Accountability Reflection

Interview with committee member and principal:

·         The committee’s makeup - Community business people, teachers, non-teaching staff, and parents.  All of the administrators attend/present, but not all are members of the team.  They are elected to two-year terms.

·         The use of formal agendas - We do have an agenda for each meeting.  We have 4 meetings a year - 2 each semester.

·         Topics typically discussed - We go over things like TAKS scores, the Campus Improvement Plan, major changes being considered for the campus so they know the rationale and can spread that in the community (like 6 lunches, no lockers, rotating advisory). 

·         Level of perceived teamwork (group dynamics) - Most of our parents/community are very supportive of the campus and feel comfortable voicing suggestions or asking for more information about something they have heard.

·         Specific decision-making strategies - In Katy, the campus advisory team plays more of an information-dissemination role, rather that truly making site-based decisions...  On another campus where she worked, they broke into groups to brainstorm ideas, jig-sawed readings to see where they were headed.  Then the committee made suggestions that were then taken up by the A-Team, DCs, and other campus leadership groups.

·         Conflict-resolution techniques - The best conflict-resolution technique is to keep the committee focused on the main objective - in this case, improving education for the kids.  When the focus is on the kids and the conversations center on that rather than personal needs or agendas, most of the time, any conflict can be resolved.

Everything that was discussed was familiar to me with regard to the committee itself. What was interesting was that the principal said that they did not use formal agendas. According to this week’s lecture, agendas are essential to the meetings because they keep everyone focused on the task at hand. When looking at the conflict resolution answer, there may be fewer problems that arise if an agenda is planned beforehand with the amount of time to stay on a particular topic and carried out accordingly.

I think what I was most surprised about was the community’s input on certain decisions. They made the reference in the interview about discussing things like rotating advisories, 6 lunches, and the lack of lockers for next school year. I always assumed that it was only a campus based decision to worry about the logistics of running a school. In all fairness, it is the community at large that runs the school because they have a stake in its success. I was also not fully aware of the election process and that each member held 2-year terms. I knew that the teachers served for this amount of time; I was just not aware that community members were elected and served that time as well. I was always under the assumption that it was a volunteer process. From the answers given, it seems as though the site-based decision making committee plays more of a dissemination of information role rather than making decisions that affect the campus. According to the research and the state, the committee should be responsible for aiding in making decisions as a group, voting on the decision, and carrying out the decision. The information needs to be given in another meeting. As discussed in the lecture, the site-based decision making committee is to meet once a year after the results of the state assessment are handed back to discuss the information with the general public…parents, students, teachers, and business/community partners that have a stake in the success of the school.

Campus improvement is an on-going process that will never reach its end. My father once said that, “there is always room for improvement.” The same is true when I look at campus improvement. We set a goal, chart our path, and continue onward in the race to improve our campus as a whole. I do not believe, however, that campus improvement only relates to student test scores on the state test. I believe that campus improvement begins with a vision and mission statement that declares to faculty and staff where we are headed. I believe that there needs to be a campus buy-in where each faculty member has a say in the culture of the campus because of their never-ending desire to be better. I believe that the culture of the school is dependent on each staff member’s attitude toward their job on campus. There also needs to be professional development on a campus that aids teachers in desegregating the data, teaching them what to look for as far as meeting standards, how far off the mark their students were, and how we can improve if we all did meet standard. My next steps, since we met the exemplary goal are to increase the individual student scores and work toward more increase in commended. The following are steps that I think should be taken on our journey. I have taken my campus action plan and tweaked it to provide opportunities to meet individual needs and increase all scores.

• Take the concept of the math lab into the regular classroom. Provide opportunities for students to experience hands-on activities following each unit of study. Instead of creating 2 classes of math for the students that have met mastery criteria, use the math lab model to increase scores of those that have already passed.
• Use the DOMA program with all students. Provide stations in classrooms that students visit throughout the week. This will require a lot of pre-planning but will be worth the reward upon completion. Have a station where the students meet in a small group with the general education teacher. This will be where the post-testing of the material will occur. The students will have to explain the concept to the teacher as a group in another form other than simple computation. A rubric should be utilized in order to grade the product. Station 2 will be the DOMA program; since students have already met mastery criteria, the program will meet students where they are. The class should consist of students that have already met mastery. The DOMA program should only increase those scores.

·         CRISS training: Since the entire math department will have been CRISS trained, lesson plans need to be produced utilizing these strategies. A math learning community can be set up to critique the lessons of teachers in a positive and constructive way. The lessons should be designed to get students the concept but also teach them strategies to use to create their own notes and gain insight into the concept at hand. Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement by Milbrey McLaughlin will also be used in the learning community to help create effective meetings.

• Upon desegregation of data, CRISS training will be offered again to the department that does not have each population meeting standard. It will be offered in the same manner as the current action plan. [Days one and two of training will occur the 2^nd week of school with follow-up training occurring on the early release day at the end of the first six weeks. Teachers will attend 3 full days of training. By day 3 of the CRISS training, each participant must complete a lesson plan and teach the lesson utilizing the CRISS strategies. The lesson plan must be submitted to the CRISS trainer by the last day of training. The presenter will have copies ready for each participant to take back to their classrooms to utilize. Each participant is asked not to discuss the lesson creation or implementation prior to returning to the training. At the training, each participant will be able to discuss the lesson in a modified teacher learning community.]

Benchmarks and common assessments will still be utilized but require higher-order thinking skills. Instead of utilizing traditional paper and pencil multiple choice tasks, students will have to create a product that discusses the concepts taught during that six weeks. A rubric will have to be established and choice will be provided in order to provide for student engagement.

Action Planning and Personal Growth

S.M.A.R.T. Goal (long range,3-5 years): By 2015, WoodCreek Junior High will earn an exemplary rating.
S.M.A.R.T. Objective (What we can accomplish in one school year): By the end of the 2012 school year, 90% of all demographic groups in the 8th grade, including the African American population, will meet or surpass the state standard on the TAKS Math.
Target Group(s): All demographic subpopulations, particularly focusing on the African American subpopulation in 8th grade math..
Activity/ Strategy (Include 3)	Person(s) Responsible	Timeline	Resources/Estimated Cost	Formative Evaluation
1. Block math: All students not passing the math TAKS test for the previous school year will be entered into a math lab. The math lab will consist of hands on activities to fill in the gaps based on the missed objectives from the previous year’s test.	Alisha Jonker/Jennifer Grimsley	The block class will be an additional class that each student not passing the previous year’s test will receive. It will take the place of one of the student’s electives and will run the course of the year.	Manipulatives = Mathematical Discoveries™ kit: $254.99 Mastering Math Skills Game Based Learning System: $85.45 Computers able to access the DOMA program and professional development for running the program= DOMA program for 100 students: $499.00 1 year subscription: $7.00 On-site product training: $2200.00 Curriculum workbooks for extra practice and formative assessments – 100 Math Workouts: $12.30	Instruction will take place daily for 45 minutes in a small group of 1:10-12 in stations. Stations will consist of DOMA, a game based learning, workbook sheet, and teacher led smaller group. Students will be divided into groups of 4. At each station, there will be a content frame to fill out that will elicit feedback to the teacher for mastery of the daily objective. At the teacher station, each student will be expected to perform the objective on a timed quiz after appropriate instruction.
2. CRISS training	District trainers: Sanee Bell (Curriculum and Instruction Principal) and Melissa Hurt (Math and Science Instructional Coach) Each member of the math department from 6th-8th grade will attend the training plus the 2 math block teachers.	Days one and two of training will occur the 2nd week of school with follow-up training occurring on the early release day at the end of the first six weeks. Teachers will attend 3 full days of training.	$50.00/employee when led by a district trainer x 14 employees = $700.00 (includes training manual for each participant and follow-up newsletters to support further training)	By day 3 of the CRISS training, each participant must complete a lesson plan and teach the lesson utilizing the CRISS strategies. The lesson plan must be submitted to the CRISS trainer by the last day of training. The presenter will have copies ready for each participant to take back to their classrooms to utilize. Each participant is asked not to discuss the lesson creation or implementation prior to returning to the training. At the training, each participant will be able to discuss the lesson in a modified teacher learning community.
3.  Math teacher learning communities	Facilitated by Sanee Bell; each member of the math department will be in the teacher learning community and will participate.	The teacher learning community will meet monthly on the early release days. In August, there will be a staff development day that will discuss the teacher learning community expectations to the math department. It will discuss the norms for operation as well as the expectations of the group. Each member will receive a copy of Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement by Milbrey McLaughlin	Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement by Milbrey McLaughlin $22.95 * 16 teachers/staff = $367.20	Formative evaluation will occur during the teacher learning communities when each teacher has the opportunity to discuss the changes happening in their classrooms with the math block and intervention curriculum. If changes are to occur, each staff member will come up with an action plan, try out the action plan, and return to the teacher learning community the next month with the results.
4. Benchmarks/Common assessments	Given by the math department and scored using the standardized equipment by the instructional coach.	Given at the end of each six weeks. It will yield the results of the material presented and the mastery of each objective by student.	None needed; district provides the scantrons for these tests.	Upon receiving the grades from these tests, teachers will desegregate the data and meet with the instructional coach to brainstorm ideas to better reach the underperforming students. Mastery criteria will be set at 80%.

Total Cost: $4125.94

The summative evaluation will occur at the end of the year when TAKS results are received. As on most campuses, staff want kids to pass the 1^st administration; however, should they not, 10 days of accelerated interventions will follow. The accelerated interventions will occur during a 30 minute daily advisory class as well as from 2:30-4:00 on Tuesdays and Thursdays. The intervention will focus on desegregated data targeting objectives that students missed. All grade level math teachers will be responsible for working together to provide the interventions so as to make the ratio of teacher to student smaller. The 6^th and 7^th grade math teachers’ advisory classes will be covered by the special education department during intervention. The 2^nd administration will occur. Upon the results from that test, students will be entered into 10 days of summer school where teachers are trained to focus on specific objectives that students missed on the TAKS administrations. An accelerated instruction plan is developed by the general education teacher based on the desegregated data. The AIP follows the student to summer school where the teacher there implements the plan for student success. Both terms of intervention will use materials that were not previously used during regular instruction time. These students need the information in a different way that what they received before. Manipulatives as well as the DOMA program will be used. The interventions will follow a more “math block” routine where teachers focus students with hands-on activities.

Action Plan Goal: By 2015, WoodCreek Junior High will earn an exemplary rating.
Action Plan Objective : By the end of the 2012 school year, 90% of all demographic groups in the 8th grade, including the African American population, will meet or surpass the state standard on the TAKS Math.
Topic: 8th grade math strategies to use in classroom intervention that targets subpopulation, including the African American subpopulation.
Subtopics (if applicable):
Grade Level: 6-8 Math teachers	Facilitator: Sanee Bell: Curriculum and Instruction Principal Melissa Hurt: Math Instructional Coach Kara Landgrebe: Special Education Department Chair	Location: WoodCreek Junior High LGI Room	Start Time: 8:00 am
Strategy/ Activity	Purpose	Description	Steps
Agenda/Norms	Agendas are handed out to guide the staff development and to prevent participants and presenters from getting off topic. Creation of norms allows for a more in depth discussion and the ability to accomplish more from the task at hand.	The agenda for the staff development is listed under the strategy/activity column. Norms are what each participant will adhere to throughout the duration of the staff development. Examples are turning off all electronic devices, respecting opinions of participants, offering feedback, and participating within the group.	Participants will sign in at the table when they walk in and pick up an agenda, copy of the 2010 AYP data report, AEIS summary report, norms, CRISS training manual, and CRISS training binder.
Desegregation of data from previous TAKS year	In order for the math department to buy into the CRISS training, they must first recognize the reason they are here. The AYP and AEIS data reports must be taken apart to identify the area of weakness among subpopulations and the 8th grade as a whole.	Desegregation of data means to take the report apart and look at each individual subpopulation, the grade as a whole, and gender ratios. It allows the participant to compare data from the previous and current years. It is imperative because it allows teachers to see where the training is going.	Participants will break up into groups of 4. Each group will be responsible for looking at a very different piece of the data. The groups will be separated by data on gender, African American, Hispanic, White, Asian/Pacific Islander, Special education, and Economically disadvantaged. After 20 minutes, each group will present. It is important that the teachers be responsible for desegregating the data and not allow the administrators to do it beforehand. If the teachers are responsible for the desegregation, then they should come up with the same area of weakness as the facilitators.
Discussion on the background of CRISS and how it is applicable to the campus action plan	The presenters will provide the background of CRISS and why teachers developed the program.	CRISS was developed by teachers in the Midwest who were not finding success rates within certain populations of students. The subgroups were not performing or meeting state standards and were not taking ownership for their learning. This directly ties into the goal of the math department. They are wanting students to meet standards but also be responsible for the information being taken in.	Background discussion of CRISS will be provided to give teachers a glimpse into its formation and why it was developed. The facilitators will then discuss the implications for usage before diving into the strategies.
Introduction to strategies related to vocabulary acquisition in math	To develop students’ understanding of the math vocabulary that may or may not be familiar.	Facilitators will walk participants through strategies of math vocabulary acquisition,	Examples of strategies include: Author’s text Boldface words Word origin discussion Metacognition Morphemes
Introduction to concept mapping/graphic organizers to separate ideas presented in class	To aid students in developing strategies for taking notes and remembering content	Facilitators will lead instruction as the teacher, and the participants will be the students in class.	The facilitators will give examples of concept maps and graphic organizers as well as instruction for how a student should know which level of information a question is asking. For example, is the information stated in the text…
Lunch on your own
Introduction to hands on learning approaches via the mathematical discoveries kit	To begin looking at and understanding the new mathematical tools bought for intervention.	Teachers will be set up into groups to begin working with and exploring the new mathematical kit that will be used in the math block and intervention sessions.	Teachers will go back to their morning groups and begin looking at each piece of the kit. Each teacher group will choose a specific tool and together, write a lesson plan in which the tool can be utilized.
Introduction to the DOMA program	To gain access and understanding of the program, reports, and data that can be gathered.	The DOMA program is a program that can be utilized to fill in the gaps that are not able to be filled with on grade level instruction.	Each participant will log in. They will take a pretest to establish where the are in their math learning. The DOMA program will then meet each participant where they are in their math ability. After the participant masters the level, they will move on until they reach grade level mastery.
Assignment: Lesson plan development/Questions and Concerns	To create implementation into the classroom setting and to provide follow- up training. To clear up any concerns or answer any questions from the day’s material.	Each participant will choose a lesson based on the data in which students did poorly on a specific objective. They will not discuss the lesson design or implementation with their other colleagues	Receive the lesson design instruction. Ask any questions about the day’s activities. Close

Teachers will return to their classrooms to desegregate the data by specific objective area and then create a lesson plan that utilizes the CRISS strategies, DOMA program, and mathematical toolkit (it can be a more than one day lesson).Teachers will teach the lesson and record feedback about how well it went, what worked, and what did not. Teachers will come back to follow up training at the end of the first six weeks to discuss the results and offer and receive feedback.

Upon completion of the training at the end of the six weeks, the staff of the math department will meet once each month in a teacher learning community to discuss results, share lessons that worked utilizing the CRISS strategies, offer aid for the DOMA program, etc. The facilitators will also meet during the teacher learning community to make sure that the topic stays focused on the training received and does not wander to lesson planning.

Teachers will also discuss the current chapter of Building School-based Teacher Learning Communities: Professional Strategies to Improve Student Achievement by Milbrey McLaughlin. They will begin the discussion in the teacher learning community with the current chapter before diving into lesson plan design, CRISS strategies, changes they want to make in the classrooms regarding the training, and the like.

Targeting and Addressing a Need

When looking at the AEIS data report, there were two identified areas of weakness as noted in the Week 2 assignment. When focusing my attention on one specific goal that impacts accountability ratings, I have chosen to dig more deeply into the mathematics portion of the exam. The 8^th grade African American students, in particular, had an 83% passing rate on the mathematics section of the TAKS. They also scored an 83% on the science section. My thought is that if we can collectively bring up the mathematics rating for this demographic to 90%, then the science should follow because a huge portion of the science exam is mathematics – chemistry, measurement, graphs and chart reading, and force and motion. My campus earned a recognized rating this year which has dropped from the past two years where we have been exemplary. It is my belief that if we improve the scoring for this demographic area, we will not only improve our accountability rating, but we will also be equipping students with the skills necessary to succeed in high school mathematics as well.  

S.M.A.R.T. Goal (long range/3-5 years): By 2015, school X will earn an exemplary rating.

S.M.A.R.T. Objective (What we can accomplish in one school year): By the end of the 2012 school year, 90% of all demographic groups in the 8th grade, including the African American population, will meet or surpass the state standard on the TAKS Math.

Personal Vision

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

A vision is the direction in which a campus wants to move with regard to teaching and learning. Visions share common points. Visions must be clear and compelling as well as having the ability to be bought into by stakeholders. It must be firmly set into teaching and learning with learning not being only directed toward the students. A vision must have our customers’ best interests at the forefront. A shared vision must be important to all stakeholders or it will falter. It must have a clearly defined sense of purpose and decipher what is important to the campus at large.

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

According to the North Central Educational Laboratory, the first step would be to study the importance of even having a vision and the effects on success rates. If a company does not have a clear understanding as to where the company is headed or where they would like to be, then the business has a slim chance of survival. The next step is to find an organization that can aid in the development of a vision that is conducive to the environment in which it is being built. Observing other campuses and getting a feel for their culture is also a major step in the development of a campus vision. Collaboration is a key component to creating a shared vision. Working together with teams, “posting it in every classroom,” is imperative for buy-in (North Central Educational Laboratory). Finally, celebrations of successes are an integral part. It is important to allow visionaries to discuss the good times as well as the needs of the vision and its implementation. Our campus has a vision statement, but off the top of my head, I could not quote it. I am sure that it has something to do with creating an environment where all kids can learn. However, as a teacher on  campus, it is important that I know the vision so that I am better equipped to carry it out. I need to be able to hide the vision in my heart and make it the core of what I do on a daily basis. If I am not sure what the vision is or if it is not articulated, then how am I equipped to articulate it to other stakeholders, especially the students?

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

I have learned that vision is not merely the coming up of a statement that hangs on a wall for people to see. It is walking that belief system. It is carrying out with actions what was said in words. I have learned that there is a process to creating a vision that includes working with people from successful organizations and seeing the process come together. It is soliciting communication between and among all stakeholders in order to establish a vision that can be achieved. With regard to my personal view on leadership, I can take these steps and follow them to fruition. I have a personal vision of leadership that involves the above steps of creating a vision statement. My personal style of leadership is dependent on the situation. There are certain instances that require different styles. For example, when making a decision that requires an immediate answer, I may not solicit collaboration from my team members. The important thing for me is to practice the different styles when the chance arises.

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

The principal is ultimately responsible for the accountability of the school. It is their “neck,” so to speak, that is at risk. Principals need to develop a style of leadership that uses collaborative processes to hold teachers and students accountable for the teaching and learning. Principals need to utilize the expertise of their staff in order to increase the knowledge base of students. Principals need to be overseers of the product we are handing out to students. They need to be in and out of classrooms monitoring the delivery of instruction to students. Their leadership style needs to be reflected in their everyday practice.