EDLD 5333 Leadership for Accountability

Miguel Leija/ EDLD 5333/

2/28/2010

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.

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Rubric
Use the following rubric to guide your work.

Tasks Accomplishe Proficient Needs Unacceptable

d Improvement

Week 1 Assignment: Analyzing Campus Need and Personal Vision

Part 1: Successfully Locates and Summarizes Does not use

Analyzing locates, lists campus indicator applicable AYP
Campus summarizes, areas of information indicators to
Need and elaborates strength and from AYP compare
(ELCC 1.2 k-i, Adequate weakness in Guide standards to
ii; s-i, 2.2 k-i, Yearly AYP findings. minimally. actual campus
iv; 2.5 k-i, s- Progress (AYP) Little Lists areas of performance.
i, ii, iii, iv; findings from elaboration in strength and (6-0 points)
2.9 k-i, s-i, ii, AYP Guide. the weakness in
iv) Successfully summaries. AYP findings.
compares (8 points) No elaboration,
standards to no
actual campus summarization
performance .
for each AYP (7 points)
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

Analyzing questions and questions questions submit
Personal Vision cites citing citing assignment.
(ELCC 1.1 k-i, information information information (0 points)
ii; s-i, ii; 1.3 from Web from Web sites from Web
k-i, ii, iii; s-i, sites; with minimal sites. No
ii) elaborates. elaboration. elaboration.
(10 points) (8 points) (7 points)

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Part 3: Completes all Completes five Completes four Does not

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

Mechanics Few errors in Multiple errors

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

(0 points)

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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:

In the state of Texas, T.E.A. looks at several factors for considering how a campus meets
AYP standards. In Reading/English Language Arts T.E.A. looks at the 2008-2009
TAKS, TAKS-A, TAKS-M, TAKS-Alt, TELPAS Reading, and LAT for grades 3-8.
According to the document this applies to all student groups that meet minimum size
requirement. These groups include African American, Hispanic, White, Economically
Disadvantaged, Special Education, and Limited English Proficient students. In reading
the Performance Standard is set at 67% proficiency level on a test based on the Texas
Projection Measure (TMP) for students that are enrolled the full academic year. On
some footnotes T.E.A. also includes that no more than 3% of students in the district can
be counted proficient based on the results of the TAKS-M (only 2% passing considered)
or TAKS-Alt (only 1% passing considered). The other alternative is for campus
Performance Improvement/Safer Harbor not to decrease more than 10% from AYP
results of the previous school year. If that happens the school must show any
improvement on other measures. The Participation standard minimum for school to
meet AYP is set at 95% for all students enrolled on the date of testing. The other
alternative is to achieve an Average Participation Rate of 95% based on combined 2007-
2008 and 2008-2009 assessment data.

Mathematics:
In Mathematics T.E.A. looks at the 2008-2009 TAKS, TAKS-A, TAKS-M, TAKS-Alt,
LAT for grades 3-8 & 10th grade. According to the document this applies to all student
groups that meet minimum size requirement. These groups include African American,
Hispanic, White, Economically Disadvantaged, Special Education, and Limited English
Proficient students. In mathematics the performance standard is set at 58% proficiency
level on a test based on the Texas Projection Measure (TMP) for students that are
enrolled the full academic year. On some footnotes T.E.A. also includes that no more

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than 3% of students in the district can be counted proficient based on the results of the
TAKS-M (only 2% passing considered) or TAKS-Alt (only 1% passing considered). The
other alternative is for campus Performance Improvement/Safer Harbor not to decrease
more than 10% from AYP results of the previous school year. If that happens the school
must show any improvement on other measures. The Participation standard minimum
for school to meet AYP is set at 95% for all students enrolled on the date of testing. The
other alternative is to achieve an Average Participation Rate of 95% based on combined
2007-2008 and 2008-2009 assessment data.
Attendance Rate:
The Attendance Rate Standard or Graduation Attendance is not necessarily required by
T.E.A. to determine AYP. However, if a campus/district fall shorts on one of the areas in
mathematics or language arts they may look at either of these two measures to see if AYP is
met under the Performance Improvement/Safe Harbor standard. Attendance Rate Standard
applies for elementary schools, middle schools, or combined elementary/secondary
campuses that do not offer Grade 12. The set standard for Attendance Rate is 90%.

Graduation Rate:
If , if a campus/district fall shorts on one of the areas in mathematics or language arts they
may look at either of these two measures to see if AYP is met under the Performance
Improvement/Safe Harbor standard. Graduation Rate applies to high schools, combined
elementary/secondary campuses, and districts offering Grade 12. The Graduation Rate
Standard for a campus to meet AYP has to be 70% or any improvement.

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Directions
• Type the TEA Web address 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: De Zavala Elementary (EDINBURG Consolidated Independent School

District)

Campus AYP Status: Recognized, Meets AYP

Title I Improvement Requirement: None

Percent Meeting Standard/ Participation Rate

Performance African Sp. LEP

All Hispani Econ. LEP
Area (most Americ White Educati (Measure
Students c Disadv. Students
current yr.) an on )

86% / * 86% / NA/ 85% / 54% / 84% / NA NA / 99%

Reading/ ELA
99% 99% >99% 99% 98%

86% / * 86% / NA/ 86% / 45% / 84% / NA NA /

Mathematics
>99% >99% >99% >99% >99% >99%

Attendance 97.5% * 97.5% 97.1% 97.5% 97.3% 97.7%

Rate

Graduation NA
NA NA NA NA NA NA NA
Rate

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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:

According to the AYP charts, there was a reported 6% increase from one school year to the
next. The standard that needs to be achieved in Reading/Language arts has to be a minimum
of 67% with no more than 3% coming from a special population. In the 2008-2009 school
year, Lorenzo De Zavala Elementary in the Edinburg Consolidated Independent school district
achieved an AYP Proficiency Rate of 86%. As stated, there was growth within the Hispanic
population, Economically Disadvantage, Limited English Proficiency group. The growth was
between 5% and 6%. The major news came from the Special Education population; the group
increased their proficiency rate from 29% to 52%. That was a 17% increase specially and big
difference from the previous year (2007-2008) where De Zavala did not meet AYP. The
required Participation Rate standard is of 95% and De Zavala also had mostly 99%
Participation rate for all populations.

Mathematics:
In Mathematics the minimum or target rate is 58%. De Zavala Elementary almost met the
standard. The Hispanic, Economically Disadvantaged, and LEP population increased their
standard from one year to the next from 84% to 86%. That was a 2% increase. However, the
area that showed major weakness was the Special Education population. Their standard
expectations decreased by 6%. From a 51% achieving standard the group decreased to 45%
of students meeting the standard. However, the overall percentage for ALL students that met
the standard was an 86% so AYP was met through this portion since participation level was
also above 95%.

Attendance Rate:
If a campus or district is deficient in either Reading or Math for AYP, Attendance Rate is then
looked at. Although it was not necessary for the 2008-2009 school year, if De Zavala would
have had to depend on this measure, they would have met AYP. Attendance for all students
averaged to 97.5% while the Attendance Rate Standard according to T.E.A. has to be a
minimum of 90% or higher.

Graduation Rate: Not applicable since De Zavala Elementary grade levels are only from PK-
4th grade.

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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
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?

According to the article of “The Importance of Visions for Schools and School Improvement” a
vision is when the “school leader engages the school community in the developing and
maintenance of a student-centered vision (Crotchet and Jones 2007).” According to Jerry
Bamburg a vision is an image of what the school can and should become. The components of a
share vision include high quality student learning, the establishment of a professional work
environment, improvement /professional growth, communication with school community,
establishing student expectations, and constant revision of vision and goals as needed.

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

In order to develop a shared vision it is important to set long-term and short-term goals of what
is expected to come out of the vision. Then it is important to establish teams that include
members of the education field and the community to discuss the implications of having a vision
and how it impacts the school, the teachers, students, learning environment, etc. Helpful ideas
are to look how other leaders develop their vision for their campus as well as looking at other
schools for ideas. From there it is important to look at the important factors that are needed to
determine a good vision that will reflect the educational goals of a campus.
Our campus articulates its vision by clearly stating the vision, and reviewing the goals of the
school vision.

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

According to the information provided I can begin the initial planning stages of organizing myself
in order to create a vision. There are guiding questions that are useful to set the most important
short-term and long-term goals that I want to achieve out of this vision of leadership. From there
on, I can take my idea to consult with my teachers and other community leaders to create a

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vision that possibly reflects the schools educational goals, working environment, etc…

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 believe it is important for the principal to have a personal vision of leadership so that there is a
clear objective of the schools long term plan for academic growth for students and professional
growth for teachers.

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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… students to recognize their ability and provide an environment that
challenges their learning beyond their norm so that they can maximize their potential to be
eventually become high functioning members of society.

A good school is one that…where the principal, faculty, and students work together to promotes
achievement, focus on learning, and collaborate with the community.

An effective classroom is one in which…learning is constantly ongoing.

A good principal is one who… helps set the learning standards, promotes a positive
environment for students and staff, and is sensitive towards the needs of faculty, students, and
community.

An effective school faculty is one that… works collaboratively towards the improvement of
students’ achievement and builds a conducive environment towards learning through
professional development.

A quality instructional program includes…learning opportunities to students which enhance their

learning, serve as assessment tools for teachers to identify growth, and it has be consistent
state standards.

Personal Vision of Leadership (one sentence):

Lorenzo De Zavala Elementary vision is to create environment in a partnership with the
community where students reach their developmental needs and academic potential and faculty
works collaborative to identify learning opportunities.

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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