BSSD Ethnographic Study

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ISBN: 978-1-4276-9558-1

Library of Congress Control Number: 2012951534


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iiiBallston Spa ECHS Ethnographic Study

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TABLES

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4

FIGURES

APPENDICES

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1Ballston Spa ECHS Ethnographic Study

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Ethnographic Documentation and Analysis

T-PBL


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Anonymity of Study Participants


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2 2 2

Focus Group Major ThemesDataPoints

1. Expectations of the ECHS Program 92. Dierences between the ECHS and Traditional High School 11

3. College Readiness 6

4. Exploring Career Pathways 9

5. ECHS Learning Resources 8

6. Student Demonstration of Learning 5

7. Grading and Summative Assessment 8

8. Expectations for Year 2 of the ECHS Program 7

9. Teachers, Parents, Community and ECHS Program Partners 12

Total Data Points All emes 75

Stakeholder

Group

Focus Group

Code

Survey

Code

Students 500 5000

Parents 200 2000

Teachers 400 4000

Partners 300 3000


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Stakeholder Group Code Citations

Themes and Stakeholder Perspectives


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.


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.

,


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1. Expectations of the ECHS (n=9)

Bullet Point Report

Bull3 3I


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2. Differences between the ECHS and Traditional HighSchool (n=11)

S

their engagement and understanding of


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,

3. College Readiness (n=6)

T


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4. Exploring Career Pathways (n=9)

S tudents are given the opportunity through our partners in industry to investigate


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5. ECHS Learning Resources (n=8)

I


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6. Student Demonstration of Learning (n=5)

T


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7. Grading and Summative Assessment (n=8)

I

study, put together some analysis of thatstudy to business leaders, to environmental


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8. Expectations for Year 2 of the ECHS Program (n=7)

T


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9. Teachers, Parents, Community and ECHS ProgramPartners (n=12)

B


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FIGURE 1AFocus Group Statements by Theme:

Students (N=113)

FIGURE 1BSurvey Respondent Statements by Theme:

Students (N=198)

0%

7%

16%

18%

9%

25%

2%

11%

11%

1%

32%

12%

17%

4%

9%

4%

21%

1%


Parents (N=31)


Parents (N=56)

0% 0%

24%

20%

8%

16%

8%

8%

12%

4%

25%

11%

9%

4%

30%

5%

5%

11%


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Teachers (N=22)


Teachers (N=60)

0%

0% 0%

29%

13%

4%

29%

13%

8%

4%

37%

2%

8%

5%

30%

3%

5%

10%


Partners (N=27)


Partners (N=22)

0%

0%0%

0%

0%

7%

10%

3%

21%

14%

7%

38%

9%

14%

14%

27%

18%

18%


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Table 4: Survey Respondent Statements by


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Table 3: Focus Group Statements by Key Theme

ThemeStudents (1A) Parents (2A) Teachers (3A) Partners (4A)

1 2 3 1 2 3 1 2 3 1 2 3

1. Expectations of the ECHS

2. Differences between the ECHSand Traditional High School

3. College Readiness

4. Exploring Career Pathways

5. Learning Resources

6. Student Demonstration of Learning

7. Grading and Summative Assessment

8. Expectations for Year 2of the ECHS Program

9. Teachers, Parents, Communityand ECHS Program Partners

Table 4: Survey Respondent Statements by Key Theme

ThemeStudents (1B) Parents (2B) Teachers (3B) Partners (4B)

1 2 3 1 2 3 1 2 3 1 2 3

1. Expectations of the ECHS

2. Differences between the ECHSand Traditional High School

3. College Readiness

4. Exploring Career Pathways

5. Learning Resources

6. Student Demonstration of Learning

7. Grading and Summative Assessment

8. Expectations for Year 2of the ECHS Program

9. Teachers, Parents, Communityand ECHS Program Partners

= no statements


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Table 5

Table 5


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Table 5: ECHS Recommended Actions

Category Recommendation S PA T PT

1. Transition fromTraditional High

School to theECHS Program

Students should be aware of, and plan to complete,essential prerequisites before enrolling in the ECHS

Prospective students need to make an informed decisionabout the STEM focus of the program before enrolling

Course content needs to be scaffolded during the fall to providespecific remediation for students to prepare for project topics

Expose students to T-PBL prior to entering ECHS so thatstudents can make the shift from traditional educationlearning model [middle school and/or high school]

New student orientation should be structured tobetter describe the differences between traditionalhigh school coursework and ECHS coursework

New student orientation could include a workshop priorto the official start of the school year to help students

get to know one another and experience collaborativeteamwork essential for understanding group dynamics

Conduct a more detailed orientation for parents of new students thatprovides more information about T-PBL, collaboration, as well as thedifferent skill sets and overall learning objectives for ECHS students

Students recognize the value of hands-on work and want toexpand opportunities to support learning objectives

Students recognize the value of hands-on work utilizingthe building design and function as a learning tool

2. Communication Communication between teachers and parents should be moresystematic during the year so that parents are better informed directly

by teachers about progress and plans for projects and coursework

Create a student/staffdirectory with after school contact information

Foster early and ongoing communication betweenECHS and HVCC faculty to enhance course alignmentdiscussion throughout the school year

Communication about the ECHS program needs tocontinue to build interest and support at the local,regional and state level as the program grows

Communication with partnering school districtsshould focus on local student profiles in order toengage each of the new school districts and their localcommunities directly in the success of the program


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Table 5: ECHS Recommended Actions

Category Recommendation S PA T PT

3. Program Structure Improve communication from administration to teachers andstudents throughout the school year regarding day-to-day activities

Providing opportunities for STEM professionals toengage with students on specific projects would bebeneficial for students to increase their understandingof applied science, math and engineering

Coordinate STEM professional speakers tobetter align with project topics

Students want time to collaborate during the schoolday apart from classroom work, similar to a study hallperiod; more time is needed to work on projects

Teachers should establish clear rules and consequencesfor classroom conduct and group work

Schedule short breaks during class periods; establish

time for lunch during the school day Shorter lab periods could be more effective for younger students

Scheduling between high school ECHS courses and HVCCcourses could be better balanced (e.g., courses offered byECHS and HVCC could be offered every other day)

Assess regional business workforce needs as the ECHS programgrows to better align the number of enrollees/graduatescompleting the ECHS program and HVCC STEM coursework

4. Student/Teacher Support

Provide more guidance on the process ofidentifying and applying for internships

Redesign CS laptops and other technology to improve student

resources for collaboration and project work during and after school Provide more training on CS tablets for teachers and students

Offer more than two courses; add a public speaking class

Students need to have options in selecting their course of study;this could help to give them a needed sense of empowerment


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i.

ii.

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6.

7.


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Documents

BSSD Ethnographic Study