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Summary PSIII Inquiry Project

Spring Semester 2014
WCHS University of Lethbridge



Presented to:
Ms. Janice Brown, Teacher Mentor WCHS
Mr. Darran Lorne, Vice-Principal WCHS
Dr. Peter Heffernan, University Consultant



Ana Maria Aceytuno, ID 001037134
















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Background
Inquiry projects define a problem, explore solutions to a problem, implement a solution, and
examine the results of implementation.

Problem
1. While some grade 12 ESL students were more serious about attending class, others
were not. Attendance records showed absences ranging from 15 to 263 absences per
student/year 2013-2014. See figure 1

I began questioning how having an educational or career goal improves ESL students
attendance.

Explore Solutions to a Problem
2. A collaborative team approach was implemented to help WCHS ESL students to reach
their educational goals or their transition into the workforce. Team members included:
Ms. Janice Brown, ESL Teacher WCHS; Ms. Lettie Croskery, Career Practitioner WCHS;
Ms. Robin Foreman, Youth Settlement Services, Program Manager, along various
Settlement Practitioners from Lethbridge Family Services; and myself.
3. Due to the fact that ESL students come to us with different and diverse needs (apply to
college, speak English fluently, get a HS Diploma, go into an apprenticeship program,
and so on), twenty minutes interviews were schedule at the end of Semester I to find
out about short and long term goals for each of the Grade 12 ESL students.

4. A document was created to track courses, as well as plausible route(s) into the future
semester(s). See attached document.

5. Translators services were provided in each interview.






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Implement a solution
1. After the initial interviews, most of the students had the opportunity to extend
their studies here at Churchill for 3 more semesters. Very few students will go
straight to the college to upgrade their education (less than 5%).

2. Students attendance records continue to be monitored.
3. Career visits to industry related interests were scheduled.
4. Ms. Croskery, our school career practitioner, is assisting one particular student
in his search for a summer job in his area of interest.

6. Interviews were scheduled in the second semester for the grade 11 ESL
students. Interviews followed the same procedure as before.


Examine the result of Implementation

1. The results of these implementations are still pending.


Analysis

1. Students attendance was greatly affected by students prior educational
experiences, personal goals (self-improvement, communication, job/school
related), and parental expectations.
2. Students whose goal was to learn English to further their schooling have low
absentee levels.
3. Maybe a students attendance is not the result of his/her educational goal(s).
Perhaps other factors have to be considered, such as integration,
age, gender, ESL level, external commitments and more.






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Figure 1.
Summary of ESL students attendance records, September 2013 to May 2014

Student Abs Ex Abs
Unex
Total LE Ex LE Unex T Late
Ex
Late
Unex
T
1 78 185 263 1 0 1 1 19 20
2 144 57 201 0 0 0 1 2 3
3 3 165 168 1 0 1 0 24 24
4 15 79 94 1 2 3 1 29 30
5 13 68 81 1 0 1 1 1 1
6 19 25 44 1 0 1 1 8 9
7 12 27 39 1 0 1 1 7 8
8 9 17 26 1 0 1 1 2 3
9 7 16 23 0 0 0 0 10 10
10 4 11 15 0 0 0 1 0 1








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ESL STUDENT PROFILE


Name: Gurung, Sujata
Advisor: Liz Ferrero
Birthdate: March 13, 1996
Grade: 12
Home Country: Nepal
First Language: Nepali
ESL Level: 4 - 21045

Short term goals: English 30-2

Long term goal(s): Business Administration, LCC




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GRADE YEAR
12 SEM I

Modification SEM II
S14
Modification
ESL Level 4 21045
English 10-2 23520
Social 10-2 22510
Science 10 25330
12 F14 S15
English 20-
2
English 30-2
Math 10C Math 20-2
Fashion 20
Com Tech
10


12
F16

Math 30-2



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Possible routes: Student for a day, LCC. Job shadow, Career Transition
Post-Secondary
LCC
Accounting
Business Administration
Health Care Aids requirement
Science 10