Final Fieldwork Plan

Problem Statement

The equity gap that needs to be addressed at John H. Francis Polytechnic High School by a problem-solving team is SWD being disproportionately not ready for college/career compared to students without a disability. The contributing factors that have led to this inequity are: professional development not meeting the needs of faculty to teach SWD, IEP’s not aligned to postsecondary goals and academic standards, and not providing SWD support services in English/math.

The student body of PHS is more than 90% Latino and more than 90% of the student body is considered low income. According to Flores et al. (2017), Latinx students have the lowest levels of college completion compared to other racial/ethnic groups. Dahir (2020) states “Low-income students, many of whom reside in urban environments, often lack the support they need to prepare for postsecondary education, identify the best-fit schools, apply for financial aid, enroll and persist in their studies, and, ultimately, graduate with a degree.” The quantitative data shows a college/career readiness inequity for SWD and considering the culture and context of the school community in which a majority of SWD belong, we are able to understand that not only a need exists for SWD, but a need coalesces along with other factors that have deepened the marginalization for SWD. The research corroborating the common theme in the qualitative data of resources and supports needed for SWD as well as evidence-based practices regarding accommodations will assist faculty to effectively teach SWD and ensure they are college/career ready. Based on the data and research, it is evident that a problem-solving team is needed so PHS can improve in its: 1) mission to build the capacity of staff to serve all students. 2) vision to personalize the learning for students, and 3) goal to successfully matriculate SWD into college or career pathways.