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Development team mentality with parents to support their child to get them over obstacles.

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Development team mentality with parents to support their child to get them over obstacles.

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Tackle the Fs early before it gets too late in semester.
Give students concrete/specific plans to help get them to passing. Don't just say "work harder"

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Students really need to know where they are at consistently, along with their parents. Some teachers don't update skyward very often which leaves parents (and students) in the dark.

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Better communication with parents and students about the importance of turning work in and effective study habits.

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Passing class is of higher value than actually learning the material

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Students get a "F" can be more than school related and some are driven from external issues (i.e. A std may be having a family issue)

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More contact with parents when kids are failing. 

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More contact with parents when kids are failing. 

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Build relationships with the kids on the edges

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Some students require more effort to successfully complete a course.

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Notify students when their grade is low and make sure they understand how to raise it. Communicate with parents/counselors/ Blair ASAP.

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School wide retake policy. Varies greatly from dept to dept and at times from teacher to teacher.

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Majority majority of F's across the board are during 1st period, during 1st semester the difference appears to be the most significant. Attendance a factor?

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With summative assessments set at 80%, failed or missing summative assignments may create a sense of enduring failure for students. If a student does poorly on an early summative they may feel they are destined to fail.

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Continuing to build relationships with kids is so important. Also working with them to not be so busy. So many students are way over committed with too many AP/honors classes, work, clubs, etc, etc.

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I agree, give the students more opertunities to succeed.

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I agree that students need to be held more accountable.  We can do everything humanly possible but we also need to provide a place for students to fail safely. This data doesn't matter much unless we answer the million dollar question of "why" --- WHY do students fail? What role does the teacher play? The student play? The curriculum play? Outside mitigating circumstances? Attendance?
There should also be more weight on the learning process rather than summative work. Learning is a process and there needs to be more recognition on the process itself. The

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I think it's grat

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Pressure from the district to teach vertically aligned units that are not best suited to OUR students. Every class and kid is different, one unit may not work across 4 high schools.

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Attendance as well as how high the summative assessment is weighted in grades. 80/20 is pretty tough for a high school grading policy (more similar to high school)

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The 80/20 grade scale makes

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Changing the way we look at grades... it is fredback for current evidence of knowledge. Our goal is to get students to learn. This may take allowing retakes & getting rid of disporportionate Fs & zeros which tank grades & accurate feedback

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Formative/summative assessments have created a culture where many students feel as if they don't have to do the work, and then are entitled to retakes until they pass. Too many second chances?

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students feel like if they are too far behind they just give up

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students feel like if they are too far behind they just give up

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80/20

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Students being encouraged to take classes that are academically too challenging for their abilities?

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Emphasis on testing without clear connectio ns to curriculum

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Emphasis on testing without clear connectio ns to curriculum

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Make all assignments relevant, no giant make or break assignments, be consistent with expectations.

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We must be sure to continue to focus on excellence at the same time we focus on graduation rates. 

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We must be sure to continue to focus on excellence at the same time we focus on graduation rates. 

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There don't seem to be any consequences from previous failures. Students stay with year/age groups and proceed to the next course.

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Building a solid understanding of the connection between formative and summative work and why engagement an

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I see a lack of motivation to do well because kids don't always understand the "why". There's a lot of apathy.
a

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Not having enough resource or support classes for gen-ed kids or ELL kids. Needing earlier intervention.

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Increase student buy in. Maybe something like student led conferences? 

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Increase student buy in. Maybe something like student led conferences? 

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#2 - Getting more time in small groups or one on one with struggling students.

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#2 - Getting more time in small groups or one on one with struggling students.

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Sadly, we need to teach students why assignments/tests count towards their grades. They just don't get it :(

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Sadly, we need to teach students why assignments/tests count towards their grades. They just don't get it :(

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Possibly lack vision in the bigger picture on student part, diconnect between teacher & student in concept or purpose. 

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Possibly lack vision in the bigger picture on student part, diconnect between teacher & student in concept or purpose. 

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Allowing for other types of summarive assessments that fit our individual class / student needs instead of a "one size fits all" testing structure.

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I wish we could hold them MORE accountable. Sometimes I feel as though we just push t
hem through to pass rather than addressing the issues that create the stressors and other factors that contribute to the F.

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Once students are behind it is so much harder to catch up they tend to give up and need a lot of time and support that is not available within the school hours

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Once students are behind it is so much harder to catch up they tend to give up and need a lot of time and support that is not available within the school hours

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Make sure kids know that we care about their success. Build positive relationships. If they don't like you and/or respect you they will not learn from you.

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Students have been passed up from grade to grade. They have never had to pass a class to move on- now they need to pass toget graduation credit

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Students have been passed up from grade to grade. They have never had to pass a class to move on- now they need to pass toget graduation credit

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Steps: talk to students and parents once grade is at a C and warn them of consequences, offer remidate course for kids who are not ready freshman year

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I agree with tests weighted too much! :)

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I agree with tests weighted too much! :)

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Factors: we need to ask ourselves if our assessments allow all types of learners perform at the same level. I think we do a lot of wonderful things and we just need to continue asking ourselves if there could be another way a student could demonstrate the same skill.

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Students are so involved, perhaps over-involved and then stress out and give up

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Learning lab was helpful
I think theme readers would be very helpful to norm grading of essays/FRQs etc.
Focus on less pull out time from classes - especially core classes (there are way too many disruptions - especially in core classes like English - this makes continuous instruction difficult and makes it very difficult to build on lessons day-to-day

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1) Things that can impact students is a lack of the supplies needed to be prepared and successful in the class.
2) A way to get resources that students can borrow or share in class so that they have accessibility to the same learning as their peers.

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Students who do poorly on high-stakes tests get demoralized.  Solution: keep encouraging test re-takes and making up assignments

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Allowing kids to fly under the radar. Or allowing kids to "not care." I know I've personally been too busy at times to deal. I need to make a conscious effort to do better.

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Factors: lack of home support, lack of individual motivation, no connection to teacher, poor home situation

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I think we are doing a lot of great things already:
1)talking to kids one-on-one, letting them know we want them to be successful.
2) for 9th graders, communicating with Blair & Dee Bracher - they are great resources
3) contacting parents

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QUESTION 1

Allowing students to slip through the cracks
High pressure/highly weighted summative assessments - students feeling overwhelmed and opting out of turning them in

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I can't believe I figured this out.

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What factors may be contributing to our sustained F rates?

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What concrete steps can we take to lower the number of F's our students are earning?