EDLD 5335 Curriculum Management Elizabeth A. Pressler

EDLD 5335 Curriculum Management Elizabeth A. Pressler Data-Based Reflection and Decision Making Is there anything in the AEIS or CIP data that you do not understand? If so, what would you like clarified? Since I am not currently working on a K-12 campus, I have collaborated on this assignment with Nestor Londono, a second grade teacher at Lyons Elementary in Houston ISD, who is also a student in this course.

The AEIS report shows passing percentages for State, District, Campus Group, and Campus. We do not understand the distinction between Campus and Campus Group. We though Campus Group might be the passing percentage for all subgroups on a particular TAKS measure (if four of five of the subgroups met minimum reading expectations, the Campus group percentage would be 80%), but calculation does not support this assumption. We also considered that Campus group percentages might represent averages of subgroup passing rates (taking all subgroup percentages and dividing by the number of subgroups), but such is not the case. Therefore, for this assignment, we will ignore the Campus Group category, and instead refer to Campus percentages as those representing passing rates for subject areas tested at various grade levels.

Another idea I (Elizabeth Pressler) have regarding Campus Group is that this classification signifies all elementary campuses within the district. If this assumption is correct, the passing percentages for Lyons students (Campus) are higher than those for elementary campuses throughout the district (Campus Group) in all areas but one. For the Campus Group, 47% of students who previously failed the math portion of the TAKS passed in 2008; but of Lyons’ previous failures (Campus), only 38% passed in 2008.

What about the data surprises you? What about the data concerns you? As a former middle and high school teacher, I know that the exemplary status Lyons achieved is much rarer for campuses beyond elementary school. I would like to discover how the success of an elementary campus like Lyons can be realized on more secondary level campuses.

According to Mr. Londono, the great thing about Lyons is that, since the school opened 1993, it has been identified as exemplary each year according to the standards of the Texas Education Agency (TEA). Lyons' consistent success is an unusual case because almost every Title I school reaches no higher than acceptable scores. Low income has always been associated with low performance, but such is not the case for Lyons. The difference, in this case, is parental involvement. Lyons is an almost 100% Hispanic neighborhood made up of second or third generation immigrants. This community keeps Mexican family traditions where Dad goes out to provide while Mom is at home looking after the children. Having stable homes with parents who are totally committed to their children's education makes a huge difference.

What concerns Mr. Londono about the data is that it reflects content performance, solely. The technology component of curriculum, which is mandatory according to Title II, Part D of No Child Left Behind and the Texas Long Range Plan for Technology, 2006-2010, is not represented in the Academic Excellence Indicator System. Students not only need technology as a basic tool in their lives, technology integration greatly enhances the learning process. Lyons has been promoting the educational use of technology by equipping classrooms with advance computers and software. Lyons strives to lure teachers toward new technological tools so they can use these to increase their students’ learning in content areas as well as

1 | P a g e EDLD 5335 Curriculum Management Elizabeth A. Pressler build a foundation for technology proficiency, which students must (according to No Child Left Behind) achieve by the eighth grade.

How does the information fit with your feelings about how the students at this school are doing? Mr. Londono reports that the data is consistent with the school effort to provide the best education to Lyons’ students. Most of the students at Lyons and their families are committed to education, and it reflects in the AEIS report.

Does it seem to differ from what you have personally experienced? Did the students do as well as you and the school expected? Mr. Londono reports that the information in the AEIS report does not differ from his personal experience. This is his third year working in this school, and he has seen the same pattern of academic achievement. The students performed as well as the school expected. Since the school first opened in 1993, it has been a TEA exemplary campus.

My observation is that it is typical in any district to find more exemplary elementary campuses than middle and high school campuses with exemplary status. I think it would be interesting to track the progress of Lyons' students. Will academic success follow them through middle and high school? How many will continue their educations beyond high school? How successful will they be in jobs and professions?

On the basis of the data you examined, in which areas of the curriculum are students performing well? According to both my and Mr. Lodono’s interpretation of the data, the students at Lyons performed well in all areas of the curriculum. The received Gold Performance Acknowledgments as commended in reading/ELA, writing, mathematics, and science. Lyons also received recognition for Comparable Improvement in reading/ELA.

On the basis of the data you examined, in which area(s) of the curriculum are students performing poorly? Why do you think students are performing poorly in those areas? School wide performance was wonderful. The data that concerns us is the portion of the students with low performance reflected on page 5 of the AEIS report. Seven percent (7%) of third grade students and 13% of fifth grade students required accelerated reading instruction in English and Spanish. Those are indicators that need to be addressed in the School Action Plan. Though this figure remained constant from 2007 to 2008 for third grade students, the percentage for fifth grade students increased from only 6% in 2007 to 13% in 2008. The school should strive to reduce the percentages of students needed accelerated instruction from year to year; plateaus and increases in this area should be examined.

Another area of concern is the decline in the passing percentages for students who had previously failed the math TAKS. In 2008, 38% of these previous failures passed this portion of the test, while in 2007 92% of previous failures passed.

2 | P a g e EDLD 5335 Curriculum Management Elizabeth A. Pressler We do not have any clear idea of why students may be performing poorly in these areas. One possible explanation is that declines and lack of growth my reflect scores of students with preexisting deficits recently enrolled in Lyons.

3 | P a g e EDLD 5335 Curriculum Management Elizabeth A. Pressler Complete the following table to clarify content areas and objectives that need improvement.

Campus: Lyons Elementary District: Houston ISD Principal: Cecilia Gonzales

AEIS-Identified AEIS Data Grade: CIP-Identified Objectives Content Area Evidence ’ Content Area #1 Grades 3- 5 08 Grade 3 Eng. : #1 Goal 1: By the 2009-2010 school year, 92% 98% of the 5th grade students will meet the Reading/ELA ’07 Grade 3 Eng. : passing standard on the reading section of 94% the TAKS and will meet the passing (English and Spanish versions administered in ’08 Grade 3 Span.: standard on Social Studies and Language grades 3 and 4) 93% Arts on the Standford 10 ’07 Grade 3 Span.: 92% #2 Goal 2: By the 2009-2010 school year, the percentage of students scoring ’08 Grade 4 Eng. : Developed on the Texas Primary Reading 92% Inventory (TPRI) will improve to 75% for all grade students. ’07 Grade 4 Eng. : 97% ’08 Grade 4 Span.: 96% ’07 Grade 4 Span.: 95%

’08 Grade 5 Eng. : 87% ’07 Grade 5 Eng. : 94%

’ Content Area #2 Grades 3-5 08 Grade 3 Eng. : #1 Goal 4: For the 2009-2010 school year, 87% the percent passing TAKS A and TAKS M Mathematics ’07 Grade 3 Eng. : will be at or above 90%. This goal will 90% (English and Spanish increase overall passing percentages on versions administered in ’08 Grade 3 Span.: all content area tests, including math. grades 3 and 4) 90% ’07 Grade 3 Span.: #2 Needs Assessment for 2009 (not an 92% explicit goal in the CIP, but provided in the Addendum): From the data we have ’08 Grade 4 Eng. : gathered (in addition to that in the AEIS 89% report) that additional attention and resources need to be placed on the math ’07 Grade 4 Eng. : instruction at the school. TAKS Math 98% passing percentages for 2009 are listed in ’08 Grade 4 Span.: the CIP Addendum: 94% ’07 Grade 4 Span.: ’09 Grade 3: Eng.: 96% / Span.: 90% 97% ’09 Grade 4: Eng.: 95% / Span.: 100%

’08 Grade 5 Eng. : ’09 Grade 5: 96% 96% Although percentages have increased, the ’07 Grade 5 Eng. : aim is to identify strategies leading to 98% these improvements, and delineate them in campus goals and incorporate them into future instruction campus-wide. ’ Content Area #3 Grade 4 08 Grade 4 Eng. : #1 Goal 3: For the 2009-2010 school year, 98% we will increase the number of students

4 | P a g e EDLD 5335 Curriculum Management Elizabeth A. Pressler ’ Writing 07 Grade 4 Eng. : scoring Advanced High on the Texas 95% English Language Proficiency Assessment (English and Spanish ’08 Grade 4 Span.: System (TELPAS). This goal is tied to versions administered in 99% grades 3 and 4) increasing the number of students eligible ’07 Grade 4 Span.: to take the English version of the writing 95% test, as well as the English version of TAKS in all other content areas.

#2 Goal 4: For the 2009-2010 school year, the percent passing TAKS A and TAKS M will be at or above 90%. This goal will increase overall passing percentages on all content area tests, including writing.

’ Content Area #4 Grades 5 08 Grade 5 Eng. : #1 Goal 4: For the 2009-2010 school year, 96% the percent passing TAKS A and TAKS M Science ’07 Grade 4 Eng. : will be at or above 90%. This goal will 90% increase overall passing percentages on all content area tests, including science.

#2 Though no specific goal or directive for science is mentioned in the CIP, the Addendum does list the TAKS Science passing rate for 2009 as 94%, which is a decrease from the passing rate in 2008. Since the Addendum identifies a need for greater attention and resources for math instruction, and math skills are integral to the mastery of science objectives, we recommend more focus and attention to science instruction as well.

Select a content area/objective for your learner-centered staff development. To do this, answer the following question:

Based on the data, which content-area should be the principal’s highest priority? Explain why you think so. We believe that, due to the primarily Hispanic population served by this campus, the previous emphasis has been on language acquisition. The focus on language learning has proven successful, as TAKS passing rates are high for 5th grade students who are no longer eligible to take the Spanish version of TAKS. However, the TAKS math passing rate has fluctuated over the past three years, alerting Lyons’ staff to the need for more concentrated focus in this area. Though Lyons’ math passing rates remain comparatively high in relation to state and district rates, it is not an educationally sound practice to simply expect this trend to continue. Without proactive steps to identify and guarantee implementation of effective instructional strategies in this area, future success is left to chance. With the knowledge that technological developments continually elevate the importance of solid math skills and the expectation higher levels of mathematical competence at younger ages (note increased graduation requirements for math), Lyons must look toward the future needs of students in prioritizing learning goals and designing instruction. Furthermore, because math and science competence comprises an interdependent skill-set that will affect students’ success in the upper grades, post-secondary education, and careers, Lyons must strengthen curriculum and instruction in this area as well. Recognizing math and science as complementary disciplines, Lyons can continue to grow and exceed expectations for quality education. Lyons must not

5 | P a g e EDLD 5335 Curriculum Management Elizabeth A. Pressler “rest on the laurels” of having achieved exemplary status in the past; rather, Lyons must move forward guided by vision of the future.

How can a leader use the AEIS to initiate the development of an instructional focus for a campus? Instructional leaders must analyze data to look for trends (declines, increases, and plateaus) in achievement from year to year and among subgroups (ethnic, economic, and learning need differences within the population) as well as how the campus compares with the district and state. Yearly declines or fluctuations can indicate areas in which instruction is weak or not well-defined enough to ensure consistency. Increases indicate areas of strength that may, upon further analysis, yield instructional strategies that can be applied in weaker areas. For example, high writing scores may indicate that some of the strategies used in writing instruction—such as the “process” approach or peer evaluation activities—may help students increase learning in social studies or science. Or, application of writing activities in math courses may help the more verbal students increase comprehension of math concepts. The way campus achievement levels compare with those of other campuses in the district or across the state should prompt leaders to consider needs and conditions within the local population. Leaders must ask, “Are our instructional strategies appropriate for the students we serve?” If achievement levels are lower than state levels, leaders must work with staff to identify strategies that will more effectively reach students in their community. If achievement levels exceed those of other schools in the state, leaders must identify factors contributing to this success, ensure the continuation effective practices, and share strategies for growth with other campuses state-wide.

Whether a campus is rated as exemplary, recognized, acceptable, or in need of improvement, leaders must always approach AEIS data with an eye toward growth. Learning expectations are never constant; the knowledge and skills students need for success from grade to grade and beyond continually change and reach higher standards. The mission of instructional leaders is to ensure that Campus Improvement Plans are not only data driven (and the AEIS is the primary source of valid and relevant data) but also designed with extensive reflection and a shared vision for the future.

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