School Context and Organization refers to the processes, structures, decision-making, and overall leadership aspects of the organization, including how these areas address quality teaching and learning.
Potential Data Sources
Data Sources Reviewed
List the sources your campus or department actually drew from.
1. To what degree does the district/school support the organization and how?
There are a variety of ways the district/campus support the organization. The district provides professionals with STAAR formatted diagnostic assessments twice a year, six weeks assessments, and weekly exams in order to measure academic growth. The district also provides district wide reports on results of the latter mentioned. The district has AWARE, which is a computer program where professionals are able to see immediate student results on assessments as well as their progress throughout the school year. This program also allows professionals to view reports where the assessment is broken down by the objectives that the questions are targeting. This report provides a visual for the professionals to see what objectives are in need of re-teaching and what others were successfully learned by the students. AWARE provides classroom overall averages that assist the teacher to pin point those areas in need, individually or as a class, for future lesson planning.
This year we have received many staff developments in all subject areas. Some of these have included poetry, sheltered instruction, and guided reading.
Directors have supplied teachers with resources to be used in the classrooms. Some of these include Spanish and English poetry books for reading teachers. Objective mats for math teachers.
At the campus level, teachers are given materials (text books, work books, teacher resources, etc.) in all subject areas for instructional purposes. Grade level and individual meetings are regularly held in order to follow academic growth or target those focus points in need. At grade level meetings teachers are given suggestions as well as sharing ideas with each other on how to help students overcome instructional issues, as well as, praised for their hard work and the results it has given. The grade level meetings are also a great way of communication and also an excellent way to remind staff that support is available at all times when needed. This school year we had a total of 23 professionals who tutored. They are broken down as followed:
2. What does the data reflect about classes, schedules, and student/staff teams?
Our TELPAS results show the following: Kindergarten has all of the English Language Learners as beginners in their composite scores. First grade had 48% of its students’ progress at least one proficiency level. Second grade had 55% of its students’ progress at least one proficiency level. Third grade had 71 % of its students’ progress at least one proficiency level. Fourth grade had 61% of its students’ progress at least one proficiency level. Fifth grade had 76% of its students’ progress at least one proficiency level. First, second, and fourth grade need to spend more time or use different strategies for their students to acquire the English language more successfully.
Data reflects the following on classes, schedules, and student/staff teams. By viewing the STAAR results for the 2012-2013 school year we saw the following: third grade reading was at a 67% and at a math 55% passing. This particular grade level is allotted an hour and half for reading with an extra hour and a half for guided reading with writing. For math this grade level has one hour and a half.
Fourth grade reading had 55%, math had 62%, and writing had 55% passing. For our LEP population the passing percentages are as follows: 50% for math and 33% reading.This grade level allotted an hour and a half for both reading and guided reading instruction. The students had one hour and a half for writing with an hour and a half for math instruction.
Fifth grade reading had a 60%, math 59%, and science a 68% passing. In master schedule this grade level is allotted an hour and a half for reading, with an additional hour and a half for guided reading with writing. As for math, the grade level is allotted an hour and a half.
This being our first year officially taking the STAAR test we have no data to compare this year’s data to. What we can see overall is that the LEP population is what is in need of a lot of attention with both resources and strategies.
3. How is adequate time devoted to subjects in whom students perform poorly?
At least half an hour of guided reading is provided to students at all grade levels. This is non-negotiable. Paraprofessionals and tutors are provided by the campus to support and individualize assistance to students who are in need of help in the classrooms. Tutoring is given to those in need of more practice in the areas of math and reading.
4. How do teachers have a voice in decision making and school policies?
The campus has a DLPAC, teachers are part of this committee and are given the opportunity to voice any questions, suggestions, or concerns the staff may have in the decisions being made. Staff meetings are conducted when needed in order for the administrator to communicate to the staff of any changes or upcoming events, as well as, the staff having a time to voice any item of concern or change. Grade level meetings also take place at our campus regularly with our administrators which allow professionals to voice opinions. The setting is small group or individualized with an administrator which is a great time to share any questions, suggestions, or concerns. Administrators have an open door policy allowing the staff to approach them at any time. There is also communication via email and monthly calendar.
5. What role do teachers have deciding what assessments will be used to evaluate individual students or the program as a whole?
The district provides surveys where the professionals vote on what they believe is the best method of assessment in the classroom. For math, teachers have Mr. Rana’s, curriculum which includes bundle tests, quiz by TEK and the daily speed test. For reading, teachers have McMillan/McGraw – Hill weekly assessments, fluency tests, reading a – z, STAAR computer exam, STAAR formatted exams provided by Mrs. Park, and story exams. For writing, teachers were provided with Write Source teacher manual and student consumable. For social studies, teachers have Horizons weekly exams and History Alive.
6. Do school committees and decision making bodies make it easy for teachers, parents, paraprofessionals, support staff, and students to be hear and, in turn, for all groups to be part of solutions to identified problems?
Yes, the CLPAC mentioned in question 4 is composed of teachers, administrators, parents, community members, and students. The CLPAC allows all its members to have an input in the solution process of issues that may arise.
7. What are the students’, parents’ and community perceptions of the school?
Our parental involvement is minimal due to the lack of transportation, work hours, and proximity of the home (Goolie Meadows on North Val Verde Rd.) to the school. As previously, mentioned, the students and staff perceive our campus as being a positive and safe learning environment.
8. What do school expectations reveal?
We hold our students and staff to a high level of expectations and standards. There are motivational posters along our main hallway to inspire students, staff and parents. Also, teachers are sent to any updates on curriculum and new and innovative staff development that comes up so that they can stay current with any new strategies, information or material that will help them deliver and improve their instruction and ensure student success.
Look for patterns in the data that reveal trends or insights about the district/school. A brief statement for each of the dimensions helps introduce or frame the discussion of trends which emerge in the data, particularly across data sources. Identify below statements about the strengths, as well as the priority need areas of the district/school.