Stuckness

Stuckness

Ricky B. Eades

Lamar University

EDLD 5333 Leadership for Accountability - SU1 11 - EA1251

It is a downright dirty shame that we measure student performance, for the most part, through summative assessment.  And, consequently, use the numbers in regards to progress as opposed to achievement that can’t be measured with percentages. I will go out on a limb and state that you could venture onto an academically unacceptable, continually failing AYP, campus to interview teachers and they would tell you that their kids are achieving, but the progress can’t be measured in numerical value.  So what do we do about schools such as these that are stuck?  How do we raise standardized test scores to acceptable levels? Also to ponder, what about those high performing schools that are increasingly leaving certain subgroups behind?  We have implemented many reform efforts to rectify the “stuckness” dilemma, but the fact of the matter is that many low performing institutions “are not performing much better than they did in 1983”. (Lashway, 2003)  This is some valuable information with the inference being that all the strategies, activities, programs, and personnel replacements have not fixed the problem to any measurable degree which leads us back to the drawing board of uncertainty.  It seems that the pat answer in education to solve an academic performance issue is to throw money at it.  For example, and I have never exactly understood the rationale in this, is to give campuses thousands of dollars for consistently not meeting average yearly progress. Thus, for lack of a better word, reward schools for low performance.  Should it not be the other way around?  How about we give Exemplary and Recognized campuses those monetary incentives!  But, even if we did this, the stuck problem is still not fixed and remains a thorn. I do have a proposal for you to consider.  I am going to contend that the problem originates in the home rather than the school and this is where the reform must first take place.  A classroom becomes a family in a sense and the teacher inherits all the complications that are associated with this bond. When we begin to believe that “educators need to be the village for every student” (Richardson, 2005, p.33) then we can start on the needed reform. When we use terms such as “buy in” and “consensus”, it is usually directed towards the campus.  These terms must engulf stakeholders, such as parents, of our low performing students.  Moreover, educators are realizing that low performing schools go hand in hand with the achievement gap.  “Many struggling schools serve largely minority populations whose test scores persistently fall below those of white students”. (Lashway, 2003)  So in a nutshell, the answer for reform is to provide students a warm and caring environment and their parents a basketful of support.

References:

Richardson, M. (2005).  Consensus leadership. Principal Leadership, 6(4), 32-35.

Lashway, L. (2003). The mandate to help low performing schools. Eric Digest 169. Retrieved from http://eric.uoregon.edu/publications/digests/digest169.html

Ushomirsky, N & Hall, D. (2010). Stuck schools: A framework for identifying schools where students need change---now. The Education Trust. 1-19.

I Do Make A Difference

Hey there, Mr. Eades! It's Ryan. Come on, you remember me, right? Ryan Farmacka?

It's been such a long time since I've seen or heard from you! For a long time now, I've wondered how you've been. It feels like it was yesterday that I was a part of the Chess Club back at Santa Rita... Wow, 5th Grade. It's hard to imagine that was 7 years ago. I still remember all the fun times I had that year with the 5th Grade students and teachers. From Rocket Day to Enrichment Week, I remember that year of Santa Rita as being my greatest year as a student...

Most of all, I remember you, Mr. Eades. You pushed me to do the things I loved to do, and to always put forth the necessary effort to achieve my goals. You inspired me, and I saw you as more than simply a teacher. You were truly a great friend. You recognized me as an individual, and helped me when I needed it... No relationship I have ever had with a teacher has ever been as meaningful as what I felt with you. It's hard to imagine, really, because I was never even a homeroom student of yours!

Before Santa Rita, though, I remember Holiman Elementary School. If memory serves, I believe that was actually the first place I ever met you... The first place I ever learned your name. It wasn't until I was transferred to Santa Rita, though, that I actually became "your student." It was the lessons I learned from you that have helped to guide me to where I am today, and now that I have found your email address, I wish to thank you. You're an inspiration, Mr. Eades... You showed me that the lessons a student can learn from a teacher are not restricted to classroom studies. A teacher can be a life mentor, and that's exactly how I see and remember you.

As I'm typing this email, I am almost a loss for words. What does a high school senior say to a man who has impacted his life in ways I cannot begin to describe, when he hasn't even seen the man for years and years? Well, I'm not entirely sure what the answer is to that question, so I guess I'll just try this...

I am now a student of Lake View High School. I am a member of the graduating class of 2011, and graduation is only about a week away. May 28th, 2011 is the big day... The day I walk the stage.

5:00 PM, San Angelo Coliseum, May 28th, 2011. 

But, there is more to it than that. That is the day that I'll be giving my speech!

I have been declared the valedictorian of the Lake View Class of 2011!

I know that large part of what got me here is your motivation, Mr. Eades. That is why I would be honored if you could attend the event. Please, come see your student speak. I want to show you what I've done, and who I've become, thanks to the lessons I learned from You, the "Greatest Teacher I Never Had!"

You are cordially invited to the event... I could not imagine a higher honor than to see you there.

Respectfully,

Ryan Dale Farmacka

Technology Action Plan 2011

Technology Action Plan 2011

Ricky B. Eades

Lamar University

EDLD 5352 Instructional Leadership - SP2 11 - EA1251

Organizational Chart

Technology Improvement	Person(s) Responsible	Roles and Responsibilities	Principal’s Role
Read 180 Software implemented for 6th grade at Lee Middle School. After noted success with both 7th and 8th grade and dramatic improvement on the 2010 TAKS test this is seen as an immediate technology need. The objective is for 6th grade reading to have a goal of 90% passing on the 2012 Reading Taks test.  The AEIS data indicates a shortcoming at this grade level at 84%.	Instructional Technologist: Laura Howard Instructors: Jennifer Feck and Michelle Castro	The instructional technology department will install and maintain the Scholastic Read 180 software on 24 computers furnished by Lee Middle School. Further, the approximate 40 students served will be entered into the Read 180 database by no later than September 30th..The 6th grade Read 180 lab will be housed in Room 117 and the teachers will operate the lab in two blocks of two hours each.  The software will be integrated with GradeSpeed and allow Language Arts teachers to monitor progress.	The Principal will provide funding in September 2011 for purchase of Scholastic Read 180 software. The principal will also provide a hands on approach to monitor the progress of the program and supply rewards for students as they reach set goals.
The Lee Middle School Computers on Wheels or C.O.W.S.  will be completely refurbished in the Summer of 2011.  The keyboards will be replaced if needed and 2 megabytes of memory will be added to the 60 Dell Laptops.  The policy regarding the classroom use of the Lee C.O.W.S will be revised for ease of teacher workload and time constraints.	San Angelo ISD Computer Technologists:  Doris Wendlekin and Wendy Wimers Campus Technology Committee and Teacher Technologists: Devina Varela, Ricky Eades, and Pete Grace	The district technologists will install new keyboards on approximately 26 of the 60 laptops available.  Additionally, a plastic protective cover will be installed over all keyboards to prevent the accidental damage to the delicate keys. The C.O.W.S. policy will be written by the Teacher Technologists.The new policy for using the C.O.W.S. in the 2011-2012 school years will not require teachers to individually assess each computer before use.  The students will be assigned a specific computer at first usage and will use this computer through out the school year. There will be approximately 5-6 students assigned to each computer throughout the year. The responsibility of computer condition will be passed onto the student.	The Principal will address the student body in August 2011 to explain the importance of responsibility in specific relation to the laptop computers. It will be stressed that the laptops are the students responsibility.
The Lee Middle School campus will begin a televised to classroom Morning Show starting in August  2011 in compliance with the Campus Improvement Plan and the need stated for better communication.	Teacher/Technologists: Ricky Eades and Devina Varela Network Specialist: Perry Roberts	With the completion of the Bond construction, the Lee campus will have the infrastructure in place for receiving cable television.  All classrooms will be equipped with flat screen televisions. The existing cable will become the media for transmitting a daily show to all classrooms.  The presentation of the show will take place in the newly constructed media room on campus. The show will be presented live, as well as, taped and posted on YouTube for later viewing by parents and the community.	The Principal will be the main focal point of the program as she talks with students, teachers, parents, and the community.  As the wishes are for the show to be student directed, the campus principal will be the facilitator.

Professional Development Planning

Professional Development Need	Description of Professional Development	The Expected Outcome After Completion of Activities
To relieve teacher frustrations due to fighting with technology without effective trouble-shooting guidelines as noted in the Campus Improvement Plan 2010.	Teachers at the Lee Campus will have the opportunity to attend bi-weekly classes in the following courses offered inside the newly built Lee Computer Lab. The courses include: 1. Install Network Printers Easily. 2. Easy and Trouble Free Use of My Interwrite Pad! 3. Clickers that Click and Without the Hassel. 4. My Document Camera is Useless! 5. Using the LCD Projector the Way I Want. The courses are equipment based and will be conducted both before and after school for 45 minutes.  The courses will be repeated throughout the 2011-2012 school years and will be taught by teacher/technologists Devina Varela and Ricky Eades.  Teachers will sign up for the classes on Learning Curve and receive credit for their proficiency levels.	Teacher frustration levels will decrease and the use of possessed technology will increase.  Teachers will use their technology for uses other than administrative functions such as grades and attendance.  Student performance and achievement will increase as a direct result of teachers using their technology for direct student instruction.
The completion of Level 3 Teacher Technology Proficiency as outlined in the District Improvement Plan for 2010.	This development will require teachers to construct a lesson plan that is technology based. Laura Howard, Instructional Technologist will be the facilitator of the class.  The class requires no attendance and is online based.  The template for the requirement is located on the SAISD homepage.  This development requires teachers to submit student work and document the required TEKS.  Teachers must have this class completed by March 2012.	The classroom teacher will prove their proficiency in using the available technology to provide instruction for their students. The teacher will hopefully use this lesson template as a regular tool and not a onetime occurrence.  The teacher will discover that our 21st century learners require much more than textbook education.
The implementation of electronic and online resources such as Email, Cell Phones, Twitter, Face Book, and Blogs for communication purposes.	This will be a professional development that allows teachers the opportunity to propel their classroom communications into the 21st century. This class will be offered three times throughout the 2011-2012 school years and taught by Teacher/Technologists Devina Varela and Ricky Eades.  Teachers will be given and instructed on how to communicate with parents electronically.  The classes will guide teachers on setting up classroom Twitter, Face Book, and Blogs for daily communications. The use of Groups via Group Me will demonstrate the use of instant mass communication through text messaging.	Both parents and stakeholders will feel well informed of the operations inside the classroom. The need for traditional paperwork going home with the student will be drastically diminished.  A virtual relationship will be established that is extremely advantageous for the busy lives of all stakeholders.

Evaluation Planning

Assessment or Evaluation Tool	Purpose of Tool	Expectations or Outcomes
Texas 2011 STaR Chart	This is an assessment to measure the technology progress of a campus and district. The chart is completed by Texas educators yearly and the results posted by the end of each school year.  The chart places a campus in one of the following categories: Early Tech Developing Tech Advanced Tech Target Tech	The expectation is for Lee Middle School to, at a minimum, advance to the Developing Tech category.  Our focus for the 2011-2012 school years is centered on Teaching & Learning and Educator Preparation and Development.  These are our two weakest areas.  The professional development opportunities within the action plan will dissolve these short comings.  Also, staff will be educated on the importance of the STaR Chart and accuracy in honest completion is essential.
AEIS 2011 Data	This assessment is directly related to student performance and steers the direction of a campus.  The data indicates both the strengths and weaknesses of a campus in math, reading, writing, social studies, and science.  Crucial and important decisions are based upon the information provided.	The Lee Middle School Campus Improvement Plan 2010 has set definite achievement goals for 2011.  The reading and math scores are set at an achievable 90%, as well as, science and social studies.  Based upon the outcomes of the 2011 TAKS test will be the future plans for both professional development and technology needs.  We anticipate the professional development listed in this action plan will propel the school to exemplary.
Online Teacher Professional Development Evaluation Assessment	This assessment will allow teachers to evaluate the effectiveness of in school professional developments and with the anonymity of honesty. Teachers will use online Google Spreadsheets to give input to the program.	The online method will allow stakeholders the courtesy of honest feedback and the opportunity for instructors to evaluate the effectiveness of the professional development. An example can be found at https://spreadsheets.google.com Future professional developments and decisions about direction will be planned based upon the results of the teacher surveys.

Texas STaR chart for Lee Middle School

STaR Chart Presentation For LEE MIDDLE SCHOOL

Texas STaR chart for Lee Middle School

View more presentations from reades.

National Educational Technology Plan Summary

Executive Summary of National Educational Technology Plan

Ricky B. Eades

Lamar University

President Obama has made clear two definite goals.  First, we will increase the college graduation rate from 41% to 60% and second, that all students will graduate from high school.  The NETP contains goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity.  The goals for each are very desired, yet dreamy in my opinion.  For example, the goal for learning expects for each student to have enriched learning experiences both in and out of school.  Learning experiences must be available anytime and anywhere.  The expectation for assessment is more realistic as we must learn to measure what matters and then use this data for improvement. Most, if not all, teachers would whole heartily agree with the goal for teaching.  It is centered on support!  The teacher is supported by technology that allows them to inspire even the most unmotivated of student.  The infrastructure will demand a system of complete connectivity in which access is available for everyone.  The new goal for productivity will demand better use of time, resources, and money.  The NETP calls for “revolutionary transformation rather than evolutionary tinkering”. (U.S. Department of Education, 2009)  The new plan asks for us to be clear on our outcomes and actively monitor our progress. The learning experiences for students must be powerful and engaging while technology is at the core of every aspect of our lives. According to the plan, students will become critical components of a system in which we create.

References: U.S. Department of Education, (2009). http://www.ed.gov/technology/netp-2010/executive-summary

Progress Report on Long-Range Plan for Technology, 2006-2020

Progress Report on the Long-Range Plan for Technology, 2006-2020

Ricky B. Eades

Lamar University

The progress report for the Long-Range Plan for Technology, 2006-2020 was created in December of 2008.  The data from the submitted STaR charts was used to create the reports.  I was particularly impressed with a few areas of the progress report.  In the report, a question was posed to 6^th-8^th graders of, “Besides not having enough time in your school day to use technology, what are the other major obstacles you face using technology at your school”? (TEA, 2008, p.6) The most prevalent answer was that filters and firewalls blocked web sites needed by students to answer their inquiries.  Other concerns were the restrictions placed by teachers, the inability to access personal emails, and slow internet connections. I must agree that the students do have a point in their complaints.  I have often had problems of my own trying to access legitimate web sites due to filtering restrictions.  Another area that awakened my attention was that of Technology Immersion and the schools involved.  This plan benefitted students as it supplied individual laptops to each and every student.  The data from the project shows positive benefits; however, as the grants run out in 2011, the school districts involved will have to make important financial decisions.  Another aspect of the report shows that distance learning has gained some ground over the past four years. The concept is starting to appear quiet frequently in many Texas secondary schools.

References: Texas Education Agency, (TEA), (2008), Progress Report on the Long-Range Plan for Technology, 2006-2020, p. 1-180

Texas Long Range Plan for Technology, 2006-2020

Texas Long Range Plan for Technology, 2006-2020: Teaching and Learning

Ricky B. Eades

Lamar University

The area of Teaching and Learning as outlined in the Texas Long Range Plan for Technology, 2006-2020 is one that continues to place the majority of Texas schools in the Developing Tech category.  Out of 8087 schools surveyed in 2010, over 50% (59.3%) continue to be labeled as developing.  However, there are 3054 schools or 37.8% that are considered advanced and a mere 73 schools in the state of Texas that has achieved the Target level. The stated data is created with the completion of the STaR chart by Texas teachers.  Each teacher and administrator fills out an evaluation of their current campus once per school year.   The state plan for improvement was created in 2006 and has reached its 5^th birthday.  It is disappointing that we do not have more Texas schools at a minimum meeting the advanced stages of development.  It appears that the majority of Texas schools are still following the trend of teacher directed technology as opposed to teacher-facilitated and student directed.  The “one size fits all” approach no longer meets the demands of our Texas students according to the Texas Long Range Plan for Technology, 2006-2020. Students must be communicating with their peers, as well as, experts to try and solve worldwide problems.  My local area is for the majority in the advanced range with 14 of 20 schools being evaluated as Advanced, four as Developing, and two as Early Developing. The schools across Texas are making progress and we continue to strive for excellence.