Daste- EDLD 5333-Week 3 Assignment-Analyzing Social Emotional Survey Data for School Improvement

EDLD 5333 Leadership for Accountability – Week 3 Week 3: Analyzing Social/Emotional Survey Data for School Improvement National Educational Leadership Preparation (NELP) Standards Standard 1: Mission, Vision, and Improvement Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to collaboratively lead, design, and implement a school mission, vision, and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. Component 1.1: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and communicate a school mission and vision designed to reflect a core set of values and priorities that include data use, technology, equity, diversity, digital citizenship, and community. Educational Leadership Skills • Collaboratively design a school mission and vision attentive to values and priorities that include data, technology, values, equity, diversity, digital citizenship, and community • Develop a comprehensive plan for communicating the mission and vision Component 1.2: Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. Educational Leadership Skills • Evaluate existing improvement processes • Use research and data to develop an improvement process that includes the following components: diagnosis, design, implementation, and evaluation • Develop an implementation plan to support the improvement process Standard 3: Equity, Inclusiveness, and Cultural Responsiveness Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to develop and maintain a supportive, equitable, culturally responsive, and inclusive school culture. Component 3.1: Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate, and advocate for a supportive and inclusive school culture. Content Knowledge Educational Leadership Skills • Evaluate school culture • Use research and data to design and cultivate a supportive, nurturing, and inclusive school culture • Develop strategies for improving school culture • Advocate for a supportive and inclusive school culture Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 Component 3.2: Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. Educational Leadership Skills • Evaluate sources of inequality and bias in the allocation of educational resources and opportunities • Cultivate the equitable use of educational resources and opportunities through procedures, guidelines, norms, and values • Advocate for the equitable access to educational resources, procedures, and opportunities Component 3.3: Program completers understand and demonstrate the capacity to evaluate, advocate, and cultivate equitable, inclusive, and culturally responsive instruction and behavioral support practices among teachers and staff. Educational Leadership Skills • Evaluate root causes of inequity and bias • Develop school policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff • Support the use of differentiated, content-based instructional materials and strategies • Advocate for equitable practice among teachers and staff State Board of Educator Preparation (SBEC) Competencies Principal Domain and Competency Domain I: School Culture Competency 1 • Descriptive Statement A: Creates a positive, collaborative, and collegial campus culture that sets high expectations and facilitates the implementation and achievement of campus initiatives and goals • Descriptive Statement I: Creates an atmosphere of safety that encourages the social, emotional, and physical well-being of staff and students Domain V: Strategic Operations Competency 9 • Descriptive Statement A: Assesses the current needs of the campus, analyzing a wide set of evidence to determine campus objectives, and sets measurable school goals, targets, and strategies that form the school’s strategic plans. Competency 10 • Descriptive Statement H: Implements strategies for student discipline and attendance in a manner that ensures student safety, consistency, and equity and that legal requirements are met (e.g., due process, SPED requirements) Domain VI: Ethics, Equity, and Diversity Competency 11 • 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. • Descriptive Statement E: Promotes awareness and appreciation of diversity throughout the campus community (e.g., learning differences, multicultural awareness, gender sensitivity, and ethnic appreciation) Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 Week 3 Assignment Rubric: Use the Rubric to guide your writing. Note: APA citations are required for referencing published and public sources. EDLD 5333 Week 3 Part 1: Analyze multiple data sets and begin root cause analysis. Level 1 Does Not Meet Minimum Criteria 0 Points Level 2 Approaches Minimum Criteria 6-7 Points Level 3 Meets Criteria 8-9 Points Level 4 Exceeds Criteria 10-12 Points NELP Component: 3.1 SBEC Competencies: 1 (W3LO1) (CLO1) Candidate provides no response. OR Candidate lists some data from social/emotional data sets. Narrative includes little or no evidence from data sets. (K) Candidate provides vague or incomplete report of findings from social/emotional data. Narrative includes little or no evidence from data sets. (K) Candidate provides report of significant findings from social/emotional data but may lack clarity and/or specificity. Narrative includes some evidence provided from data sets. (K) Candidate provides comprehensive report of significant findings from social/emotional data with clarity and specificity. Narrative includes evidence provided from data sets. (K) NELP Component: 3.1 SBEC Competencies: 1 (W3LO2, W3LO3) (CLO1) Candidate provides no response. OR Candidate lists three or less correlational inequities, without significance stated. Narrative includes little or no evidence from data sets. (K) Candidate provides three or less significant correlational inequities, based on academic, behavior, and social/emotional data sets, but significance is vague. Narrative includes little or no evidence from data sets. (K) Candidate provides three significant correlational inequities, based on academic, behavior, and social/emotional data sets, but may lack clarity and/or specificity. Narrative includes some evidence provided some from data sets. (K) Candidate provides three significant correlational inequities, based on academic, behavior, and social/emotional data sets with clarity and specificity. Narrative includes comprehensive evidence provided from all data sets. (K) NELP Component: 3.3 SBEC Competencies: 1, 9, 11 (W3LO4) (CLO2) Candidate provides no response. OR States little or no plan for root cause analysis and/or provides no support from readings and all data sets. (S) Candidate vaguely states initial plan for finding root cause of disparities. Initial plan is not adequately supported by evidence from readings and all data sets. (S) Candidate articulates initial plan for finding root cause of disparities but may lack clarity and/or specificity. Initial plan is adequately supported by evidence from readings and all data sets. (S) Candidate articulates initial plan for finding root cause of inequities with clarity and specificity. Initial plan is comprehensively supported by evidence from readings and all data sets. (S) Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 Part 2: Compose a SMART goal and 3 SMART objectives. Level 1 Does Not Meet Minimum Criteria 0 Points Level 2 Approaches Minimum Criteria 7 Points Level 3 Meets Criteria 9 Points Level 4 Exceeds Criteria 12 Points NELP Component: 3.2 SBEC Competencies: 9, 11 (W3LO6) (CLO3, CLO5) Candidate provides no response. OR Candidate states one SMART goal with incomplete components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound And/or, provides little or no details for each component, and/or little or no supporting statements from data sets. (S) Candidate composes one SMART goal with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides vague details for each component, and inadequate supporting statements from data sets. (S) Candidate composes one SMART goal with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides details for each component and supporting statements from data sets. (S) Candidate composes one SMART goal with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides specific details for each component and comprehensive supporting statements from data sets. (S) NELP Component: 3.2 SBEC Competencies: 9, 11 (W3LO6) (CLO3, CLO5) Candidate provides no response. OR Candidate states one SMART goal with incomplete components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound And/or, provides little or no details for each component, and/or little or no supporting statements from data sets. (S) Candidate composes three SMART objectives with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides vague details for each component, and inadequate supporting statements from data sets. (S) Candidate composes three SMART objectives with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides details for each component and supporting statements from data sets. (S) Candidate composes three SMART objectives with all components: S= Specific M= Measurable A= Achievable R= Relevant T= Time-bound Provides specific details for each component and supporting statements from data sets. (S) NELP Component: 3.2 SBEC Competencies: 9, 11 (W3LO6) (CLO3, CLO5) Candidate provides no response. OR Candidate composes one activity for each objective for both the faculty and the principal that is not tied to the corresponding objective and does not include supporting statements from data sets. (S) Candidate composes one activity for each objective for both the faculty and the principal that will help attain the objectives. Activities are not clearly tied to the corresponding objective and supporting statements from data sets are inadequate. (S) Candidate composes one activity for each objective for both the faculty and the principal that will help attain the objectives. Activities are tied to the corresponding objective and include supporting Candidate composes one activity for each objective for both the faculty and the principal that will help attain the objectives. Activities are clearly articulated and tied to the corresponding objective and include specific details and supporting statements from data sets. (S) Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 Overview: As a part of your Week 1 and 2 assignments, you analyzed campus academic and behavior data and wrote a S.M.A.R.T. goal and objectives. In addition to campus academic and behavior data, a leader must address social and emotional aspects of the campus. You will also write one measurable S.M.A.R.T. goal and three measurable objectives for the identified inequity. You will also provide appropriate strategies/activities 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. Part 1: Targets, Goals, and Objectives (W3LO1, W3LO2, W3LO3 / CLO1), (W3LO4 / CLO2) Directions : Compose 4 paragraphs (minimum 150-word each) analyzing the data from the social/emotional surveys. First paragraph : Identify the most significant findings from the teacher survey data. ● Report teachers’ perceptions of the school culture and level of social-emotional proficiency. ● Discuss the implications of effects on student academic performance. ● Cite evidence from the data and readings and lectures to support your statements. Second paragraph : Identify the most significant findings from the student survey data. ● Report students’ perceptions of the school culture and level of social-emotional proficiency. ● Discuss the implications of effects on student academic performance. ● Cite evidence from the data and readings to support your statements. Third paragraph : Cross-reference and synthesize ALL sets of disaggregated data from weeks 1, 2, and 3 (academic, behavior, social/emotional). ● Identify the THREE most significant correlational findings from ALL data sets. ● Discuss the implications on academic performance. ● Cite evidence from data and readings to support your statements. Final paragraph: Create an initial plan for finding the root cause of the inequities in performance and behavior of the identified subpopulations. Briefly review your findings from weeks 1 & 2, and address the following: ⇒ How do the campus social/emotional dynamics impact academic performance of specific student subpopulations? ⇒ Where/how can these questions be answered? ⇒ Who may be able to provide this information? Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 ⇒ What data validates the information provided? ⇒ Cite readings and data analysis from the ALL data sets to support your rationale. Cite sources and data analyses from all appropriate data sets to support statements in each paragraph. The data for the Teacher Survey indicated that there may have been confusion in regard to being aware of school culture on the campus. The “School Culture Triage Survey” results showed that teachers were unsure of the improvements needed. The average score of 43 indicated that improvements were needed everywhere. This led me to believe that there was not a complete buy-in from the staff. Further evidence was prevalent when looking at the Self-Assessing Social and Emotional Instruction and Competences data. The lowest-rated sections are classroom discussions, balanced instruction, and academic pressure and expectations. If the culture were clear and valued these areas would have a higher rating. These three areas along with a low score of cooperative learning equate to a culture that is divided in theory and practice. These issues would lead to underachievement because the environment is different every time they step into the classroom. This doesn’t discredit the individual identity of each teacher. Still, it creates mistrust if the staff doesn’t completely buy into the vision which would limit the school's ability to educate their scholars properly. In reviewing the scholar's responses to the survey, the results were very intriguing. The most intriguing part was the disconnect between the responses on their engagement which was at 47% and the classroom effort which was scored at 37% almost never. These two areas would have been similar if there was a healthy school culture in place. The scholars should be exhibiting more effort, with at least 10% rating it frequently. A healthy school culture will foster classroom engagement and students will rise to the occasion. An additional factor to the low classroom effort could be due to the low-level rating for the rigorous expectations. When high levels of expectations aren’t made clear, they will perceive it as unimportant. When the school culture is clear, positive, and consistent students will be more engaged and ready to learn. Students will rise to the occasion and surprise us when given all the tools necessary to complete the task at hand. The first connection that I saw between all three data sets was an absence of classroom engagement. The scholars who are attending school reflected on the high daily attendance rate. The scores could improve in the ethnic subpopulation categories. A positive and healthy school culture would create an environment that would lead to the scholar's success and higher engagement. Additionally, there seems to be a connection between the scholar's attitude and the staff’s behavior. The staff population isn't as diverse as the student population which can affect engagement. If the staff population was more diverse it would reflect the cultural diversity that is seen within the student body. This would lead to improved student self-efficacy because scholars would get a chance to see successful professionals who look like them and this would lead to a better self-image and more effort in the classroom. If these things come into fruition there would be an evident increase in assessment scores and culture. Finally, the inconsistent attitude toward student behavior has not yielded improvement in assessment scores over the past several years according to the data. The campus' social/emotional dynamics are imperative to the academic performance of the scholars. When scholars feel supported and safe they will usually perform better. When working with sub-populations of students, the impact of social/emotional dynamics can be multiplied. The sub-populations need to feel support in a more impactful way because they are Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 Facilitate talks throughout and after the event. Objective 2 Specificity (What?) Measured (How?) Achieved (How?) Relevance (Why?) Timeline (When?) Form different peer groups to encourage talks. Groups will be created during the core classes. Work with teachers to create peer groups. To have students engage with other students they usually wouldn’t talk to. Twice a semester. Objective 2 Activities What Principal Will Do Provide resources and discussion guides for teachers to use when hosting the discussions. Add extra time to the class block on the days the groups meet. What Faculty Will Do Create groups and help facilitate discussions. Use the guides provided by the administration. Objective 3 Specificity (What?) Measured (How?) Achieved (How?) Relevance (Why?) Timeline (When?) Parent committee to speak on culture. Form a parent committee to discuss school culture. Parent surveys will be sent for completion. Use data to guide conversation and agenda during meetings. To understand others' perspectives on the importance of school culture. Once a semester. Objective 3 Activities What Principal Will Do Organize and create the parent survey. Send scholars home with a letter stating the intent and desired outcome for the committee. Identify parents to serve on the committee. What Faculty Will Do Send home surveys and help answer any questions on the importance of the survey. Part 3: Vision and Mission (W3LO7 / CLO4) Directions: In your own words , explain the following (150-word minimum): Lamar University Summer 1- 2019

EDLD 5333 Leadership for Accountability – Week 3 How can weeks 1, 2, and 3 data sets be used for developing both the mission and vision statements? ● 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 statements. When looking at three weeks of data there seems to be a defective vision. There is a stark disconnect between certain subpopulations and the rest of the student body. This is evident in the assessment scores and discipline numbers. There are lower expectations placed on these students which is majorly disproportionate. These low expectations are due to the lack of relationship-building to gain an understanding of the student’s potential. If the relationships were there it would be evident in the vision of the school and embraced by the students. 'The view you adopt for yourself profoundly affects the way you lead your life. Carol Dweck'" (Desravines et. al., 2016, p. 114). As Desravines quoted Carol Dweck, the students have embraced a low expectation for themselves as seen in the vision. The school needs to take a long hard look at what they want for the students to see in themselves and start there with creating their vision and mission for the school. Reference Desravines, J., Aquino, J., Fenton, B. (2016). Breakthrough principals: a step- by-step guide to building stronger schools (First Edition.). America: Jossey-Bass. Lamar University Summer 1- 2019