EDLD+5333+Leadership+for+Accountability

//Comparison of Campus AYP Data to AYP Standards//

Overall 90% of the middle school students at North Shore meet performance standard with almost 100% attendance (99%). All ethnicities scored 95% or higher in performance standard with over 95% attendance, special education meet standard performance was at 76% with 99% attendance. Limited English Proficiency students had 90% meet standard with 89% attendance rate. || Overall 95% of the middle school students at North Shore meet performance standard with almost 100% attendance (99%). African-American and Hispanic scored 90% or higher in performance standard with 99% attendance while White scored at an 86% performance rate and 89% attendance, special education meet standard performance was at 76% with a 97% attendance. The economically disadvantaged performance rate was at 89% with 99% attendance rate. Limited English Proficiency students had 81% meet standard with 89% attendance rate. || The attendance rate was over 95% for all subgroups except White with 93.9% and Special Education with 93.5%. All subgroups had over 90% attendance rate. This means that North Shore Middle School did a good job encourages students to come to school on TAKS testing days. || The graduation rate is not evaluated at the middle school level. The dash (-) indicates that there were no students in that group and that this particular measure was no applicable for this group. || __ Analyzing a Personal Vision __
 * Reading/English Language Arts:
 * Mathematics:
 * Attendance Rate:
 * Graduation Rate:

A vision is a clear and compelling sense of direction in what the desired goals are of the school. Components of a shared vision are groups of varieties of staff of what the group wants to accomplish. In developing a shared vision all major stakeholders of the school community should be involved. It should be revisited regularly and constantly. Our campus vision changes but the vision statement does not. To articulate my own personal vision of leadership I need to make sure that I have a sense of the community, staff, and students and where we all want to be and need to be. The principle has to always know that the future is changing. Education is like fade or trend and old trends do return, but as a leader you have to stay a step ahead.

__Personal Vision of Leadership__

Personal Vision of Leadership (one sentence): Education is like fade or trend and old trends do return, but as a leader you have to stay a step ahead.
 * Schools should teach…creativity and independence. ||
 * A good school is one that…inspires thinkers. ||
 * An effective classroom is one in which…requires learning to take place. ||
 * A good principal is one who…is inspirational. ||
 * An effective school faculty is one that…motivates and teaches one another. ||
 * A quality instructional program includes…good software and differential instruction. ||

Campus Summary Report [|**//http://www.tea.state.tx.us/perfreport/aeis//**]

North Shore Middle School 2009 Accountability Rating: Recognized (Commended on Reading/ELA and Social Studies)

On the 7th grade TAKS test for the 2008-09 school year students at North Shore Middle scored 84% in Reading a 4% decrease from 2008, 85% in Math a 5% increase from 80%, and 95% in Writing a 2% decrease from 2008. Reading scores were 85% for the campus and district, but less than the state 87%. Math scores were 83% district less than the campus with 85% and both grater than the state with 82%. Writing scores were 95% for both campus and district both 1% point higher than the state. Eighth grade students took four TAKS tests Reading, Math, Science, and Social Studies. Eight grade campus scores for the first administration were 94% Reading, 86% Math, 78% Science, and 93% Social Studies. Reading scores were 1% below the state and district percentage. The campus Reading scores were 1% less than last years. Math scores 4% above the state and 1% above the district. The campus Math scores were 5% better than last years. In Science campus scores were 78%, 5% over state (73%) and 2% over district (76%). Science campus scores were 6% greater than 2008. Social Studies campus and district scores were 93%, 1% greater than state, and a decrease of 2% from the previous year. The Commended Performance for all students varied by subject. In Reading and Writing over 35% of students were commended, Math 19%, Science 21%, and Social Studies 41%. Over 90% of North Shore Middle students participated in the TAKS test about the same as the previous year. The percent of failures passing TAKS was 52% a decrease from 68% in 2008 in Reading, and 53% in Math an increase from 42% in 2008. For students under Student Success Initiative their cumulative impact on the campus performance in Reading was 91% a decrease from 94%, and Math 91% an increase from 86%. According to the report North Shore Middle had 1,357 students for the 2008-09 snapshot dates. This count represents 19.7% African American, 69.4% Hispanic, 9.3% White, 0.1% Native American, and 1.5% Asian/ Pacific Islander, and 72.7% economically disadvantaged and 48.7% At-Risk. The school has over 100 teachers with 59.3 White, 27.5 African American, 8.0 Hispanic, and 6.0 Asian/ Pacific Islander. Only 17% of the teachers have over 20 years of experience, but most of the teachers had between one and five years of experience.

In the Campus Comparison Report North Shore Middle has 72.7% economically disadvantaged with 69.4% Hispanic, 19.7% African American, 19.2% LEP, and 9.3% White. North Shore Middle and only three other schools have over 1000 students that matched students. The estimated average scale score of 2318 on Reading and 2261 on Math TAKS 2009.

The Multi-Year History Report for North Shore Middle shows campus reports for TAKS results from 2003-2009. In Reading the campus has shown growth from 2003 79% for all students and steadily increases to 90% in 2009. In Math the campus has shown growth from 52% for all students in 2003 and steadily increasing to 88% in 2009. In Writing the 2003 scores were 79% and increased to 97% in 2008, but decreased in 2009 to 95% for all students. In Social Studies all students scored 77% in 2003 and increased until 2008 with 95%, then decreasing to 93% in 2009. Science has only been collected since 2008 with 72% for all students and in 2009 a increase to 78%. The campus student economically disadvantaged has stayed in the 60%-70% from 2003-2009.

__ **Target Area of Weakness and Rationale for Selection** __

TAKS Science is the greatest weakness for North Shore Middle School. Science had the greatest difference in the AEIS rating data of negative 12. The Science scores did meet a Recognized standard rating, but requires improvement for an Exemplary rating. S.M.A.R.T. Goal: Science TAKS scores will earn an Exemplary rating by 2012. Objective: 90% of all eighth grade students will meet or surpass the state standard on TAKS Science by the end of the current school year.

__Campus Action Plan__ The target group is 8th graders that have to take the Science TAKS test. These students will have extra science instruction as much as possible. Students that are at-risk of failing the Science TAKS will attend a Saturday School Science program that will target specific TEKs throughout the year. They will also attend two days of afterschool tutorials that is incorporated with the TEKS alignment of Saturday School and the curriculum guide. All 8th grade students will view various science media laboratories and real-world applications from sites such as [|www.futureschannel.com] and [|www.discoverychannel.com] during a homeroom class scheduling within regular school hours. All 8th grade students will take the same formative assessments called CBA’s and expected to show growth throughout the year.

The SBDM team was not involved in the process this year; furthermore teachers that have not taught at the school in over two years were still listed as members on the committee. In talking to one of the teachers that is still at the school as a SBDM member Judy Hoffpaiur, she stated that she didn’t feel like she had a voice and that because she is a Dyslexia specialist that was the purpose of her name being there. The principal Paul Drexler expressed to me that basically it was a technicality. “Obtaining input from various groups and individuals can be a daunting task, which is why it is often excluded from the process.” (Marino, 2007) I would assume that he sees no real purpose in having the SBDM team work. The school does have a site-based decision making team that is currently inactive, but documented as working per state guidelines. It has been interesting to see how SBDM teams are supposed to work and can be vital to the life of the school. According to Marino, “Today, at the heart of successful school leadership is a representative group of dedicated, frontline employees who are personally committed and involved in the improvement of the system in which they work”. (2007) I don’t think that our school can survive with a continued attitude of discernment regarding the community and the relationship toward continuous improvement.

“Regular ceremonies of recognition and reward throughout the year send the message that this is a place where students can thrive, irrespective of conditions outside the school.” (Reeves, 2007) People like to feel appreciated including teachers. In the quest toward continued improvement rewarding teachers and students would continue to prompt creativeness, new ideas, and effort to continuously increase change. However all subject are quite interchangeable. Math teachers need reading teacher and so do all the other subjects therefore everyone needs to be doing a great job. “Inadequate teaching is not tolerated.” (Reeves, 2007) As with anything teachers have to learn how to use their time effectively and learn how to effectively make learning work. I think veteran teachers could play a very important role in establishing good learning communities. There is a need for great professional development throughout the year. One of my goals is to have professional development available to all teachers that focus on formative assessment, classroom management, and organization. Works Cited

Marino, J. (2007). A new paradigm for organizational change: Involving customers and stakeholders in the improvement process. //The Journal for Quality and Participation//, 10-12. Reeves, D. (2007). How do you change school culture? //Educational Leadership//, 92-94.