Foothill Tech reexamines FIRE’s academic and social support – The Foothill Dragon Press

Program Analysis: Foothill Intervention, Reinforcement and Enrichment (FIRE)

Introduction and Program Structure

A report on the Foothill Intervention, Reinforcement and Enrichment (FIRE) program at Foothill Technology High School during the 2025-26 academic year reveals a structured initiative aimed at bolstering student academic performance. The program’s alignment with several United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), is a key area of analysis.

• Mandate: The FIRE program is a mandatory 30-minute advisory period for all ninth-grade students.
• Availability: It is also available as an optional support system for students in grades 10, 11, and 12.
• Schedule: The session occurs four days a week, from Tuesday to Friday, between 11:55 a.m. and 12:25 p.m., resulting in a shortened lunch period on these days.
• Core Objectives: The program is designed to provide students with dedicated time for academic catch-up, direct access to teacher support, and peer-to-peer tutoring.

Alignment with Sustainable Development Goal 4: Quality Education

Promoting Inclusive and Equitable Learning (Target 4.1)

The FIRE program directly supports SDG 4 by creating an institutional framework to ensure all students receive the support necessary to complete their secondary education. It functions as a mechanism for equitable access to academic resources.

1. Structured Support: By embedding academic support within the school day, FIRE provides a structured, non-punitive environment for students to complete homework and seek assistance, which is crucial for ensuring quality learning outcomes.
2. Reducing Disparities: The program offers a no-cost tutoring solution on campus, contributing to the reduction of educational inequalities (SDG 10) by providing resources to students who may not have access to private academic support.

Fostering Peer-to-Peer Mentorship and Skill Development (Target 4.7)

A significant component of the FIRE program is its use of student mentors, which fosters skills essential for promoting sustainable development, such as collaboration and community engagement.

• Effective Peer Instruction: Students like Anahy Ruvalcaba Islas ‘29 report that peer explanations can be more effective than traditional instruction, stating, “[Other students] just went through this, so they have a better understanding … whereas the teacher just explains how.” This highlights the value of relatable, peer-led learning.
• Mentor Skill-Building: FIRE mentors, such as sophomore Laylah Delgado ‘28, gain community service hours while developing crucial social and communication skills. Delgado noted, “I like [FIRE] because I can help people and it helps me not be shy.” This experience builds qualities applicable to future educational and professional pursuits (SDG 8).

Contributions to Broader Sustainable Development Goals

Impact on Student Well-being (SDG 3)

While academic support can alleviate stress associated with coursework, the program’s implementation presents challenges to student well-being.

• Potential for Stress Reduction: A dedicated period for academic work can help students manage their workload, potentially reducing anxiety and promoting mental well-being.
• Scheduling Concerns: The program’s placement immediately before lunch has been identified as a point of friction. Aletha Palacios ‘29 observed, “There [are] issues with having [FIRE] in the middle of the day after lunch when everyone’s hangry and impatient.” This indicates a need to balance academic intervention with students’ basic physiological needs.

Program Assessment and Recommendations

Evaluation of Efficacy

Student feedback on the FIRE program is varied, indicating that a single model may not suit all learning preferences. While some students leverage the time productively, others find the environment unconducive to concentration.

• Productive Environment: For some, the structured setting and availability of peer and teacher support is beneficial.
• Challenges to Productivity: For others, like Palacios, the timing and environment can lead to procrastination. This highlights the diversity of student needs for effective study conditions.

Future Considerations for Inclusive Education

To more fully align with the principles of inclusive and equitable education (SDG 4), the institution could consider diversifying its academic support offerings. Based on student feedback, a key recommendation is the exploration of alternative support schedules, such as after-school tutoring options, to accommodate different learning styles and needs. This would provide a more flexible and comprehensive support system for the entire student body.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on the Foothill Intervention, Reinforcement and Enrichment (FIRE) program connects to the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education

  This is the most prominent SDG addressed in the article. The FIRE program is an educational initiative designed to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” It directly provides students with time and resources for “academic support,” homework assistance, and peer tutoring, which are all components of a quality education system.

• SDG 10: Reduced Inequalities

  The article implicitly touches upon SDG 10 by describing a program that aims to reduce educational disparities among students. By offering structured support and tutoring, especially for freshmen, the FIRE program helps ensure that students who are struggling academically have an opportunity to catch up. This promotes equal opportunity for academic success within the school, contributing to the goal of reducing inequalities in outcomes.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s description of the FIRE program, the following specific SDG targets can be identified:

1. Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.

   The FIRE program directly supports this target by providing a mechanism to improve the quality of secondary education at Foothill Technology High School. It offers “time to catch up on homework” and “ask teachers for academic support,” which are crucial for helping students achieve “relevant and effective learning outcomes” and successfully complete their education.

2. Target 4.5: Ensure equal access to all levels of education and vocational training for the vulnerable.

   While the article does not specify vulnerable groups, the program’s structure promotes equal access to academic help. It is mandatory for all ninth graders, ensuring a baseline of support, and is “available for students in grades 10, 11 and 12.” This provides an accessible support system for any student who is “struggling through an assignment,” thereby ensuring more equitable access to educational reinforcement.

3. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development.

   The peer mentoring aspect of the FIRE program contributes to this target. FIRE mentors like Laylah Delgado ‘28 develop important life skills. The article states she “can help people and it helps me not be shy,” and that mentors “find connections that build important qualities they will be able to use throughout their lives.” These social and interpersonal skills are essential components of the broader education envisioned by Target 4.7.

4. Target 10.2: Empower and promote the social, economic and political inclusion of all.

   Within the school’s context, the FIRE program promotes the academic and social inclusion of all students. By providing a structured environment for students to receive help, it prevents them from falling behind academically, which is a key factor in ensuring they can participate fully and equally in the school community. The peer-to-peer tutoring model, where students feel more comfortable because mentors “just went through this,” further fosters an inclusive learning environment.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article is qualitative and does not provide explicit data, but it mentions or implies several indicators that could be used to measure progress:

• Student Participation and Program Availability (Implied for Targets 4.1 and 4.5)

  The article states the program is mandatory for the “freshman class” and “available for students in grades 10, 11 and 12.” An indicator would be the number and percentage of students, particularly from the upper grades, who voluntarily attend FIRE sessions for academic support. This measures the program’s reach and accessibility.

• Qualitative Feedback on Program Effectiveness (Implied for Target 4.1)

  The quotes from students serve as qualitative indicators. Anahy Ruvalcaba Islas’s statement that “students explain things better sometimes than teachers” suggests the peer tutoring model is effective. Conversely, Aletha Palacios’s comment about procrastination and being “hangry” provides feedback on the program’s implementation challenges. Systematically collecting such feedback could measure the perceived quality of the support provided.

• Number of Peer Mentors and Community Service Hours (Implied for Target 4.7)

  The article mentions that Laylah Delgado ‘28 is a “FIRE mentor” who receives “community service” hours. The number of students volunteering as mentors and the total community service hours they earn are quantifiable indicators of student engagement in peer support and community building, which contributes to the development of life skills.

• Development of Social Skills (Implied for Target 4.7)

  The statement that being a mentor “helps me not be shy” and builds “important qualities” points to a non-academic outcome. This could be measured through self-assessment surveys or qualitative interviews with mentors to gauge their development of social and leadership skills.

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: foothilldragonpress.org