D.Deming L20357497

Week 3

EDLD 5333 Leadership for Accountability

Week 3: Targeting and Addressing a Need

Overview

As a part of your Week 2 assignment, you chose two areas of need based on campus Accountability Report data. This week, you will narrow your focus to one targeted need and write a measurable S.M.A.R.T. goal and a measurable objective for a targeted area of need. You will also research appropriate strategies/activities, including specific professional development, to address the target area.

S= Specific

M= Measurable

A= Achievable

R= Realistic/Results-oriented/Research-based

T= Time-bound
Rubric

Use the following rubric to guide your work.

Tasks / Accomplished / Proficient / Needs Improvement / Unacceptable
Week 3 Assignment: Targeting and Addressing a Need
Part 1: Targets, Goals, and Objectives / States the area of need and rationale.
(10 points) / States either the area of need and/or the rationale.
(8 points) / No criteria stated and no points listed.
(7 point) / Does not state the area of need or the rationale.
(0 points)
Part 2: S.M.A.R.T. Goal and Objective / Composes one S.M.A.R.T. goal and one S.M.A.R.T. objective according to the critical elements outlined in the lecture.
(10 points) / Composes one S.M.A.R.T. goal and one S.M.A.R.T. objective using most critical elements.
(8 points) / Composes one S.M.A.R.T goal or one S.M.A.R.T. objective using only a few critical elements.
(7 point) / Does not compose one S.M.A.R.T. goal and/or one S.M.A.R.T. objective using critical elements.
(0 points)
Part 3: Strategies and Activities / Records and elaborates on the usefulness of four strategies/activities, including professional development, that addresses the targeted area of weakness. Cites research.
(10 points) / Records, with minimal elaboration, three strategies/ activities, including professional development, that addresses the targeted area of weakness. Cites research.
(8 points) / Records two strategy/activity, including professional development, that addresses the targeted area of weakness. Cites research. (7 point) / Records one or zero strategies/activities, or records strategies/activities with no elaboration.
(0 points)
Mechanics / Responses are relevant to course content. Student adheres to APA stylistic guidelines. Writing is clear, concise, and well organized. Excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no errors in grammar, spelling, or punctuation . / Responses are relevant to course content. Student adheres mostly to APA stylistic guidelines. Writing is mostly clear, concise, and well organized. Good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are three or fewer errors in grammar, spelling, or punctuation. / Responses do not reflect knowledge of course content. Student adheres loosely to APA stylistic guidelines. Writing is unclear and/or disorganized. Weak sentence/paragraph construction. Thoughts are not expressed in a coherent and logical manner. There are four or more errors in grammar, spelling, or punctuation. / Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.
(0 points)
Discussion Board due dates and postings criteria
Cite sources using APA format / Posts a substantive response to each discussion prompt by the 4th day of each week (2 points), and responds to two colleagues in by the 7th day @ 11:59 p.m. (1 point). Total = 3 points each week.
Cite using APA format / See first column. / (0 points) / (0 points)

Discussion Board Overview: A thorough response is more than “I agree,” or “Awesome comments.” Be specific (e.g.,“I agree with your comment about the first question because . . .,” or “Awesome comments – I really like your suggestions for involving parents, community members, along with teachers and students because. . .”) We encourage you to write two or more sentences in responding to other students’ posts. The professors will be monitoring your Discussion Board responses and we look forward to learning from one another. We grow from sharing insights and suggestions with one another.

Reference Citations

Reference citations should be specific and preferably in APA format in order to receive full credit. General statements such as "Research indicates" or "Marzano points out" do not constitute a reference citation. Remember, the purpose of an appropriate citation is to allow readers of your work to easily identify the written work and author. For example, if you use a phrase like, “The Marzano guidelines emphasize . . .”, guide the reader to the source of this comment, Marzano (2009).

Part 1: Targets, Goals, and Objectives (ELCC 1.4 b.; 2.1 a.; 2.2 a., b., c.; 2.3 a., b., c.)

Remember from your lecture that goals should provide direction, focus, and be S.M.A.R.T. That is, they must be Specific, Measurable, Achievable, Realistic/Results-oriented/Research-based, and Time-bound (Learning Point Associates, Inc., 2004).

While goals and objectives are closely related, goals are broader and cover a span of 3-5 years, while objectives are more specific and for a shorter duration, typically one year. Objectives (1) identify a target population, (2) identify assessments and data sources that will be used to meet the objective, and (3) specify anticipated growth or progress.

For example, a goal might state, “By 2016, Paradise School will earn an Exemplary campus rating.” An objective related to that goal would target one subject area & specific grade level(s) or student groups in need of improvement. The objective might state: “85% of all third grade low SES students will meet or surpass the state standard on the state Reading assessment by the end of the current school year.” Strategies then would be tied directly to the objective.

In this week’s assignment, you will decide on one area of need as determined by your analysis of campus data, state your rationale for selecting it, and write a S.M.A.R.T. goal and a S.M.A.R.T objective to address the targeted area of need.

You will also research strategies, including professional development strategies, to address the targeted need that address the goal and objective. These will be used in Week 4 as you develop an action plan to address the targeted weakness.

Directions

1.  Select one area of need/weakness identified in your Week 2 activity and compose a brief rationale explaining why you chose this weakness.

2.  Compose a S.M.A.R.T. goal and a S.M.A.R.T. objective to address the weakness.

3.  Locate four research articles that suggest strategies to address the targeted need. At least one of the articles should address professional development ideas and/or best practices. An Internet search would also yield ideas and best practices. Also see Helpful Websites in the Resources section.

4.  Review the Data Analysis Guidance & Needs Assessment Guidance readings from week 2 readings to guide you. You may target one of the Critical Success Factors(CSFs) such as attendance, discipline, increase learning time, increase family and community engagement, etc., as mentioned in these documents rather than a specific subject area (i.e., Math) since the CSF’s impact student performance in all subjects. Your choice.

Target Area of Need and Rationale for Selection

In a paragraph, state the area of need that you will target and your rationale for selecting it.

The targeted area of need is 7th grade Writing on the STAAR Percent at Phase-in 1 Level II or Above. This area showed the greatest decline of all subjects in all grade levels for the 2013 year; falling 10% from 73% to 63% (TEA Division of Performance Reporting, 2013, p. 1). In 2012, Taylor Middle School reported a score of 73% in the 7th grade writing component of STAAR Percent at Phase-in 1 Level II or Above, meeting the state’s average passing rate of 73% (p. 1). However, in 2013, not only did Taylor Middle School experience a 10% decline in writing scores, none of the subgroups experienced a growth or met the state passing rate of 71% (p. 1). All other subject areas and grade levels had at least one subgroup experience a growth (p. 3). Evidently, this indicates an issue that needs to be addressed in Index 2; Student Progress, as it illustrates that all ten student groups evaluated did not experience growth and the campus is missing an “…opportunity for districts and campuses to receive credit for improving student performance independent of overall student achievement” (Texas Education Association, 2014, p. 33).
TEA Division of Performance Reporting. (2013).2012-13 Texas academic performance
report(Rep.). Retrieved November 28, 2014, from TEA Division of Performance
Reporting website:
http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/campus/c246911041.pdf
Texas education association. (2014). Chapter 4 performance index indicators.Texas 2014
Accountability Manuel,29-52. Retrieved December 1, 2014, from
http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch04.pdf

Part 2: S.M.A.R.T. Goal & Objective

Compose a S.M.A.R.T. goal and an objective to address the need.

S.M.A.R.T. Goal (long range/3-5 years):
By 2018, 80% percentage of 7th grade student groups* at Taylor Middle School will achieve a Satisfactory or Level III Advanced performance score in Writing.
*All Students, African American, American Indian, Asian, Hispanic, Pacific Islander, White, Two or More Races, Students with Disabilities, English language learners (ELLs), Economically Disadvantaged
S.M.A.R.T. Objective (What we want to accomplish in one school year):
By the end of the school year 2015, Taylor Middle School will improve its 7th grade writing scores within the African American, Hispanic, White, Students with Disabilities, ELL, and Economically Disadvantaged populations so that at least a combined score of 70% will meet or perform above the state standard on the state Writing assessment.
*Currently, Taylor Middle School does not have any American Indian, Asian, Pacific Islander, or Two or More Races identified student in 7th grade (TEA Division of Performance Reporting, 2013, p 1).
TEA Division of Performance Reporting. (2013).2012-13 Texas academic performance
report(Rep.). Retrieved November 28, 2014, from TEA Division of Performance
Reporting website:
http://ritter.tea.state.tx.us/perfreport/tapr/2013/static/campus/c246911041.pdf

Part 3: Research Articles

Choose four strategies/activities, including one that addresses professional development.

Article (Cite in APA Style) / Strategy/Activity Ideas (Write a paragraph to describe/explain each strategy researched).
1.
Carter, M. J., & Evans, W. P. (2008).
Implementing school-based family
counseling: Strategies, activities, and
process considerations. International
Journal for School-based Family
Counseling, 1(1), 22. Retrieved
December 4, 2014, from http://www.schoolbasedfamilycounseling.com/docs/IJSBFC%20-%20Volume%20I%281%29%20-%20Carter%20&%20Evans.pdf / Professional Development:
The article discusses essential issues within the school and family environment that can affect the academic and social development of students. It presents a model of prevention activities to develop school partnerships with parents in order to improve student learning. One of the activity ideas presented was an outline showing how to create a strong home-school connection; what to do before building the parent-school team, how to engage in mutual problem-solving processes, how to find resources needed for further assistance, and a follow-up procedure. For example, before building the parent-school team, staff training could occur where one-minute autobiographies are introduced. After everyone presented their information to the group, others have the chance to share what they learned to increase staff understanding and empathy with others (Carter & Evans, 2008, p. 7). Then, it could progress to a structured interview format with partners.
The specific guidelines presented in the article would be beneficial as a staff development because the decline in 7th grade writing scores was universal across all student groups. The article reinforces this need; “Studies clearly show that the attitude and actions of the family greatly impact a child's success in school…” (Carter & Evans, 2008, p. 16). Additionally, Carter and Evans discuss the need for schools to recognize this component in staff development; “In our experience, most training of teachers within schools focuses on curricular and administrative issues…less attention spent on how to work effectively with parents. These latter issues were very important to the teachers that we worked with, but they reported receiving very little specific training in these areas. (p. 3 & 4). Developing common language and academic goals with the student’s family could improve the classroom efforts needed for student improvement.
2.
Applebee, A. N. (2003). Discussion-Based
Approaches to Developing
Understanding: Classroom Instruction
and Student Performance in Middle and
High School English. American
Educational Research Journal, 40(3),
685-730. Retrieved December 5, 2014,
from http://web.iaincirebon.ac.id/ebook/indrya/Presentation%20in%20classroom/applebee%20et%20al-discussion%20based%20approaches.pdf / As writing is needed to improve for all 7th grade groups at Taylor Middle School, school-wide strategies on how to present material in the classroom needs to be addressed. Applebee’s article discusses numerous features associated with greater improvements in performance that could be incorporated over the school year. Several strategies that could be included in the classroom are: “more use of authentic questions, which were used to explore differing understandings rather than to "test" what students might already know; more time for open discussion: whole-class discourse devoted to free exchange of ideas among students or between at least three participants; and more "uptake”, in which a teacher's question "took up" and built on a student's previous comment, creating continuity in the discourse” (Applebee, 2003, p 690). These suggestions are based on empirical evidence collected by numerous researchers and experts. The use of these strategies could be measured through a checklist, lesson plans, and observations.
3.
Graham, S., & Perin, D. (2007). Writing
next: Effective strategies to improve
writing of adolescents in middle and
high schools, 1-66. Retrieved December
4, 2014, from http://carnegie.org/fileadmin/Media/Publications/PDF/writingnext.pdf / The report, written by Dr. Graham and Dr. Perin, presents numerous research-based specific teaching techniques that can help improve the writing scores of 4th-12th grade students. The “eleven elements of current writing instruction found to be effective for helping adolescent students learn to write well and to use writing as a tool for learning”, identified on page 11, appears to be very useful because it focuses on improvement for all students, not just those with writing difficulties (2007). Two strategies that are particularly beneficial are Self-Regulated Strategy Development (SRSD) and inquiry activities (p. 16 & 19).
SRSD involves students being collaborators in the development of individualized strategies for planning, drafting, and revising text. Students identify their needs and create self-regulation skills to help their writing. Inquiry activities include opportunities for students to interact with themes to “develop ideas and content for a particular writing task by analyzing immediate, concrete data”(Graham & Perin, 2007, p. 19). One suggested activity was to have students engage with objects; “The students touch objects while wearing blindfolds, examine seashells, listen to sounds, do physical exercise, become aware of bodily sensations, examine pictures, pantomime brief scenarios, act out dialogues, and examine model compositions” (p. 19). This would help students develop the language, specificity, and content needed in writing through active learning. Both of these strategies would help on the writing component of the STAAR test because students are required to write time-specific expository and narrative responses.
4.
National Council of Teachers of English,
(2008). Writing now; A policy research
brief. Retrieved December 6, 2014,
from http://www.ncte.org/library/NCTEFiles/Resources/Magazine/Chron0908Policy_Writing_Now.pdf / The brief gives an overall view of needed writing strategies to help all students succeed; “Research cannot identify one single approach to writing instruction that will be effective with every learner because of the diverse backgrounds and learning styles of students who respond differently to various approaches” (National Council of Teachers of English, 2008, p. 1). It does suggest several activities that would help bolster student performance and self-confidence. One of the recommendations that could be helpful for Taylor Middle School is the creation of student portfolios. This would enable students to see their growth and needs, as well as provide the teachers guidance on individual needs and alternative forms of formative and summative assessment. Additionally, students could enhance their confidence in writing as they are able to see the progression of their work; “Studies show that maturing writers develop authority in stages, using these stages to write themselves into positions of expertise (p. 5). Lastly, the portfolios could be shared with all teachers so they could expand upon the themes, abilities, and interests in their own subject areas, in order to reinforce written skill performance.

Internship/Practicum assignments: