implementing the plan while also documenting any problems and unexpected observations, as well as beginning to analyze the data collected. The study stage of the cycle involves completing the analysis of the data, comparing data to the predictions, and summarizing what was learned through both expected and unexpected outcomes. As a cycle, this model does not end, however, before beginning to plan again, the model moves to an action stage. In this stage, the participants decide what changes should be made and what will be the next cycle.
Our Work Using the Deming Wheel
Planning Stage
Our planning stage began by discussing which of David’s classes we would collaborate in. In considering David’s classes, we took into account the context of the high school which is a large, urban high school comprised of grades 9-12 and includes a career center. There are more than 2,300 students enrolled in grades 9-12. Just over 50% of the students are identified as Black, 26% of the students are identified as White, while nearly 15% of the students are identified as Hispanic. The remainder of the student body is identified as a either Asian or Multiracial. Nearly 62% of the students qualify for Free or Reduced priced meals. In 2014-2015, 65% of the students passed the End-of-Course Assessments (ECAs) for English 10 and Algebra I.
“Daily 9” students. From our first meeting, David insisted we focus our work on his most struggling students. Despite the school’s alternate day, block scheduling, David worked with these students every day. These freshman were identified as being significantly behind their peers in reading as measured by the school’s universal screening assessment tool. In our post-interviews, it seemed the students were aware of how others viewed them, but disagreed with the characterizations of themselves as struggling learners. One student stated, “People say we are dumb, but we’re not. Because I know all the kids in there and we learn in a different way.” Another student echoed these same thoughts. He stated, “[This class is for students] …who have a little bit of trouble with reading comprehension. They don’t focus. It’s not that they’re not smart or anything. It’s just that they have struggles. There’s lots of people who are smart. They have so many talents in there. I have lots of talents.” Author 1 shared these same thoughts about his “Daily 9” students. David passionately defended these students, stating he thought they were often shuffled aside by others in the school.
David’s insistence on having us collaborate in his “Daily 9” class presented challenges. One challenge was the poor attendance. During the ten class sessions we collaborated in, there was never a day when all the enrolled students were present. Additionally, students were often absent several weeks at a time, sometimes for disciplinary reasons. Also, these students were often disengaged from instruction for many reasons, one being that many of them had experienced little academic success over the course of their school career. One other hindrance was the fact that this class was scheduled at the end of the school day, resulting in several students sleeping through part or all of the class.
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