Week 1: Analysis Assignment

Charlotte Spencer EDLD 5333 Leadership for Accountability February 27, 2010

Week 1 Assignment: Analyzing Campus Need and Personal Vision Overview In this course, you will conduct a data-driven comprehensive needs assessment, and use the information from your data analysis to develop an action plan for the purpose of improving student achievement. School administrators and site-based decision-making teams use the skills required in data-based decision making to improve student achievement, which culminates in improved school performance ratings. In this week’s assignment, you will complete the first step in conducting a comprehensive needs assessment when you navigate the Texas Education Agency (TEA) Web site and locate and analyze Adequate Yearly Progress (AYP) data for a campus, preferably your own. You will use the campus you select for all parts of the assignment. You will also develop a statement of your personal vision of leadership.

Lamar University 1 of 9 Charlotte Spencer EDLD 5333 Leadership for Accountability February 27, 2010

Rubric Use the following rubric to guide your work.

Tasks Accomplished Proficient Needs Unacceptable Improvement

Week 1 Assignment: Analyzing Campus Need and Personal Vision

Part 1: Successfully Locates and lists Summarizes Does not use Analyzing locates, campus areas of indicator applicable AYP Campus Need summarizes, strength and information from indicators to (ELCC 1.2 k-i, and elaborates weakness in AYP AYP Guide compare ii; s-i, 2.2 k-i, Adequate Yearly findings. Little minimally. Lists standards to iv; 2.5 k-i, s-i, Progress (AYP) elaboration in areas of actual campus ii, iii, iv; 2.9 k- findings from the summaries. strength and performance. i, s-i, ii, iv) AYP Guide. (8 points) weakness in AYP (6-0 points) Successfully findings. No compares elaboration, no standards to summarization. actual campus (7 points) performance for each AYP applicable indicator. Evaluates each subgroup’s performance (strengths and weaknesses) by indicator. Composes three one-paragraph comparisons for each performance area. (10 points)

Part 2: Answers all Answers all Answers three Does not submit Analyzing questions and questions citing questions citing assignment. Personal Vision cites information information from information from (0 points) (ELCC 1.1 k-i, from Web sites; Web sites with Web sites. No ii; s-i, ii; 1.3 k- elaborates. minimal elaboration. i, ii, iii; s-i, ii) (10 points) elaboration. (7 points) (8 points)

Part 3: Completes all Completes five Completes four Does not create Personal statements and statements and or fewer a one-sentence Vision of creates a one- creates a one- statements and personal vision

Leadership sentence sentence creates a one- of leadership (ELCC 1.1 k-i, personal vision personal vision sentence statement or ii; s-i, ii ; 4.3 s- of leadership of leadership personal vision assignment is ii) statement. statement. of leadership not submitted. (10 points) (8 points) statement. (0 points) (7 points)

Mechanics Few errors in Multiple errors in grammar, grammar, spelling, or spelling or punctuation. punctuation. (5 points) Responses lack clarity and depth.

(0 points)

Part 1: Analyzing Campus Need (ELCC 1.2 k-i., ii; s-i, 2.2 k-i, iv; 2.5 k-i, s-i, ii, iii, iv; 2.9 k-i, s-i, ii, iv) Knowledge of the Texas Education Agency’s database provides an emerging leader a foundation for decision-making. In Part 1 of the Analysis Assignment, you will examine campus data available on the TEA’s Web site and compare your campus data to the criteria for meeting Adequate Yearly Progress (AYP) standards.

Directions 1. Type the TEA Web address http://www.tea.state.tx.us/ayp/2009/guide.pdf in your Internet browser’s address bar to access the 2009 AYP Adequate Yearly Progress (AYP) Guide. 2. Print out Page 22 of the 2009 AYP Manual, “Exhibit 1: 2009 AYP Indicators,” and summarize the indicators used to determine a campus AYP rating. 3. Complete the following Summary of AYP Indicators table.

Summary of AYP Indicators

Reading/English Language Arts: AYP Indicators in this category is that the performance standard should be 67%, participation standard 95%.

Mathematics: AYP indicators in this category should have 58% counted as proficient on test or projected to be proficient based on TPM for full academic year for enrolled students in the performance standard, for the participation standard in the assessment program for students enrolled on the date of testing is 95%.

Attendance Rate: This AYP indicator is in the other indicator category in previous year that is not required to meet the attendance rate standards, but must show improvement on the attendance rate as part of performance improvement/safe harbor for Reading/English Language Arts or Mathematics. Attendance Rate standard is 90% or any improvement.

Graduation Rate: This AYP indicator is in the other indicator category in previous year that is not required to meet graduation rate standards, but must show improvement on the attendance rate as part of performance improvement/safe harbor for Reading/English Language Arts or Mathematics. Graduation Rate standard is 70% or any improvement.

Directions  Type the TEA Web address http://www.tea.state.tx.us/ayp/index_multi.html in your Internet browser’s address bar to access your campus AYP report.  On the left, click Campus Data Tables.  On the Adequate Yearly Progress (AYP) Campus Data Tables screen, answer questions 1 and 2 to locate your campus report. Then click continue.  Use the AYP data to complete the Campus AYP Data Table below. Record the data as follows: % meeting standard/participation rate. Note: The attendance rate and graduation rate will only have the first number: % meeting standard.  Compare the campus performance to the AYP indicators.

Campus AYP Data Table

Campus Name: South Houston High School

Campus AYP Status: Academically Acceptable, Meets AYP

Title I Improvement Requirement: N/A

Percent Meeting Standard/ Participation Rate

Performance All African Sp. LEP LEP Hispani Econ. Area (most Student America White Educatio (Measur Student c Disadv. current yr.) s n n e) s

Reading/ ELA 98% 95% 99% 98% 99% >99% n/a >99%

Mathematics 98% 92% 99% >99% 98% 98% n/a >99%

Attendance ------Rate

Graduation 63.7% 57.4% 63.5% 70.8% 60.4% 71.4% n/a 25.7% Rate

Attendance rate was not evaluated for AYP due to not meeting minimum size criteria, alternatives not used, or the measure is not applicable.

Comparison of Campus AYP Data to AYP Standards In the table below, compose a one paragraph comparison for each performance area that is applicable at your campus. Evaluate each subgroup’s performance and areas of strength and weakness as identified by the indicators.

Reading/English Language Arts: In comparison with the AYP Standards to South Houston high school’s campus AYP data, South Houston had a target AYP rate at 78% in this area where has the AYP standard is 67%. The AYP target rate was met in this area where all students and each student group met the minimum size requirements in the Performance Standard in this category as well as the 95% participation standard where South Houston’s AYP was at 98%. All subgroups with the exception of the LEP and Special Education students’ performance in this area had increased or stabilized within the previous year. The TPM rate was 93%. South Houston met the participation rate at 100% in this area for all students.

Mathematics: South Houston high school met the standard in this area at 52% with the performance improvement/safe harbor indicator and other indicator. The standard is 58%. All subgroups were very week in mathematics. They all had an average of around 45 to 50% range with the exception of special education and LEP students. The TPM standard was at 70% for all students. South Houston High School must improve mathematic scores. This area is definitely their weak area that needs improvement. South Houston met the participation rate at 98% in this area for all students.

Attendance Rate: The attendance rate was not evaluated for AYP due to not meeting minimum size criteria, alternative not used, or the measure is not applicable.

Graduation Rate: South Houston High School met the graduation AYP indicator rate at 63.7% with an improvement indicator within the district. The AYP standard is 70%. Subgroups in this area had low graduation rates assuming there was a decrease in this area due to significant changes in the dropout definition beginning with the 2005-06 school year.

Part 2: Analyzing Personal Vision (ELCC 1.1 k-i, ii; s-i, ii; 1.3 k-i, ii, iii; s-i, ii)

All visioning entails development of core beliefs, whether you are developing a personal leadership vision or a campus vision. In Part 2 of the Analysis Assignment, you will investigate resources for creating a vision and then compose a personal vision of leadership by completing a series of statement stems.

Directions 1. In preparation for composing your own “personal” leadership vision, access and review the following Web sites:  http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le100.htm  http://www.leading-learning.co.nz/creating-vision.html  http://resources.sai-iowa.org/si/desiredfuture/vision.html To access the Web sites, type the address into your Internet browser’s address bar, or access them in Resources: Helpful Web sites. 2. Using the information from the Web sites, answer the following questions:

What is vision? What are the components of a shared vision?

A vision identifies the purpose, goals and values of an organization or an individual. A vision is a source of motivation and energy. It is an image of what an organization can or should become. The components of a shared vision are:  Strategic direction and planning  Policy procedures  Embedding goals and objectives  Refined process and progress on an ongoing basis  Structures  Resources Presence of personal vision on the part of a leader shared with members or staff of an organization.

What are the steps in developing, articulating, and implementing a shared vision? How does your campus articulate its vision?

The steps in developing, articulating, and implementing a shared vision: 1.Identify personal vision for school. 2.State core values and beliefs in a personal vision. 3.Operate personal vision 4.Collect significant data about aspects of the school that might fit into the share vision. 5.Lead staff members in activities to discover shared vision.

6.Operate shared vision. 7.Review activities, customs and programs.

My school campus articulates its vision by the school principal stating the vision statement of the school and what is expected and where the school should be. The principal makes sure that everyone is accountable and responsible to make this vision possible and ensures that everyone is on board to see this vision become a reality by having frequent meeting and make sure all staff is in one accord and doing what needs to be done to make sure the vision is shared. We have staff development workshops to make sure that everyone has the same common and shared vision and goals of the campus.

How can you use what you learned at these Web sites to help you articulate your personal vision of leadership?

I will be able to use the web sites about personal visions because now I know what a vision should be and the necessary steps to take when developing my leadership vision. I understand the questions that need to be asked when constructing my leadership vision, purpose, goals and objectives.

With regard to the campus improvement process, why do you think it is important for the principal to have a personal vision of leadership?

I think that it is important for the principal to have a personal vision of leadership because he should model his personal vision or values and how he perceives an ideal campus. Students and faculty learn what is truly valued in a school by observing what school leaders value. Also, the principal should have a clear and concise purpose and vision of what the school should be and share this vision with staff, community, parents, students and administrators.

Part 3: Personal Vision of Leadership (ELCC 1.1 k-i, ii; s-i, ii ; 4.3 s-ii) In the table below, complete the core belief statements to gather your ideas about schools and leadership. Use the ideas to create a one-sentence personal leadership vision statement in the last section of the table.

Schools should teach… lessons for living as well as thinking, recognize diversity, technology, and provide rigor and relevance lessons in the classroom.

A good school is one that…provides a strong, professional staff, broad curriculum, strong vision, a cooperative learning environment and ongoing assessments.

An effective classroom is one in which…planning is the key to success, clear expectations are established, differentiated instruction and communication is present.

A good principal is one who…is confident, honest, flexible, professional, accessible, supportive, consistent, approachable, goal oriented and a great leader with a clear and concise vision of where the campus should be.

An effective school faculty is one that… is knowledgeable, professional, and well prepared.

A quality instructional program includes…established goals, strong curriculum, specific strategies and materials to guide teaching and assessment, and an effective learning environment.

Personal Vision of Leadership (one sentence): My personal vision of leadership is: My vision of Leadership is to become a strong and professional leader that communicates purpose and value of an organization and encourage my staff to carry out the image that our organization should become by formulating a shared vision with the staff, community, administrators and parents.

E-portfolio assignment:

Complete “I-001 Vision and Campus Culture” Course-Embedded Internship Log 2.

Continue to complete and post Campus-supervised reflection logs in the e-portfolio. All course- embedded and campus-supervised logs must be completed by your 11th course in the program prior to the EDLD 5398 Internship course.

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