Data Gathering Plan

1. Onboarding of Implementors: Get commitments and confirmation from the English Department (other secondary = homeroom) to run a focus group and then at the end, push out surveys for their class. 

   • Educate: Give a presentation clearly identifying the benefits of gaining the information as well as the processes for running the focus group and surveys. 

   • Access to Tools: At the meeting, ensure all implementers have access to the documents to be able to implement the focus groups as well as surveys. 

   • Schedule: Have those in the room schedule their focus group and survey pushout. 

2. Check-in & Gather Data: After the teacher has implemented the focus group and pushed out the survey in their classroom, have the coordinator, coach, or community schools team member check-in and debrief. 

   • Ensure: 

     1. • Focus group was implemented and survey was completed in class. 

        • Teacher has completed the "Student Focus Group Implementation Survey"

        • Gain feedback for how to improve the structure or protocol. 

3. Input Data: Update and populate the "Student NAA - Data Tracker" regularly as the data comes in from each class. 

4. Review & Outreach: Identify which classes have and have not been completed. Work with your Community Schools Team to create a plan to reach out to those teachers/classes that have either not yet implemented the focus group and push out the survey or has low rates of completion. (then, repeat 2 and 3)

5. Audit Data: Work with your Community Schools Team to go through the rosters of the different classes and:

   • Ensure the total class numbers are up to date. 

   • Go through the survey data to ensure that there are no duplications in the completed surveys.

   • Identify which students have and have not completed the survey nor participated in a focus group. Clearly identify the number of students for each class that we have no data on. 

   • Input the data into the "Student NAA - Data Tracker"

6. More Outreach: Create a data collection plan to reach out to the population of students whom we have no data on. (One possible solution, have teachers identify student leaders who can go out into the student body and conduct field surveys to ensure 70-80% completion of the student surveys. Another possible solution, identify key staff members to perform home visits to ask power questions of the parents and students.) 

7. Code: (a) For the focus group areas of growth, color code the answers according to what theme/category the answer mostly fits within (ex: Bathrooms are dirty and have broken doors = Facilities). (b) Analyze the data to identify the top three concerns facing the students.

8. Act: Identify "low-hanging fruit" (areas of concern or growth that can quickly be addressed) from the focus group answers. Act to address the "low-hanging fruit" so that your team can create quick wins and show people that you are actively listening and responding to their needs. 

9. Present: Create an outward-facing friendly summary of the priorities and present the data back to the staff as a whole. Make sure to highlight the aggregated data results of the focus groups and surveys as well as the quick wins from the addressed "low-hanging fruit."

Part 1: Community Schools Sub-Committee Working Group Pullout - (3/2)

1. Preview Data Gathering Plan with group and elicit critiques, alterations, and/or confirmation/consensus. 

2. Preview Student Survey to sub-committee elicit critiques, alterations, and/or confirmation/consensus.

3. Asks/Process for Sub-committee for student assets/needs assessment:

• Find Partner Teacher(s):  

  • • • Review the complete list of teachers who will hopefully run a focus group/complete survey in class.  

      • Have each sub-committee member identify 1-3 classes/teachers that they can monitor to see if/when they complete the focus group/survey. 

• Check-in on and ensure partner teachers complete the survey after the student focus group & survey completion. 

  • • • Purpose: Helps us garner metrics for student data collection and identify the names of the students who are missing from the survey data.

• Immediate Student Check-in Section:  

• Goal: aim for 1-5 days after the survey to go over the data with your teacher partner to help address the immediate needs of particular students. 

4. Immediate check-in section for the questionnaire. 

• NOTE: The sub-committee could not reach a consensus on implementing this section of the data-collection plan, and therefore, we did not go forward with it. 

• Plan: 

  • (a) Have a section of the survey for students to indicate immediate needs (food/health/housing/financial aid/etc.) that they or their families have.

  • (b) Have the teacher go through the data with their "buddy" from the sub-committee to identify the immediate needs of the students in their classes. 

  • (c) Offer a one-pager resource guide to the teacher and have them be able to explicitly go over the needs and how to access the resources to fill those needs with the class as a whole (so no one is singled out)

  • (d) Have the counselors do follow-up sessions with the student individually to check if they need help accessing the resources and/or check if the need is still there after accessing the resources. 

Part 2: Data Collection

1. Pre-work 

Refine the process as well as the questionnaire as per feedback given through the community schools sub-committee pull out on 3/2. 

• Finalize a rough draft to be previewed by other staff stakeholder groups (particularly at Hoover, Restorative Justice teachers to check for proper verbiage concerning certain issues).

• Focus group the rough draft with student groups to see if they have any critiques, comments, additions for the substance and/or process for the survey and/or data collection. 

• Prior to Meeting: 

  • • • Have the site tech print off all of the rosters for the ALD/ELA/ELD to pass out to the teachers for the on-boarding meeting. 

      • Have the Student Focus Group GO printed off (40 per class)

2. Wave 1: Implementation

(a) Teacher On-Boarding for Focus Groups 

• Meet with the entire ALD/ELA/ELD staff to roll out the student needs/assets assessment. 

• Review the powerpoint "Listening Project: Teacher On-Boarding for the Student Needs & Assets Assessment"

  • • • Have teachers sign-up for a particular day to dedicate to the student focus group and survey completion

• Have a sign-in sheet with the rooms and preps of the teachers to keep track of who was onboarded. 

  • • • Follow up with the teachers who are absent from the meeting to see if they have any questions regarding the focus group implementation as well as survey roll out. Aim to have them sign-up for a particular day. 

(b) ALD/ELA/ELD Focus Group & Survey Implementation 

• Have CS Sub-Committee "buddy" verify that their selected partners have scheduled an implementation date. 

• A day or two before the implementation is scheduled, drop off the Student Focus Group GO & a copy of the roster. 

• Teacher Implementation: 

  • • • Run the focus group 

      • Have students complete a student survey

      • Teacher/Implementor of focus group complete the "Focus Group Implementation Survey"

• At the end of the school day on the implementation day or the next day, have CSTC, CSC, or CSSC buddy pick up roster and ensure the completion of the "ELA Student NAA Tracker".

3. Wave 2: Audit, Outreach, & Follow-up

• School wide ask: 2/3rds of the way through the Student NAA implementation CSTC & CSC presented where we are with the NAA of all stakeholders and made an ask of the ELA/ELD teachers to remind and re-push out the surveys in their classes to those students who have not taken it yet. 

  • • • In week-at-a-glance for May 1, announce that the top 3 classes with the highest completion rate for the survey by May 5th will get a pizza party.

• CSSC DATA AUDIT (4/26): Have CSSC PLC pre-school pullout to identify the different classes that they signed up to be a "buddy" for and help with the auditing of the information on the "ELA/ELD Student NAA Implementation Tracker". SEE "WAVE #2: Student NAA CSSA Audit" for details.

  • • • Verify 3 buckets of data: (1) Verify the number of students present for the focus group, (2) Verify the number of students from each class that has completed the survey, (3) Ask "buddies" to double check the powerschool enrollment numbers with teachers (necessary due to high student mobility and a transition from one quarter to another during the student NAA). 

        • • • During the audit meeting, members identified the students that were not present for either the focus group nor completed the survey so we could identify our true fidelity rate for each class as well as student body as a whole.

            • After meeting, grabbed the audited rosters and made scans so we could have a digital copy of the work completed during the meeting. 

      • If a class has less than 80% completion rate for the survey, ask the CSSC member to do a one-on-one with the ELA/ELD teacher to try and ask for targeted re-push out of the survey to the class. 

        • • • Created google sheet with list of students who have completed the survey and tied them to each teacher as well as the buddy from the CSSC who is responsible for auditing their data. Have CSSC identify who has and who has not taken the survey from the printed roster that was used for the attendance in the focus group. 

• CSSC DATA AUDIT (5/9): CSSC Pullout Day - Part 1

  • • • Audit: Have CSSC identify their "buddy" ELA/ELD teacher rosters. Have them go through completed survey data and update student data for each period of their ELA/ELD ""buddy".  

        • • • Ideally, they can also go off of the data filled out by the teachers in the "STUDENT NAA AUDIT FORM". 

            • Info that should be updated:

              • • Total number of students for each period and as a whole for the teacher

                • Precisely which students have an not completed the survey for each period

                • Total number of students we have no data on for each period and as a whole for the teacher 

4. Wave 3: Chronically Absent Data Collection

• CSSC Pullout Agenda Item #2 - Chronically Absent Student Identification

(NOTE: This was not done during out CSSC pullout time becasue we ran out of time; Richard, our CSC, will be going through the rosters of students we do not have data on and identify the chronically absent from that list to complile our home-visit list)

• • • • Hand out list of students by period and ELA/ELD class that have 8 or more unverified absences; info is based upon the reports printed by Hilliard (site tech)

      • Have CSSC members identify which students from that list we do and do not have data from. 

      • Give that list to the home visits teams to perform home visits to get info from (ideally both parents/guardians and students).

• Create a paired down survey as well as power question for collectors of the survey data that gets the core data from those not in class or not completing the larger student survey. 

  • • • Power Questions for Students: 

        • • • What would help you be present at school? 

              • • What are some of the barriers that you and/or your family are having in attending school? 

            • What is something that the school could do to help make your life easier? 

            • What are your interests? 

• Identify student leadership as well as amenable classes to engage in targeted student data collection for those not present for student focus groups or the student survey. 

  • • • Paras can also be recruited to engage in targeted pullouts if necessary. 

Part 3: Data Analysis

1. CSSC Pullout May 9th

• Data Analysis: 

  • • • Update student data for each of the ELA/EDL 

      • Jigsaw data analysis for each of the 6 different sections. 

        • • • Identify what the actual issue is via the data. 

Process Questions/Wonderings

1. What is an example of a data gathering plan for student stakeholders? 

2. Should the student survey be anonymous or have them put down their name? 

3. Should we be asking the English teachers to do both a focus group and a survey at the end? (or is this too much?)

4. Should we try to have a long survey (the ideal when it comes to data collection) and a short survey (we can just get the gist) in order to ensure we are able to capture data from students who are unlikely to be down to complete a lengthy survey? 

5. To what degree should we try and get students to do the heavy lifting to gather the student data? What would that look like? Are there existing examples of structures we can glean from? 

6. Should home visits be a part of this data collection or should we aim to possibly do this during the data collection process for the parents? 

7. How long of a window should we give ourselves to get this data collection completed before moving onto the next stakeholder group or reviewing the collected data? (a month? 2?)

8. At what point should we try and move onto the parent data collection? 

Improvements: 

Overall: 

• Ask more specific questions about facilities on the survey. Students had a lot of specific concerns that were more than just bathrooms that said the dominant concern tended to be bathrooms. However, some of the data was skewed because other facilities concerns (ex: lack of lunch tables) were lumped into the same category. 

• MAJOR QUESTIONS RAISED VIA THE AUDIT: 

  • • What do we do if a student accidentally selects the wrong english teacher? 

    • What do we do about students who were present or completed the survey who are no longer at the school? 

    • What do you do with students who are not in powerschool, on the roster, or both? 

    • How are students getting doubled up if google forms requires only one entry? 

    • What do you do if the student enters a fake name?  

Wave 1: 

• Scaffold focus group and survey for ELD - Have videos that are examples for the students. 

  • • • More concrete examples and/or wording for each of the questions. 

      • Put pictures in the survey for each of the questions. 

• Provide instructions for the auto-translation for the survey for the survey. 

• Take out QR code and just push out the url for the survey on the online LMS.

Wave 2: 

• Stagger out the full school positive incentive from the individual targeted ask and follow through with the CSSC "buddy". First do one last school wide ask. After the deadline, then do the targeted follow through. Ensure that the deadline for the individual follow up is before the CSSC pullout. 

Wave #1: Docs & Resources: 

Wave #2: Docs & Resources: