TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS PROFESSIONAL JOURNAL
FALL 2014
INSIGHT Transforming Teaching & Learning TASA expands its foray into the world of digital learning.
Explore the TASA on iTunes U collection today!
Would you like to predict the future? With STAAR Test Maker, you can. Use STAAR Test Maker to predict STAAR results while there’s still time to make improvements. Visit TASA.STAARTestMaker.com to download our reliability and predictability report and see how one ISD in Texas did just that!
STAAR Test Maker offers two solutions for Texas educators:
For Schools
For Districts
STAAR-specific item bank in our easy-to-use test maker software
STAAR-specific item bank available within
The same high-quality, rigorous items in true STAAR format our users have come to rely on.
60,000 questions covering all STAAR-eligible TEKS grades 3 -11 and Reading and Math TEKS for grades 1 and 2, including the latest Math TEKS for grades 1- 8.
Affordable, one-time purchase for all software editions (Elementary School, Middle School, and High School editions)
TASA.STAARTestMaker.com Read our reliability and predictability report and download item samples.
New 2014-2015 Content Updates Include: • New Math TEKS for Grades 1 - 8 • New Science items for Grades 3 - 4 & 6 - 7 • Math and Reading bank for Grades 1 - 2 • Spanish transadaptations for Grades 1 - 2
800-930-TEST (8378) Call to schedule a free web demo or two-day trial in Eduphoria.
FALL 2014 Cypress Falls New Arrival Center students participate in a vocabulary game with teacher Gail Stephens. (page 22)
Volume 29
No. 4 Featured Articles Leadership Focus
TASA on iTunes U: Digital Resource Collection Expansion By Brandon Core
10
TASA expands its foray into the world of digital learning.
Student Engagement Drops with Each School Year By Brandon Busteed
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The Gallup Student Poll raises real concern for the country’s long-term economic revival.
Key Findings and Recommendations from New Research on Assessment By Northwest Evaluation Association (NWEA) in cooperation with Grunwald Associates
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Research provides us with a better understanding of the changing assessment and accountability landscape.
TSPRA Voice
English, Accelerated By Joel Weckerly
22
How top-down buy-in allowed immigrants to thrive in fast-growth Cy-Fair ISD.
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Officers
DEPARTMENTS TASA Professional Learning Calendar President’s Message Executive Director’s View
5 7 9
Alton L. Frailey, President, Katy ISD Karen G. Rue, President-Elect, Northwest ISD Kevin Brown, Vice-President, Alamo Heights ISD Darrell G. Floyd, Past President
Executive Committee Daniel Treviño, Jr., Mercedes ISD, 1 Troy Mircovich, Ingleside ISD, 2 Vicki Adams, Palacios ISD, 3 Trish Hanks, Friendswood ISD, 4 Shannon Holmes, Hardin-Jefferson ISD, 5 Morris Lyon, North Zulch ISD, 6 Fred Hayes, Nacogdoches ISD, 7 Rex Burks, Simms ISD, 8 Louis Baty, Knox City-O’Brien CISD, 9
TASA Headquarters Staff
Executive Director
Associate Executive Director, Administrative Services
Assistant Executive Director, Services and Systems Administration
Director of Communications and Media Relations
Design/Production
Johnny L. Veselka Paul L. Whitton, Jr.
Alfred Ray, Duncanville ISD, 10 G. Wayne Rotan, Glen Rose ISD, 11 John Craft, Killeen ISD, 12 Douglas Killian, Hutto ISD, 13 Jay Baccus, Anson ISD, 14
Ann M. Halstead
Leigh Ann Glaze, San Saba ISD, 15 Robert McLain, Channing ISD, 16
Suzanne Marchman
Kevin Spiller, Seagraves ISD, 17 Andrew Peters, Marfa ISD, 18
Anne Harpe
INSIGHT is published quarterly by the Texas Association of School Administrators, 406 East 11th Street, Austin, Texas, 78701-2617. Subscription is included in TASA membership dues. © 2014 by TASA. All rights reserved. TASA members may reprint articles in limited quantities for in-house educational use. Articles in INSIGHT are expressions of the author or interviewee and do not necessarily represent the views or policies of TASA. Advertisements do not necessarily carry the endorsement of the Texas Association of School Administrators. INSIGHT is printed by 360 Press Solutions, Cedar Park, Texas.
Jose G. Franco, Fort Hancock ISD, 19 Brian T. Woods, Northside ISD, 20 Buck Gilcrease, Hillsboro ISD, Legislative Chair
At-Large Members Jodi Duron, Elgin ISD Gena Gardiner, Highland Park ISD (ESC 10) LaTonya Goffney, Lufkin ISD Al Hambrick, Sherman ISD
Editorial Advisory Committee Karen Rue, Northwest ISD, Chair Vicki Adams, Palacios ISD John Brooks, University of North Texas John Craft, Killeen ISD Buck Gilcrease, Hillsboro ISD Doug Killian, Hutto ISD Robert McLain, Channing ISD Alfred Ray, Duncanville ISD
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INSIGHT
TASA Professional Learning Calendar, October–December 2014 Creating, guiding, and maintaining true learning organizations that nurture and enhance the overall school transformation effort is a critical aspect of today’s school leader.TASA’s 2014-15 calendar of professional learning opportunities is designed with that responsibility in mind. We strive to offer a variety of conferences and academies that will help superintendents and their staff meet their goal of truly transforming education. Upcoming conferences and workshops are listed below; for details on our complete 2014-15 calendar, please visit us online at www.tasanet.org or call the TASA office at 512.477.6361 or 800.725.TASA (8272). Date Event
Presenter
Location
October 6-7
Academy for Transformational Leadership, Austin (Session 1 of 4)
Schlechty Center
DoubleTree North by Hilton
8-9
Academy for Transformational Leadership, Region 7 (Session 1 of 4)
Schlechty Center
ESC Region 7, Kilgore
8
Yong Zhao Webinar Series — Topic 2
Yong Zhao
14-16
SMART Institute for Vision-Driven Instructional Leadership
SMART Learning Systems
TASA Headquarters, Austin
28-31
Level 1 Curriculum Management Audit Training
Jan C. Jacobs
TASA Headquarters, Austin
28-29
Academy for Transformational Leadership, Region 11 (Session 2 of 4)
Schlechty Center
ESC Region 11, Fort Worth
Schlechty Center
DoubleTree North by Hilton
November 3–4
Academy for Transformational Leadership Austin (Session 2 of 4)
5–6
First-time Superintendents’ Academy (Session 2 of 4)
5
Yong Zhao Webinar Series — Topic 3
Yong Zhao
11–13
Level 2 Curriculum Management Audit Training
Jan C. Jacobs
12–13
Academy for Transformational Leadership ESC Region 7 (Session 2 of 4)
Schlechty Center
ESC Region 7, Kilgore
17–18
Academy for Transformational Leadership ESC Region 20 (Session 2 of 4)
Schlechty Center
ESC Region 20, San Antonio
18–19
SMART Institute for Vision-Driven Instructional Leadership (Session 2 of 3)
SMART Learning Systems
TASA Headquarters, Austin
19–20
Academy for Transformational Leadership Klein ISD (Session 2 of 4)
Schlechty Center
Austin Marriott North TASA Headquarters, Austin
Klein ISD Multipurpose Center
December 3
Yong Zhao Webinar Series — Topic 4
Yong Zhao
10–11
Crucial Conversations
Betty Burks
TASA Headquarters, Austin
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Measuring student growth and predicting future performance NWEA’s MAP® computer adaptive assessments accurately measure student growth over time. Backed by NWEA, The Kingsbury Center linking studies have examined the relationship between MAP® scores and STAAR performance levels.
STAAR Projected Performance MAP® District Projected Proficiency Summary Unnamed Table Fall MAP® Test Level I
Level II
Level III
Grade
Student Count
Count
Percent
Count
Percent
Count
Percent
3
148
12
8.1%
76
51.4%
60
40.5%
4
140
18
12.9%
68
48.6%
54
38.6%
5
135
42
31.1%
61
45.2%
32
23.7%
6
103
28
27.2%
55
53.4%
20
19.4%
7
177
45
25.4%
69
39.0%
63
35.6%
8
99
20
20.2%
59
59.6%
20
20.2%
Total
802
165
20.6%
388
48.4%
249
31.0%
Class Breakdown by Projected Proficiency Report Teacher, Timothy T.
Identify Level I students early in the school year! 31%
21%
48%
What percentage of your students are predicted to pass the STAAR test?
1-866-654-3246 nwea.org
A Sanctuary for Learning the early stages of our nation’s growth, one of the first public buildings conInstructed as settlers began to share a geographic space was a church.This collective
PRESIDENT’S MESSAGE The idea of the school being a sanctuary for learning has grown from a concern to an idea to a vision, and now—for me—a relentless pursuit.
work emanated from hopes, dreams, and the shared values they had for the practice of their faith as well as for the development of their community.Those associated with the church had real and implied expectations for their status and behavior. Members of the town largely accepted their responsibility for the maintenance and behavioral regard for this special shared space.This small church building was often referred to as a “sanctuary.” It was highly regarded, respected, and greatly influenced the way folks behaved while inside or in close proximity of it. It was even spoken of with a certain reverence. Also, this is where the townsfolk would often gather in times of conflict, imminent threat, or solace. It was a “sanctuary” for the town. As towns grew, one of the next buildings they would collectively build was a school. Typically, perhaps coincidently, the church and school buildings were very similar in their physical construction. Because the role of this new collectively constructed space was for work with the towns’ children—a precious asset—individuals’ expectations associated with it were akin to the reverence they reserved for the church. As such, the behavior of those entering this new space was expected to mirror the demeanor they would portray upon entering the church.Thus, in a real sense, the school in its original intent was to be regarded, likewise to the church, as a “sanctuary.” The idea of the school being a sanctuary for learning has grown from a concern to an idea to a vision, and now—for me—a relentless pursuit. In his book Visioneering, author and pastor Andy Stanley writes, “Vision is a clear mental picture of what could be, fueled by the conviction that it should be.” If Disney World can bill itself as the happiest place on earth and folks believe it enough to alter their behavior while there, I’d like to give them some competition within our public schools. If our kids and staff are happy, it’s probably because they feel safe and valued. In order to feel safe and valued, we must improve the regard and behavior for, and within, our schools. This should be our shared concern, our shared purpose, our shared conviction, and our shared vision. Join with me and imagine each of our schools as a “sanctuary for learning.”We must get it started, and our respective communities have to join with us.That’s the way it should be.
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You’re Building a Legacy.
Early Dallas ISD leaders sought a higher benchmark for “Woodrow,” the district’s fifth high school. Their bold investment has yielded both Heisman Trophy winners and esteemed scholars, and has served as a model through changing times.
Your guidance shapes your students’ lives for generations. Their impact and achievements are your legacy. Naturally, your ethic extends to the quality of teaching spaces and the choice of proven materials to build them.
Quiet masonry schools encourage learning. They are low-maintenance, and easily adapted, unlike less versatile ICF and tilt-up systems. For helpful contacts and resources, please visit TexasMasonryCouncil.org or call (254) 300-4544.
Woodrow Wilson High School Dallas ISD, built 1928 Architect Mark Lemmon
Innovative, Future-Focused Leadership—2014-2015 Style he Texas Education Agency recently released state accountability ratings for more than 1,200 school districts and 8,500 campuses. Despite the fact that more than 90 percent of the districts achieved the rating of “Met Standard,” the system is still based on a single test, given on a single day. Our students, schools, and communities deserve something better.
EXECUTIVE DIRECTOR’S VIEW There is an urgent need to develop high-priority learning standards that foster deep learning and critical thinking; to create assessments that provide teachers and parents with meaningful feedback to assess student learning; and to create a next-generation accountability system that is well balanced, includes factors other than standardized test
Districts across the state are working to create Community-Based Accountability Systems through which local communities, not the state, determine the characteristics that make up a quality education. Standardized test scores may be one factor in determining how well prepared students are for their future, but they are certainly not the only factor. During our Summer Conference, Brandon Busteed, Executive Director of Gallup Education, noted that three factors—student hope for the future, engagement with school, and well-being—are significantly related to student performance. Gallup found that the combined measure of these factors is predictive of student outcomes and has been shown to drive students’ grades, achievement scores, likelihood to stay in school, and future employment.We believe that profound learning occurs when students have opportunities to engage in meaningful learning experiences. So shouldn’t factors like student engagement be measured in determining a school’s success? According to the annual PDK/Gallup Poll of the Public’s Attitude Toward the Public Schools released in August, 68 percent of those polled were skeptical that standardized tests help teachers evaluate their students. Due to our “mile-wide, inch-deep” state curriculum, hundreds of standards are either not tested, or tested with so few items that the test is of little instructional value to teachers. Educators are unable to make any meaningful inferences about student mastery or determine the effectiveness of their teaching based on one or two test items. Because our state learning standards, assessments, and accountability system are so intertwined, our mission is clear: There is an urgent need to develop high-priority learning standards that foster deep learning and critical thinking; to create assessments that provide teachers and parents with meaningful feedback to assess student learning; and to create a next-generation accountability system that is well balanced, includes factors other than standardized test results, and incorporates input from local communities.
results, and incorporates input from local communities.
Why the urgency? Because our students, teachers, schools, and communities deserve it. We began the 2014-15 school year by convening the leaders of more than 100 school districts that now comprise the Consortium and Consortium Associates to develop an action plan addressing our mission; we will join with Gallup Education this fall to encourage statewide participation in the Gallup Student Poll to measure the hope, engagement, and well-being of Texas students; we are working with the State Board of Education on defining high-priority learning standards; and we are developing our legislative agenda for the 84th Legislature—all consistent with our newly adopted mission to create and sustain student-centered schools and develop future-ready students.
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Transforming Teaching & Learning By Brandon Core Assistant Executive Director, Digital Learning and Leadership Development
TASA ON iTUNES U®, the association’s foray into the world of digital learning, continues to expand its resource collection. The site was initially launched in late 2012, when TASA engaged 58 teachers from across the state in a project to transform the teaching and learning process, developing interactive, online content for high-priority, essential learning standards.The original offering provides course resource collections—fully aligned to the Texas Essential Knowledge and Skills (TEKS)—for high school courses in English Language Arts, Math, Science, and Social Studies. The content—created by teachers for teachers—will foster creativity, collaboration, and critical thinking skills in an engaging, digitally rich learning environment.
Digital Resource Collection Expansion
House Bill 5 College Preparatory Courses
In May 2014,TASA announced the expansion of digital resources in TASA on iTunes U® to now include content that school districts may use to satisfy the college preparatory course requirements in House Bill 5. House Bill 5 requires school districts to partner with at least one institution of higher education to develop and provide college preparatory courses in both English language arts and mathematics for 12th grade students whose performance indicates the student is not yet ready for college-level coursework. See an overview of HB 5’s requirements relative to college preparatory courses on page 12. A group of math and English language arts K-12 teachers, curriculum experts, and higher education representatives began collaborating in March 2014 to design the architecture of the two college preparatory courses.The framework of the courses is based on the Texas College and Career Readiness Standards (CCRS) and provides an alignment to the Texas Essential Knowledge and Skills (TEKS).The team of K-12 and higher education representatives reconvened in April 2014 to populate the college preparatory course resource collections with a vetted compilation of digital content and resources. About HB 5 College Preparatory English. Listening, speaking, writing, and reading are vehicles for communication. They enable people to express their thoughts and demonstrate what they understand under the rubric of language.Today the teaching of language arts is often considered the exclusive responsibility of English teachers. However, the complex role of language in education makes it clear that the language arts cannot be left entirely to the English class. Improvement in the language arts requires students to read and write frequently in all disciplines and to receive ample feedback. Following these standards, the language arts should be viewed as being fundamental to pedagogy in any subject. About HB 5 College Preparatory Mathematics. Mathematics knowledge is essential to becoming a productive citizen in today’s society. Many factors have increased the level of understanding of mathematics needed by the average adult. Our ever-changing world has become increasingly quantitative in nature. For example, in the physical sciences, social studies, and the business world, a widening array of phenomena is explained with numeric data presented visually in the form of charts and graphs that require interpretation. Mathematical reasoning is key to iTunes is a trademark of Apple Inc., registered in the U.S. and other countries
solving problems, formulating logical arguments, understanding quantitative features of various disciplines, critically analyzing media sources, and searching for patterns. Through mathematics, people become more able to make wellinformed decisions by formulating conjectures and testing hypotheses. Mathematics cannot be viewed solely as a series of stand-alone courses or a set of specific skills. It must also be considered as a source of cross-disciplinary knowledge that is essential for success in numerous areas of study. Districts can rely on this vetted compilation of interactive, online content to develop—in consultation with their higher education partner—their own college preparatory courses in responding to the HB 5 requirement.
In order to tailor these two courses for Texas,TASA pulled together a team of Texas teachers and content specialists to align the SREB Math Ready and Literacy Ready courses to the Texas Essential Knowledge and Skills (TEKS) and Texas College and Career Readiness Standards (CCRS). The Texas edition of the SREB Readiness Courses are built with rigor, innovative instructional strategies, and a concentration on contextual learning that departs from procedural memorization and focuses on engaging the students in a real-world context. The Texas-edition Literacy Ready course consists of six units—two units in history, two units in English, and two in science—and allows students to master the literacy skills needed for these three core subject areas.
districts in Texas to survey the effectiveness of the courses in preparing students for their postsecondary pursuits.We will make future improvements to the courses with the help of TASA’s team.” The Texas edition of the SREB Readiness Courses can be accessed by searching for Texas Association of School Administrators in the iTunes U catalog or by visiting www.itunes. com/tasa. Once in the TASA on iTunes U library, click the See All button to locate and subscribe to the Math Ready and Literacy Ready courses. To access the entire Literacy Ready course in TASA on iTunes U, you must subscribe to each of the six units that make up the course.The Math Ready course is available as a single subscription.
What’s Ahead for TASA on iTunes U
During September and October 2014, additional courses will be released in middle TASA’s HB 5 college preparatory course school core content areas and high school resource collections can be accessed by areas such as CTE, social studies Advanced searching for Texas Association of School Placement, advanced English Language Arts Administrators in the iTunes U catalog or by offerings, 2012 TEKS-aligned courses in visiting www.itunes.com/tasa. Once in the Mathematics, etc. During September and TASA on iTunes U library, search for the October 2014, additional courses will be course titles HB 5 College Preparatory Mathreleased in TASA on iTunes U, including ematics and HB 5 College Preparatory English middle school core content areas and high to subscribe to the two course resource school CTE, 2012 TEKS-aligned mathcollections. ematics, and other advanced core academic areas. Future expansion efforts for 20142015 include adding additional high school SREB Readiness Courses CTE, moving into the elementary level, fillThroughout the summer of 2014, TASA ing in gaps for the remaining middle school worked in partnership with the Southern courses, and refreshing current offerings.The Regional Education Board (SREB) to provide curricula for high school educators to Once the alignment work was complete, high school CTE project will focus on the better prepare students for college or career the courses were posted to TASA on iTunes five endorsement areas—Arts and HumaniU.Texas districts can now access the courses ties; Business and Industry; Public Services; training. free of charge and easily use and adapt them Multidisciplinary Studies; and Science, Earlier this year, SREB had developed two to meet the needs of their students. Com- Technology, Engineering, and Mathematreadiness courses, one in mathematics (Math prehensive PDF versions of the readiness ics (STEM)—to further assist districts with Ready) and one in disciplinary literacy (Lit- courses also are available for download on their House Bill 5 implementation efforts. At the elementary level, resources will be eracy Ready), which are designed to assist SREB’s and TASA’s websites. curated with a focus on vertical alignment students whose performance indicates they are not yet ready for college-level course- “SREB is pleased to work with TASA and interdisciplinary approaches, offering work—meaning they do not reach the on this effort,” said SREB president Dave Early and Intermediate resource collections state’s college- and career-readiness bench- Spence. “We look forward to working with for literacy, mathematics, social studies, and science. n marks on the ACT, SAT, or other assessment. The Texas-edition Math Ready course focuses on key readiness standards needed for students to undertake post-secondary academic or career preparation in nonSTEM fields or majors.The math course is made up of eight units algebraic expressions, equations, measurement and proportional reasoning, linear functions, linear systems of equations, quadratic functions, exponential functions, and summarizing and interpreting statistical data. In short, these courses target students with weaknesses and college-ready skill gaps and re-educate them in new ways to ensure they are prepared for postsecondary-level pursuits.
House Bill 5 House Bill 5 removed responsibility of the development of college preparatory courses from TEA and higher education commissioners and assigned the responsibility to districts. The requirement indicates districts must partner with at least one institution of higher education to develop and provide college preparatory courses in English language arts and mathematics. It requires the courses be designed for 12th grade students whose performance on an EOC exam does not meet college readiness standards; or coursework, college entrance exam, or higher education screener indicates the student is not ready for college-ready coursework. The developed courses must be provided on the campus of the high school offering the course, or through distance learning or an online course provided through an institution of higher education with which the district has partnered. High school and higher education faculty must collaborate to ensure the courses are aligned with college readiness expectations. Additionally, each district must
provide notice to district students and their The statute requires only one course each in parents or guardians regarding the benefits of ELA and math, but does not limit the number of courses a district develops nor does it enrolling in such a course. define the content of the courses. Given the A student who successfully completes an reference to college readiness expectations, English language arts (ELA) college prepa- it would be practical to base the developratory course or math college preparatory ment of these courses on the Texas College course can use the credit to satisfy the advanced and Career Readiness Standards (CCRS). ELA credit requirement or the advanced math Although districts gained responsibility for credit requirement for the foundation school the development of these courses, it does not program, respectively.The bill allows the col- relieve institutions of higher education from lege preparatory course to be offered for dual offering necessary remedial or developmencredit at the discretion of the higher educa- tal college courses. tion institution. Any exemption of college-level remedial Each district, in consultation with their higher or developmental courses due to a student’s education partner, is required to develop satisfactory performance in one of these or purchase instructional materials for the locally-developed college preparatory courses course, including technology resources using applies only to the institution of higher eduto the extent practical materials already cation that partners with the school district developed. Districts are permitted to use their in which the student is enrolled to provide Instructional Materials Allotment (IMA) in the course. The course and corresponding purchasing the materials, in accordance with materials must be available to students not rules adopted by the commissioner regarding later than the 2014–2015 school year. this use of the IMA.
The School Cliff:
Student Engagement Drops With Each School Year By Brandon Busteed, Executive Director of Gallup Education Many Americans are relieved that government leaders in Washington avoided the fiscal cliff. However, there is another cliff to be aware of, one with implications that are far more frightening for the future of our country: the school cliff. Gallup research strongly suggests that the longer students stay in school, the less engaged they become. The Gallup Student Poll surveyed more than 650,000 students in grades five through 12 from nearly 2000 public schools in 2013. We found that nearly eight in 10 elementary students who participated in the poll are engaged with school. By middle school that falls to about six in 10 students.And by high school, only four in 10 students qualify as engaged. Our educational system sends students and our country’s future over the school cliff every year. Student engagement with school and learning is a gold standard that every parent, teacher, and school strives to achieve. If we were doing right by our students and our future, these numbers would be the absolute oppoThe School Cliff: Students’ Engagement Drops Over Time site. For each year a student progresses in school, they should be more engaged, The Gallup Student Poll not less.
■
% Engaged 76
61 44 Elementary School
GALLUP
Middle School
High School
These results are from the fifth annual administration of the Gallup Student Poll. Schools opt to participate in the poll to measure the hope, engagement, and wellbeing of their students in grades five through 12. Gallup measures these three constructs because our research shows these metrics account for onethird of the variance of student success. Yet schools don’t measure these things. Hope, for example, is a better predictor of student success than SAT scores,ACT scores, or grade point average.
The drop in student engagement for each year students are in school is our monumental, collective national failure. There are several things that might help to explain why this is happening—ranging from our
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overzealous focus on standardized testing and curricula to our lack of experiential and project-based learning pathways for students—not to mention the lack of pathways for students who will not and do not want to go on to college.
those who have high entrepreneurial talent. These are literally our economic saviors— the future job creators for America. We not only fail to embrace entrepreneurial students in our schools, we actually neutralize them. Forty-five percent of our students in grades five through 12 say they plan to start their own business someday. That’s a ton of entrepreneurial energy in our schools. Yet less than 5% have spent more than one hour in the last week interning in a real business.That would be our economic stimulus package right there. With each year that these students progress in school, not engaging with their dreams and thus becoming less engaged overall, the more our hopes of long-term economic revival are dashed.
Imagine what our economy would look like today if nearly eight in 10 of our high school graduates were engaged—just as they were in elementary school. Indeed, this is very possible; the best high schools in our dataset have as many as seven in 10 of their students engaged, akin to the engagement levels of our elementary schools. In fact, in qualitative interviews Gallup conducted with principals of these highly engaged high schools, we heard quotes such as,“Our high school feels like an elementary school,” when describing what they are doing differently. If we want to secure our country’s future, we need to save our kids from going over the What’s more, among the many types of school cliff. And with the passage of House students whose engagement wanes during Bill 5, Texas may be the state to lead our their time in the educational system are country to a better outcome for students. n
Gallup Student Poll Methodology The annual Gallup Student Poll is offered at no cost to public schools and districts in the United States.The online poll is completed by a convenience sample of schools and districts each fall. Schools participating in the annual Gallup Student Poll are not randomly selected and are neither charged nor given any incentives beyond receipt of school-specific data. Participation rates vary by school. The poll is conducted during a designated survey period and available during school hours Tuesday through Friday only. The Gallup Student Poll is administered to students in grades 5 through 12. The primary application of the Gallup Student Poll is as a measure of non-cognitive metrics that predicts student success in academic and other youth development settings.
Gallup Student Poll Texas Edition Report The Texas Association of School Administrators has partnered with Gallup to promote the use of the 2014 Gallup Student Poll in Texas districts this fall.The survey is available at no cost to public schools.The web-based survey is designed to measure the hope, engagement, and well-being of your students and provide teachers, principals, and administrators with actionable data to accelerate student success. Gallup has found that each of these three factors—student hope for the future, engagement with school, and well-being—are significantly related to student performance. The combined measure of these factors is predictive of student outcomes and has been shown to drive students’ grades, credits earned, achievement scores, retention, likelihood to stay in school, and future employment. In 2009, Gallup found that a one-percentage-point increase in a school’s average student engagement score was associated with a six-point increase in reading achievement and an eight-point increase in math achievement. The Gallup Student Poll is intended for students in grades 5-12 and is open from September 30-October 31.The poll is available on Gallup’s website, http://www.gallupstudentpoll.com/home.aspx.A link to the poll is also available on TASAnet.With enough school districts participating, Gallup will create a special Texas edition report of the survey results.We have invited Brandon Busteed, Executive Director, Gallup Education, to speak at the TASA 2015 Midwinter Conference, where he hopes to share the Texas results.
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INSIGHT
Building better COMMUNITIES through
QUALITY, HONESTY, and INTEGRITY. Allen ISD Performing Arts Center
McKinney Boyd High School
Mesquite Horn High School Administr ation building
Prosper High School
John & Judy Gay Library
Anna High School
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Key Findings and Recommendations from New Research on Assessment Amidst ongoing scrutiny and reform related to the role of testing in schools, Northwest Evaluation Association (NWEA) recently conducted a national public opinion study that sheds light on what teachers, students, and district administrators believe about assessment. NWEA is a global not-for-profit educational services organization that provides research-based assessment data and evidence-based professional development in order to help educators accelerate every child’s academic growth and achievement. Make Assessment Matter: Students and Educators Want Tests that Support Learning, is a follow up to the 2012 report For Every Child, Multiple Measures, which gauges the assessment needs of parents, teachers, and district administrators. The new study uniquely highlights student perception of the value and purposes of educational testing. Make Assessment Matter is based on surveys of a nationally representative sample of 1,004 K-12 teachers, 200 administrators, and 1,040 students in grades 4–12. Its findings inform the dialogue on assessment and underscore the value educators see in relevant and student focused tests. And surprisingly, the study finds improving perceptions about testing.
16
INSIGHT
EXECUTIVE SUMMARY SUMMARY OF KEY FINDINGS
Northwest Evaluation Association (NWEA) in cooperation with Grunwald Associates
In a climate of intense change and high stakes, different stakeholders are making different assumptions about assessments. Common understanding is scarce. Research can help us gain a better understanding of the changing assessment and accountability landscape from those whose lives are affected most by assessments.
1
STUDENTS WANT A VOICE ON ASSESSMENTS AND ON THEIR EDUCATION Ν Students are knowledgeable, thoughtful and frank about different kinds of tests—and their test-taking experiences and preferences—and they want to join the conversation about assessment changes. Ν At a minimum, students want to be informed about coming changes in standards and accountability assessments. Ν Students know what they want from their teachers and from tests—and they have a greater grasp of how assessment can serve them than teachers give them credit for. There is a gap between what students and teachers believe about the role of assessment.
2
THERE ARE NOTABLE DIFFERENCES IN STUDENT PERCEPTIONS OF ASSESSMENTS AND SCHOOL
Ν While students are in strong agreement in their overall perceptions about school and tests, striking differences are evident among boys and girls, younger and older students, and students in different income, racial and ethnic groups. Ν Boys are significantly less happy than girls with school and with their own school performance—and boys care less about the impact of tests. Ν Gender stereotypes persist in students’ perceptions of their own strengths in school subjects and skills.
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3
STUDENTS & EDUCATORS VALUE ASSESSMENTS—WHEN THEY SUPPORT LEARNING
Ν The vast majority of students recognize that tests play a valid role in their education—and in their futures. Like students, teachers believe that assessments play a valid role in education— and many teachers believe they could not be good teachers without assessments.
Ν Students perceive classroom tests as far more personally relevant to their learning than state accountability tests. Teachers and district administrators believe that classroom assessments are more useful than state accountability tests for supporting student learning. Ν Performance on a classroom test prompts more feedback to students and, for poor performance, more instructional support than on a state accountability test. The vast majority of students receive their results on classroom tests, but more than one-third of students report that they never see the results of accountability tests. Ν Students, teachers and district administrators all agree that multiple measures should inform student—and teacher—evaluations.
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COLLABORATION EMPOWERS EDUCATORS TO INTERPRET AND USE ASSESSMENT RESULTS
Ν Educators who collaborate on assessment results are more confident in their ability to interpret and use these results to support teaching and learning.
Ν Educators who participate in professional learning communities tend to have regular, formal time to collaborate on assessment results. Ν Despite the apparent value of collaboration in the use assessment results to drive learning, teachers are spending less time discussing all types of assessments in staff meetings or conversations with colleagues than they did two years ago.
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MAJOR GAPS PERSIST IN ASSESSMENT LITERACY
Ν Most teachers and district administrators think they understand different types of assessments; the reality is that the survey results paint a very different picture.
Ν Most district administrators feel prepared from their training to use assessment results; teachers do not feel as prepared. Ν District administrators overwhelmingly believe teacher preparation programs need to better prepare teachers to integrate assessment results into instructional practice. Ν Teachers use assessment results frequently, and in many different ways, to inform their teaching. Ν Districts use assessment data widely to evaluate students, teachers, principals, schools, instruction, programs and districts. Ν Some educators do not know whether or how states or districts use student growth for teacher and principal evaluations.
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READY OR NOT, STUDENTS AND EDUCATORS SEE SILVER LININGS IN TECHNOLOGY-BASED TESTING
Ν Most students still typically take state accountability tests with paper and pencil. Ν Some students who have taken state accountability tests on computers and tablets have encountered technology glitches, although some say that interactive features make the test-taking experience more fun and engaging. Ν Most teachers believe that many of their students are ready to take tests on technology devices. Teachers and district administrators also say that adaptive technology-based assessments are valuable for engaging students in learning.
RECOMMENDATIONS From the survey data, five recommendations emerge that will place the focus where it belongs—on student learning.
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District administrators, educators and policymakers need to engage students in policy development processes, especially when making testing mandates at the state, district and classroom levels. Students are remarkably savvy about tests. They recognize that testing plays a valid role in education; they care about their performance and try hard on tests. They value assessments that are relevant to them, provide timely, meaningful feedback and help them learn. Many students— and their families—are in the dark about new state assessments as well as other new and different kinds of assessments. They want to be informed and engaged. Recommendation: Educators can help close gaps between student perceptions and knowledge and educator practices by using formative assessment, timely feedback to students and joint goal setting. Educators and district administrators should formally solicit student input as they implement education policies and assessment mandates.
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Realign assessment priorities in support of teaching and learning.
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Establish formal learning opportunities on assessment literacy for every teacher, principal and building administrator. Assessment literacy, in teacher preparation and professional development, is a significant area of need, especially since teachers’ communications are most important to students and parents regarding testing. Among educators, students and parents, there are substantial gaps in the understanding of different types and purposes of assessment, as well as in the value and usefulness of assessments. This lack of understanding may be fueling contentious dialogue that is making headlines. At the same time, states and districts are using assessment data to scrutinize every aspect of education. New educators entering the profession are ill equipped to use assessment data to inform their practice. Students and parents need help navigating the different types of assessment and the purposes they serve. Armed with that knowledge, they can advocate effectively for high-quality assessment that supports student learning. Recommendation: First, a common vocabulary should be developed for the different types of assessment. Teacher preparation programs and professional development initiatives should focus on assessment literacy, using that common vocabulary, to increase knowledge of the subject and its terms, communicate better with students, parents and other educators and use assessment data more effectively to drive student learning.
Remarkable alignment exists among the views of students, teachers and district administrators regarding the effective use of assessment; yet all say they are spending too much of their time responding to initiatives that focus elsewhere. Formative assessment also emerges as having the most positive impact on learning, yet it’s least understood and not widely practiced. Recommendation: Federal, state and district dollars should be reallocated to focus assessment initiatives on informing teaching and learning. Alternate and less costly methodologies for obtaining accountability data should be explored.
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Improve student learning by making educator collaboration a priority in every school and district. Teachers and district administrators who collaborate with their peers to interpret and use assessment results are more confident in their ability to use these results effectively to support teaching and learning. Increased educator collaboration around assessment in professional learning communities and communities of practice will support more confidence in the use of assessment data. Widening the circle of collaboration by informing and engaging with students in the use of assessment results that impact their learning would support raising student achievement. Recommendation: Educators and administrators need to structure frequent time and training in professional learning communities to develop shared understandings of assessment results and informed decisions about instruction, resourcing and intervention. Fostering this collaboration will increase both teacher job satisfaction and impact on student learning.
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Prioritize technology readiness in every district, focusing on infrastructure and addressing glitches. For the first time ever, most states are shifting state tests from paper delivery to online delivery. Educators and students believe that online assessments could make test taking more engaging. While assessment developers are working hard to make the new tests easy to use, states and districts are struggling with infrastructure, as well as teacher and, in some communities, student readiness. Recommendation: Increase technology investment in every district, so every student in the United States is ready and able to engage and benefit from new online assessment and learning. Fund training designed specifically to provide ongoing support for administrators, teachers and students to build confidence and comfort in their use of online assessment.
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Leaders Academy and Teacher Institutes 2014-2015 Education Service Center Region 11 Kimbell Art Museum • Syfr
How does one lead learning in a time of accelerating change?
What is The Art of Learning Partnership? Education Service Center Region 11, the Kimbell Art Museum, and Syfr are providing a two-day leadership academy for public school leaders and a series of five single-day institutes for teachers in all content areas. ArtWalks at the museum will showcase concrete and visual examples of how learning occurs and will highlight the blockbuster exhibition Faces of Impressionism: Portraits from the Musée d’Orsay, direct from Paris to Fort Worth, as well as the Kimbell’s permanent collection.
What results can we expect? Leaders who attend the academy will reframe their thinking around instructional strategies tied to enduring and sound instructional principles. Teachers who attend will create and measure instructional shifts in the classroom. In districts that have used The Art of Learning, teachers apply the learning, use more art in classroom instruction across the curriculum, and share with other teachers. Presented by the authors of The Art of Learning, this work is transformative in its design and unique in the presentation of the content. The sessions are problem and project based. Every participant will leave with an artifact demonstrating personalized learning. Each cohort is limited to the first 40 participants to join. It is recommended that schools sign up for both the Leaders Academy and Teacher Institutes to make the work most effective.
Leaders Academy: The Art of Leading Learning
Teacher Institutes: The Art of Learning
October 22-23, 2014 Kimbell Art Museum and ESC Region 11
November 18, 2014 • Kimbell Art Museum Institute 1: The Science of Learning
This two-day academy provides a comprehensive overview of the elements of cognitive psychology and Daggett’s 3Rs as applied to organizational learning. Three essential questions will be addressed:
December 10, 2014 • ESC Region 11 Institute 2: Reframing Learning
• What are the enduring principles of learning in a time of rapid change in public education? • How do we change our perspectives about learning? • What needs to be changed?
• $935 for all five Teacher Institutes
Includes lunch each day, the digital book The Art of Learning: Perspective and Cognition, and project materials.
3001 North Freeway • Fort Worth, Texas 76106 (817) 740-3600 • www.esc11.net
March 3, 2015 • ESC Region 11 Institute 4: Stretch to Rigor May 19, 2015 • Kimbell Art Museum Institute 5: Creativity by Design
Cost for Region 11 Schools • $394 for two-day Leaders Academy
January 13, 2015 • ESC Region 11 Institute 3: Learning from Models
3333 Camp Bowie Boulevard • Fort Worth, Texas 76107-8451 (817) 332-8451 • www.kimbellart.org
For information, contact Laura Carson at (817) 740-7573 or lcarson@esc11.net.
P.O. Box 1218 • Washougal, Washington 98671 (360) 335-0352 • collaborate@syfrspace.net
TSPRA VOICE TASA joins TSPRA in supporting the critical role of public information and communications professionals in Texas public schools.
English, Accelerated
How top-down buy-in allowed immigrants to thrive in fast-growth Cy-Fair ISD By Joel Weckerly A green cap and gown allowed Cypress Falls High School senior Cesar Cruz to blend in with his fellow 829 graduates last June, but the garb could not disguise his accomplishments from an attentive Cypress-Fairbanks ISD Board member. As Cruz took the final steps across the stage to close out his high school career,Trustee Bob Covey rose from his chair and extended his hand. “Cesar, I know you are a graduate of our New Arrival Center program,” Covey said. “I know how difficult it was, but you made it, and we’re proud of you. Congratulations.”
Need for Change In the early and mid-2000s, CFISD was growing by an average of 4,000 students a year— many of those immigrants—and was approaching nearly 100 languages and dialects spoken by students. “Several administrators came together and said ‘We’ve got to do something better. We’re not doing enough for our immigrant students,’” recalls Maureen Ayers, coordinator for secondary ESL. The administrators visited several districts with newcomer and new arrival programs, featuring English language immersion at elementary and secondary schools. They found a model that used the research-based Accelerated Learning model, allowing immigrant students with zero or very limited English proficiency to grasp the language in a year or less. Then, they took the program and redesigned it to meet the needs of the immigrant students in Cypress-Fairbanks.
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The team put together an action plan and presented it to thensuperintendent David Anthony. As Anthony, now the CEO of Raise Your Hand Texas, remembers it, the decision to bring the program to CFISD was a “slam dunk.” “They had all the data and logistics for implementing the New Arrival Centers.They presented a potential solution to the problem created by non-English speaking students enrolling in CFISD at the upper elementary, middle, and high school levels,” he said.“They proposed a funding model using federal dollars, so there was no impact on local tax revenues. From my standpoint, students with critical needs were going to be served more effectively by CFISD without costing the local taxpayers.” The program was approved in March 2005, and was up and running by August. Ayers recalls that Superintendent Anthony had just one stipulation—that no child would be turned away.
“My father was tired of giving money to them. He could not understand how those people could live with the money they stole from other people who worked so hard for it,” Cruz said.“One day my dad told those people that he was going to give no more money.They said OK, and at the end of the day when my dad was driving home, they started to follow him.” Cruz’s father narrowly escaped an attempted kidnapping that night, but the threats remained—frequent phone calls to the house, people watching Cesar as he left school—to the point his mother decided they had had enough. It was May 2011, only one week before Cruz was set to finish his senior year. “She said, ‘OK, you have two weeks to organize your stuff because we’re leaving town,’” Cruz recalls.“Everything happened so fast.The hardest thing was to say goodbye to my nana; she was like my second mother. My photos, my friends, my pets, my memories—I left a lot of stuff there.”
Cypress Falls High School graduate Cesar Cruz receives his diploma from principal Becky Denton in June. Cruz overcame adversity to graduate from CFISD’s English language immersion program, the New Arrival Center (NAC).
Seeking Refuge
New Arrival
Cruz was born and raised in Tampico, located on the southern tip of the Tamaulipas state in Mexico. The positive traits his hometown is known for—oil drilling, aviation, soda—were overshadowed by the negative in the last decade as drug cartel activity ran rampant. Rival organizations Los Zetas and Cartel del Golfo waged a bloody turf war throughout the city, with Tampico residents as collateral damage.
Students like Cruz come to one of the district’s 13 New Arrival Centers (pronounced as NAC) with 0-6 months in a U.S. school and little to no English skills.They come from all parts of the world, allowing a NAC classroom to mirror the melting pot of America.
The cartels regularly extort business owners like Cruz’s parents, who owned four Tampico restaurants. For years, Cruz’s father paid the men, until the day he decided not to.
The classes are offered at four elementary schools, five middle schools and four high schools. Master ESL instructors teach from Teachscape’s language acquisition curriculum in classrooms that are tailored to the Accelerated
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Learning model. Games, music, visuals, color, and collaboration are “The ideal class size is between eight to 15 students,” Stephens said. often used to stimulate learning in a trusting and emotionally sup- “You need to have enough students to work in different configurations like pairs and small groups. This is necessary for the different portive environment. learning strategies used, such as paired readings, creating graphic organizers, and writing and presenting role plays.” Finding the right teacher with the right “spark” is
crucial. “They have to be a risk-taker because they’re going to do some things that don’t look like a normal classroom,”Ayers said.“They have to be really open to doing different things. High school teachers are asked to do things that look kind of like an elementary classroom, but there are brain-based reasons why. Some teachers aren’t comfortable with that.”
Elementary and secondary students attend the NACs for one school year, with staggering results.
The averages of ESL students who scored at the advanced/high level in the Reading Proficiency Test in English (RPTE) in 2004-2005 were 6, 24, and 27 percent for elementary, middle, and high school, respectively. From 2006-2013, NAC students averaged advanced/ Students attend NAC class in a three-hour block period, and rotate to high Texas English Language Proficiency Assessment System (TELalgebra and biology classes with their NAC instructor and paraeduca- PAS) scores at rates of 41, 46 and 50.
Small group instruction is essential in the NAC model to make use of the different learning strategies taught in the classroom.
tors for language support. Cypress Falls NAC teacher Gail Stephens, More than 2,800 students have participated in the NAC program who has worked in the program since its launch, said the extended over its 10 years of existence, during which time it has maintained a time with students and smaller class sizes are also essential in this 95.2 percent completion rate. accelerated language acquisition process. “When I first visited a NAC, I had no idea we had that many students “Every day, every student participates in the four component areas— coming into our district who were new to the country and spoke no reading, writing, listening, and speaking—through six or seven English,” said Covey, an ardent supporter who has given NAC precreative learning activities built in to absorb that,” she said. “You sentations to statewide and national audiences. “I am always amazed just can’t do that with the constraints of a single class period. You that someone can come in with zero English background, finish the need that time with them to make them feel comfortable with each program, and then go on to graduate.” other, the class, and the teacher so they’re willing to take a risk and make a mistake.The program provides them with a state of comfort, Including Cruz, 380 NAC students have gone on to earn their high happiness, and security in the classroom so they can relax and use the school diplomas, and 19 percent graduate in the top 25 percent of English that they are learning. It is almost like they subconsciously their class.The road to get there is certainly not easy. start speaking in English.
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Square One
“Our goal is to mainstream them as soon as possible,” said Maria Trejo, When a 17-year-old Cruz arrived in CFISD in May 2011, he took a director of curriculum and instruction for special populations. “We test to determine his English proficiency but could not finish. Since don’t want to isolate a group of students.” he had not completed English I, Cruz entered the district as a freshSlowly Catching On man and was assigned to the Cypress Falls NAC. Despite its proven track record for success, the NAC model only “It was frustrating,” he said. “They told me I would be placed in the exists in a handful of districts.According to Trejo, infrastructure is key. NAC program, and that I would be classified as a ninth-grade student.
Cypress Falls students participate in a vocabulary game with NAC teacher Gail Stephens. The program’s Accelerated Learning model thrives on games, music, visuals, color and collaboration.
“We see districts come to visit that send maybe a principal or a bilingual director, but rarely do you see that across-the-board support “At the beginning, I put myself in a box,” he said. “I didn’t want to between several departments and from the top down,” she said. “We have friends because I thought they were too young for me. But I was were fortunate in that everyone rolled their sleeves up and said,‘We’re with them for like eight hours every single day.After a while, I had to going to do whatever we can to get this done.’” start to talk to them.” The support and organization from the district level is felt in the The classroom concepts he initially perceived as childish eventually classroom, according to Stephens. became fun. “I often hear from ESL teachers in other districts who are weighted “In the end, it’s a good way to learn English because I remember all of down with additional LPAC and other logistical documentation to prepare in addition to teaching,” Stephens said.“I am thankful for that those techniques they taught me at the beginning,” he said. support here, so my job is to prepare and be ready to do the best job Cruz’s NAC classmates became some of his closest friends, and for my students. In my conference period, I am focused on doing he branched out socially from there. Upon finishing, he made the what’s best for the students.” smooth transition back into general education that the NAC program In that kind of environment, a good program becomes great. intends. That was tough to accept.
“I have been fortunate to be in two school districts where the New Arrival Center model thrived, and it does so with committed board
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leadership and creative, engaging educators,” said Mark Henry, CFISD’s current superintendent, who came from Galena Park ISD in 2011. “When you set a standard for all students’ success, everyone wins.”
Paying It Forward Cruz used the final semester of his senior year to serve as a student assistant in Stephens’ NAC class.The students immediately connected with a former NAC student, and began to lean on him as a mentor.
Celebration
“They were very thankful to me and seemed to enjoy having me in Near the end of each school year, NAC students and their fami- the class,” he said.“I enjoyed it too.” lies gather for a districtwide NAC celebration. Dozens of students,
Cypress Falls senior Cesar Cruz addresses the crowd at the NAC celebration in May, where students celebrated their achievement of learning English after one year in the Accelerated Learning program.
including Cruz, addressed the crowd while sharing inspiring success Stephens said Cruz was helpful in her students’ success. stories. Others sang and performed poetry in English to showcase their grasp of the language. “It was great for him to connect with the students and say, ‘I was exactly where you are,’” Stephens said. “It was very much a hope“My favorite thing to see at the NAC celebration is how quickly our builder for the students. It was amazing to see that, as a senior, Cesar students are acquiring English,” said Linda Macias, associate superin- was still learning and asking questions about his own language learntendent of curriculum and instruction and accountability. “Many of ing. He showed the students the importance of having a teachable them would have said they could not acquire English this quickly, but spirit, and that learning a language takes time.” just hearing them speak is evidence that the NAC program allows our students to flourish in the language.” The experience rubbed off on Cruz. Although he plans to pursue a videography career after completing general studies at Lone Star Anthony said he still remembers the power of the celebration. College–CyFair, Cruz said he could also see himself teaching down the road. “Anyone who has attended the year-end celebration for students who acquired English-language skills in one year or less will experi- “I really think NAC is an amazing program,” he said.“A lot of people ence an immense feeling of pride in CFISD and an emotional come here and they think it’s impossible to learn a new language, understanding of the power of relationship, rigor, and relevance in the especially if you are older. I am proof that it is not. In the right way, lives of students and their teachers,” he said. with the right teachers and the right atmosphere, anyone can learn English.”
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At graduation, Cruz used the bulk of his designated tickets on friends—some of them NAC students that he mentored. As he crossed that stage, he took the diploma from Cypress Falls principal Becky Denton, who strayed from the default “Congratulations” to issue some final words of encouragement.
Joel Weckerly is the assistant director of communication at CypressFairbanks ISD, where he has worked since 2007. Prior to his career in public school communication, he worked for various Texas newspapers as an editor, sports editor, and reporter. Follow him on Twitter at @ CyFairJoel.
“I expect great things from you, Cesar,” she said. The crowd around them erupted in cheers. She was not alone.
n
about TSPRA The Texas School Public Relations Association (TSPRA) is a nonprofit, professional organization dedicated to promoting public schools through effective communications.TSPRA, an award winning chapter of the National School Public Relations Association (NSPRA), was chartered in 1962 and incorporated in 1977.With more than 800 members, TSPRA is comprised primarily of public information and communications professionals who serve the public school districts and education organizations of Texas. In 2004,TSPRA opened its membership to education foundation staff and boards that support our public schools. The membership also includes superintendents, school administrators, principals, executive directors, web/technology/electronic media and graphic professionals, school consultants, vendors, and others who support public education in the state.
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