Part+IV

** HOME **

//Part IV: Data/Evidence//


 * __STUDENT A __**

//Background//: Student A is a 7th grade student at DCIS. Student A is immigrant (and refugee) from Somalia. Her family left Somalia and she was born in a refugee camp in Kenya in 1998.She is the third oldest of 10 children: 6 sisters and 3 brothers. In sharing information about her family she did hesitantly share that she has a sister and brother who have both died; however she did not wish to share any details. Her father works as a housekeeper at a downtown hotel. And her mother stays at home with the younger children, taking care of the family. Another member of their large family is a woman that they recognize as their "grandmother;" however she is not a blood relative. This is the woman who took care of and breastfed her mother as an infant. Her mother and this woman have always had a strong bond. When the family left Kenya her mother insisted that the "grandmother" come with them so that they could continue to take care of her. At home, the family speaks five different languages. English, Somali, Arabic, and two different Somali dialects. Student A has a strong and committed nuclear family.

The student has some memories of her time in Kenya. Her grandmother had a farm and each of the children had their own animals that they were responsible for (i.e. chickens and goats).The family immigrated in 2005 and came directly to the Denver area. Once they arrived, all of the school-aged children were enrolled in school. Student A was enrolled at Greenlee Elementary. She shared that it was the first time she had ever seen a community that was so different from her own. It was also the first time that she had seen Christians and other people who were not Muslim. She revealed that when she first started school she was bullied my other students who did not understand why she dressed and spoke differently. It was difficult but she quickly made friend s and began to enjoy school. At DCIS, I have observed that Student A appears to have many friends but typically socializes with her older sisters that are at the school. She does not participate in any extracurricular clubs or sports, but is part of a group of international students that host an international festival several times throughout the year. The luncheon is festive and highlights music, dancing and a variety of food from African and other international cultures.

Student A was unsure exactly what triggered the immigration but she did share that her father has always stressed education and opportunities. History is her favorite subject in school because she feels that it helps her learn new things. As a 7th grade student she still struggles as an ELL student; however in the artifacts that I have collected and my observations she is confident and determined to be successful at school. Student A shared that she unsure if she will pursue any post-secondary education. It is still important to her family to honor traditions which may include an arranged marriage. Her oldest sister, who is about to turn eighteen, is already planning her wedding to a Somalian man who lives in Arizona. Her sister may not be able to complete her high school experience. Student A is afraid that even though her father believes in education, that she will end up in the same situation as her sister. However, she does hope to go to college some day.

In discussion the diversity of DCIS, Student A acknowledged that the atmosphere is more accepting and she no longer feels bullied like she did at Greenlee. She is happy to be able to express herself at the international festivals. She feels supported by all of her teachers; she knows that they are always available and willing to help even if she does not access this resource. She sees other minority and immigrant students in her class and in the school. She likes that she is not allow.

[|A_Interview.pdf] [|A_IC Schedule.pdf]

//Observations:// I was able to observe Student A in two different classroom environments (approximately 95 minutes of observation time). I had request to observe Student A during her Language Arts class, but the teacher declined to allow me time to come into the classroom.

In both observations, Student A arrived just as class was starting. I observed that it took her a moment to get settled, get her materials out and get focused on the class. She arrived quietly and would put some distance between herself and tablemates at the beginning. As the classes continued she became more engaged and animated. She was comfortable asking questions and for assistance as needed. In the World History class I did not observe any any differentiation for her or other students. In the Pre-Algebra class, the teacher did float quickly over to Student A once he had released them to individual graph work. In following up with this teacher, he shared he knew that setting up a graph was difficult for Student A. She did master the exercise, but it would still take her time. So in an effort to help her get focused on the tasks for this particular class the teacher helped her with the graph so that she could work on the task for the day.

[|A_Obs1.pdf] [|A_Obs2.pdf] [|A_Obs3.pdf] [|A_Doyle_FU.png]

//Work Samples//: Student A did provide me with a few work samples from her World History class. These worksheets were completed in class and she worked diligently on the assignment. It required her using an atlas workbook. My TC had asked me to be available to Student A if she need any assistance. She did ask a few clarifying questions but for the most part was on track for the assignment.

[|A_Artifact1.pdf] [|A_Artifact2.pdf]

//Student Data:// [|A_StudentProfile.pdf]
 * In the most current ELA performance test (8/24/2011), Student A's performance is Unsatisfactory.
 * In the most current Mathematics performance test (8/24/2011), Student A's performance is Unsatisfactory. However, she did score 100% on problems involving addition/subtraction section and 67%on patterns of change shown in words, tables, graphs section.
 * In Benchmark Test Performance, Student A has:
 * ELA: declined from Partially Proficient(1/5/11) to Unsatisfactory (8/24/11)
 * Mathematics: declined from Partially Proficient (1/5/11) to Unsatisfactory (8/24/11)
 * Reading: improved from Unsatisfactory (12/11/09) to Partially Proficient (5/6/10)
 * Writing: remained Partially Proficient (11/12/10 to 4/14/11)
 * CSAP Data from Grade 3:
 * Math: Partially Proficient
 * Writing: Partially Proficient
 * Reading: Unsatisfactory
 * CSAP Data from Grade 4:
 * Math: Unsatisfactory
 * Writing: Partially Proficient
 * Reading: Unsatisfactory
 * CSAP Data from Grade 5:
 * Math: Partially Proficient
 * Writing: Partially Proficient
 * Reading: Unsatisfactory
 * CSAP Data from Grade 6:
 * Math: Unsatisfactory
 * Writing: Partially Proficient
 * Reading: Partially Proficient


 * __STUDENT B__**

//Beginning Note: Student B was especially reserved and shy throughout the case study process. During the personal interview he was brief and did not wish to expand on personal topics. He was also unwilling to share any artifacts of his work; however I was able to collect a copy on one assignment from his AP Human Geography class from the teacher.//

//Background:// Student B is a 9th grade student at DCIS. Student B is a member of an immigrant family. His parents moved to the United States from Somalia approximately 17 years ago. He believes that his parents immigrated to the U.S. for job opportunities. Neither parent has any education beyond a high school level. Student B shared that he is the oldest child in his family and has several brothers and sisters. He declined to talk any further about his siblings. Student A shared that his father works for Communication Workers Union, at the location in Downtown Denver, however he was unsure of what is father's job duties were. His mother works as a cashier at Wal-Mart. The family does speak both Somali and English but English is the primary language spoken in the home. Student B has taken French is school since 6th grade and feels that he is proficient in both speaking and writing it.

Student B has fully embraced American culture. His favorite after school activities are to play video games or basketball. When asked is could learn about anything, he said that he wanted to learn how to design a video game. And the person he would most like to interview is the CEO of a major gaming company (Bethesda Gaming Systems). He enjoys time with his friends and family. His family celebrates traditional American holidays (Christmas, Halloween, 4th of July) but also celebrates traditions from Somalia. Student B knows that he is a member of an immigrant family but identifies himself as an American first.

Student B is committed to his education. He shared that is the most important thing right now (however, he hinted that he has heavy responsibilities at home taking care of his younger siblings). His goal for the future is to become a lawyer or a professional basketball player. Either way, he knows that he is going to college. Student B has the support of his family in his education. For example, on back to school night his father was unable to attend during the designated times. So his father made arrangements in advance to come earlier in the evening to meet with each of Student B's teacher and get an update on is progress. In talking with teachers, they feel that his parents have always been involved and supportive of Student B at DCIS.

In discussion DCIS, Student B expressed that he really likes the diversity and community at the school. He stated that "DCIS is a good community because there are lots of different kinds of students".

[|B_Interview.pdf] [|B_IC Schedule.pdf]

//Observations:// I was able to observe Student B in three different classroom environments (approximately 150 minutes).

During the each class, I observed Student B exuberantly arriving to class. On each occasion he was happy and boisterous, yet appropriate as he arrived. He would quickly take his seat, get out his materials and was ready to participate when the class started. In all three classes he appeared actively engaged in the lesson. Whenever there was a transition between activities (i.e., Direct Instruction to group work), Student B appeared to lose focus on what was coming next. It would take him a moment to refocus on the task. During group work he was engaged with his classmates and focused on the task. Light conversation did occur but it was subdued and did not get out of control.

One particular example of Student B's participation in class occurred in Geometry. The class was reviewing equations and Student B volunteered an answer. His answer was wrong and he was unable to give the right answer when prompted. The class itself was lighthearted and the teacher was joking with students. When Student B got the answer wrong, there was some teasing from his classmates. Student B seemed to take this all in stride and even laughed at himself. A few moments later, he raised his hand again to answer a question. This time his answer was correct. He skipped back to his seat from the SmartBoard once he received affirmation from the teacher.

Student B is currently enrolled in primarily Honors level or AP level courses. His course load is: AP Human Geography, French Honors, Civics Honors, Biology Honors, Geometry Honors, Intro. to Literature Honors. His teachers all report that he is performing well in his classes and they anticipate that he will receive A or B grades at the end of the quarter. (Grades are not yet posted in DPS). As you will see below, the Student Data available on Student B shows that his is partially proficient in several areas. However, he appears to have confidence in his academic performance and his grades should reflect that.

[|B_Obs1.pdf] [|B_Obs2.pdf] [|B_Obs3.pdf] [|B_Brown_FU.pdf]

//Work Samples:// Student B was unwilling to share any artifact examples of his work himself. Artifact 1 is an example of his work on a Spatial Data Set Analysis from Human Geography. In watching Student B complete this assignment I was able to see that he thoughtfully read the instructions, he appeared to think about the answers and then begin with the ratings and coloring of the countries. He quickly and accurately complete the assignment.

Artifact 2 is an example of a in-class group project completed in Human Geography. As a table of four, the group read an article on Mexican citizens emigrating the the U.S. Then they answered the questions on Artifact 2. Then as a group they presented the information to the rest of the class. Student B actively participated as a member of his group. I observed him problem-solving with groupmates when they were unsure of the answers. He thought out loud some of the questions and was able to deduce the answers based upon the reading and prior knowledge from a previous lesson. He was also able to talk about current events and apply them to the questions.

[|B_Artifact1.pdf] [|B_Artifact2.pdf]

Student Data: [|B_Student Profile.pdf]
 * In the most current ELA performance test (8/24/2011), Student B's performance was Proficient.
 * In the most current Life and Physical Sciences performance test (8/24/2011), Student B's performance was Partially Proficient.
 * In the most current Mathematics performance test (8/24/2011), Student B's performance was Proficient.
 * In Benchmark Test Performance, Student B has:
 * ELA: declined from Proficient (1/5/11) to Partially Proficient (8/24/11)
 * Life and Physical Sciences: declines from Proficient (4/14/11) to Partially Proficient (8/24/11)
 * Reading: remained Proficient (12/11/09 to 5/6/10)
 * Writing: declined from Partially Proficient (11/12/10) to Unsatisfactory (4/14/11)
 * CSAP Data from Grade 4:
 * Math: Proficient
 * Writing: Partially Proficient
 * Reading: Proficient
 * CSAP Data from Grade 5:
 * Math: Proficient
 * Writing: Proficient
 * Reading: Proficient
 * CSAP Data from Grade 6:
 * Math: Proficient
 * Writing: Partially Proficient
 * Reading: Proficient
 * CSAP Data from Grade 7:
 * Math: Proficient
 * Writing: Proficient
 * Reading: Proficient
 * CSAP Data from Grade 8:
 * Math: Proficient
 * Writing: Proficient
 * Reading: Proficient
 * Science: Proficient