Focus group surveys, and academic performance

Below is a simple survey taken by this researcher to get a sense of where the students in our classroom (focus group A&B) are in terms of the role that school and the teachers play in their lives.  The biggest focus was how they felt about their everyday classroom environment.  Focus group A students were most effected by classroom disruptions than those students in focus group B, this was somewhat predictable because those students have learning disabilities.  The learning environments were the target of this research because of the possible problems group A may have as they struggle to stay focused and attentive to classroom activities.

Student Survey (Learning Environment and More)
Questions (Focus Group A) (14 students w/ L. D.s) All the time Usually Sometimes Not at all
My teachers encourage me to do my best. 7 5 2 0
My teachers care about me and my future. 8 5 1 0
My teachers make school work interesting. 4 4 6 0
My teachers are patient and helpful when I ask questions. 9 4 1 0
My teachers understand my learning needs. 7 4 3 0
My classroom experiences are positive, and I am learning. 7 5 2 0
Our classes stay busy and do not waste time. 6 5 3 0
I feel it is important to come to school every day. 7 3 4 0
My classmates’ misbehavior slows down the learning process. 6 4 4 0
I learn a lot almost every day. 5 5 3 1
I feel it is important to pay attention in class. 5 5 2 2
I work hard for my grades. 8 3 3 0
My education is important to me. 6 4 2 2
I think I am ready for high school. 5 4 4 1
My parents show interest in my education. 7 5 2 0
Totals from Focus Group A 97 65 42 6
Student Survey (Learning Environment and More)
Questions (Focus Group B- Gen. Ed. Students) (14) All the time Usually Sometimes Not at all
My teachers encourage me to do my best. 4 5 3 2
My teachers care about me and my future. 5 6 1 2
My teachers make school work interesting. 3 2 8 1
My teachers are patient and helpful when I ask questions. 4 5 2 3
My teachers understand my learning needs. 3 4 6 1
My classroom experiences are positive, and I am learning. 5 7 2 0
Our classes stay busy and do not waste time. 5 6 2 1
I feel it is important to come to school every day. 5 4 3 2
My classmates’ misbehavior slows down the learning process. 3 5 4 2
I learn a lot almost every day. 4 5 4 1
I feel it is important to pay attention in class. 5 5 3 1
I work hard for my grades. 6 4 2 2
My education is important to me. 4 6 4 1
I think I am ready for high school. 5 6 2 1
My parents show interest in my education. 3 6 2 2
Totals from Focus Group B 64 76 48 22

The data below are the final results from the STAR examination given in May 2018 in comparison to the same exam given in the fall of 2017.  The average score went up 72% in reading and went down 29% in math.  The largest increases in reading scores came from Appa, Iroh, Azula, and Firelord Oazai.  Together, the grade reading equivalency levels for Group A sits in the middle of the rest of the eighth-graders averaging around 5.  These STAR results do not tell the entire story but all the students in this group did experience positive growth.

Student’s Avatar STAR Reading STAR Math
Scale Score G.E. Point Shift Scale Score G.E. Point Shift
Aang 401 3.6 38% 659 4.9 -62%
Zuko 590 5.2 39% 689 5.4 39%
Katara 318 3 68% 421 2.2 -40%
Toph Beifong 410 3.7 13% 677 5.2 -20%
Sokka 489 4.4 85% 639 4.6 -100%
Azula 400 3.6 131% 429 2.3 60%
Iroh 680 5.9 177% 715 5.8 71%
Appa 421 3.8 200% 533 3.3 -29%
Firelord Ozai 614 5.4 112% 479 2.7 -84%
Asami Sato 402 3.7 40% 464 2.6 -86%
Hakota 731 6.3 55% 720 5.9 33%
Mai absent na na absent na na
Suki 855 7.1 132% 513 3.1 -147%
Long Feng 455 4.1 78% absent na na
Group Averages 520 4.6 72% 578 4 -29%

Great Results:

This last chart shows the steady growth exhibited by the focus group A students since the beginning of the year.  The STAR reading scores support an increase in student reading and comprehension capabilities, the main goal set by their consultant teacher since the beginning of the year.