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La Tefy Schoen, ELPS,10/5/2018
NCATE Assessment Rubric for *ELP 795 I Signature Artifact:
A Collaboratively Developed District Instructional Innovation Support Plan (DIISP)
Assessment Criteria / 1 = Target / 2 = Acceptable / 3 = Unacceptable / ScoreINCLUDES COURSE
CONTENT
The project demonstrates a synthesis and application of course content.**
**See list of standards addressed on pp.2-6 / The paper fully and completely addressed the concepts contained in each of the course modules. Core concepts are explained well, with appropriate use of terminology. The plan demonstrates application of concepts to real world contexts and clearly links theory/research to practice. The plan is plausible, follows a logical progression and components are philosophically consistent. There is evidence of critical and reflective thought based upon the assigned readings and discussions in the course. / The paper addressed most of the course modules. Concepts are fairly well explained and utilized n an appropriate manner.
There is a clear attempt to design practices that correspond to theoretical or research literature. Ideas presented in the paper represent a basic understanding of the core concepts found in the course modules. / The project fails to substantially incorporate the big ideas and major themes in the course required readings and modules (see syllabus or course handouts for details).
The plan does not represent an understanding or appropriate application or concepts to real world contexts. Ideas are underdeveloped and do not reflect a deep understanding of the course content. / 1
2
Good ideas, but under-developed themes and connections.
Some sections missing or inadequately addressed
USE OF SCHOLARLY LITERATURE
The project reflects the appropriate use of a wide range of scholarly literature. / The paper skillfully utilizes scholarly literature to build and/or substantiate points made or actions recommended. Specific references are made to a minimum of 25 scholarly sources, especially peer-refereed sources. References are cited appropriately in the conventions outlined in the APA 5th ed. style manual / Scholarly literature is used to substantiate statements or ideas. An adequate number of references (25) are made. Most of the statements or ideas are supported by cited literature. There is or there is little misapplication of the literature. Most of the literature used meets high standards of intellectual rigor, such as found in top tier peer reviewed journals or edited books by credible researchers. The paper adheres to APA 5th ed. citation standards with few or very minor errors. / The paper fails to effectively use scholarly literature to substantiate ideas or statements. An inadequate number (< 25) of references are made. Many sources cited are practitioner or propaganda in nature and do not meet accepted standards of intellectual rigor. Sources of non-original material are not properly cited, per university academic integrity policy. Citation format is inconsistent with APA 5th ed. standards. / 1
USE OF WRITTEN EXPRESSION
The project demonstrates proficiency in the use of standard formal written English. / This project is well written in standard formal English and adheres to accepted standards of grammar and spelling.
The paper is well organized in to sections, as outlined on the assignment sheet, and is easy to read and understand. The ideas presented are clear, flow logically, and make sense. Points are well articulated and are free of imprecise, ambiguous or awkward wording. The sections of the paper fit together stylistically and conceptually to form a cohesive whole that reads well and makes a convincing argument. / The paper is written in standard English and adheres to conventional standards for spelling and grammar with few exceptions. The paper is organized into sections. Main points are clearly articulated and supported by detail. The paper demonstrates appropriate language usage. Few instances of ambiguous or awkward wording are present. The paper has a logical flow, and makes sense. / The paper is in need of major revision because the ideas presented are unclear, illogical, or in sufficient detail is provided. The language used is unclear, inaccurate imprecise or too informal to communicate the necessary detail. There are numerous grammatical and spelling errors. The ideas presented do not make sense, are illogical or inconsistent with each other. / 2
Several s/v agreement probs and unclear
or awkwardly worded sentences. But the
meaning comes thru well.
*This course, its signature artifact, and the assessment rubric were created by La Tefy Schoen Spring 2007, revised fall 2007
District Instructional Innovation Support Plan (DIISP)
ELP 795 I Fall 2007
Instructional Leadership for School Improvement
Dr. LaTefy Schoen
Students X, Y & Z Fall 2007
1. Defining a Direction
- The Vision of Success
Public schools are faced with increasing accountability for student success from federal, state and local legislation and policies. The federal NCLB legislation promises equal opportunity for all students and requires that schools ensure the success of all. State education agencies have followed suit by developing accountability measures. The pressure is felt most at the local level as teachers and administrators are faced with the daunting task of leaving no child behind. The work it takes to bring all students to grade level standards has previously rested squarely on the shoulders of teachers.
The current district vision set by the superintendent, has redefined our direction with a clear emphasis on collaboration for student success. Vision: A community of caring stakeholders will successfully work collaboratively with support from the broader community to ensure that every child educated in the Wake County Public School System graduates on time, prepared for the future.
Noting the Need
Implicit in the vision of students graduating on time is a finite timeline for schooling, thirteen years kindergarten through twelfth grade. Grade retention is not an option if the vision is to be realized for all students. This district vision and a wealth of supporting research around grade retention leads us to develop a district improvement plan to develop instructional support strategies and structures to support students that do not meet promotion standards thus reducing the retention rate and supporting the vision of on time graduation.
The most recently available retention data for the district (2001-2002) was compiled in the second year of implementation of the district policy for promotion and intervention. This was also the benchmark year for the state accountability standards including promotion standards for third, fifth and eighth graders. The state standard for promotion is based on a passing score on the End of Grade tests in Reading and Math. The local promotion policy considers the EOG score as well as student success (grades) in the core subjects. In 2002, 90.5% of all students K-8 were promoted, 3.6% were retained and 5.6% were withdrawn from the WCPSS. Of the students that passed the state standard on a second or third retest, 383 were still retained because they failed to meet local promotion standards.
There is evidence of racial disparity in regards to promotion as well. The promotion rate for Asian (94.4%) and white (93.4%) students is higher than that of African American, American Indian, Hispanic/Latino and multi-racial students from 3.4% to 10.7%. There was also a gap between students that do and do not receive free or reduced priced meals, 86.8% as compared to 93.4 %. LEP students also performed well below those that are not LEP 85.1% versus 92.0%. A meta-analysis of grade retention research concluded “…neither social promotion nor grade retention will solve our nation’s educational ills nor facilitate the academic success of children. Instead attention must be directed toward alternative remedial strategies.”(Jimmerson, p.431) A study conducted by the California Association of Urban School Districts (1985) concluded that not only is there a negative correlation between grade retention and dropouts, but that high school dropouts are five times more likely than graduates to have repeated a grade.
Recent data gathered by the WCPSS and reported on the Evaluation and Research web site shows an overall decrease in student drop out rates though clearly defines discrepancies between various groups of students. With an overall dropout rate of 3.7% in 2004-2005, the range for sub-groups runs from a high of 8.8% for Hispanic/Latino students to a low of 1.9% for Asian students. African American students dropped out at a rate of 6.0% followed by Multi-racial students and white students at 4.7% and 2.1% respectively. Though the dropout rate for WCPSS is lower than most other large school districts in the state (except Charlotte Mecklenburg and Guilford for 04-05), it is surely an indicator of our lack of success with specific groups of students (Gilleland & McMillen). Graduation rates particularly when reported by student sub-group echoes the need for additional student support to fulfill the district vision. Graduation rates by ethnicity in 2005-2006 showed the greatest gap between Asian (91.7%) and Latino (57.7%) students. Asian students were followed by American Indian (90.5%), white (89.6%) multi-racial (82.3%) and African American students (69.9%). Although Asian, American Indian, white and multi-racial students hover close to or exceed the district average of 82.6%, the gap for Latino and African American students is pervasive.
Articulating a Mission
The district Curriculum and Instruction staff in collaboration with school based administrators, teachers, staff, parents and community members will develop a comprehensive plan of action for addressing the needs of students that do not meet promotion standards. This support plan will provide intervention strategies and resources to support on time graduation for all students.
Identifying Instructional Support Priorities
The InternationalCurriculumManagementAuditCenter (ICMAC, 2007) presented a Curriculum Management Audit report to the Wake County Public School System in August of 2007 (WCPSS). There are several recommendations given in the report but one focus that directly affects students’ is disparity. According to ICMAC (2007), the disparity among African-Americans, Latinos, whites, and Asian is prevalent in grades 3 to 8. Other at risk identifying factors included in the report were Limited English Proficiency (LEP), Free and Reduced Lunch (FF), and Student with Disabilities (SWD).
Exhibits 4.4.10 and 4.4.11 illustrate level of disparity existing within grades 3 to 8 reading. At the current rate of change, the achievement gap between White students and two minority groups (Black and Hispanic) will never be closed at several grade levels. Likewise, the achievement gaps within certain at-risk groups will never close
In 2005 gaps between Black and White student performance ranged from seven percentage points in grade 5 to 21 percentage points in grade 6. Gaps between Hispanic and White student performance ranged from eight percentage points (Grade 5) to 21 percentage points (Grade 6) (ICMAC, p. 299).
Math scores calculations to determine parity are unavailable in the report because the state testing standards changed the previous year. The gap data provided by ICMAC therefore is based on North Carolina End of Grade Reading test results.
The ICMAC (2007) reports current WCPSS practices and policies will maintain disparity between minority students and white students. The performance range that highlights the achievement gap is a challenge to reaching the district mission and goal respectively. That is “to educate each student to be a responsible and productive citizen who can effectively manage future challenges”. The district goal, “By 2008, 95% of students in grades 3 through 12 will be at or above grade level as measured by the State of North Carolina End-of-Course grade or Course tests, and all student groups will demonstrate high growth (p.3). The report also challenges the superintendent’s vision for on time graduation.
Johnson (2007) finds that there is a national problem of low-income and minority students disproportionate representation in special education. She cites O’Connor and
Fernandez (2006) regarding how race and income is not a factor of representation for students having organic disabilities such as blindness and physical disabilities, etc. Johnson (2007) cites Blanchette (2006) in how African American students are more likely to be “identified as mentally retarded 2.41 times more often than whites” (p.10).
Minority and low-income students are most likely to be identified for special education classes (Johnson, 2007) than for rigorous coursework (Darling-Hammond, 2007; Stone & Turba, 1999). Remedial programs eligibility generally requires low-income. Participants in these funded remedial programs sometimes use ethnicity and do not use need risk factors for placement. That is, students which maybe on grade level and passing EOGs with 4s are placed in remedial programs base on assumed income or race.
The problem with this process is that minority and low-income students that could handle rigorous courses are excluded. They get the hidden message that they are “stupid” and incapable of doing rigorous schoolwork (Darling-Hammond, 2007; Johnson, 2007). The remediation process does not prepare them adequately to pass standardized test (Hawley, 2007). The longer students stay in remedial programs the wider the achievement gap. Students that are able to handle rigorous coursework are not learning academic skills and strategies that will allow them placement in algebra or advancement courses.
Teachers Expectations
Johnson (2007) cites Baenen et.al that teachers having high expectations of student performance and that “used instructional practices that were consistent with these expectations” can have success with LEP and FF students (p.12). Darling-Hammond (2007), ICMAC (2007) and Thompson (2001) discusses the need for teachers to be highly qualified to teach a growing diverse school population. Teacher expectations are a key element on student success.
Defining Measurable Outcomes
Goal:
Develop strategies to reduce the school failure/drop-out rate.
Provide staff training in cultural diversity and differentiated instruction.
- Faculty will be able to analysis student work to understand why some students are not learning.
- Faculty will explore the usefulness of alternative strategies for student learning and school improvement, paying close attention to the gains made by diverse types of learners (Hawley, 2007 p.121)
Provide staff training on assessment literacy.
- Faculty will be able to examine student performance data and make critical sense of them.
- Know good work when they see it
- Understand achievement scores
- Disaggregate data to identify underperforming subgroups (Fullan, 2001 p.117).
2. The Politics of Change
Purposeful Leadership Style
The transformational leadership style would be suitable forWakeCounty as it undergoes changes associated with student achievement, specifically with the retention of middle school students. It is an appropriate leadership style for administrators to utilize to facilitate changes in the district and at the school level. The rationale that this approach would be effective in moving the district in the direction it should move perhaps lies in its definition. To elucidate, transformational leadership refers to the process whereby individuals cooperate with others and create a connection that raises a level of motivation and morality in both the leaders and followers. Moreover, leaders who exhibit this leadership style are more attentive to the needs and the motives of their followers and encourage their followers to strive to reach their fullest potential (Northouse, 2004).
Simply stated, transformational leadership involves a process for changing and transforming individuals. This style of leadership pertains to emotions, values, ethics, standards, and long-term goals, while including the assessment of the followers’ motives, satisfying their needs, and treating the followers as human beings. Additionally, transformational leadership lends itself to influencing and encouraging the followers to accomplish more than what is usually expected of them (Northouse, 2004). These characteristics associated with transformational leadership would be ideal in a setting for which change is not only recommended but vital to the continued success of the organization. Transformational leaders can extend their level of influence to individual followers, whole organizations, and entire cultures. Followers and leaders are bound together in the transformation process even though the transformational leader plays a crucial role in affecting the changes (Northouse, 2004).
Some would argue leadership practices should take into account situation and context. In other words, the situation and context allows for a variation in leadership style and forms of enactment. A particular form of leadership can fit the situation and context mentioned here and transformational leadership could be a possible leadership style necessary for the challenges in the schools which are experiencing reforms and restructuring (Hawley, 2007). Therefore, attaining the goals proposed in an evolving educational environment requires a shift in leadership and transformational leadership is a good match for those requirements. Roberts (1995) suggests a synopsis of transformational leadership:
This type of leadership offers a vision of what could be and gives a sense of purpose and meaning to those who would share that vision. It builds commitment, enthusiasm, and excitement. It creates a hope in the future and a belief that the world is knowable, understandable, and manageable. The collective action that transforming leadership generates empowers those who participate in the process. There is hope, there is optimism, there is energy. In essence, transforming leadership is a leadership that facilitates the redefinition of a people’s mission and vision, a renewal of their commitment, and the restructuring of their systems for goal accomplishment (p. 1024).
Since WakeCounty has experienced a veritable plethora of changes and reforms in the past few years – and with more on the horizon considering the recommendations from the recent curriculum audit, a transformational leadership style would be appropriate to institute those changes and reforms. Heretofore, the county has utilized site-based management as a means to empower its administrators, faculties, and staffs throughout the district in an effort to educate the students. While recognizing individuals possess certain natural characteristics and skills, it would behoove the leaders in WakeCounty to provide staff development for its school leaders on various leadership styles with an increased emphasis on the transformational leadership style. Providing clear rationales for transformational leadership and modeling that leadership style would indicate its significance and provide the impetus for building level administrators to share in its acceptance and adoption. Moreover, a proposal to adopt the transformational leadership style should flow beyond the school environment and into the school board, parents, and the public-at-large. If amelioration of the educational system is a goal, the aforementioned groups’ consensus for the utilization of the transformational leadership style would be vital in its implementation and sustainability.