5333+Reflection

Before the program began, I understood ratings like "Exemplary, Recognized, Acceptable, and Unacceptable", or at least I thought I did. I knew that my campus was always "Acceptable" except for one year when we achieved the status "Recognized". This was an interesting class that focused on looking at school data to create a vision for the future, based on current and past data. I filled out the requirements for schools to meet their AYPs (Adequate Yearly Progress). The information was located on the TEA website: [] (TEA, 2009). After reviewing the information available on this site, I started gain an understanding about the consequences for schools that receive "Unacceptable" ratings for several years in a row. This really opened my eyes to the expectations of the state. It also became clear why every meeting I have attended the past 6 years has had something to do with TAKS, TEKS, or improving scores. As per NCLB (o Child Left Behind), districts cannot look past students that just do not seem to "get it"(NCLB, 2001). ALL children must be educated in the United States. States are responsible for EVERY student walking the halls of public schools. This mandate fell upon the states, which fell upon the district superintendents, which fell upon administrators, which fell upon the teachers, and eventually every student in America was subject to a new assessment system. This focus on test scores has driven education over the past decade. I realize test scores have always been an emphasis even before NCLB as well, but I am focusing on my experience as a teacher.

I also had to review data related to our sub-groups. I looked at scores and attendance for Special Education, LEP, African American, and Economically Disadvantaged. I found that my school was doing really well in many of those areas, but I also discovered areas that needed improvement. Because I was reviewing data that was a few years old, it was ironic that many of our areas of need were already being addressed with Title I funding. This funding provided extra teachers and tutors working in areas where we needed immediate and steady improvement such as math and science. We also have on-campus coordinators who help plan lessons for their entire departments.

My campus is using technology to review and share data. In my school district, we have a program that tracks every standardized test score that children take throughout their time in our district. This information is made available to all of their teachers so that teachers will know the strengths and weaknesses of each child. We are definitely using systematic inquiry to find out where we need help to better serve our students (Harris, S., Edmonson, S., Combs, J., 2010).

References

Harris, S., Edmonson, S., & Combs, J. (2010). Examining What We Do To Improve Our Schools. Larchmont, NY: Eye on Education, Inc.

Texas Education Agency. (2009). Adequate Yearly Progress. Retrieved from []

U. S. Department of Education. (2001). No Child Left Behind. Retrieved from []