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Week 2 Assignment-Analyzing Behavior Data For School Improvement
Week 2 Assignment-Analyzing Behavior Data For School Improvement
Week 2 Assignment-Analyzing Behavior Data For School Improvement
• Descriptive Statement C: Advocates for all children by promoting the continuous and
appropriate development of all learners in the campus community.
• Descriptive Statement D: Implements strategies to ensure that all students have access to
effective educators and continuous opportunities to learn.
Knowledge, Skills, Mindsets (KSMs)
Knowledge: Factors that inform campus initiatives and goals, components of a measurable goal,
definition of equity and equality, elements of school vision and mission
Skills: Shared focus of bringing equitable practices to the school, model organizational values,
establish campus goals aligned with mission and vision
Mindsets: In order to thrive, students’ basic needs must be met; all students come to school with
unique histories, values, and strengths
Resources:
Week 2 Lectures
Required readings
Data sets
Overview:
As a part of your Week 1 assignment, you analyzed campus academic data and wrote a S.M.A.R.T. goal
and objectives. As a part of your Week 2 assignment, you will write one S.M.A.R.T. goal and three
objectives for identified inequities based on campus behavior data. You will also suggest appropriate
activities for the principal and faculty to conduct in order to address each objective.
Remember:
S= Specific
M= Measurable
A= Achievable
R= Relevant
T= Time-bound
Goals are broad and cover a span of 3-5 years, while objectives are more specific and for a shorter
duration, typically 1 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. Activities
must be tied directly to the objective.
Cite sources and data analyses from all appropriate data sets to support statements in each paragraph.
In looking at the data from the TAPR from 2019, I was able to determine that our
attendance is not actually an issue. In 2017, our overall attendance rate was 96.8%, and in 2018,
our attendance rate was 96.9%. Looking at the sub groups, our Hispanic population had 96.9% for
both years. Our African American population had an attendance rate of 96.4% in 2018, and
95.5% in 2017. Our White subpopulation had attendance rate was 97.3% in 2017 and in 2018
97.6%. The two subgroups that I would like to target are our economically disadvantaged, which
had an attendance rate of 96.9% in both 2017 and 2018. The other sub population I would like to
target with priority is special education, which had an attendance rate of 94.4% in 2017 and
increased to 96.4% in 2018 (Texas Education Agency. n.d.b). Again, just in the campus academic
data we as a campus need to focus on the special education population. This sub group again is
area of target because they consistently have the lowest attendance rate among the different
subgroups, which is consistent with the low performance on STAAR assessments.
It is safe to note that before the data is analyzed I know that we are not a campus with an
extensive number of behavior problems. We promote a campus of Performance Behavioral and
Interventions and Supports (PBIS). In 2017, we had a campus cumulative enrollment of 829, with
a campus discipline population of 19 all of the Hispanic ethnicity, and all receiving in-school
suspension; with no students receiving out of school suspension. Of these 19 students receiving
discipline, 15 are considered at risk. We have a campus discipline count for 2017-2018 was 38.
35 of these counts were students of economically disadvantaged all counts receiving in school
suspension. After further investigation many of these counts were committed were of a small
group of repeat offenders. In 2018, there was a lack of data, noting that we had a campus
continuous enrollment count of 609 with 11 incidents. In, again in the 2019-2020 school year
campus cumulative enrollment was 572 with a campus discipline population of 12 with 18
incidents. 10 of these campus record discipline counts receiving in school suspension, and of
economically disadvantaged students. Lastly, 11 counts were students considered at risk (Texas
Education Agency, n.d.c).
Again as stated previously, by analyzing the data there are a number of groups to
prioritize. However, some more than others. The tree groups of students I would like to focus on
based on the data from the attendance report and discipline report. My first group would be the
Hispanic population as a whole because these same students make up data from other sub
populations. Therefore, if you focus on this group and improve the data from this subgroup it will
also improve the data in other subgroups. This could make a huge impact academically and
socially, especially since this demographic is majority of the discipline population. My next group
of prioritization would be again the special education population even though the numbers are
small, however that is the same reason they are so impactful. If we focus on increasing the special
education students attendance it could directly affect their academic learning. The last sub group
that I would like to focus on is the students considered at-risk. Based on the discipline report, the
number percentage is of students who have received some sort of discipline have also been
considered at-risk, this is very alarming.
When I analyze the data and think of root causes to understand the disparities in the data,
the students are the center of my thoughts. Even though there was not much difference in the
percentage of student percentages with in the subgroup, the lowest percentage of attendance is by
the subgroup that is already of highest priority in student academic growth, special education. My
plan would be first to identify this group of students, and their instructors to determine the best
plan to encourage attendance, and also to determine the root causes of the lack of attendance, I
would also notify parents to ensure they too understand the importance of their child’s attendance.
Next plan would be to identify the students who are at risk, and who have behavior issues. These
students receive in school suspension therefore are not receiving adequate student learning, which
may result in a lack of student achievement. As a leader, I would meet with the counselor and the
student’s teacher to determine the best plan of action to rectify the behavior and a growth plan to
encourage the continuous desired behavior and ultimately keep the student in class to achieve
academic growth. Any plan involves the intrinsically motivation of the student.
Texas Education Agency. (n.d.a). Thompson Elementary: Texas academic performance report
2016-17. Retrieved from: https://rptsvr1.tea.texas.gov/cgi/sas/broker?
_service=marykay&year4=2017&year2=17&_debug=0&single=N&title=2017+Texas+Academic
+Performance+Reports&_program=perfrept.perfmast.sas&prgopt=2017%2Ftapr
%2Ftapr.sas&ptype=P&level=campus&search=campnum&namenum=101902117
Texas Education Agency. (n.d.b). Thompson Elementary: Texas academic performance report
2017-18. Retrieved from: https://rptsvr1.tea.texas.gov/cgi/sas/broker?
_service=marykay&year4=2018&year2=18&_debug=0&single=N&batch=N&app=PUBLIC&titl
e=2018+Texas+Academic+Performance+Reports&_program=perfrept.perfmast.sas&ptype=H&le
vel=campus&search=campnum&namenum=101902117&prgopt=2018%2Ftapr
%2Fpaper_tapr.sas
Texas Education Agency. (n.d.a). Thompson Elementary: Campus level annual discipline
summary report 2017-18. Retrieved from: https://rptsvr1.tea.texas.gov/cgi/sas/broker
Texas Education Agency. (n.d.b). Thompson Elementary: Campus level annual discipline
summary report 2018-19. Retrieved from: https://rptsvr1.tea.texas.gov/cgi/sas/broker
Texas Education Agency. (n.d.c). Thompson Elementary: Campus level annual discipline
summary report 2019-20. Retrieved from: https://rptsvr1.tea.texas.gov/cgi/sas/broker
Teachers and Teachers and Teachers will Students, Parent, The teacher,
Instructional instructional design a and Teacher will student, and parent
support will support teachers student note and students will have a weekly
identify will collaborate attendance attendance and notation of student
special ed. weekly on monitoring academic standing attendance
Students who students system.
do not have a attendance
100%
attendance
record.
The faculty will effectively collaborate with each other, and maintain an open line of
communication with all teachers, students, and parents.
Teachers will Teachers will The teacher All stakeholders Student will take
develop and informally do a will check off will know and will form to parents
implement a student’s student be accountable for every Friday for
student attendance attendance students attendance parent signature.
attendance
The staff will communicate and support the use of the tracking form. The teachers will also
hold the special ed. students accountable for using the tracking form
The faculty will all buy-in to the rewards and incentive program. They staff will provide the
campus with business partners that will provide resources to ensure the success of the program.
Make sure to distinctly address development of both the mission and the vision statements.
Use the Basic Writing Elements model provided in the course Resources and include specific
evidence/references to the readings and lectures in your reflection.
Cite all sources and data analyses from all appropriate data sets to support your statements.
According to Desravines, Aquino, Fenton, (2016) one of action steps to creating a clear
and concise shared vision and mission is setting the behavioral expectation for faculty and
students. Based on the data the school has three action plans that should be imbedded in the
campus vison and mission, which are academic achievement for all students, attendance for
special our special education students, and working on the discipline with our students with
specificity to our at-risk students. The vision for Thompson Elementary should focus on the
educating students for success for college and career ready and productive members of society.
In order to ensure they are prepared our mission needs to increase the reading levels, of our
students by moving 50% of our students who are reading below level to on level, to increase the
attendance of our special education students from 96% to 97% such as our other sub
populations. Lastly, our mission will include continuing the decline of our discipline campus
count by fostering an environment that is safe, welcoming, engaging that students want to be a
factor in.
Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step
guide to building stronger schools. San Francisco: Jossey-Bass.
Lamar University. (n.d). Vision vs. Mission Comparison Chart. [PDF file]. Retrieved from
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