Adam Schwaninger's SIP Presentation

1. Impacting Engagement for At Risk 8th
Grade Students Through Home Visits
Project team: Amy Carnie, Alexa Baxter, Adam Schwaninger
Presentation by Adam Schwaninger

2. Project Team
 Amy Carnie – Associate Principal
 Alexa Baxter – 8th Grade Counselor
 Adam Schwaninger – 6th-8th Grade Art Teacher
Baxter Carnie Schwaninger

3. Essential Questions
 What assessments are used to measure engagement?
 What instructional strategies are being used to increase
engagement?
 What management strategies are being used to increase
engagement?
 Can targeting small groups of students help increase
engagement for all?
 Can involving students in activities in the school and school
community increase their engagement in the classroom?

4. Project Focus
 Schoo Goal – All students will increase engagement in all
classes
 SIP Focus – The SIP team focused on engagement in 8th
grade students.
 Target Group – 10 at risk students who: have 2 or more D’s
and/or F’s on their 7th grade report card, scored below
proficiency on NeSA math assessment, and were identified by
their teachers as needing additional behavior support.

5. Interventions
 Mr.s Baxter and Mr. Schwaninger led a behavior group with the
target students titled “Why Try.” (not the first Why Try group at
Schoo)
 The group met bi-weekly to monitor progress and set behavior
goals.
 The group focused on making a positive impact in the school
and school community
 Home visits were made with each student to discuss the
student’s behavior and make a collaborative plan.

6. Group Activities
 The group created a video for the Schoo Day of Silence

7. Group Activities
 The group visited the Career Center and celebrated at Cici’s Pizza

8. Group Activities
 DJ the 8th grade block party
 Created positive/motivational spray paint stencils
 Picked up trash/cleaned the building
 Serving dessert at Matt Talbot’s Kitchen (4/29)
 Final celebration at defy gravity (TBD)

9. Data Collection
 Data was collected from 3 sources
 Teacher surveys
 Engagement, Respectfulness, Preparedness
 Math, English, Science
 Student surveys
 Engagement, Respectfulness, Preparedness
 Report Cards
 Students were able to see teacher data reports at the Why Try
meetings

10. Data Collection
 Teacher Survey

11. Data Collection
 Student Survey

12. Data Collection
 Example Student Data Report

13. Results
 Report Card Data
0
1
2
3
4
5
6
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
Q1 # of D's
Q1 # of F's
Q2 # of D's
Q2 # of F's
Q3 # of D's
Q3 # of F's
0
2
4
6
8
10
12
14
16
Quarter 1 Quarter 2 Quarter 3
# D's
# F's

14. Results
 Teacher Surveys - Engagement
0
10
20
30
40
50
60
70
80
90
100
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
Oct
Nov
Dec
Jan
Feb
Mar
April
0
10
20
30
40
50
60
70
80
Oct Nov Dec Jan Feb Mar April

15. Results
 Teacher Surveys - Respectfulness
0
10
20
30
40
50
60
70
80
90
100
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
Oct
Nov
Dec
Jan
Feb
Mar
April
0
10
20
30
40
50
60
70
80
90
Oct Nov Dec Jan Feb Mar April

16. Results
 Teacher Surveys - Preparedness
0
10
20
30
40
50
60
70
80
90
100
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
Oct
Nov
Dec
Jan
Feb
Mar
April
0
10
20
30
40
50
60
70
80
90
Oct Nov Dec Jan Feb Mar April

17. Results
 Student Surveys
0
1
2
3
4
5
6
Student
A
Student BStudent C Student
D
Student
E
Student
F
Student
G
Student
H
Student I Student J
Engagement 1
Respec ulness 1
Preparedness 1
Engagement 2
Respec ulness 2
Preparedness 2
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Egagment Respec ulness Preparedness
Survey 1
Survey 2

18. Conclusions
 Behaviorally, students showed improvements in all areas
 Engagement, Respectfulness and Preparedness
 Academically, Students had more D’s and F’s in quarter 3 than
quarter 1.
 Student grades DID improve greatly from quarter 2 to quarter 3
 Students enjoyed the Why Try group, and ask about meeting
frequently
 Home visits were received well be students and families
 Data improved right before and after home visits.
 Conversations with families were invaluable