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Leading with Purpose

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Jolene Woods

on 22 May 2015

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Transcript of Leading with Purpose

Leading with Purpose
Jolene Whitlock-Woods
May 20, 2015
EAD-501

ISLLC Standard 2



Educational leaders promote an environment that ensures the success of all students by creating a school climate conducive to advocacy, nurturing, and sustained growth by students and staff (Council of Chief State School Officers [CCSSO], 2008)
Function:
Create a comprehensive, rigorous, and coherent curricular program(CCSSO, 2008, p. 14).
Rationale:
I chose this standard because I feel that it is an essential component to bridging learning gaps
Desired Outcomes:
Increase the reading proficiency among students identified as ELL, Sped, At Risk, Low Income, Hispanic/Latino, African American, and Asian.

August 2015-June 2016

Outcomes are based on State and district assessment defined proficiency levels
Teacher input based on informal and formal in class assessments
Current Situation:
STAAR results and district assessments show that these groups have lower achievement overall
Informal and formal classroom based assessment demonstrate lower reading proficiency
TELPAS show high number of beginning proficiency levels
Inclusion students are two or more levels behind current grade level


Data:
Needs assessment:
Tutoring before and after school has not had desired outcome (transportation issues, lack of focus, minimal time allotment)
Students from target areas need to identified earlier
Strategies and supports need to be in place and implemented at the onset of the indication of struggle
Tutoring needs to be streamlined and/or implemented during the school day
ELL classes and pull out services (lack of access to in class instruction)
In class support by teacher and other staff, direct instruction (lack of availability of staff and teacher for other students)
Plan of Action:
Utilize disaggregation and analysis of student data to identify and track progress (STAAR, benchmark assessments, district assessments, Cogat, AIM, TPRI, TELPAS, FIE)
Check for understanding as lessons are delivered (skill checks)
Assess and identify background knowledge and/or needs prior to delivery of new information
Individualize and adapt instruction
Pre-teach unfamiliar vocabulary and use academic language as presented in district curriculum

Resources:
Texas Essential Knowledge and Skills
District curriculum
Technology resources: I-Station, Read Write Gold, Jacob's Lessons, Destination Success
District reading resources: PAR kit, Herman, Touch Phonics, district literacy program
Persons Responsible:
Principal
Teaching staff and paraprofessionals
Timeline:
August 2015 to June 2016; ongoing

Council of Chief State School Officers. (2008). Educational Leadership Policy
Standards: ISLLC 2008. Retrieved from http://www.ccsso.org/Resources/
PublicationsEducational_Leadership_Policy_Standards_ISLLC_2008_
as_Adopted_by_the_National_Policy_Board_for_Educational_Administration.html

References
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