
teachers, counselors, and parents to
encourage regular communication
between home and school.
2 5 4.33 12
C There is a culture of collaboration amongst
teachers, counselors, and parents to
maintain regular communication between
home and school.
4 5 4.33 3
P My child’s school welcomes
communication between myself and the
school.
4 5 4.75 8
Note. S = Stakeholder, T = Teacher, C = Counselor, P =Parent
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Interview Findings. Based on the responses from the interviews, there are systems in
place within the school to support teacher-counselor communication, but more work is needed to
systematically support parent-school communication. When asked about how the school supports
home-school communication and collaboration amongst stakeholders, teachers and the counselor
mentioned the benefit of the monthly counselor cluster meetings, but expressed that including
parents is an area of growth for the school system. For example, Teacher 1 stated, “In terms of
teachers collaborating with counselors we have meetings every week where we talk to our
counselors and very in-depth meetings once per month where we kind of go over specific,
individual students.” He goes on to say, “As far as parents, I think the only time they are
involved is when a student is struggling, or, if it’s good, then it’s just a generated email. It’s all
up to the teacher if they reach out for good news too.” Additionally, Teacher 2 says, “Every third
week of the attendance period, we have a counselor cluster meeting where different students of
concern are discussed, not just between the teacher and the counselor, but among each other as
well. Communication with parents is discussed in that meeting but not formally part of it, so we
don’t have anything formal to bring teachers, counselors, and parents together.” Finally, the
counselor echoed these sentiments by bringing up counselor cluster meetings, and added, “We
can make more improvements in the communication and being community-based by bringing all
of us together versus just the staff.”
Parents were also asked about what the school does to promote collaboration and
communication between parents and school staff. The parent interviewee simply responded with,
“It’s good,” indicating that she feels comfortable with the communication she has with the
school. She did mention multiple times throughout the interview that home-school
communication is strong and that she “always gets a response.”
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Document Analysis. No documents were analyzed for this influence.
Summary. Based on the survey results, there is a culture of collaboration amongst
teachers, parents, and counselors, as all survey items had a mean score of over 4.0, with parents
indicating the strongest response with a mean score of 4.75. The interview results highlighted
that the school does promote collaboration amongst teachers and counselors through the monthly
counselor cluster meetings, but parent involvement is largely dependent on the individual
teacher, as no formal systems exist to encourage collaboration between home and school.
However, parent responses on both the survey and the interview are positive, in that they feel
comfortable communicating with school personnel. Therefore, while teachers and counselors are
seeking formalized ways of bringing in more parent involvement, parents are expressing feelings
of inclusion, suggesting that teachers are taking it upon themselves to collaborate with parents.
Consequently, due to the teachers’ willingness to involve parents and stay in communication
with them and the systems that support teacher-counselor collaboration, this influence can be
confirmed as an asset for this study.
Cultural Model Influence 2: There Is a Culture of Collaboration Amongst Teachers,
Counselors, and Parents to Ensure Student Progress
Survey Data. In order to assess the level to which collaboration amongst parents,
teachers, and counselors is emphasized by the school culture at RA, these three stakeholders
were asked to rate how much they agree or disagree about the existence of a culture of
collaboration with regards to student progress. Teachers’, counselors’, and parents’ responses are
recorded in Table 84.
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Table 84
Survey Data for Culture of Collaboration to Ensure Student Progress
S* Cultural Model Item 2
Teachers (n=12); Counselors (n=3); Parents
(n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T There is a culture of collaboration amongst
teachers to perfect practices that
encourage students to complete work in a
timely manner.
2 5 4.33 12
C There is a culture of collaboration amongst
teachers and counselors to ensure that
students complete the minimum amount
of required work weekly.
4 5 4.67 3
P My child’s school makes me feel included
in my child’s schooling.
4 5 4.75 8
Note. S = Stakeholder, T = Teacher, C = Counselor, P =Parent
Interview Findings. Because counselors and teachers were asked about collaboration
between themselves and the parents in an earlier influence, they were not asked again here.
However, to reiterate teacher and counselor responses, their overall impression was that systems
are in place to collaborate amongst staff in the monthly counselor cluster meetings, but more
could be done to formalize systems for parent involvement. Detailed interview responses can be
found in Cultural Model Influence 1 above.
Parents were asked about the way the school makes them feel when they have concerns
about their children’s progress. The parent interviewee responded, “Well, for me, it’s been great.
They answer right away and they let me know what’s going on, and even, once or twice, I talked
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to the counselor, answered me right away. I have never seen anything negative with them.” This
response reveals that parents feel comfortable asking questions about their children’s progress
and have positive interactions with the school staff.
Document Analysis. No documents were analyzed for this influence.
Summary. Both the survey results and interview findings indicate that there is a culture
of collaboration and communication amongst teachers, counselors, and parents to ensure student
progress. All of the mean scores of the survey items were over 4.0, with parents having the
strongest response with a mean score of 4.75. Additionally, the parent interview response was
exceedingly positive, saying her interactions with the school have been “great,” and that she has
“never seen anything negative with them.” While an earlier influence suggests that teachers and
counselors would prefer to have a more systemized approach for involving parents, survey
responses and interview findings confirm that, overall, this influence is an asset for the school.
Cultural Model Influence 3: There Is a Culture of Accountability for Students to Complete
Assigned Work Weekly
Survey Data. Since the students at RA are required to complete work independently to
make progress, students were asked whether or not RA had a culture of accountability for the
completion of work on a weekly basis. Student responses are recorded in Table 85.
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Table 85
Survey Data for Culture of Accountability for Student Completion of Assigned Work
Cultural Model Item 3
Students (n=15)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
There is a culture of accountability for students
to complete their assigned work weekly.
3 5 4.40 15
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Based on the results of the survey, students report that a culture of
accountability for the weekly completion of work at RA. The mean score on this item was 4.40,
indicating that students agree with the statement that this culture exists, one in which students
feel that they are responsible for completing their work as a part of attending the school. This
score meets the criteria for this study, therefore making this influence an asset.
Cultural Model Influence 4: There Is a Culture of Accountability for Students to Maintain
Regular Communication With Their Teachers
Survey Data. According to the school website, RA requires that all students maintain
regular communication with their teachers. In order to assess the school culture regarding regular
communication, students were asked to rate whether they agreed or disagreed with the statement
that RA has a culture of accountability regarding student-teacher communication. Student
responses are recorded in Table 86.
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Table 86
Survey Data for Culture of Accountability for Student-Teacher Communication
Cultural Model Item 4
Students (n=14)
Min Max Mean Count
On a scale of 1 to 5 (1 being cannot at all and 5 being highly certain can do), rate your
degree of confidence in doing the following as of right now:
There is a culture of accountability for students
to keep regular communication with their
teachers.
3 5 4.36 14
Interview Findings. The student interviewee was asked about what the school does to
encourage communication between students and teachers. The student responded, “Well, they
have newsletters now, so they send out newsletters once a week, and they try to have, like
motivational assemblies and stuff that kind of let us know to keep going and do the best we can
and be involved.” Her response does not necessarily pinpoint what the school does to encourage
student-teacher communication, but it does highlight the ways in which the school tries to keep
students engaged and involved, which would promote more communication with the teacher, as
the information about these activities is transmitted through the teacher in most cases. The
newsletters and assemblies are connections that the school provides to keep students connected
and engaged in their learning.
Document Analysis. No documents were analyzed for this influence.
Summary. The survey results suggest that students do sense that there is a culture of
accountability within the school that encourages them to stay connected to their teachers, as the
mean score for this item was 4.36. Additionally, the interview response highlights the ways in
which the school encourages continued interaction. By sending out newsletters and offering
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motivational assemblies, the students are inspired to stay involved in school, which indirectly
prompts further communication with the teacher, as the teacher is the main point of contact for
all academics and programming for the students at RA. Overall, student responses on both the
survey and the interview indicate that this influence is an asset for this study.
Cultural Settings
Cultural Setting Influence 1: The School Has Systems in Place That Motivate All
Stakeholders to Ensure Student Progress
Survey Data. In order to assess how well RA has established systems to motivate
students, teachers, parents, and counselors to ensure student progress, all four stakeholder groups
were asked whether they agree or disagree that these systems exist. Stakeholders’ responses are
recorded in Table 87.
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Table 87
Survey Data for Systems That Motivate Stakeholders to Ensure Student Progress
S* Cultural Setting Item 1
Teachers (n=12); Counselors (n=3);
Students (n=15); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T My school has systems in place that
motivate teachers to encourage students to
complete work weekly.
2 5 3.92 12
C My school has systems in place that
encourage counselors to support students
in completing their work weekly.
4 5 4.33 3
P My child’s school encourages parents to be
involved and aware of their children’s
progress in school.
4 5 4.75 8
St My school motivates me to complete my
work weekly.
2 5 4.33 15
Note. S = Stakeholder, T = Teacher, C = Counselor, St= Student, P =Parent
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that counselors, students, and parents feel like the
school has systems in place to support student progress, as the mean score on the survey items
for these stakeholder groups are all above 4.0, with parents having the strongest response with a
mean score of 4.75. Teachers, however, recorded a mean score of 3.92, suggesting that there may
be areas of growth for the systems within the school that support teachers’ ability to monitor
student progress. Therefore, this influence has enough evidence to support it as an asset for
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counselors, parents, and students, but it requires further research to understand its impact for
teachers.
Cultural Setting Influence 2: The School Has Systems in Place That Motivate All
Stakeholders to Maintain Regular Home-School Communication
Survey Data. Systems to support the maintenance of communication are helpful in
ensuring regular communication between school and home. Therefore, students, teachers,
counselors, and parents were asked whether or not they agreed that RA had established systems
to motivate all stakeholders to engage in home-school communication. All four stakeholder
groups’ responses are recorded in Table 88.
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Table 88
Survey Data for Systems that Motivate All Stakeholders to Maintain Regular Home-School
Communication
S* Cultural Setting Item 2
Teachers (n=12); Counselors (n=3);
Students (n=14); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T My school has systems in place that
motivates teachers to maintain weekly
communication with students and
families.
2 5 4.08 12
C My school has systems in place to
encourage counselors to keep in regular
contact with students and their families.
4 5 4.33 3
P My child’s school encourages parents to
communicate with teachers and
counselors.
4 5 4.88 8
St My school motivates me to meet with my
teachers at least once per week.
4 5 4.36 14
Note. S = Stakeholder, T = Teacher, C = Counselor, St= Student, P =Parent
Interview Findings. For this influence, the parent interviewee was asked about her
opinion about how open the school is to parent involvement. She responded, “Actually, they do.
The thing is that many of us as parents, we don’t make the time to do it. That’s something bad.
That’s not their fault because if there’s not much parents around...it’s that we don’t really put the
time. But they are always asking for parents to get involved. They are sending either text
messages or emails.” When asked for more information about how they try to get parents
involved, the interviewee said, “With the meetings, and with labs for parents and things like that.
292
And, even for pictures for graduation, they let you be there, and some other schools don’t let you
do that.” This parent’s response highlights multiple ways in which the school tried to encourage
parent involvement, including meetings, labs, text messages, and emails. The school also
encourages parents to be a part of their children’s academic celebrations, by allowing parents to
be present for graduation photos. Overall, this response suggests that parents are included in the
school community via a variety of outreach systems.
Other stakeholders were not interviewed for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Both survey and interview data confirm that RA has systems in place to
encourage regular home-school communication. All stakeholders recorded a mean score of over
4.0 for this influence, with parents reporting the strongest response with a mean score of 4.88.
This response was echoed in the interview findings, as the parent explained that school is
“always asking for parents to get involved,” using means such as text, emails, meetings, and
parent labs. She did admit that there are not a lot of parents who “make the time,” but the school
definitely tries to encourage parent involvement. With positive survey results for all
stakeholders, and interview data to support parents’ impressions of continued home-school
interactions, this influence is considered an asset for this study.
Policies and Procedures
Policies and Procedures Influence 1: Tiered Intervention Systems Are in Place to Intervene
When Students Are Not Meeting Minimum Assignment Requirements
Survey Data. In order to assess whether or not RA has policies and procedures in place
that support all students with academic progress, students, teachers, counselors, and parents were
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asked whether or not there are tiered intervention systems in place to maintain student progress
in school. All stakeholders’ responses are recorded in Table 89.
Table 89
Survey Data for Existence of Tiered Interventions Systems for Maintaining Student Progress
S* Policies and Procedures Item 1
Teachers (n=12); Counselors (n=3);
Students (n=15); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T My school provides a tiered intervention
system for teachers to follow when
students are not meeting minimum
weekly assignment requirements.
2 5 4.25 12
C My school has tiered intervention systems
in place for counselors to follow when
students are not meeting weekly work
requirements.
4 5 4.67 3
P My child’s school notifies me when my
child completes a class
2 5 4 8
P My child's school notifies me when my
child has not completed work
2 5 4.13 8
P My child's school notifies me when my
child needs a meeting regarding his or her
progress at school.
3 5 4.63 8
St My school intervenes if students are not
completing their work weekly.
3 5 4.60 15
Note. S = Stakeholder, T = Teacher, C = Counselor, St= Student, P =Parent
294
Interview Findings. Since counselors are tasked with overseeing interventions are RA,
the counselor interviewee was asked about what the school expects counselors to do to support
the students who are struggling. She responded, “Usually our school tells us to meet with the
student to see if there’s anything going on at home or if there’s anything you can do to support
the parents if they need food. If they’re homeless, some of our students won’t tell us if they’re
homeless. You kind of have to do the home visit to find out.” She goes on to give anecdotal
notes about a student who was homeless and needed additional help, and she explained the steps
they took to support that student, which included calling, a home visit, and connection to outside
resources. Her response did not directly mention a tiered intervention system, but layers of
intervention were noted in her response, in that she is expected to meet with the student, then
find out if they or their family needs additional support, then conduct a home visit and connect
the student and family with additional resources.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview responses confirm that intervention systems are in place
to maintain student progress. All survey items for all stakeholders recorded a mean score of 4.0
or higher, with counselors having the strongest response with a mean score of 4.67. This makes
sense, as counselors are responsible for enacting the majority of these interventions. This idea
was confirmed in the interview data when the counselor explained that they are expected to
contact students who are not making progress, connect them with resources, and conduct home
visits to ensure that support is available to students in need. Parents express that they are notified
about their children’s progress in their survey results, and students admit that interventions occur
when they fall behind in their survey data. Therefore, this influence has enough evidence to
confirm it as an asset for this study.
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Policies and Procedures Influence 2: Tiered Intervention Systems Are in Place to Ensure
Regular Home-School Communication
Survey Data. In order to assess the existence of progressive interventions with regards to
students who are not staying in regular contact with their teachers, multiple stakeholders were
asked whether or not the school provides these services. While parents and students were asked
if the school intervenes or notifies them if student meetings are missed, teachers were asked if a
tiered intervention system is in place for students who are inconsistent with their weekly
meetings. Teachers’, students’, and parents’ responses are recorded in Table 90.
Table 90
Survey Data for Tiered Intervention Systems to Ensure Regular Home-School Communication
S* Policies and Procedures Item 2
Teachers (n=12); Students (n=15); Parents
(n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T My school provides a tiered intervention
system for teachers to follow when
students are not meeting with them
regularly.
2 5 3.83 12
St My school intervenes if students are not
meeting with their teachers regularly.
3 5 4.47 15
P My child’s school notifies me when my
child is not maintaining regular contact
with his or her teacher.
3 5 4.63 8
Note. S = Stakeholder, T = Teacher, St= Student, P =Parent
296
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. According to the survey data, both parents and students agree that
interventions and notifications occur when students are not meeting with their teachers regularly,
with students reporting a mean score of 4.47 in agreement with the existence of these
interventions and parents reporting a mean score of 4.63 acknowledging notification of missed
meetings. However, when asked whether tiered intervention systems are in place at RA for
students who are struggling to meet with teachers regularly, teachers responded affirmatively,
but only with a mean score of 3.83, which does not meet the criteria for this influence to be
considered an asset. The score teachers report here, combined with the responses from students
and parents, suggest that intervention systems do exist; however, they may not be clearly defined
or segregated clearly as a progressive intervention system. This indicates that this influence is an
asset for parents and students, as interventions are occurring for them, but is an area of inquiry
for teachers, as this intervention program may need to be more systemized at the school level.
Policies and Procedures Influence 3: Teachers Are Required to Document Student Progress
Weekly
Survey Data. As mentioned earlier in the data, students are required to complete work
weekly in order to stay enrolled at RA. Therefore, monitoring student progress on a weekly basis
should be embedded into the policies and procedures within the school. Thus, teachers were
asked whether or not they were required to track student progress on a weekly basis. Their
responses are recorded in Table 91.
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Table 91
Survey Data for Weekly Documentation of Student Progress
Policies and Procedures Item 3
Teacher (n=12)
Min Max Mean Count
On a scale of 1 to 5 (1 strongly disagree and 5 being strongly agree), how much do you
agree with the following statements:
My school requires that teachers track student
work weekly on HERO, and monthly on the
ROA.
4 5 4.75 12
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Teachers’ responses on the survey indicate that policies and procedures are in
place at RA to ensure that teachers are documenting student progress on a weekly basis.
According to the survey, the mean score of teachers’ responses to this item was 4.75, indicating a
strong agreement with the statement that they are tracking student work both weekly and
monthly on two separate documents. Therefore, the evidence suggests that this influence is
considered an asset for this study.
Policies and Procedures Influence 4: Teachers and Counselors Are Required to Document
Student Meetings
Survey Data. Besides completing work regularly, students at RA are required to meet
with their teachers on a regular basis. Therefore, to understand how RA monitors these meetings,
counselors and teachers were asked about the school’s requirements regarding documentation of
student meetings. Their responses are recorded in Table 92.
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Table 92
Survey Data for Documentation of Student Meetings
S* Policies and Procedures Item 4
Teachers (n=12); Counselors (n=3)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T My school requires that teachers document
student meetings on a shared calendar and
on student “visits” on Q.
4 5 4.75 12
C I am required to document all student
meetings and interventions in the student
information system.
5 5 5 3
Note. S = Stakeholder, T = Teacher, C = Counselor
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. When asked about RA’s requirement regarding documentation of student
meetings, both teacher and counselors responded overwhelmingly in the affirmative. Teachers’
mean score was 4.75 when asked about documenting student meetings on both a shared calendar
and on the student information system, demonstrating strong agreement with the existence of
these policies and procedures. Additionally, counselors’ mean score of 5 showed that they all
recognize the requirement to document meetings and interventions in the student information
system. These responses indicated that RA does have well-defined policies and procedures
around documenting and tracking student meetings, making this an asset for this study.
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Resources
Resources Influence 1: The School Provides Resources to Assist With Ensuring Student
Progress
Survey Data. Since adequate progress is a requirement of all students who attend RA,
this study was interested to know what support and resources are offered to all stakeholders to
assist with the completion of this requirement. Therefore, teachers, counselors, students, and
parents were all asked about the existence of various resources to support students’ academic
progress. Their responses are recorded in Table 93.
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Table 93
Survey Data for Resources to Assist With Ensuring Student Progress
S* Resources Item 1
Teachers (n=12); Counselors (n=3);
Students (n=15); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T Professional development time is allocated
once per month for counselor cluster
meetings to discuss student progress.
4 5 4.75 12
T Teachers have access to tools such as the
Quarterly Pacing Guide and Weekly
Check-In sheets to monitor student
progress.
4 5 4.75 12
C Professional development time is allocated
once per month for counselor cluster
meetings to discuss student progress.
5 5 5 3
St My school provides goal setting tools, like
the Quarterly Pacing Guide, to assist
students with planning.
3 5 4.47 15
St My school provides Chromebooks and hot
spots so that students can complete their
work away from school.
1 5 4.67 15
P I have access to online courseware to
monitor my child’s progress.
3 5 4.75 8
P I have access to information regarding my
child’s academic progress.
3 5 4.50 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St= Student, P =Parent
Interview Findings. While all stakeholders participate in ensuring student progress,
teachers and students are the two stakeholder groups who are responsible for monitoring this on
a regular basis. Therefore, both teachers and students were asked about the resources the school
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provides to assist encouraging student academic success. Teachers’ responses focused on
tracking systems, and the student responded with resources for academic support. For example,
both teachers who were interviewed mentioned the writing progress tracking sheet as a student
support tool. Teacher 1 said, “We use the writing progress tracking sheet with students who are
EL’s or are struggling with English in general, and you can make notes once a month on the
student’s writing and make recommendations on it.” Teacher 2 mentioned this as well when he
said, “We use a writing progress tracking sheet for all non-duplicated students, and that is the
additional support that they get, more than what every other student gets.” Other resources that
teachers mentioned were diagnostic testing, reading intervention through a program called
Achieve 3000, and transcript review with students. According to teachers, these resources are
meant to provide additional academic support to students based on their needs. This is
highlighted when Teacher 2 states, “I’ll look at this information (transcript and class data), and
I’ll have those, sort of, metacognitive conversations with them.” Thus, teachers use these
resources to provide feedback and help students process their progress, or lack thereof.
The student interviewee had a different perspective on the resources provided to support
her academically. She mentioned, “They provide, like, tutors online, and they also have, like,
tutors zoom in. I don’t know. They’re always making sure we are okay and making sure that we
have the help that we need.” She goes on to conclude, “I just want to say that it takes a lot of
work to be at a school like RA, like independent studies. You need to be really motivated and
driven to want to get your work done and assignments done, but also, there’s a lot of support.
The most support that I’ve seen at a school that I’ve gone to. You know, from the teachers I’ve
had throughout high school and middle school, I’ve had the most support there.” This student
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expresses that her academic progress is supported through tutoring and overall support of her
through check-ins and encouragement.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview data indicate that resources to provide academic support
and progress monitoring are available to stakeholders at RA. The survey results, which highlight
resources such as professional development, Quarterly Pacing Guides, weekly check-ins, and
notifications all reported a mean score ranging from 4.47 to 5.0, suggesting that these resources
are available and widely utilized. Additionally, interview findings point to writing progress
tracking sheets, transcript reviews, diagnostic testing, reading intervention, tutoring, and social-
emotional check-ins as additional resources that support student progress. Therefore, there is
enough evidence to support finding this influence as an asset for this study.
Resources Influence 2: The School Provides Resources to Assist With Student Intervention
Survey Data. In order to understand what resources are available to teachers, students,
parents, and counselors when need for intervention arises, all four stakeholders were asked
whether or not they agreed that various resources at RA exist. All stakeholders’ responses are
recorded in Table 94.
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Table 94
Survey Data for Resources to Assist With Student Intervention
S* Resources Item 2
Teachers (n=12); Counselors (n=3);
Students (n=14); Parents (n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
T Weekly meetings with counselors are
available for teachers to discuss concerns
and obstacles that students may encounter
that inhibit students from making regular
contact.
2 5 4.33 12
T A home visit site team makes contact with
students who have not been in regular
contact with their teachers.
2 5 4.50 12
C A Teacher Specialist is assigned to
counselors to support necessary counselor
planning and interventions regarding
student progress and contact.
4 5 4.67 3
St My school provides support, like academic
support plans and student success teams,
for students who are struggling to keep up
with their work.
3 5 4.50 14
St My school provides tutoring for students
who need academic support.
3 5 4.50 14
P I have access to additional resources (i.e.
student success team and tutoring) if my
child is not completing his or her work
regularly.
3 5 4.63 8
P I have access to the Family Resource
Center for community help, support
groups, mental health services, and other
support services if my family is in need.
2 5 4.13 8
Note. S = Stakeholder, T = Teacher, C = Counselor, St= Student, P =Parent
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Interview Findings. Since teachers, counselors, and parents are involved in
implementing interventions for the students, they were asked about what resources the school
provides to support them in intervening with students. Teachers were asked about the role of the
counselor in supporting their efforts with students who are struggling. Both teachers responded
that their counselors are very supportive. For example, Teacher 1 said, “She’s awesome in that
she’s very on top of it and will get back to me within 24 hours of reaching the student to let me
know what she found out.” Teacher 2 supports this sentiment by saying, “Regardless of who the
counselor is, they are always super helpful and reaching out.” Thus, counselors are seen as a
supportive resource to teachers at RA.
Counselors were also asked about supportive personnel at RA, in that they are assigned a
Teaching Teacher Specialist who oversees their work as counselors. When asked about this
support system, she replied, “I haven’t found it very helpful. I mean they kind of just sit there.
They don’t really do anything in our cluster...and, outside my cluster meetings, my designated
TTS person I don’t talk to at all.” However, she did go on to mention that the counselor cluster
meetings have been a promising support to student interventions. She said, “I think we are
making progress. We implemented our counselor cluster meetings last year, so I think we are
doing well there.” She goes on to say that next steps would require implementing more
interventions and refusing to “drop” students until more interventions are in place.
Finally, parents were asked about the resources offered by the school that support
families both academically and personally. The parent explained that a variety of support
services are available at RA. She stated, “Yes, especially Mr. S (the principal). He won’t let you
down. Emotionally, financially, he can look for shelters to find what the family needs. I love the
program he has for families in need, where he has like a little store where you can go and donate
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clothes so that more people can use them. I noticed there’s a lot of kids there who already have a
family so it's something that encourages them to keep studying and not to feel in need. Plus, he
helps with that pantry so people can get food.” She goes on to say that she feels very supported at
RA. For example, she says, “They don’t let your kids down. They go all the way they can where
you kids to help them graduate and do what they’re supposed to do. And some other school, they
just tell you ‘no more,’ you know?” It is clear from this parent’s response that she feels that
support is offered in a variety of ways, and that RA gives an experience that is not offered at
other schools because of this support.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey and interview findings indicate that resources are available for all
stakeholders to support student interventions. Survey items highlighted resources such as weekly
counselor meetings, home visit teams, Teaching Teacher Specialist support, tutoring, academic
support plans, and the Family Resource Center as available resources to stakeholders, all of
which recorded a mean score of 4.0 or higher on the survey. Additionally, interview findings
suggested that counselors play a significant supportive role for teachers; counselor cluster
meetings serve as a support service for teachers and counselors; and, parents appreciate the
additional emotional and financial support for basic needs that is offered at RA. Parents also cite
the supportive nature of the staff at RA as a significant contributor to student success. Therefore,
this influence has ample evidence to support its being considered an asset for this study.
Resources Influence 3: The School Provides Resources to Assist With Ensuring Home-School
Communication
Survey Data. Regular home-school communication is a requirement of enrollment at
RA. Therefore, stakeholders were asked about the resources provided by the school to ensure
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ease of communication amongst all parties involved. Counselors, students, and parents responses
about available communication resources are recorded in Table 95.
Table 95
Survey Data for Resources to Ensure Home-School Communication
S* Resources Item 3
Counselors (n=3); Students (n=14); Parents
(n=8)
Min Max Mean Count
On a scale of 1 to 5 (1 being strongly disagree to 5 being strongly agree), how much
do you agree with the following statements:
C Professional development time is allocated
once per month for counselor cluster
meetings to discuss student contact.
5 5 5 3
St My school ensures accountability by
requiring sign-ins with the teacher for
student meetings each week.
3 5 4.43 14
St My school provides a flexible schedule for
students to meet with their teachers in
order to meet the needs of different
students’ schedules.
3 5 4.71 14
St My school ensures access to teacher and
counselor phone numbers so that students
have quick access to school support.
1 5 4.64 14
St My school provides students with a
monthly newsletter to keep students
informed about what is happening at
school and in the community.
1 5 4.29 14
P I have access to teacher and counselor
meetings, if I request them.
3 5 4.63 8
P I have access to the teacher’s phone
number if I need to talk to him or her
about my child’s progress.
5 5 5 8
P I have access to the counselor’s phone
number if I need to talk to her regarding
2 5 4.38 8
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S* Resources Item 3
Counselors (n=3); Students (n=14); Parents
(n=8)
Min Max Mean Count
my child’s progress.
P I have access to a monthly newsletter to
inform me about events in the school and
community resources.
2 5 4 8
Note. S = Stakeholder, C = Counselor, St= Student, P =Parent
Interview Findings. No interviews were conducted for this influence.
Document Analysis. No documents were analyzed for this influence.
Summary. Survey results indicate that all stakeholders agree that there are resources in
place to aid in the development and maintenance of communication between home and school.
While teachers were not explicitly asked about resources regarding home-school communication,
counselors were asked about the existence of counselor cluster meetings to discuss student
contact, which, in an earlier item, teachers supported with a mean score of 4.75, and counselors
followed suit with a mean score of 5. These scores indicate that teachers and counselors use the
counselor cluster meetings to discuss student progress and contact, ensuring that there is ample
communication between school staff and the students to ensure student support. Additionally, on
all items, students and parents agree that resources are available to aid in communication with
mean scores at or above a 4.0 on all survey items. Overall, students highlight flexibility of
scheduling as a strong support with a mean score of 4.71, and parents highlight the ability to
contact teachers by phone to ask about student progress as a resource with a mean score of 5.
While these two resources stand out as the highest ranking, all supports that were asked about
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were seen as available resources to all stakeholders. Therefore, this influence is considered an
asset for this study.
Summary of Validated Influences
Knowledge
Overall, the knowledge domain holds the highest number of areas of inquiry of the three
domains, which uncovers interesting observations. As depicted in Figure 4, teachers, as a group,
are the most knowledgeable of all stakeholder groups, finding strength in factual, procedural, and
metacognitive knowledge. Conversely, students are the least knowledgeable of all stakeholder
groups, finding strength solely in procedural knowledge. Both counselors and parents show
understanding in both the factual and metacognitive knowledge domains, while all stakeholder
groups struggle with conceptual knowledge. Therefore, if knowledge appears to be an area of
concern at RA, there must be other factors that contribute to the school’s success. The success
seemingly comes from the interconnectedness of the stakeholder groups. Examining the data in
Figure 4, one can see that all of the adults involved at RA have strong factual and metacognitive
knowledge. This means that parents, teachers, and counselors know what students need to do to
graduate, how to contact one another if more information is needed, and how to monitor student
progress while reflecting on what can be done to continue to support students. Students’ results
indicate that they are not participating in this reflection and do not know what they need to do to
graduate on time. However, students' results also demonstrate that they do know how to get their
work done. They know how to log in, how to complete assignments, and how to contact teachers
and counselors, even when they do not know what they need in order to graduate or why they are
doing their work. Conversely, parents and counselors do not find this “how to” necessary to
support student progress and communication. Thus, this data reveals that students largely depend
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on the adults in their lives to have the information they need and the monitoring tools required to
keep them on track. Additionally, parents and counselors rely on the students and teachers to
show them how to access information or work product so that students can continue to maintain
their progress. Thus, the relationships that exist among the stakeholder groups fill in the
knowledge gaps that each group has independently. As a team, the stakeholders have the
knowledge needed to keep the students moving forward.
In order to demonstrate this more thoroughly, knowledge influences are shown in two
ways in this section: first, as a visual representation of percentages of the total knowledge
influences validated as assets, disaggregated by stakeholder in Figure 4; second, as a table
outlining each knowledge influence and its determination as an asset or an area of inquiry for this
study in Table 96.
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Figure 4
Summary of Knowledge Assets by Stakeholder Group
Note. Percentage of knowledge influences that are assets. Some values in Figure 4 are not shown
because they are equal to zero.
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Table 96
Knowledge Assets or Areas of Inquiry as Determined by the Data
Assumed Knowledge Influence Asset or Area of Inquiry
Factual
Students, teachers, and parents need to know
the weekly assignment goals for the students
Asset for teachers and parents
Area of inquiry for students
All stakeholders know how many credits
students have remaining to graduate
Asset for teachers, parents, and counselors
Area of inquiry for students
Students, teachers, and counselors know which
courses students have remaining to graduate
Asset for teachers and counselors
Area of inquiry for students
Counselors know the students’ post-graduation
goals
Asset
Students and parents know the meeting
requirements for attendance
Asset
Students, teachers, and parents know the
methods that are acceptable for student
meetings
Asset for teachers
Area of inquiry for students and parents
Students and teachers know the scheduled date
and time of their appointments
Area of inquiry
Students and parents know the contact
information for the teacher
Asset
Teachers and counselors know the best way to
contact their students
Asset
Counselors know if students are meeting with
their teachers regularly
Asset
Conceptual
Students know the process for completing
classes
Area of inquiry
Students know the relationship between
assignments completed and credits earned
Area of inquiry
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Assumed Knowledge Influence Asset or Area of Inquiry
Teachers and counselors know what barriers
exist for the student to complete work
Asset for counselors
Area of inquiry for teachers
Teachers know interventions to assist students
who are not meeting weekly assignment goals
Asset
Parents know what it means for their child to
be “on track” toward graduation
Area of inquiry
Parents know interventions to assist a child
who is not making adequate progress
Area of inquiry
Counselors know what resources are available
to help students overcome barriers
Area of inquiry
Students, teachers, and counselors know the
stages of interventions that occur if students
are not meeting with their teachers regularly
Area of inquiry
Students and parents know the consequences of
multiple missed appointments with regards to
enrollment
Area of inquiry
Parents know interventions that can be used at
home for students who are not making
adequate progress
Asset
Procedural
Teachers and counselors need to know how to
access and read transcript information
Area of inquiry
Teachers need to know how to access reports
on student assignment completion
Asset
Teachers need to know how to use the
Quarterly Pacing Guide to set assignment
goals for students
Area of inquiry
Teachers need to know how to track student
appointments
Asset
Teachers need to know how to communicate
with counselors, administrators, parents, and
students about gaps in communication with
the students
Asset
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Assumed Knowledge Influence Asset or Area of Inquiry
Teachers need to know how it utilize various
forms of communication
Asset
Counselors need to know how to connect
students with resources both in and outside of
school
Area of inquiry
Counselors need to know how to track student
meetings on the student information system
Area of inquiry
Counselors need to know how to best contact
the student and parents when needed
Asset
Students need to know how to access
courseware
Area of inquiry
Students need to know how to find help when a
problem arises in the workload
Asset
Students need to know how to contact their
teacher and counselor for information and to
reschedule appointments
Asset
Parents need to know how to access
courseware to see student progress
Area of inquiry
Parents need to know how to access available
resources when a student needs help
Area of inquiry
Parents need to know how to contact the
teachers and counselors
Area of inquiry
Metacognitive
Teachers and counselors reflect on the
effectiveness of interventions in place for
students
Asset
Teachers monitor student progress on a weekly
basis to evaluate the likelihood of goal
completion
Asset
Teachers reflect on how student meetings
influence student progress
Asset
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Assumed Knowledge Influence Asset or Area of Inquiry
Counselors monitor students at-risk of
dropping and interventions done to ensure
adequate progress
Asset
Counselors reflect on the levels of contact with
families and the efficacy of the interventions
for students who struggle to maintain contact
and are not making adequate progress
Asset
Parents monitor student progress online to
evaluate the likelihood of students reaching
their goals
Area of inquiry
Parents reflect on the effectiveness of home
interventions based on student progress
Asset
Parents reflect on the contact they have with
the teacher and the school staff, and the
influence of that relationship on the student’s
academic progress
Asset
Parents monitor student meetings and the
information collected from those meetings
Asset
Students monitor their progress toward
reaching their assignment goals
Area of inquiry
Students understand the consequences of not
meeting their assignment goals
Area of inquiry
Students reflect on how regular meetings with
their teachers influence their academic
progress
Asset
Motivation
As shown in Figure 5 and Table 97, the motivation domain is a strength at RA, as all but
one influence was validated as an asset. However, when focusing more closely at the data in
comparison to correlating knowledge influences, the data reveals that all stakeholders at RA may
suffer from overconfidence, defined as when an individual’s stated higher confidence in
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performance is disproportionate with their lower actual performance (Moore & Healy, 2008). For
example, the procedural knowledge items were matched exactly with the self-efficacy motivation
items in this section. While only 67% of students and teachers knew the procedures required of
them in each influence, 100% of both stakeholder groups felt confident that they understood how
to accomplish the tasks involved. For counselors and parents, this data is worse. For counselors,
only 25% had the procedural knowledge needed, while 100% felt confident in their abilities.
Meanwhile, no parents had procedural knowledge, but 100% of parents felt confident that they
did know how to accomplish the tasks outlined in the survey. Speculatively, this overconfidence
may be due to their comfort in connecting with one another and accessing the information
needed that way. Regardless, the data reveals that all stakeholders value, feel positive about, feel
confident in, and feel in control of their abilities to encourage progress and maintain
communication amongst themselves at RA.
These motivation influences are depicted in two ways in this section: first, as a visual
representation of percentages of the total motivation influences validated as assets, disaggregated
by stakeholder in Figure 5; second, as a table outlining each motivation influence and its
determination as an asset or an area of inquiry for this study in Table 97.
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Figure 5
Summary of Motivation Assets by Stakeholder Group
Note. Percentage of motivation influences that are assets
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Table 97
Motivation Assets or Areas of Inquiry as Determined by the Data
Assumed Motivation Influence Asset or Area of Inquiry
Value
All stakeholders value that students make
adequate progress toward their graduation
goals
Asset
All stakeholders value regular communication
between home and school
Asset
Self-Efficacy
Teachers and counselors need to know how to
access and read transcript information
Asset
Teachers and counselors feel confident that
they can track student meetings
Asset
Teachers feel confident that they can
communicate with students, parents, and
counselors
Asset
Teachers feel confident that they can utilize
various forms of communication
Asset
Counselors feel confident that they can
connect students with resources
Asset
Counselors feel confident that they can
contact the students and parents when
needed
Asset
Students and parents feel confident that they
can contact the teacher and counselor
Asset
Parents feel confident that they can access
courseware and resources to assist their child
Asset
Students feel confident that they can
successfully complete the assignments
required of them
Asset
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Assumed Motivation Influence Asset or Area of Inquiry
Emotions
All stakeholders feel positive about the
communication between home and school
Asset
Teachers feel positive about successfully
using the quarterly pacing guide to assist
students with goal setting
Asset
Parents feel positive about providing support
for their children to complete work at home
Asset
Students feel positive about their ability to
reach their graduation goals through
assignment completion
Asset
Attribution
All stakeholders believe that successful
communication between home and school is
within their control
Asset
Teachers believe that goal setting and
accountability as means to ensure student
progress are within their control
Asset
Counselors believe that ensuring access to
appropriate interventions to students is
within their control
Area of inquiry
Parents believe that ensuring students
complete assignments as home is within
their control
Asset
Students believe that the success of failure of
the completion of required assignments is
within their control
Asset
Organization
The data within the organization domain reveals that the culture, policies, and resources
at RA align to support student progress and stakeholder communication, implying that these
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elements are important to the administration of RA. While parents and students overwhelmingly
expressed the existence of support and their appreciation of it, counselors and teachers noticed
where growth within the system could occur. Counselors’ results highlight that the culture and
supports are in place, as evidenced by their determination of all influences within this domain as
assets. However, interview data did call attention to the need for better systems for parent
involvement and student intervention. This is evidenced by the teachers’ results, in both cultural
settings and policies and procedures, as depicted in Figure 6 and Table 98. While teachers did
express a culture that promotes student progress and home-school communication as well as
acknowledge the resources to support these values, they also discussed the need for better
systems for academic support, parent involvement, and intervention. Overall, RA has a solid
foundation and culture from which to continue to grow.
The organization influences are depicted in two ways in this section: first, as a visual
representation of percentages of the total organization influences validated as assets,
disaggregated by stakeholder in Figure 6; second, as a table outlining each organization influence
and its determination as an asset or an area of inquiry for this study in Table 98.
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Figure 6
Summary of Organization Assets by Stakeholder Group
Note: Percentage of organization influences that are assets.
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Table 98
Organization Assets or Areas of Inquiry as Determined by the Data
Assumed Organization Influence Asset or Area of Inquiry
Cultural Model
There is a culture of collaboration amongst
teachers, counselors, and parents to ensure
home-school communication
Asset
There is a culture of collaboration amongst
teachers, counselors, and parents to ensure
student progress
Asset
There is a culture of accountability for
students to complete assigned work weekly
Asset
There is a culture of accountability for
students to maintain regular communication
with their teachers
Asset
Cultural Setting
The school has systems in place that motivate
all stakeholders to ensure student progress
Asset for counselors, parents and students
Area of inquiry for teachers
The school has systems in place that motivate
all stakeholders to maintain regular home-
school communication
Asset
Policies and Procedures
Tiered intervention systems are in place to
intervene when students are not meeting
minimum assignment requirements
Asset
Tiered intervention systems are in place to
ensure regular home-school communication
Asset for parents and students
Area of inquiry for teachers
Teachers are required to document student
progress weekly
Asset
Teachers and counselors are required to
document student meetings
Asset
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Assumed Organization Influence Asset or Area of Inquiry
Resources
The school provides resources to assist with
ensuring student progress
Asset
The school provides resources to assist with
student intervention
Asset
The school provides resources to assist with
ensuring home-school communication
Asset
This empirical evidence will be utilized in Chapter Five in order to present
recommendations within the knowledge, motivation, and organization domains to promote
continued success for the students at Resurgence Academy.
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Chapter Five: Recommendations and Evaluation
The purpose of this project is to examine the promising practices of Resurgence
Academy’s (RA) high performance achievement related to a larger problem of practice of
increasing retention and high school completion in order to reduce dropout rates. In order to
provide a complete and comprehensive study, an analysis of all stakeholders at Resurgence
Academy was conducted. The analysis focused on the stakeholders’ assets in the areas of
knowledge and skill, motivation, and organizational resources.
As such, the questions that guided the promising practice study were the following:
1. What are the knowledge, motivation, and organizational factors that influence the
students, teachers, parents, and counselors to achieve high performance as measured
by graduation and retention rates?
2. What knowledge, motivation, and organizational recommendations can be made for
other schools who wish to replicate these results?
Recommendations to Address Knowledge, Motivation, and Organization Influences
The recommendations in this section are organized in three parts: knowledge, motivation,
and organization (KMO). Each KMO section contains a brief overview followed by a table with
the validated influences to achieve the performance results. Each table includes the KMO
influences, the evidence-based principles that support the recommendations, and the
recommendations for each cluster of influences within each domain. As the data in Chapter Four
reveals that the interconnectedness of the stakeholders’ behaviors impacts the overall
achievement at RA, these influences have been grouped, and recommendations have been
provided in each KMO section that encourage continued success amongst all stakeholder groups.
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Following the table, a detailed discussion for each principle, solution, and support for the
solution based on the overarching shared influences among stakeholders will be provided.
It should be noted that these recommendations are offered based on the data collected and
analyzed in Chapter Four, which has limited stakeholder input from parents and students. While
COVID-19 impacted the community participation in data collection, the researcher believes that
the overall data is indicative of the parent and student experience, based on her knowledge as a
member of the RA staff. While the parents who participated in the survey may have reported
higher confidence in the knowledge of student requirements than the general population would
have reported, the remainder of the data mirrors much of the researcher’s experiences at RA.
Therefore, the recommendations and suggested program that follow are suggested with the data
and the researcher’s knowledge of the community at RA in mind.
Knowledge Recommendations
In the knowledge domain, four subdomains exist: factual, conceptual, procedural, and
metacognitive knowledge (Anderson & Krathwhol, 2001). Within each domain, assets and areas
of inquiry were identified via data collection and analysis. Overall, the data within the
knowledge domain revealed that the assets within one stakeholder group helped fill the gaps in
knowledge, or the areas of inquiry, within the other stakeholder groups. Therefore, all influences
within each knowledge domain, regardless of their status as an asset or an area of inquiry, were
included in the analysis for recommendations. Stakeholders share the same goals and participate
in similar activities to reach those goals, albeit from different perspectives. Thus,
recommendations were provided to meet the needs of all stakeholder groups. Table 99 lists the
influences, their status as an asset or area of influence, the supporting principle and
recommendations for the cluster of influences to promote success for at-risk students in
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alternative education. Following the table, a detailed discussion for each knowledge domain and
recommendations with supporting literature is provided.
Table 99
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Factual
Students, teachers, and
parents need to know the
weekly assignment goals
for the students
Asset for
teachers and
parents
Area of inquiry
for students
Managing intrinsic
load by segmenting
complex material
into simpler parts
and pre-training,
among other
strategies, enables
learning to be
enhanced (Kirschner
et al., 2009).
Provide information
specific to each
stakeholder in the
form of a regularly
updated database
that shows what
each has to know.
All stakeholders know how
many credits students have
remaining to graduate
Asset for
teachers,
parents, and
counselors
Area of inquiry
for students
Students, teachers, and
counselors know which
courses students have
remaining to graduate
Asset for
teachers and
counselors
Area of inquiry
for students
Counselors know the
students’ post-graduation
goals
Asset
Students and parents know
the meeting requirements
for attendance
Asset
326
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Students, teachers, and
parents know the methods
that are acceptable for
student meetings
Asset for
teachers
Area of inquiry
for students
and parents
Students and teachers know
the scheduled date and time
of their appointments
Area of inquiry
Students and parents know
the contact information for
the teacher
Asset
Teachers and counselors
know the best way to
contact their students
Asset
Counselors know if students
are meeting with their
teachers regularly
Asset
Conceptual
Students Know the process
for completing classes
Area of inquiry Learning is enhanced
when the learner’s
working memory
capacity is not
overloaded
(Kirschner et al.,
2009).
How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw
& McCrudden,
2009).
Create a website
that has a page
dedicated to each
stakeholder group
outlining
information
pertaining to each
stakeholder (i.e.
process for
completing
classes,
relationship
between classes
completed and
credits earned,
interventions
available to each
Students know the
relationship between
assignments completed and
credits earned
Area of Inquiry
Teachers and counselors
know what barriers exist
for the student to complete
work
Asset for
counselors
Area of inquiry
for teachers
Teachers know interventions
to assist students who are
not meeting weekly
assignment goals
Asset
327
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Parents know what it means
for their child to be “on
track” toward graduation
Area of inquiry stakeholder group,
etc.)
Present this
resource to
students and
parents during
orientation and to
teachers and
counselors during
professional
development time
on Fridays.
Parents know interventions
to assist a child who is not
making adequate progress
Area of inquiry
Counselors know what
resources are available to
help students overcome
barriers
Area of inquiry
Students, teachers, and
counselors know the stages
of interventions that occur
if students are not meeting
with their teachers regularly
Area of inquiry
Students and parents know
the consequences of
multiple missed
appointments with regards
to enrollment
Area of inquiry
Parents know interventions
that can be used at home
for students who are not
making adequate progress
Asset
Procedural
Teachers and counselors
need to know how to access
and read transcript
information
Area of inquiry Modeling to-be-
learned strategies or
behaviors improves
self-efficacy,
learning, and
performance (Denler
et al., 2009).
Provide training to
students and
parents both in
orientation and in
ongoing
workshops held
monthly that
Teachers need to know how
to access reports on student
assignment completion
Asset
328
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Teachers need to know how
to use the quarterly pacing
guide to set assignment
goals for students
Area of inquiry
Integrating auditory
and visual
information
maximizes working
memory capacity
(Mayer, 2011).
Managing intrinsic
load by segmenting
complex material
into simpler parts
and pre-training,
among other
strategies, enables
learning to be
enhanced (Kirschner
et al., 2009).
includes
demonstrations,
practice, and
feedback.
Provide training to
counselors and
teachers during
professional
development time
on Fridays, as
needed throughout
the year.
Provide screencasts
and informational
videos on the
school website
that outline how to
do the work
specific to each
stakeholder on
each stakeholder’s
dedicated page.
Teachers need to know how
to track student
appointments
Asset
Teachers need to know how
to communicate with
counselors, administrators,
parents, and students about
gaps in communication
with the students
Asset
Teachers need to know how
it utilize various forms of
communication
Asset
Counselors need to know
how to connect students
with resources both in and
outside of school
Area of inquiry
Counselors need to know
how to track student
meetings on the student
information system
Area of inquiry
Counselors need to know
how to best contact the
student and parents when
needed
Asset
Students need to know how
to access courseware
Area of inquiry
Students need to know how
to find help when a
problem arises in the
workload
Asset
329
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Students need to know how
to contact their teacher and
counselor for information
and to reschedule
appointments
Asset
Parents need to know how to
access courseware to see
student progress
Area of inquiry
Parents need to know how to
access available resources
when a student needs help
Area of inquiry
Parents need to know how to
contact the teachers and
counselors
Area of inquiry
Metacognitive
Teachers and counselors
reflect on the effectiveness
of interventions in place for
students
Asset The use of
metacognitive
strategies facilitates
learning (Baker,
2006).
Learning and
motivation are
enhanced when
learners set goals,
monitor their
performance and
evaluate their
progress toward
achieving their
goals. (Ambrose et
Teachers create a
spreadsheet with
student names that
documents each
student’s progress
and the
interventions
implemented with
columns for notes.
This spreadsheet
should be shared
with counselors,
with editing access
open to
counselors. This
should also be
added to the
Teachers monitor student
progress on a weekly basis
to evaluate the likelihood of
goal completion
Asset
Teachers reflect on how
student meetings influence
student progress
Asset
Counselors monitor students
at-risk of dropping and
interventions done to
ensure adequate progress
Asset
330
Assumed Knowledge
Influence
Asset or Area
of Inquiry
Principle Recommendation
Counselors reflect on the
levels of contact with
families and the efficacy of
the interventions for
students who struggle to
maintain contact and are
not making adequate
progress
Asset al., 2010; Meyer,
2011)
database as an
information item
in the student’s
file.
Parents and students
receive a survey
item monthly via
text or phone call
that asks them to
contribute their
interventions,
reflections,
concerns, etc. to
the database. This
information will
be added to the
spreadsheet to
maintain a holistic
view of the
student’s progress
and concerns.
Parents monitor student
progress online to evaluate
the likelihood of students
reaching their goals
Area of inquiry
Parents reflect on the
effectiveness of home
interventions based on
student progress
Asset
Parents reflect on the contact
they have with the teacher
and the school staff, and the
influence of that
relationship on the
student’s academic
progress
Asset
Parents monitor student
meetings and the
information collected from
those meetings
Asset
Students monitor their
progress toward reaching
their assignment goals
Area of inquiry
Students understand the
consequences of not
meeting their assignment
goals
Area of inquiry
Students reflect on how
regular meetings with their
teachers influence their
academic progress
Asset
331
Factual Knowledge Solutions
Data collected via surveys, document analysis, and interviews revealed that students,
teachers, parents, and counselors all have varying levels of knowledge with regard to
understanding (1) what is needed to ensure students meet their graduation goals, and (2) the best
methods of communication amongst the various stakeholders. There is one recommendation that
is applicable to both RA and similar alternative education sites in order to continue to increase
student retention and graduation rates: provide information specific to each stakeholder in the
form of a regularly updated database that shows what each has to know. According to Kirschner
et al. (2009) learning is enhanced when complex material is segmented into simpler parts.
Therefore, providing the information stakeholders need in one place that is organized by
stakeholder and by information category will enable them to access and understand needed
information as intrinsic load is reduced (Kirschner et al., 2009).
Collaboration between home and school accompanied by accountability via progress
monitoring have been shown to have positive impacts on student achievement (Harris &
Goodall, 2007; Hoover-Dempsey et al., 2005; Rader, 2005). Students who have set goals that are
monitored by school personnel show increased performance (Rader, 2005). Additionally, parents
who are given a role of active participation in their child’s academic journey are shown to have a
positive influence on their child’s achievement (Harris & Goodall, 2005). This impact is greater
when there is strong collaboration between parents and school staff (Hoover-Dempsey et al.,
2005). Therefore, providing information that fosters this collaboration and accountability helps
to promote student academic achievement.
332
Conceptual Knowledge Solutions
Overall, data analysis revealed that conceptual knowledge is an area in which all
stakeholders need additional support. In order to provide this support, two recommendations are
offered. First, create a website that has a page dedicated to each stakeholder group, outlining
information pertaining to each stakeholder. For example, information about the process for
completing classes, the relationship between completed courses and credits earned, and
interventions available to each stakeholder group could be included. This resource would provide
information in an organized manner, which influences how individuals learn and apply what they
know, thereby increasing conceptual knowledge (Schraw & McCrudden, 2009). Second, present
this resource to students and parents during orientation so that they have access to it at
enrollment, and provide training on this resource to teachers and counselors during site-led
professional development time. Providing this information during these sessions allows for the
introduction of material so that the processing of information can occur on the stakeholder’s own
time. This keeps the working memory capacity free to process new information, thereby
increasing learning (Kirschner et al., 2009).
Increasing access to information via school websites has been linked to increased home-
school communication and parental involvement in school (Gu, 2017). Additionally, providing
resources for students and parents on these websites contributes to increased student achievement
(Unal, 2008). One resource on these websites that proves highly valuable is the access to
available interventions to support students (Unal, 2008). When interventions are accessed and
undertaken by parents, students, teachers, and counselors as a team, students are more likely to
overcome barriers that are inhibiting their success (Johnson, 1998; McGee & Lin, 2017).
Therefore, providing access to information and available interventions on a website that is
333
dedicated to each stakeholder group supports increased student achievement and home-school
communication.
Procedural Knowledge Solutions
The review of data suggests that students and teachers understand how to accomplish the
work that needs to be done regarding monitoring students’ academic progress and maintaining
home-school communication. In order to promote increased procedural knowledge amongst all
stakeholder groups and among newcomers to the alternative education system, three
recommendations are suggested. First, provide training to students and parents both in
orientation and in ongoing in-person workshops held monthly that include demonstrations,
practice, and feedback. Similarly, provide training to counselors and teachers during professional
development time as needed throughout the school year. By modeling strategies in training and
breaking this knowledge down into smaller pieces over the course of these training sessions,
learning is increased (Denler et al., 2009; Kirschner et al., 2009). Lastly, provide screencasts and
informational videos on the school website that outline how to do the work specific to each
stakeholder on each stakeholder’s dedicated page, thereby integrating auditory and visual
information to increase working memory capacity and, therefore, learning (Mayer, 2011).
In an increasingly technological world, digital literacy skills are becoming essential for
almost every environment (Meyers et al., 2013). This is especially true in the educational
environment, as courses, homework, enrollment, and communication are moving online (Tang &
Chaw, 2016). Providing training to develop digital literacy is providing a necessary skill set to
the community, and is especially impactful when given in school settings as it helps students and
their families access educational resources (Tang & Chaw, 2016). Consequently, students and
families who have access to training and have developed digital literacy have increased academic
334
achievement among students enrolled in school (Prior et al., 2016). Therefore, providing training
and support to stakeholders on digital literacy skills that are required for online learning, such as
that offered at RA, helps support overall academic success amongst students.
Metacognitive Knowledge Solutions
The data revealed that parents, teachers, and counselors have strong metacognitive
knowledge when reflecting on and monitoring student progress and home-school
communication. Since the use of metacognitive strategies facilitates learning, three
recommendations to support continued metacognitive practices and the sharing of these practices
among stakeholders exist (Baker, 2006). First, teachers should create a spreadsheet with their
students’ names that documents each student’s progress and the interventions implemented with
columns for notes. This spreadsheet should be shared with counselors, and counselors should
have editing access in order to add any interventions implemented by them. Second, this
information should be uploaded to the student information database so as to be accessible to all
stakeholders. Finally, parents and students should receive a monthly survey item via text or
phone call that asks them to share their interventions, reflections, or concerns. This information
will be added to the database to maintain a holistic view of the student’s progress and concerns.
By providing a location to monitor and reflect on student progress that is shared among all
stakeholders, the school is providing a means of goal setting and performance monitoring, which
is shown to increase learning and achievement (Ambrose et al., 2010; Mayer, 2011).
When student progress monitoring is implemented as a shared responsibility among
teachers, students, parents, and counselors, it promotes student success (Barge & Loges, 2003;
Borup et al., 2019; Fuchs et al., 2015; Pomeroy, 1999; Safer & Fleishman, 2005). Goal-setting
and regular monitoring of student progress toward those goals by teachers and students is
335
effective in increasing student performance on its own, but these effects are heightened when this
progress is communicated to parents and counselors (Fuchs et al., 2015; Safer & Fleishman,
2005). Moreover, as students engage in this monitoring process, they feel empowered to make
decisions to meet these goals, while parents feel informed so that they can help to organize
learning in the home (Borup et al., 2019). This openness of communication and partnership in
goal attainment increases the home-school relationship, which promotes student achievement,
especially among students who have traditionally felt excluded from school (Barge & Loges,
2003; Pomeroy, 1999).
Motivation Recommendations
In the motivation domain, four subdomains were chosen for this study: value, self-
efficacy, emotion, and attribution. Within each domain, assets and areas of inquiry were
identified via data collection and analysis. Overall, the data within the motivation domain
revealed that motivation is high amongst all stakeholder groups, as all but one influence was
validated as an asset. Stakeholders approach similar motivational behaviors from their unique
perspectives, which contributes to the high motivation at RA. Thus, recommendations were
provided to continue building on the motivational foundation amongst all stakeholder groups.
Table 100 lists the influences, their status as an asset or area of influence, the supporting
principle and recommendations for the cluster of influences to promote success for at-risk
students in alternative education. Following the table, a detailed discussion for each motivation
domain and recommendations with supporting literature is provided.
336
Table 100
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset or
Area of
Inquiry
Principle Recommendation
Value
All stakeholders value that
students make adequate
progress toward their
graduation goals
Asset Learning and
motivation are
enhanced if the
learner values the
task (Eccles,
2006).
Rationales that
include a
discussion of the
importance and
utility value of the
work or learning
can help learners
develop positive
values (Eccles,
2006; Pintrich,
2003).
Higher expectations
for success and
perceptions of
confidence can
positively
influence learning
and motivation
(Eccles, 2006)
Include rationale
about the
importance of
consistent progress
and regular home-
school
communication
during orientation
for parents and
students.
Include rationale
about the
importance of
progress
monitoring and
regular home-
school
communication in
on-going
professional
development time
for teachers and
counselors.
Provide models of
students and
family members
who have found
success by having
them speak at
assemblies and
workshops,
providing video
testimonials on the
All stakeholders value
regular communication
between home and school
Asset
337
Assumed Motivation
Influence
Asset or
Area of
Inquiry
Principle Recommendation
school website,
and posting
images of them
and their stories
around the
campus.
Self-Efficacy
Teachers and counselors
need to know how to
access and read transcript
information
Asset High self-efficacy
can positively
influence
motivation
(Pajares, 2006).
Feedback and
modeling increases
self-efficacy
(Pajares, 2006).
Learning and
motivation are
enhanced when
learners have
positive
expectancies for
success (Pajares,
2006).
All stakeholders
should engage in
goal setting with
another
stakeholder. This
goal setting should
be documented
and regularly
monitored.
Feedback on these
goals should be
provided on a
regular basis. For
example, if a
parent has a goal
that he or she will
check-in with the
teacher once per
month, the teacher
should monitor
that goal and
provide feedback
by reaching out
and saying, “I’m
really glad you
called today,”, or,
“Hi! It’s Mr. A. I
am just calling to
Teachers and counselors
feel confident that they
can track student meetings
Asset
Teachers feel confident that
they can communicate
with students, parents, and
counselors
Asset
Teachers feel confident that
they can utilize various
forms of communication
Asset
Counselors feel confident
that they can connect
students with resources
Asset
Counselors feel confident
that they can contact the
students and parents when
needed
Asset
Students and parents feel
confident that they can
contact the teacher and
counselor
Asset
338
Assumed Motivation
Influence
Asset or
Area of
Inquiry
Principle Recommendation
Parents feel confident that
they can access
courseware and resources
to assist their child
Asset check-in since I
haven’t heard from
you this month.”
Affirmations for
progress and
continued contact
should be given to
all stakeholders as
they reach their
goals.
Students feel confident that
they can successfully
complete the assignments
required of them
Asset
Emotions
All stakeholders feel
positive about the
communication between
home and school
Asset Positive emotional
environments
support motivation
(Clark & Estes,
2008).
Activating personal
interest through
opportunities for
choice and control
can increase
motivation
(Eccles, 2006).
Continue to provide
autonomy and
choice by allowing
all stakeholders to
choose their
schedules for
progress/progress
monitoring, and
communication.
Continue to allow
students to choose
their courses,
pacing, and
campus.
Allow teachers and
counselors to flex
their work
schedules to
accommodate the
needs of all
stakeholders
involved.
Teachers feel positive about
successfully using the
quarterly pacing guide to
assist students with goal
setting
Asset
Parents feel positive about
providing support for their
children to complete work
at home
Asset
Students feel positive about
their ability to reach their
graduation goals through
assignment completion
Asset
339
Assumed Motivation
Influence
Asset or
Area of
Inquiry
Principle Recommendation
Attribution
All stakeholders believe
that successful
communication between
home and school is within
their control
Asset Learning and
motivation are
enhanced when
individuals
attribute success or
failures to effort
rather than ability.
(Anderman &
Anderman, 2009).
Provide feedback
that stresses the
process of
learning, including
the important of
effort, strategies,
and potential self-
control of learning
(Anderman &
Anderman, 2009).
Adaptive
attributions and
control beliefs
motivate
[individuals]
(Pintrich, 2003).
Provide feedback to
all stakeholders
that emphasizes
that the success or
failure of
progress/progress
monitoring and
home-school
communication is
based on effort,
not ability.
Provide accurate
feedback to all
stakeholders that
identifies their
knowledge and
skill gaps and
communicates that
those skills can be
learned. Follow up
with the teaching
of those skills via
workshops, one-
on-one
instructional
sessions, and video
tutorials.
Build community
among
stakeholders by
having them work
together regularly.
Encourage
monthly phone
calls to families
and weekly
communication
with students.
Teachers believe that goal
setting and accountability
as means to ensure student
progress are within their
control
Asset
Counselors believe that
ensuring access to
appropriate interventions
to students is within their
control
Area of
inquiry
Parents believe that
ensuring students
complete assignments as
home is within their
control
Asset
Students believe that the
success of failure of the
completion of required
assignments is within their
control
Asset
340
Assumed Motivation
Influence
Asset or
Area of
Inquiry
Principle Recommendation
Provide
opportunities for
team-building via
community events.
Value Solutions
Overall, data collection and analysis revealed that students, teachers, parents, and
counselors greatly value both reaching graduation and maintaining home-school relationships.
Since learning and motivation are enhanced when stakeholders find value in the task (Eccles,
2006), three recommendations are suggested in order to build on the value foundation that has
already been established. First, include rationale about the importance of progress monitoring
and home-school communication during orientation for parents and students. Second, include
rationale about the importance of progress monitoring and regular home-school communication
in on-going professional development for teachers and counselors. As stated in Self-
Determination Theory, this rationale should be provided in support of the stakeholders’ goals and
not in a controlling or authoritarian way, so as to increase intrinsic motivation (Ryan & Deci,
2012). By providing supportive rationale about the utility value of communication and progress
monitoring to all stakeholder groups, the school is effectively developing value for these
practices amongst stakeholders (Eccles, 2006; Pintrich, 2003). Lastly, the school should provide
models to the community of students who have found success within the program by having
these students and their family members come back to speak at assemblies and gatherings, by
having videos of these student models give testimonials on the website, and by posting images of
341
them and their stories on the walls of the school. This provides higher expectations for and
confidence in the success of students, thereby increasing learning and motivation (Eccles, 2006).
Value for all stakeholders in schools is increased when home-school connections are
strong. For example, teachers and school staff find that parental involvement increases student
success and engagement in school, thereby encouraging more frequent two-way communication
between home and school (Bæck, 2010). Additionally, parents who experience two-way, positive
communication between home and school feel more connected to the school and their child’s
academic journey (Hill & Torres, 2010). Finally, students who feel like they have a supportive,
caring environment at school via positive relationships and communication at school are more
likely to engage in their work and make progress toward their academic goals (Sumbera, 2017).
Thus, by front-loading the importance of regular communication and progress monitoring and by
incorporating models of students who have found that connection and success, the school is
developing the foundation for the home-school relationship so that value amongst stakeholders
can be achieved from the moment of student enrollment.
Self-Efficacy Solutions
According to the data collected, all stakeholders at RA feel extremely confident in their
abilities to complete tasks required around progress monitoring and home-school
communication. However, procedural knowledge data suggests that these results may indicate
overconfidence, which is when an individual’s stated high confidence in performance is
disproportionate with their lower actual performance (Moore & Healy, 2008). Therefore, three
recommendations are offered to help build stronger self-efficacy amongst stakeholders, as strong
self-efficacy is shown to increase motivation (Pajares, 2006). First, all stakeholders should
engage in goal setting around progress monitoring and communication with another stakeholder
342
that is documented and monitored regularly. Secondly, feedback on those goals should be
provided on a consistent basis. Feedback should be constructive, supportive, and flexible, as the
student’s circumstances, needs, and goals change (Thayer et al., 2018). This goal setting with
wise feedback provides accountability and increases self-efficacy, as learners understand what is
needed to continue to progress toward their goals (Pajares, 2006; Thayer et al., 2018). Finally,
affirmations for progress and continued contact should be given to all stakeholders as they reach
their goals. Providing these affirmations enhances motivation as stakeholders develop positive
expectancies for success (Pajares, 2006).
Goal setting paired with feedback has positive effects on self-efficacy beliefs. Students
who engage in goal-setting show increased self-efficacy and motivation (Zimmerman et al.,
1992). Additionally, parents who are involved in their children’s education and participate in
goal-setting and monitoring of those goals have an increased sense of empowerment, thereby
helping their children achieve academically (Zimmerman et al., 1992). Moreover, teachers and
school personnel who are able to promote student achievement via goal setting and use of
effective teaching strategies demonstrate increased leadership and motivation to further
participate in other elements of student learning and engagement (Martin & Mulvihill, 2019).
Therefore, encouraging goal setting and feedback amongst all stakeholders will help increase
self-efficacy and motivation overall.
Emotion Solutions
Stakeholders at RA demonstrate positive emotions when asked about progress monitoring
and home school communication, as evidenced by survey and interview data. Since positive
emotional environments support motivation (Clark & Estes, 2008), three recommendations are
provided to continue to grow the positive emotional environment that has already been
343
established at RA. First, provide autonomy and choice by allowing stakeholders to choose their
schedules for home-school communication and progress monitoring check-ins. Second, allow
students to choose their courses, pacing, and campus with the guidance and support of the
teachers and counselors, as autonomy supportive practices contribute to increased satisfaction
with school (Patrick et al., 1993). Third, allow teachers and counselors to flex their schedules to
accommodate the needs of all stakeholders involved. Providing this kind of autonomy and choice
has been shown to increase interest in the tasks at hand, thereby increasing motivation (Eccles,
2006).
Autonomous behavior generally results in positive emotion and increased motivation
(Eccles, 2006). Autonomous individuals tend to have more positive emotional regulation and are
able to approach negative situations, or setbacks, with more positive outcomes (Weinstein &
Hodgins, 2009). In educational settings, autonomy results in positive emotion and more
engagement from students in the classroom (Patrick et al., 1993). Additionally, students and
families who experience positive emotions in academic settings tend to have more positive
educational outcomes than those who do not (Acar et al., 2019). Therefore, providing more
autonomy and choice within the school environment helps create a positive emotional
environment, thereby encouraging student success.
Attribution Solutions
Data collection and analysis reveals that the majority of stakeholders at RA attribute the
success or failure of progress monitoring and regular home-school communication to their own
efforts. Because learning and motivation are enhanced when individuals attribute success or
failure to their efforts rather than their ability (Anderman & Anderman, 2009), three
recommendations exist to grow attribution orientation amongst stakeholders. First, provide
344
feedback to stakeholders that emphasizes that success and/or failure is the result of effort rather
than ability. Second, provide accurate feedback to all stakeholders that identifies their knowledge
and skill gaps as well as how to learn those skills. As stated earlier, wise feedback that promotes
success, supports the stakeholders’ goals, and meets the needs of the individual stakeholder
should be given so as to promote persistence and feelings of self-efficacy (Thayer et al., 2018).
Follow this with opportunities to learn these skills via workshops, one-on-one instructional
sessions, and online video tutorials, as specific feedback followed by training is shown to
increase self-control and learning (Anderman & Anderman, 2009). Finally, build community
among stakeholders by having them work together regularly. This can be done by encouraging
monthly phone calls to students’ families and weekly communication with students, as well as by
providing opportunities for team building via community events. Providing opportunities for
collaboration increases the stakeholders’ control beliefs with regards to communication, thereby
increasing their motivation to engage in these behaviors (Pintrich, 2003).
Motivation and student achievement are positively impacted by increased control
attribution. Students who attribute the success or failure of their academic progress on their
efforts tend to adopt a mastery approach to learning, which is shown to have positive effects on
student performance (Song et al., 2020). Moreover, parents who perceive their children’s
academic success to be dependent on effort feel more in control of supporting their children at
home, thereby increasing their involvement in their children’s academics (Georgiou, 1999).
Finally, school personnel to attribute the success of their students to behaviors that are within
their control demonstrate more success in their work (Ghanizadeh & Ghonsooly, 2014).
Therefore, providing opportunities to increase autonomy via feedback, training, and community
collaboration should increase achievement and motivation.
345
Organization Recommendations
In the organization domain, four subdomains were analyzed for this study: cultural
model, cultural setting, policies and procedures, and resources. Within each domain, assets and
areas of inquiry were identified via data collection and analysis. Overall, the data within the
organization domain revealed that organizational structure is perceived as strong amongst all
stakeholder groups, as all but two influences were validated as assets. Stakeholders interact with
organizational constructs from their unique perspectives, providing a holistic understanding of
the ways in which the organization impacts its community. Thus, recommendations were
provided to address the perspectives of all stakeholder groups. Table 101 lists the influences,
their status as an asset or area of influence, the supporting principle, and recommendations for
the cluster of influences to promote success for at-risk students in alternative education.
Following the table, a detailed discussion for each organization domain and recommendations
with supporting literature is provided.
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Table 101
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Asset or Area
of Inquiry
Principle Recommendation
Cultural Model
There is a culture of
collaboration amongst
teachers, counselors,
and parents to ensure
home-school
communication
Asset Effective change
efforts insure that
all key
stakeholders’
perspectives
inform the design
and decision-
making process
leading to the
change (Clark &
Estes, 2008).
Effective change
efforts utilize
feedback to
determine when/if
improvement is
happening (Clark
& Estes, 2008).
Schedule regular
meetings with all
stakeholder groups
to garner feedback
from them and
share ideas about
ways in which the
school can
continue to grow.
Utilize various
forms of feedback
that encourage
participants who
may not normally
share to provide
their insight.
Provide
opportunities for
collaboration
amongst
stakeholders via
flexible
scheduling,
community events,
and workshops to
encourage
feedback and idea
sharing amongst
stakeholder
groups.
There is a culture of
collaboration amongst
teachers, counselors,
and parents to ensure
student progress
Asset
There is a culture of
accountability for
students to complete
assigned work weekly
Asset
There is a culture of
accountability for
students to maintain
regular communication
with their teachers
Asset
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Assumed Organization
Influence
Asset or Area
of Inquiry
Principle Recommendation
Cultural Setting
The school has systems in
place that motivate all
stakeholders to ensure
student progress
Asset for
counselors,
parents and
students
Area of
inquiry for
teachers
Effective change
efforts will test
(and if needed,
modify) a change
or innovation on a
small scale before
implementing it
widely (Clark &
Estes, 2008).
Before launching a
new initiative,
effective change
efforts establish a
“cut your losses”
benchmark and a
“Plan B” in the
event that the
initiative needs to
be aborted (Clark
& Estes, 2008).
Effective change
efforts utilize
feedback to
determine when/if
improvement is
happening (Clark
& Estes, 2008).
Pilot new programs
for progress
monitoring and
home-school
communication
with a small group
of stakeholders
before
implementing the
school-wide.
Establish indicators
that will be
monitored and the
benchmarks that
will indicate the
need to alter the
plan.
Create a monitoring
process, with
regular check-ins
to review data and
make corrections
as needed.
The school has systems in
place that motivate all
stakeholders to maintain
regular home-school
communication
Asset
Policies and Procedures
Tiered intervention
systems are in place to
intervene when students
are not meeting
minimum assignment
requirements
Asset Effective
organizations
insure that
organizational
messages, rewards,
policies and
Conduct an informal
audit of the
policies and
procedures within
the organization to
ensure that they
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Assumed Organization
Influence
Asset or Area
of Inquiry
Principle Recommendation
Tiered intervention
systems are in place to
ensure regular home-
school communication
Asset for
parents and
students
Area of
inquiry for
teachers
procedures that
govern the work of
the organization
are aligned with or
are supportive of
organizational
goals and values
(Clark and Estes,
2008).
Effective change
efforts are
communicated
regularly and
frequently to all
key stakeholders
(Clark & Estes,
2008).
align with the
mission and values
of RA.
Make adjustments
to those policies
and procedures
that do not align
with the mission
and values of RA.
Use existing forms
of communication
to inform
stakeholders of
your message,
upcoming
changes, and
rationale for those
changes. Also look
for new ways to
communicate
(social media, text
messaging, etc.) to
reach a broader
audience.
Teachers are required to
document student
progress weekly
Asset
Teachers and counselors
are required to
document student
meetings
Asset
Resources
The school provides
resources to assist with
ensuring student
progress
Asset Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time,
etc) needed to do
Determine what the
organizational
priorities are.
Direct resources,
time, and
professional
The school provides
resources to assist with
student intervention
Asset
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Assumed Organization
Influence
Asset or Area
of Inquiry
Principle Recommendation
The school provides
resources to assist with
ensuring home-school
communication
Asset their job, and that
if there are
resource shortages,
then resources are
aligned with
organizational
priorities (Clark
and Estes, 2008).
development
toward those
priorities.
Cultural Model Solutions
The data collection and analysis reveals that the cultural model at RA is embedded into
the fabric of the school, as seen through the lens of all four stakeholders surveyed and
interviewed. In order to grow as an organization while maintaining the inclusion of all
stakeholders, three recommendations are offered. First, schedule regular meetings with all
stakeholder groups to garner feedback from them and have them share ideas about the ways in
which the school can grow. Second, utilize various forms of feedback to encourage participants
who may not normally share to provide their insight. Finally, provide opportunities for
collaboration amongst stakeholders via flexible scheduling, community events, and workshops to
encourage feedback and idea sharing amongst stakeholder groups.
Organizations who seek effective change ensure that all stakeholders’ perspectives are
included in future plans and frequent feedback from stakeholders is valued (Clark & Estes,
2008). Moreover, creating a culture of collaboration amongst teachers, students, parents, and
school personnel empowers all participants and benefits student performance (Russell, 2012;
Sutton & Shouse, 2016). In schools where multiple stakeholder groups are able to voice their
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perspectives, contribute to school improvement and planning, and work collaboratively toward
school-wide goals, buy-in amongst stakeholders increases, community involvement and
positivity about education increases, and student achievement accelerates (Oostdam & Hooge,
2013; Russell, 2012; Sutton & Shouse, 2016). Therefore, seeking out stakeholders’ perspectives,
including them in planning, and providing opportunities for collaboration fosters organizational
growth.
Cultural Settings Solutions
According to data collected and analyzed, the systems as RA are supportive of progress
monitoring and home-school communication for most stakeholders. Teachers did indicate that
better systems could be enacted for monitoring student progress. Therefore, in order to promote
stronger systems of progress monitoring and communication, three recommendations are offered.
First, since Clark and Estes (2008) state that organizations who wish to implement change
programs should do so on a small scale first, any new programs for home-school communication
or student progress monitoring being implemented at RA or similar institutions should pilot these
programs with a small group of stakeholders prior to full implementation. Once these programs
are in place, establish indicators that will be monitored and the benchmarks that will indicate the
need to alter the plan. Finally, create a monitoring process, with regular check-ins to review data
and make corrections as needed. Building monitoring and feedback tools into new program
implementation helps organization gauge progress, success, and the need to alter elements of the
program prior to school-wide implementation (Clark & Estes, 2008).
Focusing on programming that encourages collaboration and communication between
home and school benefits the educational organization via increased student achievement
(Christenson, 2003). By creating systems that envelop the expectation of home-school
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partnership, the school influences the mindset of the school community into one that considers
the school environment one that is a shared responsibility (Hoover-Dempsey et al., 2010). These
systems can be created by requiring teachers and staff to offer direct, personal invitations to their
students and their families to engage in school-community events, by establishing an expectation
of regular home-school communication, and by educating school staff on the culture and history
of the community (Hoover-Dempsey, 2010). Thus, as alternative education sites wish to grow
their cultural settings, they should pilot programs that involve increased contact and
collaboration between home and school around student goals and student success (Christenson,
2003; Clark & Estes, 2008; Hoover-Dempsey, 2010).
Policies and Procedures Solutions
Data collection and analysis suggests that stakeholders find the policies and procedures at
RA to be supportive of student progress monitoring and home-school communication. The one
exception to this is that teachers see a need for stronger policies and procedures for tiered
intervention systems when home-school communication is failing. In order to address this
concern and continue to grow the policies and procedures that support progress monitoring and
home-school communication, three recommendations are offered. First, conduct an informal
audit of the policies and procedures within the organization to ensure that they align with the
mission and values of RA (Clark & Estes, 2008). Second, make adjustments to those policies and
procedures that do not align with the mission and values of the organization. Finally, use existing
forms of communication to inform stakeholders of upcoming changes and rationale for those
changes. Also look for new ways to communicate (social media, text messaging, etc.) to reach a
broader audience, as effective change efforts are coupled with regular communication to all
stakeholders (Clark & Estes, 2008).
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According to Kozleski and Huber (2010), tiered intervention systems can be used to
promote student success within an educational organization. These tiered systems must include
differentiated support, progress monitoring, continual professional development, and flexibility
to meet the needs of the student population in order to be successful (Hughes & Dexter, 2011;
Kozleski & Huber, 2010). When implementing tiered interventions as a procedure within a
school system, ensuring that these procedures align with the mission and values of the
organization will support their success (Clark & Estes, 2008; Rueda, 2011). Additionally,
maintaining communication with stakeholders regarding changes to these interventions will
reinforce the overall success of implementation (Clark & Estes, 2008; Kozleski & Huber, 2010).
Resources Solutions
Overall, teachers, parents, students, and counselors all perceive resources to be an asset at
RA. Since Clark and Estes (2008) suggest that resources must be provided to all stakeholders so
that they have what they need to effectively complete their work in order for an organization to
find success, two recommendations are offered for RA and alternative education programs who
wish to replicate the success at RA. First, determine what the organizational priorities are.
Second, direct the organization’s resources, time, and professional development toward those
priorities. At RA, those priorities have been ensuring home-school connection and student
progress monitoring.
Directing resources toward collaboration amongst stakeholders, supporting student and
family out-of-school needs, and academic support all reinforce student achievement. Professional
development time that is allocated to collaboration between teachers and counselors has been
found to have positive effects on both student progress and teacher and counselor efficacy
(Henfield & McGee, 2012; Marlow et al., 2000). Additionally, providing external resources such
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as access to food pantries, mental health support services, and drug rehabilitation programs has
been shown to increase community involvement in the school and increase overall student
achievement (Baskin et al., 2010; Ingram et al., 2017; Suldo et al., 2013). Finally, providing
academic support services, such as tutoring, academic support plans that include students and
their families, and regular progress monitoring of student goals all contribute to overall student
academic success (Flynn et al., 2012; Hughes & Dexter, 2011; Kozleski & Huber, 2012).
Focusing resources on support of all stakeholders leads to overall school success.
Summary of Knowledge, Motivation and Organization Recommendations
Knowledge Recommendations Summary
Recommendations were provided for the following four knowledge areas: factual,
conceptual, procedural, and metacognitive knowledge. Overall, the data collected within the
knowledge domain revealed that stakeholders depend on one another to share knowledge in
order to encourage student achievement. Therefore, recommendations were made that would
incorporate all stakeholders and foster the continued connection among them.
Within the factual knowledge domain, one recommendation was made. In order to
increase basic knowledge about course and graduation requirements as well as contact
information among stakeholders, a database should be created that provides regularly updated
information specific to each stakeholder’s needs. Having this database would provide a single,
accessible location for all important information that needs to be accessed by students, parents,
teachers, and counselors.
The conceptual knowledge domain has two primary recommendations. First, create a
website that has a page dedicated to each stakeholder group outlining information pertaining to
each stakeholder. For example, information about the relationship between classes completed
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and credits earned, various graduation pathways and their connections to post-graduation
opportunities, and interventions suggested for each stakeholder group could be offered. Second,
present this resource at orientation for students and parents and during professional development
time for teachers and counselors. This would ensure that all stakeholders have knowledge of the
resource and understand how to access it when needed.
Within the procedural knowledge domain, three recommendations were provided. First,
provide training to students and parents both during orientation and monthly workshops that
include demonstrations, modeling, and feedback on the systems for progress monitoring and
home-school communication offered at the school. Second, provide similar training specific to
teachers and counselors’ roles during ongoing professional development time throughout the
year. Finally, for stakeholders who wish to review training materials on their own time, provide
screencasts and informational videos on the school’s website that outline how to do the work
specific to each stakeholder on each stakeholder’s dedicated page.
Lastly, two recommendations were provided for the metacognitive knowledge domain. In
order to increase monitoring and reflection on the efficacy of interventions, teachers should
create a spreadsheet that lists all students' names on their caseload. Teachers should document
each student’s progress and interventions monthly on this spreadsheet. Counselors should have
access to this information and should be able to add interventions they have implemented on this
sheet as well. All documented interventions should be uploaded to the database so that students
and parents have access to the information. Once this system is in place, parents and students
should be surveyed monthly so that they can contribute their interventions and concerns to the
student’s database. This way, there would be a holistic view of the student’s progress,
interventions implemented, and obstacles the student has faced in one place so that all
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stakeholders can reflect on and monitor student progress throughout the year. The information
shared here could be the basis for communication between stakeholders as the school year
progresses.
Motivation Recommendations Summary
Recommendations to foster the continued success in motivation at RA were provided in
the following motivational areas: value, self-efficacy, emotion, and attribution. Because
motivation was the most successful domain for RA based on the data collected,
recommendations were focused on how to support further success and growth within the
motivational domain across all stakeholder groups.
While the value domain proved to be an asset at RA, two major recommendations were
provided. First, include rationale about why progress monitoring and home-school
communication are important during orientation for parents and students and during professional
development time for teachers and counselors. Second, provide models of students who have
found success within the school and have them speak during assemblies, workshops, and
community events. Also, provide video testimonials from these students and their families on the
school’s website. Finally, add pictures of these students and their success stories around the
campus. This would provide inspiration and motivation for the school community through
models and understanding of the utility value of their work.
Within the self-efficacy domain, three recommendations were suggested. First, all
stakeholders should engage in goal-setting with one another. These goals should be documented
and monitored regularly. Second, feedback on these goals should be provided on a regular basis.
For example, if a parent has a goal to check-in with the teacher once per month about student
progress, the teacher should monitor that goal and provide feedback by reaching out to the parent
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and saying, “I’m really glad you called today,” or, “Hi! I’m just calling to check-in since I
haven’t heard from you recently.” Finally, affirmations should be provided as stakeholders reach
their goals so that acknowledgement of goal attainment is given.
Next, the emotion domain had three recommendations to foster the positive emotional
environment that is provided at RA. First, provide autonomy and choice by allowing all
stakeholders to choose their meeting times, schedules for progress monitoring, and
communication. Second, allow students to choose their courses, pacing, and campus on which to
work. Lastly, allow teachers and counselors to flex their work schedules to meet the needs of all
stakeholders.
Finally, in the attribution domain three recommendations were provided. First, provide all
stakeholders feedback that emphasizes that the success or failure of their goal attainment is based
on effort, not ability. Second, provide accurate, specific feedback that identifies their knowledge
gap and communicate the learning required to learn the skills they need. Follow up with the
teaching of those skills via workshops, one-on-one instructional sessions, and/or video tutorials
available on the school’s website. Lastly, build community among stakeholders by encouraging
them to work together regularly. This can be done by requiring monthly phone calls to the
families and weekly phone calls to the students. This can also be done by hosting community
events quarterly that encourages staff, students, and families to collaborate in more informal
ways.
Organization Recommendations Summary
Overall, the organization domain proved to be an asset for RA. Recommendations were
provided to enhance the organizational success exhibited by RA within the following
organization domains: cultural model, cultural setting, policies and procedures, and resources.
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These recommendations work to incorporate all stakeholder perspectives, as the
interconnectedness of the stakeholder groups proved to be a foundation for the success of the
school within all KMO areas.
Cultural model was an asset among all influences and all stakeholders at RA. The
following recommendations were provided to grow the organization while maintaining the
strong culture of collaboration that exists. First, schedule regular meetings with stakeholder
groups to garner feedback from them and ask them to share their ideas about the ways in which
the school can grow. Second, ensure higher rates of participation from stakeholder groups by
utilizing various forms of communication to reach stakeholders who may be more reluctant to
share. Finally, provide opportunities for stakeholders to collaborate via flexible scheduling,
community events, and workshops to encourage feedback and idea sharing amongst stakeholder
groups.
Within the cultural setting domain, three recommendations were provided to support
continued development of systems that encourage student progress monitoring and home-school
communication. First, pilot new programs for progress monitoring and home-school
communication with a small group of stakeholders before full implementation. Second, establish
indicators that will be monitored and the benchmarks that will indicate a need to alter the plan.
Lastly, create a monitoring process, with regular check-ins to review data and make corrections
as needed. Once this pilot program has worked through the obstacles, if it does, then the program
can be implemented school-wide.
The majority of the stakeholders found that the policies and procedures at RA supported
progress monitoring and home-school communication. Therefore, three recommendations were
provided to encourage the review and adjustment of policies and procedures that could benefit
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from updating as stakeholder needs change. First, conduct an informal audit of the policies and
procedures within the organization to ensure that they align with the mission and values of the
school. Second, make adjustments to those policies and procedures that do not align with the
mission and values of the school. Lastly, ensure that all changes and rationale for those changes
are communicated to all stakeholders using existing and novel forms of communication.
Finally, data collected highlighted that resources are one of the strongest assets at RA, as
multiple stakeholders communicated that they felt supported by the resources offered by the
school. To encourage continued growth here, two recommendations were provided. First,
determine what the organizational priorities are. Second, direct resources, time, and professional
development toward those priorities to ensure that these priorities are being met. These
recommendations, combined with the aforementioned KMO recommendations will provide the
necessary support to encourage continued success at RA and at similar institutions who wish to
replicate RA’s results.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need and Expectations
The mission at Resurgence Academy is to promote personalized education, foster
independent thinking, and provide all students the opportunity to become productive citizens. In
order to promote this mission, RA has emphasized the importance of home-school
communication and collaboration around individual student progress and goal attainment. While
the organization has seen consistently increasing graduation and retention rates, its goal is to
have 100% of students graduate with a high school diploma or earn a GED before leaving RA.
Because the majority of the students who attend RA come to the school as their last attempt at
earning a high school diploma, it is important to the school to ensure that these students do
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achieve this goal so that they can become productive members of society and experience the
rewards of working toward future college and career goals. RA also stresses the need to prepare
students for life after high school, by focusing on personalized learning and goal setting and by
establishing strong relationships to support students in lifelong learning.
The teachers, counselors, students, and parents all contribute to the success of the school.
Their goal, as a larger group, is to ensure that all students graduate from high school with a high
school diploma or earn a GED, which aligns with the organizational goal of 100% achievement
of graduation or GED acquisition for all students enrolled at RA. By focusing on graduation, all
stakeholders are able to participate in a shared goal and can contribute their unique skills and
roles within the larger school community to work together and assist with the students’ goal
attainment. The recommendations provided here can be utilized by RA to help further grow the
program, or can be adopted by similar alternative education programs who wish to replicate the
success that RA has had with regard to graduation and retention of students.
Implementation and Evaluation Framework
According to Kirkpatrick and Kirkpatrick (2016), effective training is required for
organizational success. In order to determine the value and effectiveness of the training that is
offered, an organization needs an implementation and evaluation plan. Kirkpatrick and
Kirkpatrick (2016) propose a framework for effective evaluation with the New World
Kirkpatrick Model. This model includes four levels of evaluation: Reaction, Learning, Behavior,
and Results, which are pulled from the historical Kirkpatrick Model. However, in the New
World Model, these levels of evaluation have been presented in reverse, so as to emphasize the
importance of the program outcomes and to address the modernization of the technological
landscape. This model will be utilized to develop the evaluation and implementation plan for the
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recommendations outlined in Tables 99-101. Each of the four levels will be defined and utilized
for program implementation in the sections that follow.
Level 4: Results and Leading Indicators
According to Kirkpatrick and Kirkpatrick (2016), Level 4 of the New World Model
measures the results, or outcomes, of a training program. More specifically, results are defined as
the extent to which targeted outcomes are achieved based on the training and support provided
(Kirkpatrick & Kirkpatrick, 2016). These results are measured by leading indicators, which are
defined as short-term measurements that suggest that the critical behaviors within the training
program are on track to provide the desired results. These indicators can be separated into two
categories: internal and external outcomes. Internal outcomes are those which emerge from
within an organization and are usually noticed first. External outcomes are those which indicate
how the community or client is responding to the impact of the training program. These
outcomes are measured to determine the success or failure of the training program.
Table 102 outlines the external and internal outcomes that RA and similar programs can
expect to see if the implementation of the training program proves successful. It also includes the
metrics used to measure these outcomes and the methods by which to gather these
measurements.
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Table 102
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase in reported
graduation rates
The number of yearly
graduates
The school administrator will
report the number of
graduates to the school
website and to the
appropriate state agencies.
Decrease in reported
dropout rates
The number of yearly dropouts The school administrator will
report the number of
students who disenrolled
and did not enroll
elsewhere on the school
website and to the
appropriate state agencies.
Increase of positive
perception within the
community
The number of positive
reviews online.
The number of positive social
media posts within the
community.
The number of positive
mentions within publications.
The school administrative
team will monitor the
number of positive reviews,
social media posts, and
publications.
Increase in enrollment The number of students
enrolled each year
The school administrator will
report the yearly enrollment
numbers on the school
website and to appropriate
state agencies.
Internal Outcomes
Increase in student
attendance rates.
The number of students who
earned 100% attendance for
each attendance period
The school administrator will
report attendance rates to
stakeholders at the end of
each attendance period.
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Outcome Metric(s) Method(s)
Increase in the average
number of courses
completed per student
per semester.
The number of courses
completed each semester,
averaged by the number of
students enrolled that
semester.
The administrator and
registrar will work together
to monitor the number of
courses completed, on
average, per student and
will report this data to all
stakeholders bi-annually.
Increase in parental
involvement
The number of parents who
engage in school events,
parent conferences, and
school-related parent groups.
The administrative team will
track the number of parents
who are participating in
school-related groups,
workshops, and events.
Decrease in student
transfers between
teachers.
The number of students who
change teachers throughout
the school year.
The administration will
monitor the number of
student-teacher transfers
that occur throughout the
year, and disaggregate that
data by teacher.
Increase in home-school
communication
The number of visits entered
on the student information
system under the “parent-
teacher conference” heading.
Administration will track the
number of visits entered on
the student information
system under the “parent-
teacher conference”
heading monthly to see
how often home-school
communication is
occurring.
Increase of college and
career readiness among
students
The number of students who
graduate college and career
ready by earning A-G
eligibility or completing a
Career and Technical
Education (CTE) pathway.
Administration will report
the number of graduates
who are considered college
and career ready annually
on the website and to
appropriate state agencies.
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Level 3: Behavior
Critical Behaviors
Level 3 of the Kirkpatrick New World Model measures the behavior of the stakeholders
in a training program. According to Kirkpatrick and Kirkpatrick (2016) behavior is defined as
the extent to which participants apply their learning when they return to work. This behavior can
be defined by identifying critical behaviors that participants must exhibit in order to reach the
desired results of the training program. For RA, these critical behaviors are that students, parents,
teachers, and counselors actively engage in student progress monitoring and to maintain regular
communication between home and school. Table 103 outlines these critical behaviors, the
metrics and methods used to measure them, and the appropriate timing for evaluation of these
behaviors.
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Table 103
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
(1) All stakeholders
engage in student
progress monitoring.
The number of entries
in the student’s
dashboard by each
stakeholder.
Administration will
audit the student
dashboard entries
periodically to
assess stakeholder
engagement in
student progress
monitoring.
At the end of each
attendance period,
administration
reviews student
progress by
reviewing
attendance rates.
For students who
are not meeting
attendance
requirements, the
student dashboard
will be checked for
stakeholder
engagement with
progress
monitoring.
(2) All stakeholders
maintain regular
home-school
communication.
The number of home-
school
communication
visits entered in the
student information
system.
Administration will
review the number
of visits tagged
“student-teacher
conference,”
“parent-teacher
conference,” or
“phone
conference,” in the
student information
system on average
per student to track
the regularity of
home-school
communication
Administration will
review this data at
the end of each
attendance period to
monitor the
regularity of home-
school
communication
throughout the year.
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Required Drivers
According to Kirkpatrick and Kirkpatrick (2016), achieving results at Level 4 requires
success at Level 3, so more consideration should be dedicated to critical behaviors by focusing
on required drivers. Required drivers are the systems that monitor and reward performance of
critical behaviors (Kirkpatrick & Kirkpatrick, 2016). At RA, the systems implemented to support
student progress monitoring and regular home-school communication, and the time allotted to
providing instruction, feedback, and support of the implementation of those systems directly
impacts stakeholder success in achieving these critical behaviors. Therefore, the required drivers
will be managed by administration as they oversee the systems and supports available to
stakeholders. Table 104 outlines the required drivers recommended to encourage further growth
in stakeholder engagement with student progress monitoring and home-school communication.
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Table 104
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Administration provides training
on the availability and use of the
dashboard and stakeholder
specific website to students,
parents, counselors, and teachers
Annually, at
orientation, for
students and parents.
As needed in
workshops for all
stakeholders
At least annually for
teachers and
counselors during the
beginning-of-the-year
professional
development time.
Ongoing self-directed
learning available via
video training on the
school’s website.
1, 2
Administration provides
opportunities for stakeholders to
work together for goal setting
and increased communication
via expectations for monthly
home-school contact with
families and weekly contact with
students, and by planning
community events and
workshops that bring the
stakeholders together.
Monthly requirement
for connection with
families
Weekly requirement for
connection with
students.
Quarterly workshops
and community events
1, 2
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Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Administration provides
professional development time
for teachers and counselors to
work in a professional learning
community to discuss progress
monitoring, home-school
communication, and potential
interventions.
Monthly 1, 2
Encouraging
Teachers and counselors mentor
students to achieve their
academic progress goals.
Weekly (teachers)
Quarterly (counselors)
1, 2
Administration provides specific,
constructive feedback to teachers
and counselors regarding their
performance of progress
monitoring and home-school
communication as indicated by
information added to the
dashboard, student visits on the
student information system, and
courses completed by the
students.
Monthly 1, 2
Administration provides parent
nights with parent models so that
parents can collaborate and learn
from one another about how to
perform critical behaviors. These
nights should be thematic, and
based on family needs and
concerns.
Monthly 1, 2
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Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Rewarding
Administration sends out
affirmations for teachers and
counselors who are meeting their
progress monitoring and home-
school communication goals.
Monthly 1, 2
Teachers and counselors send out
affirmations to parents and
students for students who are
completing their progress
monitoring and home-school
communication goals.
Monthly 1, 2
Administration sends out a
monthly newsletter highlighting
various teachers, students,
parents, and counselors who are
performing the critical behaviors.
Monthly 1, 2
Students who are reaching their
quarterly goals are recognized in
the quarterly assembly, and top
achievers are given certificates.
Quarterly 1
Monitoring
Administration monitors
stakeholder engagement in
critical behaviors via stakeholder
submissions to the student
dashboard and the student
information system.
Monthly 1, 2
Administration sends out surveys
to stakeholders to garner
feedback about the frequency
and efficacy of the progress
monitoring and home-school
communication systems in place.
Bi-annually (at the end
of each semester)
1, 2
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Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Teachers and counselors monitor
student and parent engagement
in critical behaviors by
documenting progress and
interventions on the student
spreadsheet and in the
dashboard.
At the end of each
attendance period
(once every four
weeks)
1, 2
Teachers meet with students and
families regularly to discuss
student progress, connect them
to resources, and ensure that
students and families feel
supported.
Weekly for students
Monthly for families
1, 2
Organizational Support
Based on the recommendations outlined in the preceding tables, the organization will
support the stakeholders’ performance of critical behaviors in a number of ways. First, the
organization will revisit its mission and values and ensure that all systems, policies, and
procedures align to support the mission. Second, the organization will collect stakeholder
feedback on ways to improve student progress monitoring and home-school communication.
This feedback will be incorporated into planning for future programmatic change. Time will
need to be allotted for stakeholder groups to collaborate and discuss vehicles for change that will
work for and benefit all stakeholders. Therefore, professional development time, community
events, and workshops will be scheduled monthly to support these kinds of communication.
Once a program for change has been developed, it will be piloted with a small group of
stakeholders to ensure successful implementation over time. This will allow for monitoring and
adjustment of the program as benchmarks indicate the need for alterations and modifications.
370
Finally, the organization will offer flexibility in scheduling for meetings, mentoring, workshops,
and interventions to meet the needs of the community and the stakeholders involved, thereby
ensuring that meetings and collaboration around student progress monitoring and goal setting can
occur.
Level 2: Learning
In the Kirkpatrick New World Model, Level 2 focuses on the learning of the participants.
According to Kirkpatrick and Kirkpatrick (2016), learning is defined as the extent to which
participants obtain the intended knowledge, skills, attitude, confidence, and commitment from
the training they received. In this definition, knowledge and skills are interpreted as the
participants’ understanding of what they need to do and how they are going to accomplish it.
Additionally, attitude and confidence are expressed as a participant’s feelings that the training is
worthwhile and that they feel capable of doing what is being asked of them. Finally, commitment
refers to the participant’s willingness to complete the tasks they learned in training (Kirkpatrick
& Kirkpatrick, 2016). Overall, the evaluation of these components is formative in nature, and
helps to identify areas of growth or necessary improvements for the program as training
continues.
Learning Goals
Using the Kirkpatrick New World Model for learning, a program that incorporates the
recommendations and learning solutions proposed in the KMO tables at the beginning of this
chapter will be outlined. After implementation of this learning program, all teachers, students,
parents and counselors will be able to do the following:
Knowledge.
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1. State the (1) number of credits and which courses are needed to graduate, (2) weekly
assignments required to meet individual graduation goals, and (3) where to find contact
information for each stakeholder as it pertains to each individual student and stakeholder
(Factual).
2. Determine appropriate interventions for students who need additional support as it
pertains to each stakeholder group (Conceptual).
3. List what to do to ensure students are meeting their individual graduation goals from each
stakeholder’s perspective (Procedural).
4. Describe how implemented interventions are impacting student progress (Metacognitive).
5. Describe the impact of monitoring student progress, as it relates to each stakeholder
(Metacognitive).
Motivation.
6. Value the role of student progress monitoring and home-school communication in
helping students meet their graduation goals (Value).
7. Feel confident in their ability to monitor student progress and engage in regular home-
school communication (Self-Efficacy).
8. Feel positive emotions about their role in the school system (Emotions).
9. Attribute the success or failure of the work they do within the school to their own efforts
rather than their ability (Attribution).
Program
In order to increase the knowledge and skills needed to meet the learning goals outlined
above, all stakeholders will need to participate in training throughout the school year. While
training sessions will be offered to stakeholder groups separately, the training offered will cover
372
student progress monitoring and home-school communication as they relate to each stakeholder
group. These training sessions and accompanying materials will be outlined in this section.
Prior to offering training, the website and database outlined in the Knowledge
recommendations described earlier in this chapter will need to be developed, ideally before the
start of the school year so that training and implementation can occur at the onset of the school
year. Once developed, administration will offer a full-day professional development session to
teachers and counselors which would explain the rationale for student progress monitoring and
home-school communication, explore the website and database as resources that support
progress monitoring and home-school communication, and provide time to learn how to
document and share student goals, progress, interventions, and notes on the database. Teachers
and counselors will be given the opportunity to work collaboratively to update a student profile
on the database and use the website’s resources to develop an intervention plan for a student
based on a scenario given so that they have ample time to develop an understanding of how to
use these tools. Feedback on the appropriate use of the database and website will be given by
administration throughout the session, and questions and concerns will be addressed during
training.
Similarly, parents and students will be offered training on the database and website
during orientation as part of enrollment in the school. Students and parents will be asked to
contribute to the student profile on the database, and students will be asked to set their
graduation goals, review their transcripts, and decide on the order of classes they wish to
complete to reach their graduation goals. Parents will add contact information, review student
transcripts and goals, and contribute any information to the database that they deem useful for
student academic success. Administration will invite teachers, counselors, and other parent and
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student volunteers to support in training, build connections with the community, and answer
questions and concerns community members may have during the training.
Additionally, all stakeholders will be given access to online training materials, jobs aids
outlining how to use these new resources, and time to work collaboratively during the training so
as to support the various ways in which people learn and to provide additional support that can
be accessed and reviewed by participants on their own time. These resources will also provide
support to participants after training has concluded and as they are attempting to use these
resources at a later time.
Once the initial training has concluded, administration will monitor the use of the
database monthly by reviewing the student progress updates, interventions implemented, and
notes added by all stakeholders. Administration will also garner feedback from stakeholder
groups quarterly to determine the areas of improvement or need for additional training. Once
data is collected, workshops addressing demonstrated needs will be offered monthly to parents
and students, and professional development time will be allocated monthly to address the
knowledge and skill gaps for teachers and counselors. Lastly, time for collaboration regarding
student progress and home-school communication will be provided during monthly professional
learning community meetings, which will encourage teachers and counselors to review progress
on the database and schedule meetings to reach out to students and their families.
It is important to note that feedback will be given throughout training and implementation
of practices developed in the training to encourage mastery and confidence in stakeholders’
ability to use resources effectively. Affirmations of appropriate use and recognition of
stakeholders who achieve successful collaboration around progress monitoring and home-school
communication will be utilized to increase motivation amongst stakeholders.
374
Evaluation of the Components of Learning
In order to assess stakeholder progress toward reaching performance goals, formative
evaluation must be embedded in the implementation of the program. Table 105 outlines the
evaluation methods and timing to assess the declarative knowledge, procedural skills, attitude,
confidence, and commitment of the stakeholders during program implementation.
Table 105
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Small group discussion and table share outs During training
Mini-quizzes/polls During training
Knowledge checks through discussion During training
Pre/post test Before and after training
Procedural Skills “I can do it right now.”
Complete a webquest requiring use of
information on the stakeholder’s dedicated
web page
During training
Contribute information to the database During and after training
Work collaboratively to complete a scenario
using the information from the website and
the database
During training
Attitude “I believe this is worthwhile.”
Pre-/Post-Test survey to determine if the
value for progress monitoring and home-
school communication has increased as a
result of training
Before and after training
375
Method(s) or Activity(ies) Timing
Observation of engagement with the tools During training
Discussion on the value and rationale During training
Confidence “I think I can do it on the job.”
Discussion in small groups about concerns
and potential obstacles
During training
Post-training survey asking about confidence
in participating in progress monitoring and
home-school communication
After training
Mentorship and coaching, both by peers and
other stakeholders
During and after training
Commitment “I will do it on the job.”
Monitoring stakeholders’ use of the systems After training
Creating an action plan for how these
resources will be used to promote progress
monitoring and home-school
communication
After training
Discussions of any barriers and ways to
overcome them
During training
Accountability via collaboration with other
stakeholders
After training
Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2016), Level 1 of evaluation is reaction, which
is defined as the extent to which the participants find the training engaging, relevant, and
advantageous. Reaction is a quick check to determine the participant’s feelings about the training
he or she is receiving. Generally, the more positive the reaction, the more likely it is that the
training is implemented (Kirkpatrick & Kirkpatrick, 2016). Table 106 utilizes this framework
376
and outlines the engagement, relevance, and customer satisfaction tools that will be used to
evaluate participants’ reactions to the learning program outlined above, and the timing in which
these tools will be utilized.
Table 106
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Observation of participants’ willingness to
discuss, use of tools, participation in
discussion, etc.
During training
Asking meaningful questions During training
Training/Workshop evaluation After training
Relevance
Polls/Pulse check During training
Training/Workshop evaluation After training
Customer Satisfaction
Training/Workshop evaluation After training
Discussion with participants, answering
questions and addressing concerns
During training
377
Evaluation Tools
Immediately Following the Program Implementation
Kirkpatrick and Kirkpatrick (2016) differentiate between immediate and delayed
evaluation tools. Immediate evaluation tools should be used following a workshop or training
session and should assess Levels One and Two to determine participants’ reactions and
understanding of the learning delivered in the training. Conversely, delayed evaluation tools
should be used after graduates of the training program have had the opportunity to apply their
learning, discover what support is offered, and determine what kinds of results have occurred
because of application of learning, which focuses on assessing Levels 3 and 4 of the New World
Model (Kirkpatrick & Kirkpatrick, 2016).
In order to assess Levels 1 and 2 for the training program that orients stakeholders to the
website and database that will be used to monitor student progress and home-school
communication, a post-training, anonymous survey will be given to all participants (see
Appendix L). Level 1 will also be assessed via observation of participant engagement via their
involvement in training activities, their willingness to ask questions, and their overall level of
enthusiasm for the learning experience. Additionally, questions and small group discussions will
be conducted during the training to enable the trainer to assess how comfortable participants feel
with the new learning.
Moreover, Level 2 evaluations will include multiple forms of checking for understanding.
Small group discussions and share outs will promote collaboration and communication amongst
participants while enabling the trainer to assess how well participants are internalizing the
learning. Additionally, participants will be given time to access the website and the database in
order to use the information provided within these tools to contribute information relevant to
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each stakeholder to the database. This will provide guided practice with feedback for participants
so that they feel more comfortable applying their learning. These evaluations tools will combine
to assess the overall reaction and learning of participants immediately following the training
session.
Delayed for a Period After the Program Implementation
A survey evaluating the overall effectiveness of the learning program will be
administered twice during the school year: once 120-days have passed after initial training, and
once at the end of the school year (see Appendix M). This timeline will provide administration
with formative feedback at the 120-day mark so that adjustments can be made if necessary, and
summative feedback to assess the overall effectiveness of the program by the end of the school
year. This survey is meant to assess the reactions, learning, behaviors, and results based on the
implementation of the program. In addition to the implementation of this survey, administration
will monitor critical behaviors by tracking the use of the dashboard and home-school
communication via visits in the student information system. This data will inform the
development of additional workshops and interventions that are needed for stakeholders to have
success with progress monitoring and home-school communication. In order to evaluate Level 4
results, administration will utilize the survey and monitor data that tracks student enrollment,
graduation and dropout rates, attendance, courses completed each semester, and number of
parents involved in school functions over the course of the school year. These evaluation tools
will combine to provide an overall analysis of the degree to which the program proved
successful.
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Data Analysis and Reporting
Data gathered from the evaluation tools will be combined with data covering graduation
rates, attendance rates, numbers of courses completed, and enrollment to determine the overall
effectiveness of the program. In order to report this information to stakeholders and community
members, a dashboard will be created and posted on the school’s website which will compare
prior years’ data with the current year’s data, showing changes that occurred post-
implementation of the learning program. Additionally, programmatic results from the evaluation
tools for Levels 1, 2, and 3 will be added to the dashboard at the beginning of the school year,
120-days after initial training, and at the end of the school year. The Critical Behaviors
Dashboard will monitor stakeholder engagement in monitoring student progress and maintaining
home-school communication. Meanwhile, the Program Feedback Dashboard will report
stakeholder engagement, satisfaction, confidence, and commitment. The results of both the
Critical Behaviors Dashboard and the Program Feedback Dashboard will be disaggregated by
stakeholder group, thereby reporting findings as they apply to teachers, parents, students, and
counselors. These dashboards are outlined in Appendix N. In addition to posting these results on
the school’s website, the school will also report the findings and updates to the dashboard in the
appropriately-timed newsletters that are distributed to the community members.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model (2016) was used as a framework for the development
of an implementation and evaluation plan for the recommendations outlined earlier in this
chapter. Thus, a reverse approach to training and evaluation was taken, as suggested by
Kirkpatrick and Kirkpatrick (2016), and overarching goals were set to develop a learning
program that would help achieve these goals.
380
At Resurgence Academy, this overarching goal is to increase graduation and retention
rates and ensure that all students who enroll in the school achieve a high school diploma or a
GED before leaving. Kirkpatrick and Kirkpatrick (2016) recommend that these goals be
measured as desired results from a learning program (Level 4). Therefore, in preparing the
implementation plan for the recommendations outlined, external outcomes such as graduation
rates, dropout rates, and enrollment were identified as appropriate measures, and methods to
collect this data as well as appropriate timing to collect data was suggested. Additionally,
internal outcomes such as attendance rates, average number of courses completed per student,
and the number of students who are college and career ready were included along with
appropriate methods and timing of data collection. These identifiers would signal the overall
success of the implementation program at the end of the implementation and evaluation cycle.
In order to achieve the desired results, Kirkpatrick and Kirkpatrick (2016) emphasize the
need for stakeholder engagement in the critical behaviors that will ensure that results are met.
For this program, those critical behaviors are stakeholder engagement in student progress
monitoring and regular home-school communication. Methods of measuring these behaviors
were suggested as well as timing for appropriate collection of data. Additionally, required drivers
that reinforce, encourage, reward, and monitor the stakeholder participation in these critical
behaviors were outlined with appropriate measures and timing for data collection. By providing
the necessary support and encouragement of progress monitoring and home-school
communication, the program is following-up on training that is offered in Level 2 to ensure that
stakeholders feel accountable for engaging in these critical behaviors.
The purpose of training is to provide the knowledge and skills necessary to successfully
engage in the critical behaviors outlined in Level 3 (Kirkpatrick & Kirkpatrick, 2016). Therefore,
381
a training program that implemented the knowledge and motivation recommendations in Tables
99 and 100 was outlined to support the development of the required knowledge and skills needed
to participate in a streamlined, collaborative system of monitoring student progress and
achieving stakeholder communication. Overall, the goal of this training is to bring stakeholders
together to holistically address the needs of the students and to encourage collaborative solutions
with easy access to relevant resources. In order to evaluate the acquisition of the knowledge,
skills, attitude, confidence, and commitment to applying the learning, evaluation methods and
timing were outlined to garner formative feedback for the program as it is implemented in case
alterations need to be made to the program during the school year.
In order for training to be effective, participants must be engaged in the learning and find
the training useful and accessible. Therefore, it is important to gauge participants’ reactions
during and immediately after training to gather formative feedback and adjust to the learners’
needs as training progresses (Kirkpatrick & Kirkpatrick, 2016). For this program, reactions for
engagement, satisfaction, and relevance were outlined and timing for collecting this information
was suggested. Post-training surveys, observations during training, and discussion were all
suggested as means of garnering feedback. This feedback is meant to be used to modify
instruction and training and to inform future workshops so that the program can develop
successfully.
Finally, evaluation tools to determine the effectiveness of the program were outlined and
to gather formative feedback were outlined. A post-training survey was included to be used
immediately after implementation of the training. The purpose of this survey is to measure Level
1 and 2 reactions to the training on the website and dashboard that are to be used to monitor
student progress and collaborate on student needs. Additionally, a delayed evaluation survey was
382
included to assess the long-term effectiveness of the program once stakeholders have had the
opportunity to apply their learning. Other, more informal measures of program evaluation were
also included as means to assess overall program success. These measures and the results of the
data collection should be reported to the community and the various stakeholders via the school
website and school newsletters. A recommendation for organization of this data reporting was
also included.
The development of this implementation and evaluation plan was for the sole purpose of
determining if the program is meeting the goal of increasing graduation and retention rates for
students. Only through careful planning, implementation, monitoring, and data collection and
analysis can the organization determine the effectiveness of the program and its components.
Limitations and Delimitations
While efforts were made to increase validity, reliability, trustworthiness, and rigor in this
study, limitations and delimitations existed. There were three primary limitations in this study.
First, the researcher was an employee at Resurgence Academy during the time the study was
conducted, so researcher bias may have impacted the data analysis and reporting. Efforts were
made to limit researcher influence and involvement on participants’ responses, as a proxy
completed all data collection. However, the researcher’s role as an employee could have had
some impact on study and should be recognized in the reading of the results. Second, because
participation in the study was voluntary, self-selection bias was present. The exception to this is
the survey data collected from the counselors, as 100% of the counselors voluntarily participated,
giving a comprehensive overview of their perspectives on student progress monitoring and
home-school communication. Finally, overall participation in the study was low, presumably due
to the impact of COVID-19. While all counselors and the majority of teachers participated in the
383
survey, only one counselor and two teachers were interviewed, providing narrow insight into
larger stakeholder populations. Moreover, only eight parents and sixteen students provided
feedback to the surveys, representing less than 10% of each stakeholder population.
Additionally, only one parent and one student were interviewed, providing very limited
information from these two stakeholder groups. Therefore, the study cannot be generalized to a
larger population. As Merriam and Tisdell (2016) state that generalizability is in the “eye of the
reader” (p.51), a school would require a very specific and similar structure and population to that
of RA for the recommendations and programming to be effectively implemented.
According to Ellis and Levy (2009), delimitations are factors, variables, and constructs
that are intentionally left out of the study, thereby impacting the external validity of the results.
The scope of this study was delimited to include teachers, counselors, students, and parents at
RA and chose not to include administrators and other school personnel who may have
interactions with students and who support student progress in alternate ways. This choice was
made so as to include stakeholders who have direct impact on student performance, but may
exclude some external support within the school that could potentially impact overall student
progress and home-school communication. Additionally, the research conducted was a case
study of an independent-study alternative educational school in a dense suburban area of Los
Angeles County that services a very specific population of students who exhibit “at-risk”
behaviors. Therefore, the findings of this study cannot easily be generalized to other populations
and settings due to the unique setting that RA provides.
Recommendations for Future Research
The focus of this study was to understand the promising practices that were contributing
to the growth in graduation rates and retention of students at Resurgence Academy so that
384
similar schools could benefit from the knowledge and implement promising strategies in their
own programs. This study highlighted the benefits of strong connections between teachers,
counselors, students, and teachers with regards to ensuring student progress and performance.
However, the research was limited in scope and future research that is able to garner more
feedback from stakeholders and go deeper with interviews of more participants would be
beneficial.
The research in this study also uncovered that all stakeholders struggle with knowledge
factors but are still finding success within the program. This information suggests that
stakeholders depend on one another to get the information they need when it’s needed, implying
that an interdependent relationship exists among stakeholders. Further research should be done to
validate and understand that interdependence amongst all stakeholders within school systems and
determine how this web of relationships impacts student achievement, not only in alternative
education but also in a variety of educational settings.
Finally, the research revealed the importance of studying multiple stakeholder groups to
get a better understanding of the dynamics that impact an organization. Had only one stakeholder
ground been analyzed in this study, the interconnectedness of the stakeholder groups would not
have been uncovered, and the knowledge items would have been perceived as an area of inquiry
that required further investigation. However, by collecting and analyzing data from various
stakeholder groups on similar constructs, a unique understanding of the inner workings of the
organization at RA was revealed. Therefore, when analyzing organizations, future research
should include perspectives of all major stakeholders in order to provide a comprehensive
understanding of the factors that influence performance.
385
Conclusion
High school dropout has a significant, negative impact on student’s lives, creating higher
rates of homelessness, incarceration, and death amongst students who dropout (Kristensen et al.,
2017; Sum et al., 2008). Resurgence Academy is an alternative education school that serves
students at-risk of dropping out of high school but has experienced consistently increasing
graduations and retention rates over the past four years. Therefore, a case study of Resurgence
Academy was done to understand the promising practices that have contributed to its success.
Using Clark and Estes’ (2008) Gap Analysis Framework, teachers, students, parents, and
counselors were surveyed and interviewed about the knowledge, motivation and organizational
influences at RA that impact student progress monitoring and home-school communication.
Document analysis was also conducted to confirm the information gathered from the interviews
and surveys.
Data collection and analysis revealed that the motivation and organizational influences
proved to be assets amongst all stakeholders, but the knowledge influences’ strengths were
distributed amongst teachers, students, parents, and counselors, with each group having different
knowledge assets. With the success of the school and the confidence exhibited by all stakeholder
groups, this data implied that rather than knowing all the information themselves, stakeholders
depend on one another to fill their gaps, leaning on the relationships they have with one another
to support their progress and ability to support students. This interdependence was highlighted in
the data, but also in the student and parent interviews, when both stakeholders expressed the
support they receive from the school and their comfort with which to ask questions and gain
access to resources from school personnel when needed. Therefore, the underlying strength of
the promising practices at RA is the home-school partnership in supporting student success.
386
In order to further develop this connection and improve on the already established
practices at RA, the KMO results were used to provide recommendations for streamlining access
to knowledge and training and for making home-school collaboration more accessible were
outlined in a learning program based in Kirkpatrick and Kirkpatrick’s (2016) New World Model
for evaluation. Methods and tools for evaluation were outlined for program implementation over
the course of one school year. The overall goal of this program is to continue to develop
practices that ensure that students who are at-risk of dropping out of high school have every
opportunity to succeed.
Overall, this study highlighted the importance of home-school connections and
collaboration around ensuring students meet their goals and have access to the resources they
need when obstacles arise, especially for students who are at-risk of dropping out of high school.
Similar alternative education programs can utilize the existing practices at RA and suggested
recommendations to help support their students’ achievement. Further research regarding the
influence that the interconnectedness of stakeholders has in school systems is recommended to
further the body of knowledge in understanding the variables that impact student performance.
387
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409
Appendix A: Alignment of Stakeholder Influences with Critical Behaviors
Table A1
Knowledge
Stakeholder of Focus Goal
All stakeholders will participate in practices that increase retention and high school completion
in order to reduce instances of high school dropout.
Four Knowledge Types
Critical Behavior Factual
Knowledge
(concepts/facts/
terms)
Conceptual
Knowledge
(processes/
stages/
relationships)
Procedural
Knowledge
(how to)/ “verb”
Metacognitive
Knowledge
All stakeholders
will engage in
ensuring
completion of
minimum
assignment
requirements.
Students need to
know:
How many
assignments
they need to
complete per
week to reach
their
graduation
goals.
How many
credits, and
which classes,
they need to
graduate.
Students need
to know:
The process for
completing
classes.
The
relationship
between
assignments
completed and
credits earned.
Students need to
know:
How to access
courseware.
How to find help
when a problem
arises in the
workload.
Students need to:
Monitor their
progress toward
reaching their
assignment
goals.
Understand the
consequences of
not meeting
their assignment
goals.
410
Teachers need
to know:
How many
assignments
each student
needs to
complete each
week in order
to reach each
student’s
graduation
goal.
How many
credits, and
which classes,
each student
needs to
graduate.
Teachers need
to know:
What barriers
exist for the
student to
complete
work.
Interventions to
assist students
who are not
meeting
assignment
goals.
Teachers need to
know:
How to access
reports on
student
assignment
completion.
How to access
and read
transcript
information.
How to use the
Quarterly
Pacing Guide to
set assignment
goals for
students.
Teachers need to:
Monitor student
progress on a
weekly basis to
evaluate
likelihood of
goal
completion.
Reflect on the
effectiveness of
interventions in
place to make
adjustments as
needed, based
on student
progress.
Parents need to
know:
How many
assignments
the student
should be
completing
each week in
order to reach
the student’s
graduation
goal.
How many
credits, and
which classes,
the student
needs to
complete to
graduate.
Parents need to
know:
What it means
for their child
to be “on
track” toward
graduation.
Interventions to
assist a child
who is not
making
adequate
progress.
Parents need to
know:
How to access the
courseware to
see the student’s
progress.
How to access
available
resources when
the student
needs assistance
with
assignments.
Parents need to:
Monitor student
progress online
to evaluate
likelihood of
reaching student
goals.
Reflect on the
effectiveness of
home
interventions
based on student
progress.
411
Counselors
know:
How many
credits, and
which classes,
the student
needs to
complete to
graduate.
The student’s
post-
graduation
goals to ensure
appropriate
classes and
progress are
being made.
Counselors
know:
What barriers
are preventing
students from
making
adequate
progress.
What
interventions
and resources
are best
utilized to
help students
overcome
barriers.
Counselors know:
How to access
and read
transcripts to
ensure
appropriate
placement and
progress in
classes.
How to connect
students with
resources both
within and
outside of the
school system.
Counselors need
to:
Reflect on
effectiveness of
interventions
done based on
student work
progress.
Monitor students
at risk of
dropping and
interventions
done to ensure
adequate
progress.
All stakeholders
will ensure that
regular
communication
between home
and school is
maintained.
Students know:
They are
required to
meet with
their teacher at
least once per
week by
phone or in
person.
The date and
time of their
weekly
appointment.
Contact
information
for their
teacher.
Students know:
The stages of
interventions
that occur if
students are
not meeting
with teachers
regularly.
The
consequences
of multiple
missed
appointments
with regards
to enrollment.
Students know:
How to contact
their teacher and
counselor for
information and
rescheduling of
appointments.
Students need to:
Reflect on how
regular meetings
with their
teacher impacts
their academic
progress.
412
Teachers know:
When each
student’s
appointment
time is
scheduled
during the
week.
Current contact
information
for each
student and
each student’s
parent or
guardian, and
which method
of contact is
best to use for
each student.
Teachers are
required to
meet with
each student
each week
either in
person or by
phone; texting
and voicemails
do not count.
Teachers know:
The stages of
interventions
required if
students are
not making
their
appointments
regularly.
Teachers know:
How to track
student
appointments-
both in Visits on
the student
information
system, and in
their own
calendars.
How to
communicate
with counselors,
administration,
parents, and
students about
gaps in
communication.
How to utilize
various forms of
communication,
from phone
calls, to online
meetings, to
home visits
(when
necessary).
Teachers need to:
Monitor how
student
meetings
correlate to
student
progress.
413
Parents know:
Students are
required to
meet with
teachers
weekly either
in person or by
phone.
Contact
information
for the teacher
and counselor,
in case
questions
arise.
Parents know:
The
consequences
of a student’s
missed
appointments
with regards
to enrollment.
Interventions
they can use
at home if
students are
not making
progress or
making
appointments.
Parents know:
How to contact
the teachers and
counselors when
questions or
concerns arise
(all methods-
phone, email,
and office
hours).
Parents need to:
Reflect on how
much contact
they have with
the teacher and
school staff and
that relationship
to the student’s
academic
progress.
Monitor the
student’s
meetings and
information
collected from
those meetings.
Counselors
know:
Current contact
information
for parents and
students.
Whether or not
students have
been meeting
with teachers
on a regular
basis, as
required by
the master
agreement.
Counselors
know:
What
interventions
or resources
need to be
made for
students who
are not
keeping
regular
contact.
Counselors know:
How to track
student meetings
in “Visits” on
the student
information
system.
How to best
contact the
student and
parents when
needed.
Counselors need
to:
Reflect on the
levels of contact
and
communication
with the
families and the
efficacy of those
interventions for
students who
struggle to
maintain contact
and are not
making
adequate
progress.
414
Table A2
Motivation
Stakeholder of Focus Goal
All stakeholders will participate in practices that increase retention and high school
completion in order to reduce instances of high school dropout.
Motivation Constructs
Critical
Behaviors
Value Self-Efficacy Emotions Attribution
All
stakeholders
will engage in
ensuring
completions
of minimum
assignment
requirements.
Students value
progressing
academically
toward
individual
graduation
goals.
Students feel
confident
about being
able to
successfully
complete
assignments
required of
them.
Students feel
positive about
their ability to
reach their
graduation
goals through
the
completion of
individual
assignment
requirements.
Students
believe the
success or
failure of
their
completion of
weekly
required
assignments
is in their
control.
Teachers value
that students
make
adequate
progress
toward their
graduation
goals.
Teachers feel
confident that
they can
access student
reports and
transcript
information to
set assignment
goals for
students.
Teachers feel
positive about
successfully
completing
the Quarterly
Pacing Guide
as a means of
goal setting
with students
so that
students reach
their
minimum
assignment
requirements.
Teachers
believe that
ensuring
appropriate
goal setting
with
accountability
will result in
successful
completion of
minimum
assignment
requirements
by students is
in their
control.
415
Parents value
that their
children
complete
minimum
assignment
requirements
to progress
toward
graduation
goals.
Parents feel
confident that
they can
access the
courseware to
see student
progress and
are able to
access
available
resources
when the
student needs
assistance..
Parents feel
positive about
providing
support for
their children
to complete
work at
home.
Parents believe
that ensuring
students
complete
assignments
at home is
within their
controls.
Counselors
value that
students
complete
minimum
assignments
requirements
to progress
toward
graduation
goals.
Counselors feel
confident that
they know
how to access
and read
transcripts to
ensure
appropriate
placement and
progress in
classes.
Counselors feel
confident they
can connect
students with
resources both
within and
outside of the
school system.
.
Counselors feel
positive about
their ability to
provide
interventions
and resources
to help
students get
work done in
a timely
manner...
Counselors
believe that
ensuring that
students have
access to
appropriate
interventions
that will help
them
complete
work in a
timely
manner is
within their
control.
416
All
stakeholders
will ensure
that regular
communicati
on between
home and
school is
maintained.
Students value
regular
communicatio
n with the
teacher for
academic,
personal,
emotional,
and social
support.
Students feel
confident that
they can
contact their
teacher and
counselor for
information
and
rescheduling
of
appointments.
Students feel
positive about
their
relationship
with their
teachers and
feel supported
academically,
personally,
emotionally,
and socially.
Students
believe that
the success or
failure of the
communicatio
n between
themselves
and the
school is
within their
control.
Teachers value
regular
communicatio
n with
students and
parents
regarding
student
academic and
personal
progress.
Teachers feel
confident that
they can:
track student
appointments-
both in Visits
on the student
information
system, and in
their own
calendars.
communicate
with
counselors,
administration
, parents, and
students about
gaps in
communicatio
n.
utilize various
forms of
communicatio
n, from phone
calls, to online
meetings, to
home visits
(when
necessary).
Teachers feel
positive about
their regular
communicatio
n with
students and
their families.
Teachers
believe that
the success or
failure of the
communicatio
n between
students,
parents, and
teachers is
within their
control.
417
Parents value
regular
communicatio
n between
home and
school.
Parents feel
confident that
they can
contact the
teachers and
counselors
when
questions or
concerns arise
(all methods-
phone, email,
and office
hours)..
Parents feel
positive about
their
communicatio
n with the
school and
the teachers
regarding
student
progress,
academic
health, and
emotional
health.
Parents believe
that the open
communicatio
n between
school and
home is
within their
control.
Counselors
value regular
communicatio
n between
home and
school.
Counselors feel
confident that
they can track
student
meetings in
“Visits” on the
student
information
system and
contact the
student and
parents when
needed.
Counselors feel
positive about
their regular
communicatio
n with the
students and
their families.
Counselors
believe that
open
communicatio
n between
home and
school is
within their
control.
418
Table A3
Organization
Stakeholder of Focus Goal
All stakeholders will participate in practices that increase retention and high school
completion in order to reduce instances of high school dropout.
Organizational Factors
Critical
Behaviors
Cultural Model Cultural Setting Policies/
Procedures
Resources
1. All
stakeholders
will engage in
ensuring
completion of
minimum
assignment
requirements.
Students
There is a
culture of
accountability
for students to
complete their
assigned work
weekly.
Students
The school has
systems in
place that
motivate
students to
complete their
work weekly.
Students
Tiered
intervention
systems are in
place to
support
students who
are not
meeting
minimum
assignment
requirements
weekly.
Students
Quarterly
Pacing Guide
Academic
Support Plan
Weekly Check-
In Sheet
Tutors
Student
Success
Teams (when
needed)
419
Teachers
There is a
culture of
collaboration
amongst
teachers to
perfect
practices that
encourage
students to
complete
work in a
timely
manner.
Teachers
The school has
systems in
place that
motivate
teachers to
ensure that
students are
completing
work weekly.
Teachers
Tiered
intervention
systems are in
place for
teachers to
follow when
students are
not meeting
minimum
assignment
requirements
weekly.
Teachers input
student work
completed
weekly into
HERO and
monthly in
ROA to track
student
progress.
Teachers
Professional
development
time is
allocated once
per month for
counselor
cluster
meetings to
discuss
student
progress.
Quarterly
Pacing Guide
Weekly Check-
in Sheet
Parents
There is a
culture of
inclusion for
parents in
each student’s
academic
journey.
Parents
The school has
systems in
place that
encourage
parent
involvement
in and
knowledge of
student
academic
progress.
Parents
There are
systems in
place to
notify parents
every time a
class is
completed, to
inform them
of how much
work a
student
completes
each week,
and to involve
parents in
meetings and
conversations
as soon as
students miss
work each
week.
Parents
Access to
online
courseware
Counselor and
teacher
meetings
HERO
reports/phone
calls
Student
Success Team
(as needed-
families
included)
420
Counselors
There is a
culture of
collaboration
amongst
teachers and
counselors to
ensure that
students
complete
minimum
work
requirements
each week.
Counselors
The school has
systems in
place that
motivate
counselors to
ensure that
students are
completing
minimum
assignment
requirements
weekly.
Counselors
Tiered
intervention
systems are in
place for
counselors to
follow when
students are
not meeting
minimum
assignment
requirements
weekly.
Counselors
Professional
development
time is
allocated once
per month for
counselor
cluster
meetings to
discuss
student
progress.
Teacher
Specialist
assigned to
counselors to
support
necessary
counselor
planning and
interventions
regarding
student
progress.
421
2. All
stakeholders
will ensure
that regular
communicatio
n between
home and
school is
maintained.
Students
There is a
culture of
accountability
for students to
keep regular
communicatio
n with their
teachers.
Students
The school has
systems in
place that
motivate
students to
meet with
their teachers
at least once
per week.
Students
Tiered
intervention
systems are in
place to
support
students who
are not
meeting with
their teachers
regularly.
Students
Flexible hours
to meet with
teachers
(weekends
and after hour
appointments
available
upon request)
Chromebooks
and hot spots
issued to each
student to
make online
communicatio
n and access
to work
easier.
Access to
teacher and
counselor
phone
numbers for
texting and
calling to
ensure quick
response to
questions.
Monthly
interactive
newsletters
with access to
resources and
extra
supports.
422
Teachers
There is a
culture of
collaboration
amongst
teachers,
counselors,
and parents to
encourage
regular
communicatio
n between
home and
school.
Teachers
The school has
systems in
place that
motivate
teachers to
maintain
weekly
communicatio
n with
students and
their families.
Teachers
Tiered
intervention
systems are in
place for
teachers to
follow when
students are
not meeting
with them
regularly.
Teachers are
required to
report student
meetings on
Google
calendar
weekly and
document the
content of
those
meetings in
the student
information
system at
least bi-
weekly.
Teachers
Professional
development
time is
allocated once
per month for
counselor
cluster
meetings to
discuss
student
progress.
Weekly
meetings with
counselors are
available to
discuss
concerns and
obstacles that
students may
encounter that
inhibits them
from making
regular
contact.
Home visit site
team that
makes contact
with students
who have not
been in
regular
contact.
423
Parents
There is a
culture of
collaboration
amongst
teachers,
counselors,
and parents to
encourage
regular
communicatio
n between
home and
school
Parents
The school has
systems in
place that
encourage
open
communicatio
n between
school and
families.
Parents
Tiered
intervention
systems are in
place to
ensure
parental
involvement
and
intervention
when students
are not in
regular
communicatio
n with the
school
personnel.
Parents
Access to
teacher and
counselor
phone
numbers for
texting or
calling to
ensure quick
response to
questions.
Monthly
interactive
newsletter to
keep parents
informed and
connected to
the school
community.
Access to
Family
Resources
Center for
community
help, support
groups, and
various other
support
services,
ensuring that
families feel
connected to
the school
and supported
by the school
both
academically
and
personally.
424
Counselors
There is a
culture of
collaboration
amongst
teachers,
counselors,
and parents to
encourage
regular
communicatio
n between
home and
school
Counselors
The school has
systems in
place that
motivate
counselors to
contact
students and
their families
regularly.
Counselors
Tiered
intervention
systems are in
place for
counselors to
follow when
students are
not meeting
with them
regularly.
Counselors are
required to
document all
student
meetings and
interventions
in the student
information
system within
72 hours of
having the
meeting.
Counselors
Professional
development
time is
allocated once
per month for
counselor
cluster
meetings to
discuss
student
progress and
contact.
Teacher
Specialist
assigned to
counselors to
support
necessary
counselor
planning and
interventions
regarding
student
progress and
contact.
Appendix B: Student Survey Protocol
Table A4
Student Survey Protocol
Assumed Knowledge Influences Survey Item
Declarative Factual
Students know how many assignments they
need to complete per week to reach their
graduation goals.
Fill in the Blank and Multiple Choice Item
How many assignments do you need to do
each week to meet your graduation goals?
_____ per week
How confident are you about your
response?
A) Not confident at all
B) A little confident
C) More than a little confident
D) Very confident*
Students know how many credits, and
which classes, they need to graduate.
Multiple Choice Items
Fill in the Black and Multiple Choice Item
How many credits do you need to graduate?
_____ credits
How confident are you about your
response?
A) Not confident at all
B) A little confident
C) More than a little confident
D) Very confident*
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Which classes do you need to graduate
(check all that apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational Education
Q) Fine Art/Foreign Language
R) Health
S) Technology Education
T) Elective Courses
How confident are you in your response?
A) Not confident at all
B) A little confidence
C) More than a little confident
D) Very confident*
Students know they are required to meet
with their teacher at least once per week
by phone or in person.
Multiple Choice Item
According to the school’s expectations, how
often are you required to meet with your
teacher?
A) Once per week*
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B) Twice per week
C) Once per month
D) Twice per month
Multiple Select Item
Which of the following are acceptable ways
of having your appointment with your
teacher (select all that apply):
A) Text message
B) Phone call*
C) Video chat*
D) In person*
E) Email
Students know the date and time of their
weekly appointment.
Multiple Choice Item
When do you next meet with your teacher to
discuss your work?
________ (day) at ________(time)
How confident are you in your response?
A) Not confident at all
B) A little confident
C) More than a little confident
D) Very confident*
Students know the contact information for
their teacher.
Multiple Select Item
If you needed to get in contact with your
teacher, you have the information to
(check all that apply):
A) Email him or her*
B) Text or call him or her*
C) Direct message him or her using an
app
D) Video Chat with him or her
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E) Have an in-person appointment with
him or her*
F) I do not know how I can contact my
teacher
Declarative Conceptual
Students know the process for completing
classes.
Ordering Question
You are attempting to complete a class.
What steps would you need to take?
Please place the following steps in the
correct order:
A) Complete all required assignments for
a course.
B) Talk with my teacher or counselor to
determine which class I should take.
C) Sign a Work Assignment Agreement
Form (WAAF) for the course.
D) Meet with my teacher as needed to get
assistance on projects or assignments that
are difficult for me.
(Correct order: B, C, D, A)
Students know the relationship between
assignments completed and credits earned.
Fill in the blank:
Each 5 credit course has a minimum of ____
assignments. This means that 1 credit is
equal to at least ____ assignments.
(Correct response: 35, 7)
Students know the stages of interventions
that occur if students are not meeting with
teachers regularly.
Ordering Question:
You have not been completing your
assignments on time. What is the order of
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the interventions you would participate in
at school?
Drag and drop the following interventions in
the order they would occur:
A) Student Success Team
B) Phone call to parent or guardian
C) Academic Support Plan
D) Parent/Teacher conference
E) Home visit
F) Parent/Counselor conference
G) Schedule change to an intervention
teacher
Correct response: (B, D, F, E, C, A, G)
Students know the consequences of multiple
missed appointments with regards to
enrollment.
Multiple Choice Item:
If you consistently miss your appointments
with your teacher, which of the following
will happen according to the master
agreement:
A) You will get a new teacher.
B) You will be in danger of being
dropped from the program.*
C) You will fail your courses.
D) You will get a phone issued to you
from the school.
Procedural
Students need to know how to access
courseware.
Multiple Choice Item
You have just been assigned a new class.
What will you do to access your work?
A) Go to Google Drive to find my course
syllabus and workload.
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B) Login to StudentConnect to access my
new schedule and classes.
C) Go to the OW or EdGenuity website
to access my new class and coursework.*
D) Meet with my teacher to determine
where my new coursework is located.
Students need to know how to find help
when a problem arises in the workload
Multiple Select Item
You are working on an assignment at home
and do not understand what you are
supposed to do. What would you do to get
help (select all that apply):
A) Copy and paste the question into
google to find the answer.
B) Ask someone in my house or a friend
to help me.*
C) Text or call my teacher to get
assistance.*
D) Go to campus to get help from a
teacher or a tutor the next day.*
E) Guess on the question or submit a
blank response so I can move on in the
work and come back to it later.
F) Do research online to see if I can find
information to help me there.*
G) Use the online tutoring app available
through my school. *
H) Nothing. I would not look for help. I
would just accept a bad grade on the
assignment.
Students know how to contact their teacher
and counselor for information and
rescheduling of appointments.
Multiple Choice Item
You are not feeling well, and cannot attend
your appointment with your teacher or
your counselor. What do you do?
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A) I miss the appointment and show up to
the next appointment. I can explain what
happened then.
B) I tell my friend to tell someone at
school that I will not be there that day.
C) Nothing. It’s just one meeting.
D) I text or call my teacher or counselor
to reschedule my appointment. *
E) I email the office to tell the school I
will not attend that day because I am sick.
Metacognitive
Students need to monitor their progress
toward reaching their assignment goals.
Multiple Choice Item
I monitor my progress toward my weekly
assignment goals by:
A) Tracking how many assignments I do
each week to make sure I am doing what
the Quarterly Pacing Guide suggests I do
each week.*
B) Completing my assignments on time,
according to the due dates of the
assignments
C) Asking my teacher how many
assignments I am doing and how many I
need to do.
D) I do not monitor my progress. I just do
whatever I can get done that week.
E) I do not have a weekly assignment
goal.
Students need to understand the
consequences of not meeting their
assignment goals.
Multiple Choice Item
If I do not complete the amount of
assignments that are outlined by the
Quarterly Pacing Guide each week, I can
expect:
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A) To be dropped from the program.
B) To fall behind and NOT meet my
graduation goal.*
C) To be transferred to a different
teacher.
D) To have to take more classes next
quarter.
Students need to reflect on how regular
meetings with their teacher impacts their
academic progress.
Likert Scale Item
On a scale of 1-5 (1 being no impact and 5
being highly impactful) how impactful are
regular meetings with your teacher on your
academic progress?
Assumed Motivation Influences Survey Items
Value
Students value progressing academically toward
individual graduation goals.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Making progress toward my graduation
goals is important to me.
Students value regular communication with the
teacher for academic, personal, and emotional
support.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
I value having regular communication with
the teacher for academic support.
I value having regular communication with
the teachers for personal support.
I value having regular communication with
my teacher for emotional support.
Self-Efficacy On a scale of 1 to 5 (1 being cannot at all to
5 being highly certain can do), rate your
degree of confidence in doing
433
the following as of right now
Students feel confident about being able to
successfully complete assignments required of
them.
Login to Odysseyware or EdGenuity to
access my work online.
Find the assignments I need to do each
week.
Complete the number of assignments
required of me each week.
Students feel confident that they can contact
their teacher and counselor for information
and rescheduling of appointments.
Contact my teacher if I need help in my
classes.
Contact my teacher to reschedule
appointments.
Contact my counselor if I need information
regarding school.
Contact my counselor if I need information
about resources the school offers.
Emotions
Students feel positive about their ability to reach
their graduation goals through the completion
of individual assignment requirements.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
I am eager to reach my graduation goal by
completing my weekly assignments as
outlined by my teacher.
Students feel positive about their relationship
with their teachers and feel supported
academically, personally, and emotionally.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
I feel positive about my relationship with my
teacher.
I feel that my teacher supports me
academically.
I feel that my teacher supports me
personally.
434
I feel that my teacher supports me
emotionally.
Attribution
Students believe the success or failure of their
completion of weekly required assignments is
in their control.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Completing my weekly assignments e is
within my control.
Students believe that the success or failure of the
communication between themselves and the
school is within their control.
On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Communication with my teacher is within
my control.
Communication with my counselor is within
my control.
Assumed Organizational Influences Survey Items
Cultural Model On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
There is a culture of accountability for students
to complete their assigned work weekly.
There is a culture of accountability for students
to complete their assigned work weekly.
There is a culture of accountability for students
to keep regular communication with their
teachers.
There is a culture of accountability for students
to keep regular communication with their
teachers.
Cultural Setting On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
The school has systems in place that motivate
students to complete their work weekly.
My school motivates me to complete my
work weekly.
The school has systems in place that motivate My school motivates me to meet with my
435
students to meet with their teachers at least
once per week.
teachers at least once per week.
Policies/Procedures On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
Tiered intervention systems are in place to
support students who are not meeting
minimum assignment requirements weekly.
My school intervenes if students are not
completing their work weekly.
Tiered intervention systems are in place to
support students who are not meeting with
their teachers regularly.
My school intervenes if students are not
meeting with their teachers regularly.
Resources On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
Students utilize and have access to goal
setting tools, academic support plans,
student success teams (when needed),
tutoring, and accountability check-ins with
their teacher.
My school provides goal setting tools, like
the Quarterly Pacing Guide, to assist
students with planning.
My school provides support, like academic
support plans and student success teams,
for students who are struggling to keep up
with their work.
My school provides tutoring for students
who need academic support.
My school ensures accountability by
requiring sign-ins with the teacher for
student meetings each week.
Students have access to flexible hours to meet
with teachers (weekends and after hour
appointments available upon request)
My school provides a flexible schedule for
students to meet with their teachers in
order to meet the needs of different
students’ schedules.
Students have Chromebooks and hot spots
issued to each student to make online
communication and access to work easier.
My school provides Chromebooks and hot
spots so that students can complete their
work away from school.
Students have access to teacher and counselor
phone numbers for texting and calling to
My school ensures access to teacher and
counselor phone numbers so that students
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ensure quick response to questions. have quick access to school support.
Students have access to monthly interactive
newsletters with access to resources and extra
supports.
My school provides students with a monthly
newsletter to keep students informed about
what is happening at school and in the
community.
437
Appendix C: Teacher Survey Protocol
Assumed Knowledge Influences Survey Item
Declarative Factual
Teachers need to know how many
assignments each student needs to
complete each week in order to reach each
student’s graduation goal.
Think of the 5th student on your roster.
How many assignments does he or she
need to complete each week to meet his or
her graduation goal?
_______Credits
How confident are you in your answer?
A) Not at all confident
B) At little confident
C) More than a little confident
D) Very confident*
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Teachers need to know how many credits,
and which classes, each student needs to
graduate.
Think of the 5th student on your roster.
How many credits does he or she need to
graduate?
________credits
How confident are you in your answer?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
For that same student, which classes does he
or she need to graduate (check all that
apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational Education
Q) Fine Art/Foreign Language
R) Health
S) Technology Education
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
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D) Very confident*
Teachers need to know when each student’s
appointment time is scheduled during the
week.
For the same student, when is his or her next
appointment with you?
_________(day) _______(time)
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
Teachers need to know current contact
information for each student and each
student’s parent or guardian, and which
method of contact is best to use for each
student.
For the same student, what is the best way
to contact him or her?
A) text
B) phone call
C) direct message using an app
D) parent contact
E) home visit
F) Email
G) Video chat
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
440
Teachers need to know they are required to
meet with each student each week either in
person or by phone; texting and voicemails
do not count.
Which of the following ways of contacting
students for their weekly appointments are
valid by law?
A) Texting
B) In-person
C) Video Chat
D) Email
E) Phone call
F) Direct message through an app
G) Home visit
Declarative Conceptual
Teachers need to know what barriers exist
for the student to complete work.
Thinking about the 5th student on your
roster, what obstacles exist for his or her
academic progress (check all that apply):
A) Environmental obstacles
B) Emotional obstacles
C) Behavioral obstacles
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
441
Teachers need to know interventions to
assist students who are not meeting
assignment goals.
You have a student on your roster who is
not meeting his or her weekly assignment
goals. Which of the following
interventions are available to assist your
student (check all that apply):
A) Individual counseling services*
B) Tutoring with the teacher*
C) Tutoring on campus with college
tutors
D) Parent-Teacher conferences*
E) Group counseling
F) Change of online curriculum provider
G) Intervention classes*
H) Change of schedule/Teacher*
I) Home visits*
J) Daily in-person attendance
requirement
K) Academic Support Plan*
L) Student Success Team*
M) Online tutoring services
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Teachers need to know the stages of
interventions required if students are not
making their appointments regularly.
Ordering Question:
Your student has not been completing his or
her assignments on time. What is the order
of the interventions you would prescribe
for the student?
Drag and drop the following interventions in
the order they would occur:
A) Student Success Team
B) Phone call to parent or guardian
C) Academic Support Plan
D) Parent/Teacher conference
E) Home visit
F) Parent/Counselor conference
G) Schedule change to an intervention
teacher
Correct response: (B, D, F, E, C, A, G)
Procedural
Teachers need to know how to access
reports on student assignment completion.
If you needed to access reports on student
assignment completion, where would you
look?
A) I would look up how many G’s the
student has earned on HERO
B) I would look at Q, under student
profile to access the student’s transcript
C) I would ask our registrar in the front
office for that report
D) I would download the detailed student
grading report from Odysseyware (or the
session log in EdGenuity)*
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Teachers need to know how to access and
read transcript information.
Part 1
If you are looking for a student’s transcript
information, where would you look?
A) I would ask the counselor for a copy
of the student's transcript
B) I would ask the registrar for a copy of
the student’s transcript
C) I would access the student’s transcript
in the student profile in Q.*
D) I don’t know how to find student
transcript information.
Part 2
You see the following information on a
student’s transcript:
Course Grade Credits
Mathematics 1A F 0.0
Mathematics 1A C 0.5
Mathematics 1A D 1.0
The student you are working with wants to
meet A-G requirements. How many credits
of Math 1A does he or she still need to do?
______credits
(Answer: 4.5)
444
Teachers need to know how to use the
Quarterly Pacing Guide to set assignment
goals for students.
It is the first week of school, and you have
an incoming senior who needs 80 credits
to graduate. Using the Quarterly Pacing
Guide provided below, how many
assignments does the student need to
complete each week to graduate on time?
(Insert image of the QPG)
______assignments
(Answer: 14)
Teachers need to know how to track student
appointments- both in Visits on the student
information system, and in their own
calendars.
Think about how you keep track of and
document student appointments. Which of
the following methods are you expected to
use (check all that apply):
A) Shared Google Calendar*
B) Student sign-in sheet
C) Student visits in Q*
D) Weekly Check-In Sheet in the Student
Binder
Teachers need to know how to communicate
with counselors, administration, parents,
and students about gaps in communication
between the student and the teacher.
If you have a student who is not meeting
with you regularly, what methods below
are appropriate means of communicating
this lapse in contact with each of the
stakeholders listed below? Check all that
apply for each stakeholder. (Matrix-type
question)
A) Contact by phone (S, P. C, A)
B) Contact via email (P, C, A)
C) Add to Student Visits in Q (C, A)
D) Direct Message via an app (S)
E) Home visit (S, P)
F) Inform during Counselor Cluster
Meeting (C, A)
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Teachers need to know how to utilize
various forms of communication, from
phone calls, to online meetings, to home
visits (when necessary).
From the drop-down menu, select the most
appropriate means of communication for
each student listed below:
A) A student who works a full-time job
and cannot come in during the regular
school day (phone call)
B) A student who is chronically ill but
needs a lot of academic support (online
meeting via Zoom or google meet)
C) A student who does not have a phone
and cannot come on campus (online
meeting via Zoom or google meet)
D) A student who is not responding to
phone calls or text messages (home visit)
Metacognitive
Teachers need to monitor student progress
on a weekly basis to evaluate the
likelihood of goal completion.
I monitor student progress on a weekly basis
to evaluate the likelihood of goal
completion by (check all that apply):
A) Keeping track of completed
assignments weekly on a spreadsheet
B) Adding G’s to HERO
C) Adding completed assignments each
week on the Weekly Check-In Sheet
during student appointment
D) Adding completed assignments to Q
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Teachers need to reflect on the effectiveness
of interventions in place to make
adjustments as needed, based on student
progress.
How often do you reflect on the
effectiveness of the interventions that are
in place for your students:
A) Daily
B) Weekly
C) Monthly-during Counselor Cluster
Meetings*
D) Quarterly
E) I do not reflect on the intervention that
are in place for student
Teachers need to reflect on how student
meetings correlate to student progress.
Based on your experience, how do regular
meetings with students impact their
academic progress?
A) Generally, students make the most
progress when they meet with me weekly
B) Generally, students make the most
progress when they meet with me bi-
weekly
C) Generally, students make the most
progress when they meet with me monthly
D) Generally, students make the most
progress when they are left alone and only
meet with me to process new classes.
E) There is no connection between
student progress and student meetings.
Assumed Motivation Influences Survey Items
Value On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Teachers value that students make adequate
progress toward their graduation goals.
It is important to me that my students make
adequate progress toward their graduation
goals.
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Teachers value regular communication with
students and parents regarding student
academic and personal progress.
Regular communication with students
regarding student progress is important to
me.
Regular communication with parents and/or
guardians regarding student progress is
important to me.
Self-Efficacy On a scale of 1 to 5 (1 being cannot at all to
5 being highly certain can do), rate your
degree of confidence in doing
the following as of right now
Teachers feel confident that they can access
student reports and transcript information to set
assignment goals for students.
Access student transcript information on Q.
Complete a Graduation Check Form using
transcript information in Q.
Determine how many credits a student needs
to graduate.
Correctly complete a Quarterly Pacing
Guide.
Use the Quarterly Pacing Guide to set
weekly assignment goals for students.
Teachers feel confident that they can track
student appointments- both in Visits on the
student information system, and in their
own calendars.
Create a student visit calendar on Google
Calendars (or some other calendar system).
Keep up-to-date records of student visits on
Google Calendar (or other calendar
system).
Access Student Visits on Q.
Input Student Visits on Q to document
meetings and interventions.
Teachers feel confident that they can
communicate with counselors,
administration, parents, and students about
gaps in communication.
Communicate with school counselors.
Communicate with administration.
Communicate with my students.
Communicate with my students’ families.
448
Teachers feel confident that they can utilize
various forms of communication, from
phone calls, to online meetings, to home
visits (when necessary).
Utilize phone calls and text as a means of
communication with students and families.
Utilize email as a means of communication
with students and families.
Utilize web and phone apps as a means of
communication with students and families.
Utilize online meetings rooms (such as
Zoom) as a means of communication with
students and families.
Utilize home visits as a means of
communication with students and families.
Emotions On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Teachers feel positive about successfully
completing the Quarterly Pacing Guide as a
means of goal setting with students so that
students reach their minimum assignment
requirements.
I feel capable of successfully completing the
Quarterly Pacing Guide as a means of goal
setting with students so that they reach
their minimum assignment requirements.
Teachers feel positive about their regular
communication with students and their
families.
I feel comfortable having regular
communication with my students and their
families.
Attribution On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Teachers believe that ensuring appropriate goal
setting with accountability will result in
successful completion of minimum assignment
requirements by students is in their control.
Setting weekly accountability goals with
students is within my control.
Teachers believe that the success or failure of
the communication between students, parents,
and teachers is within their control.
Communication between myself, my
students, and their families is within my
control.
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Assumed Organizational Influences Survey Items
Cultural Model On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
There is a culture of collaboration amongst
teachers to perfect practices that encourage
students to complete work in a timely manner.
There is a culture of collaboration amongst
teachers to perfect practices that encourage
students to complete work in a timely manner.
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
Cultural Setting On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
The school has systems in place that motivate
teachers to ensure that students are completing
work weekly.
My school has systems in place that
motivate teachers to encourage students to
complete work weekly.
The school has systems in place that motivate
teachers to maintain weekly communication
with students and their families.
My school has systems in place that
motivates teachers to maintain weekly
communication with students and families.
Policies/Procedures On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
Tiered intervention systems are in place for
teachers to follow when students are not
meeting minimum assignment requirements
weekly.
My school provides a tiered intervention
system for teachers to follow when
students are not meeting minimum weekly
assignment requirements.
Teachers input student work completed weekly
into HERO and monthly in ROA to track
student progress.
My school requires that teachers track
student work weekly on HERO, and
monthly on the ROA.
Tiered intervention systems are in place for
teachers to follow when students are not
meeting with them regularly.
My school provides a tiered intervention
system for teachers to follow when
students are not meeting with them
regularly.
450
Teachers are required to report student meetings
on Google calendar weekly and document the
content of those meetings in the student
information system at least bi-weekly.
My school requires that teachers document
student meetings on a shared calendar and
on student “visits” on Q.
Resources On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statements:
Professional development time is allocated once
per month for counselor cluster meetings to
discuss student progress.
Professional development time is allocated once
per month for counselor cluster meetings to
discuss student progress.
Teachers have access to tools such as the
Quarterly Pacing Guide and Weekly Check-In
sheets to monitor student progress.
Teachers have access to tools such as the
Quarterly Pacing Guide and Weekly Check-In
sheets to monitor student progress.
Weekly meetings with counselors are available
to discuss concerns and obstacles that students
may encounter that inhibits them from making
regular contact.
Weekly meetings with counselors are available
for teachers to discuss concerns and obstacles
that students may encounter that inhibit
students from making regular contact.
A home visit site team makes contact with
students who have not been in regular contact
with their teachers.
A home visit site team makes contact with
students who have not been in regular contact
with their teachers.
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Appendix D: Parent Survey Protocol
Assumed Knowledge Influences Survey Item
Declarative Factual
Parents need to know how many
assignments the student should be
completing each week in order to reach the
student’s graduation goal.
Fill in the Blank and Multiple Choice Item
How many assignments do your child need
to do each week to meet his or her
graduation goals?
_____ per week
How confident are you about your
response?
A) A) Not confident at all
B) A little confident
C) More than a little confident
D) Very confident*
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Parents need to know how many credits, and
which classes, the student needs to
complete to graduate.
Fill in the Blank and Multiple Choice Item
How many credits does your child need to
graduate?
_____ credits
How confident are you about your
response?
A) Not confident at all
B) A little confident
C) More than a little confident
D) Very confident*
Which classes does your child need to
graduate (check all that apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational Education
Q) Fine Art/Foreign Language
R) Health
S) Technology Education
T) Elective Courses
How confident are you in your response?
453
A) Not confident at all
B) A little confidence
C) More than a little confident
D) Very confident*
Parents need to know students are required
to meet with teachers weekly either in
person or by phone.
Multiple Choice Item
According to the school’s expectations, how
often is your child required to meet with
his or her teacher?
A) Once per week*
B) Twice per week
C) Once per month
D) Twice per month
Multiple Select Item
Which of the following are acceptable ways
of your child having an appointment with
a teacher (select all that apply):
A) Text message
B) Phone call*
C) Video chat*
D) In person*
E) Email
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Parents need to know contact information
for the teacher and counselor, in case
questions arise.
Multiple Select Item
If you needed to get in contact with your
child’s teacher, you have the information
to (check all that apply):
A) Email him or her*
B) Text or call him or her*
C) Direct message him or her using an
app
D) Video Chat with him or her
E) Have an in-person appointment with
him or her*
F) I do not know how I can contact my
child’s teacher
Declarative Conceptual
Parents need to know what it means for their
child to be “on track” toward graduation.
In order for your child to be on track toward
graduation:
A) He or she must be completing 2
classes every 5 weeks
B) He or she must attend school weekly
C) He or she must complete 6 classes
each semester
D) He or she must have accumulated 30
credits for each semester he or she has
been enrolled in school.*
455
Parents need to know interventions to assist
a child who is not making adequate
progress.
If your child is not making adequate
progress toward graduation, which of the
following interventions could be
implemented (check all that apply)?
A) Parent-Teacher conference*
B) Make the student come to school more
often*
C) Request less work for the student
D) Request tutoring for the student*
E) Request a change of teacher*
F) Attend class with my child*
G) Request home tutoring from the
school
Parents need to know the consequences of a
student’s missed appointments with
regards to enrollment.
Multiple Choice Item:
If your child consistently misses his or her
appointments with his or her teacher,
which of the following will happen
according to the master agreement:
A) He or she will get a new teacher.
B) He or she will be in danger of being
dropped from the program.*
C) He or she will fail your courses.
D) He or she will get a phone issued to
him or her from the school.
456
Parents need to know interventions they can
use at home if students are not making
progress or making appointments.
Of the options listed below, which could be
used to help your child at home if he or
she is not making adequate progress at
school (check all that apply)?
A) Help him or her create a schedule and
check to make sure he or she is following
it *
B) Take away his or her phone
C) Create a space at home that is
designated as his or her work space*
D) Check on his or her progress online
every week*
E) Ground him or her until the work is
done
F) Stop allowing him or her to have a job
until the schoolwork is complete
G) Stay in regular contact with his or her
teacher to monitor his or her progress*
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Procedural
Parents need to know how to access the
courseware to see the student’s progress.
Multiple Choice Item
Your child has just been working online.
What will you do to view progress in his
or her classes?
A) Go to Google Drive to find the course
syllabus and workload.
B) Login to ParentConnect to access my
child’s coursework.
C) Go to the Odysseyware or EdGenuity
website to access my child’s coursework.*
D) Meet with my child’s teacher to
determine where the coursework is
located.
E) I do not know how to access my
child’s coursework.
Parents need to know how to access
available resources when the student needs
assistance with assignments.
If your child needs assistance with
assignments or access to school and
community resources, where could find
this information?
A) The school website*
B) The monthly newsletter
C) The counselor or teacher
D) The student and parent handbook
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Parents need to know how to contact the
teachers and counselors when questions or
concerns arise (all methods- phone, email,
and office hours).
If I have a question regarding my child’s
academics, I know how to contact (Select
all that apply):
A) The teacher via phone or text*
B) The counselor via phone or text*
C) The teacher via email*
D) The counselor via email*
E) The teacher by appointment during
the school day*
F) The counselor by appointment during
the school day*
Metacognitive
Parents need to monitor student progress
online to evaluate likelihood of reaching
student goals.
Complete this statement: I monitor my
child’s academic progress online_______:
A) Daily*
B) Weekly*
C) Monthly
D) Quarterly
E) I do not monitor my child’s progress
online
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Parents need to reflect on the effectiveness
of home interventions based on student
progress.
Complete this statement: I reflect on the
effectiveness of the support I give at home
by looking at my child’s
progress_________.
(Examples of at home support: giving my
child a schedule, making sure my child has
a quiet space to work at home, etc.)
A) Daily*
B) Weekly*
C) Bi-Weekly*
D) Monthly
E) Quarterly
F) At the end of each semester
G) I have not spent time reflecting on the
interventions I make at home in relation to
my child’s progress at school.
Parents need to reflect on how much contact
they have with the teacher and school staff
and that relationship to the student’s
academic progress.
How often are you in contact with your
child’s teacher and/or counselor?
A) Weekly*
B) Bi-Weekly*
C) Monthly*
D) Quarterly
E) At the end of the semester
F) I am not in contact with my child’s
teacher or counselor
On a scale of 1 to 5 (one being no impact
and 5 being extremely impactful), how
impactful do you think having regular
communication with your child’s teacher
or counselor is on his or her academic
progress?
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Parents need to monitor the student’s
meetings and information collected from
those meetings.
Complete this statement: In my
conversations with my child, I talk about
what was covered in his or her meetings
with the teacher _______.
A) Weekly*
B) Bi-weekly*
C) Monthly
D) Quarterly
E) At the end of the semester
F) I do not monitor my child’s meetings
with his or her teacher
Assumed Motivation Influences Survey Items
Value On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Parents value that their children complete
minimum assignment requirements to progress
toward graduation goals.
It is important to me that my child completes
at least the minimum amount of work
required to meet his or her graduation goal.
Parents value regular communication between
home and school.
It is important to me that I have regular
communication with my child’s teacher.
It is important to me that I have regular
communication with my child’s counselor.
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Self-Efficacy On a scale of 1 to 5 (1 being cannot at all to
5 being highly certain can do), rate your
degree of confidence in doing
the following as of right now
Parents feel confident that they can access the
courseware to see student progress and are able
to access available resources when the student
needs assistance.
Login to Odysseyware or EdGenuity to
access my child’s progress.
Locate the work my child has completed
online.
Find the work my child is supposed to
complete online.
Locate the additional resources that school
offers online when my child needs
additional help.
Use the online resources the school offers in
order to assist my child at home, if needed.
Parents feel confident that they can contact the
teachers and counselors when questions or
concerns arise (all methods- phone, email,
and office hours).
Contact my child’s teacher by phone if I
have a question or concern about my
child’s academic performance.
Contact my child’s teacher by email if I have
a question or concern about my child’s
academic performance.
Contact my child’s teacher in person during
the school day if I have a question or
concern about my child’s academic
performance.
Contact my child’s counselor if I have a
question or concern regarding my child’s
academic progress,
Contact my child’s counselor by email if I
have a question or concern about my
child’s academic performance.
Contact my child’s counselor in person
during the school day if I have a question
or concern about my child’s academic
performance.
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Emotions On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Parents feel positive about providing support for
their children to complete work at home.
I feel capable of providing support for my
child so that he or she can complete school
work at home.
Parents feel positive about their communication
with the school and the teachers regarding
student progress, academic health, and
emotional health.
I feel informed about my child’s academic
progress based on my communication with
the school and the teacher.
I feel informed about my child’s emotional
health at school based on my
communication with the teacher and the
counselor.
Attribution On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Parents believe that ensuring students complete
assignments at home is within their control.
Ensuring that my child is able to complete
assignments at home is within my control.
Parents believe that the open communication
between school and home is within their
control.
Open communication between myself and
my child’s teacher is within my control.
Open communication between myself and
my child’s counselor is within my control.
Assumed Organizational Influences Survey Items
Cultural Model On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
There is a culture of inclusion for parents in each
student’s academic journey.
My child’s school makes me feel included in
my child’s schooling.
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
My child’s school welcomes communication
between myself and the school.
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Cultural Setting On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
The school has systems in place that encourage
parent involvement in and knowledge of
student academic progress.
My child’s school encourages parents to be
involved and aware of their children’s
progress in school.
The school has systems in place that encourage
open communication between school and
families.
My child’s school encourages parents to
communicate with teachers and counselors.
Policies/Procedures On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
There are systems in place to notify parents
every time a class is completed, to inform them
of how much work a student completes each
week, and to involve parents in meetings and
conversations as soon as students miss work
each week.
My child’s school notifies me when my
child:
● Completes a class
● Has not completed work
● Needs a meeting regarding his or her
progress at school.
Tiered intervention systems are in place to
ensure parental involvement and intervention
when students are not in regular
communication with the school personnel.
My child’s school notifies me when my
child is not maintaining regular contact
with his or her teacher.
Resources On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Parents have access to online courseware to
monitor student progress.
I have access to online courseware to
monitor my child’s progress.
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Appendix E: Counselor Survey Protocol
Assumed Knowledge Influences Survey Item
Declarative Factual
Counselors need to know how many credits,
and which classes, the student needs to
complete to graduate.
Think of the 1st student on your roster. How
many credits does he or she need to
graduate?
________credits
How confident are you in your answer?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
For that same student, which classes does he
or she need to graduate (check all that
apply)?
A) Freshman English
B) Sophomore English
C) Junior English
D) Senior English
E) Math 1
F) Math 2
G) Math 3
H) World History
I) US History
J) American Government
K) Economics
L) Life Science
M) Physical Science
N) Freshman PE
O) 2nd year PE
P) Vocational Education
Q) Fine Art/Foreign Language
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R) Health
S) Technology Education
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
Counselors need to know the student’s post-
graduation goals to ensure appropriate
classes and progress are being made.
Think of the 1st student on your roster.
What are his or her post-graduation goals?
A) Go straight into the workforce
B) Go to trade school
C) Join the military
D) Go to community college
E) Go to a 4-year university
F) Do missionary/volunteer work
G) Be a homemaker
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
Counselors need to know current contact
information for parents and students.
Think of the 1st student on your roster.
What is the best way to get a hold of him
or her?
A) By phone
B) By email
C) Direct message via an app
D) Home visit
What is the best way to get a hold of his or
her parents or guardians?
A) By phone
B) By email
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C) Direct message via an app
D) Home visit
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
Counselors need to know whether or not
students have been meeting with teachers
on a regular basis, as required by the
master agreement.
Think of the first student on your roster.
How often does he or she meet with his or
her teacher?
A) Weekly
B) Bi-Weekly
C) Monthly
D) It varies
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
D) Very confident*
Declarative Conceptual
Counselors need to know what barriers are
preventing students from making adequate
progress.
Thinking about the 1st student on your
roster, what obstacles exist for his or her
academic progress (check all that apply):
A) Environmental obstacles
B) Emotional obstacles
C) Behavioral obstacles
How confident are you in your response?
A) Not at all confident
B) A little confident
C) More than a little confident
467
D) Very confident*
Counselors need to know what interventions
and resources are best utilized to help
students overcome barriers.
If you have a student that is struggling with
emotional obstacles, what interventions
and resources might you provide (check all
that apply)?
A) Housing services
B) God’s Pantry (or other food bank)
C) Kimberly’s Closet (Free Clothing)
D) Cal-Safe
E) Counseling*
F) Group Therapy*
G) In-patient Services*
H) Drug rehabilitation
I) Change in schedule*
J) Home visits*
K) Volunteer Work
L) Job Corps
Counselors need to know what interventions
or resources need to be made for students
who are not keeping regular contact.
You have a student who has not been
meeting with his or her teacher regularly.
What is the order of the interventions you
would prescribe for the student?
Drag and drop the following interventions in
the order they would occur:
A) Student Success Team
B) Phone call to parent or guardian
C) Academic Support Plan
D) Student/Counselor conference
E) Home visit
F) Parent/Counselor conference
G) Schedule change to an intervention
teacher
Correct response: (B, D, F, E, C, A, G)
468
Procedural
Counselors need to know how to access and
read transcripts to ensure appropriate
placement and progress in classes.
Part 1
If you are looking for a student’s transcript
information, where would you look?
A) I would ask administration for a copy
of the student's transcript
B) I would ask the registrar for a copy of
the student’s transcript
C) I would access the student’s transcript
in the student profile in Q.*
D) I don’t know how to find student
transcript information.
Part 2
You see the following information on a
student’s transcript:
Course Grade Credits
Mathematics 1A F 0.0
Mathematics 1A C 0.5
Mathematics 1A D 1.0
The student you are working with wants to
meet A-G requirements. How many credits
of Math 1A does he or she still need to do?
______credits
(Answer: 4.5)
Counselors need to know how to connect
students with resources both within and
outside of the school system.
If you had a student that was in need of
additional services, how would you
connect him or her to the appropriate
resources?
469
A) I would give the student/family the
information they need to get the assistance
needed
B) I would give the student/family a list
of resources in the area that would be
helpful
C) I would call the agency directly to put
the student in contact with the appropriate
people there*
D) I would give the student/family the
number to the Parent and Family Resource
Center within the district.
Counselors need to know how to track
student meetings in “Visits” on the student
information system.
If you wanted to know what interventions
and meetings a teacher has had with a
student, what would you do first?
A) Check the Student Binder
B) Check Visits in Q*
C) Check Google Calendar
D) Email the teacher
E) Contact the student
Counselors need to know how to best
contact the student and parents when
needed.
From the drop-down menu, select the most
appropriate means of communication for
each student or parent listed below:
A) A student who works a full-time job
and cannot come in during the regular
school day (phone call)
B) A student who is chronically ill but
needs a lot of academic support (online
meeting via Zoom or google meet)
C) A parent who works multiple jobs and
is not technology proficient (phone call)
D) A student who does not have a phone
and cannot come on campus (online
meeting via Zoom or google meet)
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E) A parent who does not have a phone
number or email address listed (Home
visit)
F) A student who is not responding to
phone calls or text messages (home visit)
Metacognitive
Counselors need to reflect on the
effectiveness of interventions done based
on student work progress.
How often do you reflect on the
effectiveness of the interventions that are
in place for your students:
A) Daily
B) Weekly
C) Monthly-during Counselor Cluster
Meetings*
D) Quarterly
E) I do not reflect on the intervention that
are in place for student
Counselors need to monitor students at risk
of dropping and interventions done to
ensure adequate progress.
How often do you monitor students at risk
of dropping out and the interventions done
to assist these students?
A) Daily*
B) Weekly*
C) Bi-Weekly*
D) Monthly- at the counselor cluster
meetings*
E) Quarterly
F) At the end of each semester
Counselors need to reflect on the levels of
contact and communication with the
families and the efficacy of those
interventions for students who struggle to
maintain contact and are not making
adequate progress.
How often do you reflect on the levels of
contact and communication you have with
students and their families?
A) Daily*
B) Weekly*
C) Bi-Weekly*
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D) Monthly- at the counselor cluster
meetings*
E) Quarterly
F) At the end of each semester
How often do you reflect on the efficacy of
the interventions for students who struggle
to maintain contact and are not making
adequate progress?
G) Daily*
H) Weekly*
I) Bi-Weekly*
J) Monthly- at the counselor cluster
meetings*
K) Quarterly
L) At the end of each semester
Assumed Motivation Influences Survey Items
Value On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Counselors value that students complete
minimum assignments requirements to
progress toward graduation goals
Students’ completion of weekly assignments
is important to me.
Counselors value regular communication
between home and school.
Regular communication between home and
school is important to me.
Self-Efficacy On a scale of 1 to 5 (1 being cannot at all to
5 being highly certain can do), rate your
degree of confidence in doing
the following as of right now
Counselors feel confident that they know how to
access and read transcripts to ensure
appropriate placement and progress in classes.
Access student transcripts on Q.
Complete a Graduation Check Form for
students.
Place students in appropriate classes based
on their transcripts.
472
Counselors feel confident they can connect
students with resources both within and outside
of the school system.
Locate resources within the district to
support students who have environmental
obstacles.
Connect students to resources within the
district to support students who have
environmental obstacles.
Locate resources outside of the district to
support students who have environmental
obstacles.
Connect students to resources outside of the
district to support students who have
environmental obstacles.
Locate resources within the district to
support students who have emotional
obstacles.
Connect students to resources within the
district to support students who have
emotional obstacles.
Locate resources outside of the district to
support students who have emotional
obstacles.
Connect students to resources outside of the
district to support students who have
emotional obstacles.
Locate resources within the district to
support students who have behavioral
obstacles.
Connect students to resources within the
district to support students who have
behavioral obstacles.
Locate resources outside of the district to
support students who have behavioral
obstacles.
Connect students to resources outside of the
district to support students who have
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behavioral obstacles.
Counselors feel confident that they can track
student meetings in “Visits” on the student
information system and
contact the student and parents when
needed.
Access Student Visits on Q.
Access student progress on Odysseyware
and EdGenuity.
Contact the students when needed.
Contact the students’ families when needed.
Emotions On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Counselors feel positive about their ability to
provide interventions and resources to help
students get work done in a timely manner.
Counselors feel positive about their regular
communication with the students and their
families.
I have positive interactions with my
students.
I have positive interactions with my students'
families.
Attribution On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Counselors believe that ensuring that students
have access to appropriate interventions that
will help them complete work in a timely
manner is within their control.
Ensuring that students have access to
appropriate interventions is within my
control.
Counselors believe that open communication
between home and school is within their
control.
Maintaining open communication with
students is within my control.
Maintaining open communication with
students’ families is within my control.
Assumed Organizational Influences Survey Items
Cultural Model On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
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There is a culture of collaboration amongst
teachers and counselors to ensure that students
complete minimum work requirements each
week.
There is a culture of collaboration amongst
teachers and counselors to ensure that
students complete the minimum amount of
required work weekly.
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
There is a culture of collaboration amongst
teachers, counselors, and parents to
maintain regular communication between
home and school.
Cultural Setting On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
The school has systems in place that motivate
counselors to ensure that students are
completing minimum assignment requirements
weekly.
My school has systems in place that
encourage counselors to support students
in completing their work weekly.
The school has systems in place that motivate
counselors to contact students and their
families regularly.
My school has systems in place to encourage
counselors to keep in regular contact with
students and their families.
Policies/Procedures On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Tiered intervention systems are in place for
counselors to follow when students are not
meeting minimum assignment requirements
weekly.
My school has tiered intervention systems in
place for counselors to follow when
students are not meeting weekly work
requirements.
Counselors are required to document all student
meetings and interventions in the student
information system within 72 hours of having
the meeting.
I am required to document all student
meetings and interventions in the student
information system.
Resources On a scale of 1 to 5 (1 being strongly
disagree to 5 being strongly agree), how
much do you agree with the following
statement:
Professional development time is allocated once
per month for counselor cluster meetings to
discuss student progress and contact.
Professional development time is allocated once
per month for counselor cluster meetings to
discuss student progress and contact.
Teacher Specialist assigned to counselors to A Teacher Specialist is assigned to counselors to
475
support necessary counselor planning and
interventions regarding student progress and
contact.
support necessary counselor planning and
interventions regarding student progress and
contact.
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Appendix F: Student Interview Protocol
Assumed Knowledge Influences Interview Item
Metacognitive
Students need to monitor their progress
toward reaching their assignment goals.
If you had to give advice to a new student
coming to this school, what advice would
you give about keeping track of progress
toward your weekly assignment goals
(how many assignments you have to
complete each week)?
Students need to understand the
consequences of not meeting their
assignment goals.
Your friend is going through a rough time in
her life and has not been keeping up with
her assignments at school for the past three
months. What will happen to her at
school?
Assumed Motivation Influences Interview Items
Value What motivates you to come to school and
complete your work each week?
Students value regular communication with the
teacher for academic, personal, and emotional
support.
In your opinion, how important are the
meetings you have with your teacher with
regards to your experience at school?
What examples could you provide to
highlight your response?
Emotions
Students feel positive about their relationship
with their teachers and feel supported
academically, personally, and emotionally.
Describe how you feel about your
relationship with your teacher. Why do you
feel this way?
Now, describe how you feel about your
relationship with your counselor. Why do
you feel this way?
477
Attribution
Students believe the success or failure of their
completion of weekly required assignments is
in their control.
Some students say that if they fail to
complete their weekly assignments, it’s
because the teachers aren’t doing enough
to help them. What is your opinion about
this statement? Explain your thinking.
Assumed Organizational Influences Interview Items
Cultural Model
There is a culture of accountability for students
to keep regular communication with their
teachers.
How does your school emphasize the need
for students to have regular communication
with their teachers, if at all?
Resources
Students utilize and have access to goal
setting tools, academic support plans,
student success teams (when needed),
tutoring, and accountability check-ins with
their teacher.
Describe the types of resources the school
provides for students so that they can
succeed academically.
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Appendix G: Teacher Interview Protocol
Assumed Knowledge Influences Interview Item
Metacognitive
Teachers need to reflect on the effectiveness
of interventions in place to make
adjustments as needed, based on student
progress.
If you have a student who you have
implemented interventions for, what is your
practice for deciding whether or not those
interventions are working?
If you decide they are not working, what is
your practice for making adjustments to
those interventions?
Teachers need to reflect on how student
meetings correlate to student progress.
How do you perceive weekly student
meetings impact student progress?
What example could you provide to
exemplify this connection?
Assumed Motivation Influences Interview Items
Attribution What motivates you to work at this school?
Teachers believe that ensuring appropriate goal
setting with accountability will result in
successful completion of minimum assignment
requirements by students is in their control.
You overhear a couple of teachers discussing
the difficulties regarding the Quarterly
Pacing Guide. One teacher says,
“I can’t even do it because I am always
waiting on information from the counselor,
so I can’t set weekly assignment goals for
my students.” Do you agree with this
teacher? Why or why not?
Teachers believe that the success or failure of the
communication between students, parents, and
teachers is within their control.
A new teacher has just joined your staff, and
is curious about communication with
students and their parents. She wants to
know about how much of that
communication will be her responsibility.
What response would you give her? Why?
479
Assumed Organizational Influences Interview Items
Cultural Model
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
How does your school promote collaboration
amongst teachers, counselors, and parents to
encourage regular communication between
home and school, if at all?
Resources
Teachers have access to tools such as the
Quarterly Pacing Guide and Weekly Check-In
sheets to monitor student progress.
Your school requires that teachers monitor
student progress. What can you tell me about
the resources, if any, that the school
provides you to make this task easier.
What are the purposes of each of the resources
you just listed?
Weekly meetings with counselors are available to
discuss concerns and obstacles that students may
encounter that inhibits them from making
regular contact.
What role, if any, does the counselor play in
supporting your attempts to make contact
with students who are not meeting with you
regularly?
480
Appendix H: Parent Interview Protocol
Assumed Knowledge Influences Interview Item
Procedural
Parents need to know how to access
available resources when the student needs
assistance with assignments.
If your child needs assistance with
assignments, what is your process for
finding the resources the school offers?
Metacognitive
Parents need to monitor student progress
online to evaluate likelihood of reaching
student goals.
You suspect that your child is not getting
enough work done each week. What is
your process for monitoring his or her
progress?
Assumed Motivation Influences Interview Items
Value
Parents value regular communication between
home and school.
In your opinion, how important is it that you
have regular communication with your
child’s teacher and counselor?
Why do you feel this way?
Emotions
Parents feel positive about providing support for
their children to complete work at home.
How do you feel about your ability to
provide support for your child so that he or
she can complete work at home?
What example could you provide to support
your feeling?
481
Attribution
Parents believe that the open communication
between school and home is within their
control.
If you noticed a change in behavior with
regards to your child’s work habits, and
you wanted information regarding his or
her school performance, what would you
do? Why?
What, if any, barriers do you feel exist in
your ability to communicate with the
school about your child’s progress?
Assumed Organizational Influences Interview Items
Cultural Model
There is a culture of inclusion for parents in each
student’s academic journey.
Describe the way the school makes parents
feel when they have questions or concerns
about their child’s academic progress.
Cultural Setting
The school has systems in place that encourage
parent involvement in and knowledge of
student academic progress.
In your opinion, how open is the school and
school personnel to parent involvement?
Tell me more about your thoughts on this.
Resources
Parents have access to Family Resources
Center for community help, support groups,
and various other support services, ensuring
that families feel connected to the school and
supported by the school both academically and
personally.
If your family was in need of support
services (i.e. shelter, food, mental health
services, rehabilitation programs, etc.),
would you feel like the school could
support you and your family?
Tell me more about your feelings on this.
482
Appendix I: Counselor Interview Protocol
Assumed Knowledge Influences Interview Item
Metacognitive
Counselors need to monitor students at risk of
dropping and interventions done to ensure
adequate progress.
How do you monitor students who are at risk
of dropping out and the effectiveness of the
interventions that have been used with these
students?
Counselors need to reflect on the levels of
contact and communication with the
families and the efficacy of those
interventions for students who struggle to
maintain contact and are not making
adequate progress.
In your opinion, how does your
communication with students and their
families impact students who struggle to
maintain contact and complete work?
Can you provide an example to illustrate this
opinion?
Assumed Motivation Influences Interview Items
Attribution What motivates you to work at this school?
Counselors believe that ensuring that students
have access to appropriate interventions that will
help them complete work in a timely manner is
within their control.
Some counselors say that, while they know of
interventions that could help students,
providing access to those interventions is
outside of their control. What would you say
in response to these counselors? Why?
Counselors believe that open communication
between home and school is within their control.
You have a student who is not completing
work and is not attending meetings. Your
teachers are telling you that you cannot
reach the student or the family, as they have
been unable to reach them. What would your
response be to the teachers? Why?
Assumed Organizational Influences Interview Items
Cultural Model
483
There is a culture of collaboration amongst
teachers, counselors, and parents to encourage
regular communication between home and
school.
How does your school encourage
collaboration, if at all, amongst teachers,
counselors, and parents to maintain regular
communication between home and school?
Policies/Procedures
Tiered intervention systems are in place for
counselors to follow when students are not
meeting minimum assignment requirements
weekly.
If students are not making adequate progress,
what does the school suggest you do to
support the students?
Tell me more about the interventions you just
outlined.
Resources
Teacher Specialist assigned to counselors to
support necessary counselor planning and
interventions regarding student progress and
contact.
The school states that a Teaching Teacher
Specialist has been assigned to the
counseling team. Explain this person’s role
with the counselors.
To what extent is this, or is this not, a support
for the counseling team?
484
Appendix J: Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089
Increasing Retention for At-Risk Youth in Alternative Education
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
This study aims to examine the knowledge, motivation, and organizational influences that
contribute to the increased retention and graduation rates at Resurgence Academy (a
pseudonym). It also seeks to determine what knowledge, motivation, and organizational
recommendations can be made for similar schools wishing to replicate the results at
Resurgence Academy.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a survey and/or an
interview to share your perspectives on the various knowledge, motivation, and organizational
influences that increase student retention and graduation at Resurgence Academy. All surveys are
anonymous and interviews will be de-identified to maintain anonymity and confidentiality among
all participants.
CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.
Required language:
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
When the results of the research are published or discussed in conferences, no identifiable
information will be used.
INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is [Jessica Jordan-Ortega, jjordano@usc.edu, 909-255-5648].
The Faculty Advisor is [Dr, Kenneth Yates, kennetay@usc.edu].
IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
485
Appendix K: Recruitment Letter
Dear Valued Member of the Resurgence Academy community,
Hello! My name is Jessica Jordan-Ortega, and I am currently pursuing my Doctoral degree at
Rossier School of Education at the University of Southern California (USC). I am conducting a
study entitled Increasing Retention for At-Risk Youth in Alternative Education: A Promising
Practices Study. The purpose of this study is to identify the influences that have impacted
the Resurgence Academy’s success at increasing retention and graduation rates and the
roles of students, parents, teachers, and counselors in that growth.
You are receiving this letter because you have been selected to participate in a survey and/or
interview. The surveys are completely anonymous, and all interviews will de-identify
participants so as to maintain confidentiality. Your insight and participation in this study would
be extremely valuable and greatly appreciated, as it is your hard work and involvement in
Resurgence that contribute to its success.
For those of you who choose to participate in the survey, it should take no longer than 20
minutes and collects no identifying information from you. Your responses will be completely
anonymous. The survey items are meant to develop an understanding of the ways in which
monitoring students progress through timely completion of work and maintaining regular home-
school communication helps students at Resurgence find academic success.
For those of you who choose to participate in the interviews, they will be conducted by Ms.
Sarah Peraza, who is a Doctoral candidate at USC. You will be interviewed via Zoom during a
time that you schedule with Ms. Peraza. The interview is meant to gain a deeper understanding
of your experiences at Resurgence Academy. It should take approximately 45 minutes to
complete.
If you are interested in participating in this study, please access the link for the survey below.
Once again, your time and insight is greatly appreciated!
Sincerely,
Jessica Jordan-Ortega
[Survey Link- this will change based on the stakeholder group the letter is being sent to]
486
Appendix L: Post-Training Survey
Directions: Thank you for taking the time to attend today’s training session. Please take a
moment to answer these questions truthfully. Your honest feedback will help us provide future
training that is meaningful and relevant to you.
1. Circle your role within the organization:
a. Teacher
b. Counselor
c. Student
d. Parent/Guardian
2. Circle your response to the following statement:
This training held my interest.
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
3. Circle your response to the following statement:
What I learned today is applicable to my role in this school.
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
4. Circle your response to the following statement:
The content was easy for me to follow.
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
5. Circle your response to the following statement:
The information learned during this workshop has provided me the skills to track
progress toward graduation.
487
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
6. Circle your response to the following statement:
The materials, website, and handouts offered to me during the training today help
me understand how to access information needed to track progress and maintain
home-school communication.
7. Circle your response to the following statement:
I feel confident in my ability to use the dashboard to track progress toward
graduation goals.
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
8. Circle your response to the following statement:
I will apply what I learned today throughout my time at this school.
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
9. Which new skills that you learned today will you apply during your time at Resurgence?
10. How do you plan to apply these skills?
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
488
11. Please provide additional feedback below. Include any questions, ideas for future
training, and/or concerns you may have. All feedback is anonymous and appreciated.
489
Appendix M: Delayed Use Evaluation Survey
Directions: Thank you for taking the time to attend today’s training session. Please take a
moment to answer these questions truthfully. Your honest feedback will help us provide future
training that is meaningful and relevant to you.
1. Circle your role within the organization:
○ Teacher
○ Counselor
○ Student
○ Parent/Guardian
2. Circle your response to the following statement: Overall, I found the training,
workshops, website, and dashboard helpful in my efforts to make progress/support
student progress toward graduation. (L1)
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
3. Circle your response to the following statement: I used the dashboard and the website
as a tool to help me track progress toward graduation and maintain home-school
communication. (L1)
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
4. Circle your response to the following statement: Because of the training, workshops,
website, and dashboard, I will make sure to:
(a) determining what is needed to meet graduation goals,
(b) setting and monitoring those goals, and
(c) accessing support when needed. (L2)
(a) 1 2 3 4 5
(b) 1 2 3 4 5
(c) 1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly
Agree
490
5. Circle your response to the following statement: Because of the training, workshops,
website, and dashboard, I feel confident in my ability to have a home-school
partnership. (L2)
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
6. Using the rating scale, circle the rating that best describes your current level of
application of the learning from training on the website and dashboard for each listed
behavior (L3):
Little to no
application
Mild degree
of
application
Moderate
degree of
application
Strong
degree of
application
Very strong
degree of
application
I engage in
monthly
monitoring of
progress
toward
graduation
goals.
1 2 3 4 5
I maintain
regular
communication
between home
and school.
1 2 3 4 5
7. What has helped you implement what you’ve learned from the training on the website
and dashboard? (L3)
8. I have seen a positive impact in the following areas as a result of applying my learning
from the training on the dashboard and website (circle all that apply): (L4)
○ Increased home-school communication
○ Increased course completion
○ Increased attendance
491
○ Increased quality of work
○ Better working relationships
○ Increased confidence in my ability to reach graduation goals/support students in
reaching their graduation goals
○ Increased satisfaction with school/work
9. Circle your response to the following statement: The implementation of the website
and dashboard with relevant training has positively impacted student progress and
home-school communication throughout RA. (L4)
1 2 3 4 5
Strongly
disagree
Disagree Neutral Agree Strongly Agree
10. Please provide additional feedback below. Include any questions, ideas for future
training, and/or concerns you may have. All feedback is anonymous and appreciated.
492
Appendix N: Data Dashboards on School Website and in School Newsletters
Table N1
Summative Results Dashboard
Summative
Results
Dashboard
2018-2019
School Year
2019-2020
School Year
2020-2021
School Year
2021-2022
School Year
(Program
Implementation
Year)
Enrollment
Average # of
Courses
Completed per
Student
Graduation Rate
Dropout Rate
Overall
Attendance Rate
Average Number
of Parent
Involvement in
School
Events/Groups
493
Table N2
Critical Behaviors Dashboard
Critical
Behaviors
Dashboard
August 2021 December
2021
May 2022
All stakeholders
engage in
student
progress
monitoring.
Teachers
Students
Parents
Counselors
All stakeholders
maintain
regular home-
school
communication.
Teachers
Students
Parents
Counselors
494
Table N3
Program Feedback Dashboard
Program
Feedback
Dashboard
August 2021 December
2021
May 2022
Stakeholder
engagement
Teachers
Students
Parents
Counselors
Stakeholder
satisfaction
Teachers
Students
Parents
Counselors
Stakeholder
confidence
Teachers
Students
Parents
Counselors
Stakeholder
commitment
Teachers
Students
Parents
Counselors
Note. These tables will be represented by bar graphs as data is collected.
Abstract (if available)
Abstract
This study utilizes the Clark and Estes (2008) Gap Analysis framework to identify the promising practices that have contributed to the increasing graduation and retention rates at Resurgence Academy (a pseudonym), an independent-study, alternative education school that services at-risk youth. The purpose of this study was to identify the knowledge, motivation, and organizational influences amongst the students, teachers, parents, and counselors of the Resurgence Academy (RA) community that promote increased graduation with the hopes of providing recommendations for similar schools who wish to replicate these results. This study employed mixed methods to collect data by surveying and interviewing all four stakeholder groups and using document analysis to triangulate the data and validate the knowledge, motivation, and organizational assets that foster the promising practices at RA. The findings suggest that the strong relationships that exist among students, teachers, counselors, and parents, along with the organizational support systems at RA stimulate the academic success students are experiencing. Recommendations to foster continued growth in graduation and retention rates highlight the continued development of collaboration and communication amongst stakeholders by building streamlined systems of communication and knowledge-sharing. The incorporation of all stakeholders in the study provides valuable insight into the inter-dependencies that exist among stakeholders within a school system, suggesting that more research should be done that studies the ways in which these groups interact to promote student success.
Linked assets
University of Southern California Dissertations and Theses
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Increasing engagement and avoiding burnout of counselors of at-promise youth: a gap analysis approach for supervisors