Project Part 1: Demographics- Sarah Cozart

Clark Middle School is a sixth grade through eight grade school located in Frisco, Texas. According to the 2013 census,
Frisco has a population around 136,791, up about 10,000 from 2012. Frisco is growing at about a 6.5% rate each year (http://
www.census.gov). According to the census bureau, it is the second fastest growing city in the US. The census data also shows that
the median household income from 2008 to 2012 was $108,428. The persons below poverty level in 2012 is at 4.5%.
Clark Middle is part of Frisco Independent School District, which currently serves 46,464 students (http://
www.friscoisd.org). The district is growing 2,500-3,500 students each year. No district in the nation has grown faster on a
percentage basis in the past 20 years. It is projected to have 66,000 students by 2020. Frisco ISD currently has 56 schools and is
building two to six campuses annually. In 2014 a bond passed for Frisco ISD to build 14 more schools. The growth of student
enrollment is shown below in Figure A (http://www.friscoisd.org).
Figure A: Frisco ISD Student Enrollment 2006-2020

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Clark Middle School serves 865 students, which is up 65 students from three years earlier (Figure B).
Figure B: Clark Middle School Student Enrollment 2010-2014
According to the TAPR report, Figure C shows the 2012-2013 (2013-2014 is not yet available) population consist of 77
African Americans (8.9%), 133 Hispanic (15.4%), 502 White (58.0%), 6 American Indian (0.7%), 121 Asian (14.0%), and 26
students that are more than two races (3.0%).
Figure C: Clark Middle School Student Enrollment By Ethnicity, 2012-2013 (N=865)

790
810
830
850
870
2010-2011 2011-2012 2012-2013 2013-2014
865 865
826
800
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3%
14%
1%
58%
15%
9%
African American (n=77) Hispanic (n=133) White (n=502)
American Indian (n=6) Asian (n=121) More than two Races (n=26)
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According to the TAPR reports over the last three years available (2013-2014 information is not available) and shown on
Figure D, the proportion of African American students to the total school population dipped from 9.8% (n=78) to 8.2% (n=68)
then increased up to 8.9% (n=77). The proportion of Hispanic students and white students is interesting, because the numbers are
increasing but the percentages are decreasing. For example, Hispanics increased from 14.5% (n= 118) to 15.9% (n= 131) then
decreased to 15.4% (n=133). The proportion of White students are declining in percentage but not in numbers. They had a small
increase from 59.5% (n= 476) to 59.8% (n= 494) but then took a significant drop in percentage to 58% (n=502). This means that
they are growing but other races are growing at a faster rate. The American Indian students have stayed around the same
percentage of 1%. The Asian student population is increasing the most rapid each year from 12.1% (n=97), 12.8% (n= 106), then
to 14% (n=121). More-than-two-race students have stayed around 3% over the three year time span. All of this information shows
us that Clark Middle School is growing in student numbers and becoming more diverse each year with the Asian community
growing the fastest.
Figure D: Clark Middle School Percentage of Students Enrolled By Ethnicity, 2010-2013
0%
15%
30%
45%
60%
African American Hispanic White American Indian Asian More than 2 Races
3%
14%
0.7%
58%
15.4%
8.9%
2.3%
12.8%
1%
59.8%
15.9%
8.2%
2.8%
12.1%
1%
59.5%
14.8%
9.8%
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2010-11 (n=800) 2011-12 (n=826) 2012-13 (n=865)
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Over the same three-year period, Figure E shows the percentage of students that are economically disadvantaged has
decreased from 13.6% to 10.4%, an indicator that there is a decrease in the percentage of families living in poverty in this campus
zone. The district has maintained around a 12% economically disadvantaged percentage during these three years which indicates
that the families moving into Clark Middle School zone are increasing in household income levels compared to the city of Frisco.
The actual number of students also decreased from this span from 109 students to 90 students.
During this three year span the english language learners have stayed around 2% at Clark Middle School which is well
below the district average of 5% and the state average of 17% (Figure E). This is an indicator that the English Language Learners
live in another area of Frisco, Texas. With Frisco being the second fastest growing city in the state of Texas, it is interesting that it
doesnt compare more to the state average of 17%.
Figure E: Percentage of Clark Middle School Economically Disadvantaged Students &
English Language Learners, 2010-2013

0%
3.75%
7.5%
11.25%
15%
2010-11 (n=109;12) 2011-12 (n=95;16) 2012-13 (n=90;16)
1.8%
1.9%
1.5%
10.4%
11.5%
13.6%
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Economically Disadvantaged English Language Learners
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Clark students have generally increased in yearly attendance ratings during the last few years (2012-13 and 2013-14 not
available). In 2009-10 school year was the only exception of this increase shown below in Figure F. Every year during this time
span Clark was above the district rate which averaged 97% and the state rate which averaged 96%.
Figure F: Clark Middle School Average Percentage Yearly Attendance, 2008-2012
The discipline referrals for Clark Middle School has increased from 159 in 2011-12 to 176 in 2012-13. This is a 10%
increase. This could be caused because Clarks class sizes are increasing from 22 students to 23 students over the last three years
and the district has remained at 22 students. However the students on disciplinary placement remains to be below 1% during the
last three years which is very similar to the district and state placements. This indicates that the administration handles most of the
referrals in house.
There have been around 60 teacher positions at Clark Middle School over the last three years. Even though the school is
increasing in size, the number of positions remain the same which naturally will lead to larger class sizes. The average starting
salary for teachers in Frisco ISD is $46,000. The percent of teachers by years of experience for Clark Middle School over the last
three years is shown on Figure G. This graph shows that historically Clarks teachers are majority new teachers with less than 5
years of experience. However, over the last year it is shifting to a higher percentage in experienced teachers. The administration at
Clark consists of three white principals of which two are female with the head principal being male. They all have master degrees
and have been in the district for many years. The average salary for the administrators at Clark Middle School is $75,000.
95%
95.75%
96.5%
97.25%
98%
2008-09 2009-10 2010-11 2011-12
97.7%
97.5%
96.7%
97.2%
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Figure G: Percent of Teachers at Clark Middle School based on Years of Experience 2010-2013


Figure H shows a table comparing the ethnicity of the students to the teachers over the last available three years. The
students are much more diverse than the teachers in terms of ethnicity. The white race is the majority in the teachers and students
but the teachers percentages are much higher than the students. The white race is the only race where the teachers percentage is
higher than the students percentage. The percent difference shows which school year the percent was the largest gap between the
teachers and students. In 2011-12 school year had the most percent difference categories at the max. This means that in 2012-13
the staff is becoming more diverse. However, the teacher to Asian students comparison is becoming the largest difference due to
the growing population of Asian students.
0%
10%
20%
30%
40%
2010-11 2011-12 2012-13
10.1%
11.7%
10.6%
31.4%
23.9%
26.4%
22.6%
30.3%
27.6%
31.2%
32.4%
32.1%
4.8%
1.7%
3.4%
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Beginning Teacher 1-5 Years Experience
6-10 Years Experience 11-20 Years Experience
Over 20 Years Experience
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Figure H: Ethnicity of Students to Teachers 2010-2013
Ethnicity Population 2010-11 2011-12 2012-13
African American Teachers 3.6% 3.4% 6.7% African American
Students 9.8% 8.2% 8.9%
African American
Percent Difference -6.2% -4.8% -2.2%
Hispanic Teachers 7.9% 5% 5% Hispanic
Students 14.8% 15.9% 15.4%
Hispanic
-6.9% -10.9% -10.4%
White Teachers 88.5% 91.6% 88.2% White
Students 59.5% 59.8% 58%
White
Percent Difference 29% 31.8% 30.2%
American Indian Teachers 0% 0% 0% American Indian
Students 1% 1% 0.7%
American Indian
Percent Difference -1% -1% -0.7%
Asian Teachers 0% 0% 0% Asian
Students 12.1% 12.8% 14%
Asian
Percent Difference -12.1% -12.8% -14%
More than two Races Teachers 0% 0% 0% More than two Races
Students 2.8% 2.3% 3%
More than two Races
Percent Difference -2.8% -2.3% -3%

Increased parent engagement and satisfaction for Clark is a goal for the Campus Improvement Plan Committee. They are
focused on bringing the parent satisfaction up 5% each year on their parent surveys. The focus is in communication among the
staff and the parents as well as the communication and ease-of-transition with the incoming sixth grade parents.

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Part 2: Program Data (School Process; Student Learning; Perceptions)
School Process: Class Structure
Clark offers many different programs on their campus. The extra curricular activities are plentiful at Clark and
their band program is very successful. They include: Girls and Boys Athletics, PE, Art, Tennis, Advanced Tennis, Band,
Skills for Living, Broadcasting, Digital Graphics and Animation, Orchestra, Theater Arts, Strength and Conditioning,
Theater Production, Video Production, Choir, Robotics, Technology Applications, Teen Leadership, Yearbook, and
Multimedia. Band has the most students participating and is very important to Clark. The band students focus on being a
successful band as well as being successful in core classes. They can not participate in band if they do not pass their
classes, therefore band has a direct effect on the student achievement scores. Theater Arts is also very popular and
important at Clark. There is a lot of parent support for both programs. Choir and yearbook have the least amount of
students. Figure I shows the numbers for the extracurricular classes.
Figure I: Students in Extracurricular Classes

Athletics/Strenth Traning
Tennis
Skills for Living
Broadcasting/Video Production
Digital Graphics
Theater Arts/Production
Art
Band
Choir
Orchestra
Technology Applications
Robotics
Multimedia
Teen Leadership
Yearbook
PE
0 150 300 450 600
285
8
155
56
102
150
94
28
582
116
408
50
66
90
75
349
Number of Students
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The core classes include ILA, Pre-AP ILA, GT Pre-AP ILA, Reading Lab, History, Science, Pre-AP Science,
Math, Pre-AP Math, Algebra I, AP Geometry, Math Lab, and Math Principals. Other curricular enhancement classes
include: Health, Spanish I, and Spanish II. There is also a program that provides intensive instructional support to
identified at-risk students in a small group setting named the State Compensatory Education Program (SCE). Each core
subject gets allotted $2,000 each year to use for needs in that department. This can range from testing support material,
class supplies, manipulatives, to even workbooks.
The main changes that happened with the core subjects are in the ILA and the math departments. Two years ago
there were separate reading and english teachers. This past year, Clark combined these classes into an ILA class that is
double blocked with typically the same teacher teaching both blocks to the students. This was changed due to the need of
consistency in reading and writing. Data was used to determine that schools that have done this have good results with
their scores due to the consistency of the teachers.
In the Math department, students had to be tested on the TEKS that they were taught. In 2011-2012 students in
Pre-AP were taught TEKS in one grade level above their own. This meant that they had to take the STAAR test for the
grade level above them. This made our scores hard to use for data due to this confusion. Therefore, in 2012-2013 school
year, the Pre-AP students no longer took TEKS from the grade level above and therefore took their own STAAR grade
level test. The Algebra students took the EOC and did not have to take 8th grade STAAR in math. Within the last five
years, the math department has had three different Instructional Coach teachers to lead them. The first coach left in 2011;
from 2011-2013 there was the second coach; in 2013-2014 the current coach took over. They are bringing the second coach
back in 2014-2015 as a second Instructional Coach to only work with the math department with their implementation in the
classroom. The change in leadership has caused the math department the have inconsistent numbers.
School Process: Curriculum Implementation
Frisco ISD employes Instructional Coaches for each core subject at each school. These coaches complete
walkthroughs during the year that are designed to create data based on the implementation of the curriculum. The data is
summarized per department during each grading cycle, and the departments come together to create goals based on the
walkthrough data. Clark has implemented a program called Kagan that is focused on small group instruction in the
classroom. The data shown below in Figures J.1-J.7 is the CARA (Collect/Analyze/Reflect/Act) data for the math
department due to this subject being the focus of the campus. Teachers were expected to implement Kagan as well as teach
Project- Sarah Cozart 9
at a conceptual level of understanding. The data was taken as a snapshot of what was happening in the classroom to
determine how the students and teachers were interacting with each other as well as how the programs were being
implemented. In Figure J.1, the Instructional Coaches (ICs) ask at least two students what the objective is for the lesson.
The percentages show how often the student understood what the object was. If the teacher was lecturing, the IC does not
interrupt and chooses unable to determine. Teachers were lecturing about half of the time according to this data. In Figure
J.2 the IC marks what the students were working with. The students must actually be using the material, and not just have it
on their desk. There is a good variety shown, however worksheets tend to be the highest category. In Figure J.3 at least
half of the students must be doing the response in order to be chosen. In order for them to be listening, they must be
creating something to show they are listening. Figure J.4 shows the break down of the Blooms Level based on majority of
the class and their activities. In order to be highly engaged in Figure J.5, the students must be so enthralled in the activity
that if the teacher stepped out of the classroom they would continue working. In Figure J.6 coaching is a teacher helping a
group of students that are struggling to understand the topic. They are coaching them by questions to understand the
material. A class discussion is where the teacher and students are interacting while working through an activity. Figure J.7
is based on how the students are seated and working together.
Figure J.1: CARA Math Department- Learning Target Is Evident to Student
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Figure J.2: CARA Math Department- What the Students were doing
Figure J.3: CARA Math Department- How the Student Showed the Understood
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Figure J.4: CARA Math Department- Blooms Level Observed
Figure J.5: CARA Math Department- Level Of Engagement
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Figure J.6: CARA Math Department- What the Teacher was Doing
Figure J.7: CARA Math Department- How the Students Were Grouped
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Student Learning
Figure K.1- Figure K.4 below shows the STAAR scores for each department per grade level in the last three years.
Math Pre-AP and On-level classes take the same STAAR, so their data is together on Figure K.1. Algebra takes an EOC
and is separate than 8th grade STAAR. The first round of STAAR was in 2011, and it was not considered an SSI year.
Therefore 8th grade will not have a 2nd round listed for reading or math. Writing is only given in 7th grade, therefore is
listed on the same grade as all of the reading scores. History and science are only tested in 8th grade, therefore there is only
one set of data for these subjects. There were 13 students that failed Math STAAR in 2013 and 19 students that failed
STAAR in 2014. There were 8 students that failed Reading STAAR in 2013 and 9 students that failed STAAR in 2014.
Figure K.1: Percent Met for STAAR in Math; Grades 6-Algebra, 2011-2014
2011-2012 2012-2013 2013-2014
0%
25%
50%
75%
100%
6th Grade 7th Grade 8th Grade 8th Grade May (n=0,13,19) Algebra
100%
63.16%
90.9%
90.1%
95.17%
100%
84.6%
94.2% 94.4% 93.8%
100%
0%
95.9%
90.3%
93.8%
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Figure K.2: Percent Met for STAAR in Reading; Grades 6-8/Writing 7th 2011-2014
Figure K.3: Percent Met for STAAR in Science; 8th Grade 2011-2014
2011-2012 2012-2013 2013-2014
0%
25%
50%
75%
100%
6th Grade 7th Grade 7th Writing 8th Grade 8th Grade May (n=0, 8, 9)
77.8%
97.2%
86%
91.9%
95.3%
75%
96.5%
90.2%
94.1%
91.3%
0%
95.9%
91.4%
92.5%
93.5%
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2011-2012 2012-2013 2013-2014
90%
91.5%
93%
94.5%
96%
8th Grade
91.9%
93.8%
95.1%
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Figure K.4: Percent Met for STAAR in History; 8th Grade 2011-2014

The focus of Clark is the math department due to so many students needing to retest in 8th grade math for STAAR
and the inconsistency in the scores each year. The amount of students that need to retest have increased over the last two
years where reading has stayed consistently lower. In Figure L there is a break down of the subpopulations of Clark and
how they did in each grade level by year. The green highlights the best year in the subpopulation in each grade level. In the
8th grade, the 1st round and the 2nd round were taken into consideration. It was determined which year was better based
on the two combined.

Figure L: Math STAAR % Met by Grade, Population, 2011-14 (on the next page)
2011-2012 2012-2013 2013-2014
88%
89.5%
91%
92.5%
94%
8th Grade
89.2%
93.4%
89.6%
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Population Year 6th
Grade #
Took
6th Grade
% Met
7th Grade
# Took
7th Grade %
Met
8th Grade #
Took 1st
Round/ 2nd
8th Grade %
Met 1st
Round/ 2nd
Algebra #
Took
Algebra %
Met
Economically
Disadvantaged
2011-2012 31 87% 21 80.9% 29 81% 2 100% Economically
Disadvantaged
2012-2013 25 88% 33 88% 21/4 81/75% 3 100%
Economically
Disadvantaged
2013-2014 34 91.18% 30 80% 33/4 85/50% 4 100%
American
Indian
2011-2012 5 80% 2 50% 3 100% 1 100% American
Indian
2012-2013 2 100% 3 100% 2/1 50/100% 1 100%
American
Indian
2013-2014 3 100% 5 100% 2/1 50/0% 1 100%
Asian 2011-2012 41 100% 14 92.8% 25 92% 21 100% Asian
2012-2013 39 94.9% 44 100% 18/0 100%/-- 13 100%
Asian
2013-2014 49 95.92% 36 100% 18/0 100%/-- 32 100%
Black 2011-2012 20 90% 20 80% 23 91% 5 100% Black
2012-2013 23 100% 16 93.7% 25/3 88/67% 4 100%
Black
2013-2014 20 100% 23 91.3% 17/4 77/50% 5 100%
Hispanic 2011-2012 50 86% 23 86.9% 48 93% 8 100% Hispanic
2012-2013 33 87.88% 55 89% 38/2 95/100% 10 100%
Hispanic
2013-2014 47 89.36% 38 81.58% 43/7 86/86% 11 100%
Two or More
Races
2011-2012 7 100% 4 100% 2 100% 7 100% Two or More
Races
2012-2013 10 100% 8 87.5% 5/1 80/100% 1 100%
Two or More
Races
2013-2014 1 100% 10 90% 4/1 75/100% 2 100%
White 2011-2012 155 95.5% 91 93.4% 170 98% 55 100% White
2012-2013 151 93.4% 157 94.9% 119/6 96/83% 48 100%
White
2013-2014 149 95.97% 151 89.4% 114/6 95/50% 42 100%
LEP 2011-2012 3 33% 0 ----------- 1 0% ---------- ---------- LEP
2012-2013 4 100% 3 33% 1/-- 100%/-- ---------- -----------
LEP
2013-2014 14 85.71% 6 83.3% 5/1 80/100% ---------- -----------
Special
Education
2011-2012 13 76.9% 16 56% 16 75% ---------- ----------- Special
Education
2012-2013 10 80% 4 100% 3/1 67/100% ---------- -----------
Special
Education
2013-2014 21 57.14% 18 61.11% 12/2 83/50% ---------- -----------
Modified
STAAR
2011-2012 3 100% 1 0% 2 50% ----------- ----------- Modified
STAAR
2012-2013 10 80% 4 100% 3 67% ----------- -----------
Modified
STAAR
2013-2014 7 100% 10 80% 4 100% ----------- -----------
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Perceptions
A survey was given to a select number of teachers at Clark Middle School. Their answers are to represent the
majority of the teaching staff. Teachers were asked about their philosophies of teaching, their opinions of the school, and
their educational background. Teachers believe that assessing student learning style and differentiating instruction are the
best ways for students to learn (Figure M). Figure M is on a 5 number scale where 1 is strongly disagree and 5 is strongly
agree. Teacher satisfaction with the school administration in terms of support varies between hardly any support, to
acknowledgement that there are support systems in place but not used very well, to a good support system (Figure N).
Figure N is on a 5 point scale where 1 is no support and 5 is continuous support. Teachers feel that if there was more peer-
coaching; feedback on walkthroughs; and demonstrations of lessons they would feel more supported and could increase
their teaching effectiveness (Figure O). Figure O is set on a 5 numbered scale where 1 is not at all and 5 is a great deal.
Comparing this survey data, the curriculum implementation data, along with the student learning data shows us where gaps
are in the math department. This is discussed in Part 3.
Figure M : I believe Student Achievement Can Increase Through:
Differentiating Instruction
Professional Development
Teaching to Standards
Computer Use
Provide a Threat-Free Environment
Close relatonships from Student to Teacher
Addressing Student Learning Styles
Effective Parent Invovement
Onling Student Assessment
Student Self-Assessment
Teacher Use of Student Data
0 1 2 3 4 5
4.67
3.78
3.89
4.44
4.78
4.56
4.67
3.56
3.67
4.44
4.78
Strongly Disagree Disagree Neutral Agree Strong Agree
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Figure N: How Much Support Do You Receive from Your School Administrators to Ensure that:
Figure O: How Much Would each of the Following Help You Better Know
the Standards/Help Improve Your Teaching Effectiveness?
You are Teaching the Standards
Your students are Learning the Standards
You are planning backwards design
Teachers are teaching the same standards
Teachers are doing the same instructional strategies
Teachers use the CBA data to implement teaching to all learners
Teachers Use Formative Assessments to verify mastery
Teachers plan together on the what not the how
Teachers Use data to plan together
0 1 2 3 4 5
3
2.78
3.22
2.89
2.78
3
2.89
3.33
3.33
No Support Hardly Any Theres a System Good Support Continuous
Grade Level Meetings on Standards/Implementation
Cross Grade Level Meetings on Standards/Implementation
Schoolwide meetings on standards/Implementation
PD on teaching the standards/implementation
Feeback from Classroom Observations
Demonstration Lessons
Peer coaching
0 1 2 3 4 5
4.33
4.56
4.22
4.33
3.33
4.44
4.33
Not At All Probably Not Not Sure A Lot A Great Deal
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Part 3: Preparing for Improvement- Data Analysis and Conclusions
Intersection Analysis
When putting all the data of the student learning, demographics, perceptions of the teachers, and the school processes
together, it is clear that the math department needs to be the focus. Students are not being successful on our math assessments
especially on the 8th grade 1st round data.
It is important to look at how all four categories of data intersect together. The question that comes into focus is: what are
the differences in the student assessment results (STAAR), we are getting, based on whom we have as students and how they are
being taught in the math classroom? Is the way we are teaching equal to the way we feel students learn best? In order to answer
these questions we must look at the STAAR student achievement results of the 1st and 2nd round for the math department
disaggregated by ethnicity, and the perceptions data compared to the CARA cycle data results for the year. This will determine if
the CARA cycle and the teacher beliefs align. We also need to focus on the populations that are growing at our campus and
compare with how they are doing on the assessments over time.
When analyzing all four categories of data together, we can determine gaps that have become evident on what is
theoretical and what is actually happening, then we can make a needs assessment on what the root causes are for these gaps so that
we can determine what needs to be done to help improve our effectiveness and efficiency. If we want different results, we must
change the process that created the results.
Data Analysis
When we look at the data for the CARA cycle with the perceptions data we see right off that what the teachers believe is
effective is not being implemented in the classroom. Majority of the teachers feel that differentiating instruction and teaching to
the different learning styles is the most effective way for students to be successful. However, when we summarize the CARA cycle
data we see that the teachers are mainly direct teaching to the whole group or individual with worksheets on a low level of Blooms
(Figure P). Direct teaching includes teacher question and student answer, teacher giving directions, and class discussions.
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Figure P: Summary of CARA cycle Data for Math & Perceptions
Direct Teaching: Q&A/Directions/
Discussion
56% of the time
Whole Group/Individual 62% of the time
Worksheets 36% of the time
Low Level Blooms 45% of the time
Believe we should be teaching to
learning style by differentiating
instruction is effective
96% Believe

The teachers are implementing some level of group teaching and they are coaching the students which is good. However,
it is evident that differentiating instruction is not happening because looking at the STAAR data with the 2nd round of testing in
8th grade, we see that a high percent are still not passing and it is getting worse each year (Figure Q).
Figure Q: Summary of 8th grade 2nd Round Testing
Pass Fail
0%
25%
50%
75%
100%
2012-2013: 1st Round 2012-2013: 2nd 2013-2014: 1st 2013-2014: 2nd
37% 9% 15% 6%
63%
91%
85%
94%
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This shows us that the intervention that is happening for the students that are failing the first round of STAAR is not being
differentiated from how they were taught in class. This is also evident when we look at 6th, 7th ,and 8th grade from 2012-13 to
2013-14. We see there is a dip in both scores (Figure R).
Figure R: Summary of 7th and 8th grade Percent Met 2012-2014
This will happen when teachers continue to build gaps from one year to the next due to not differentiating instruction to
the different learning styles. The Asian population is the highest growing population, and you can see how they are doing well in
7th and 8th grade. However 6th grade needs to focus on the Asian population. 6th grade grew in the overall passing percentage but
did not gain as high in the Asian population. The special education and the LEP population are also struggling on the STAAR. If
teachers were doing group work and differentiated instruction based on the students learning styles these two groups would be
higher (Figure S).
2012-2013 2013-2014
0%
23.75%
47.5%
71.25%
95%
6th Grade 7th Grade 8th Grade
91%
90%
95%
94% 94% 94%
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Figure S: Summary of Asian, LEP and Special Education
Causes of these Gaps
The teachers perceptions and beliefs do not match what they are doing in their classrooms. One reason the data could be
the way it is might be because the teachers are comfortable teaching the way they have always taught and do not know how to go
about changing this. They are trying to teach in small groups and implement some activities to different learning styles according
to the CARA data, however the majority of the time is still spend as a whole class instruction and not giving students like the LEP
population, special education population, and the at risk students time to discuss ideas with other students. We all tend to fall back
on what we are comfortable with especially when time is a factor. When this is done over a period of time, we see gaps that show
in the data. I believe this is what is happening with the Math department. If the teachers were shown how to implement small
group instruction the LEP, special education, at risk, and the Asian population would benefit, because student learn the best when
they teach each other. 6th grade could implement this with their Asian population to help them be more challenged.
Improvement Plan
Teachers in the survey say that if they can see a lesson modeled then they could understand better. This paired with a
coach that helps them through this and gives them feedback from observing their implementation could really improve this gap.
Clark is planning on hiring an outside person to come in to help as an instructional coach. This will be a perfect way for teachers
Project- Sarah Cozart 23
to have the opportunity to see modeled lessons, feedback on observations, and direct coaching with their teaching implementations
of small group instruction and Kagan activities. The instructional coach will come in half a day every week to observe different
teachers in the math department. She can start by monitoring the class and taking observations on implementation gaps. The
instructional coach can then meet with the teacher and discuss these gaps and ideas that can be implemented to differentiate the
instruction. The instructional coach can then come back to model a lesson for the teacher with these suggestions implemented
during the lesson. The teacher and instructional coach can meet to discuss questions the teacher might have. Then the instructional
coach can observe the teacher again implementing these ideas in their own lesson. They can meet again to discuss ideas and
continue the process throughout the year. The instructional coach can meet with the department head and the principals to discuss
progress and things that they can implement to help with the goals. The entire year should be utilized especially in between the
two rounds of STAAR in 8th grade. The instructional coach can work with the teachers on how to change the intervention plan for
these students. The goal by the end of the school year would be for the CARA data to change to 25% or less of the time for
students to be working on worksheets; have 75% of the time have the students learning in the higher two levels of Blooms;
students to be speaking, reading, writing, listening 75% of the time; and student to be working in small group or paired 50% of the
time. The goal for STAAR would be for all grade levels to be at 95% passing for the first round of STAAR. For 8th grade 2nd
round the goal would be 90% passing. Each teacher would be responsible for analyzing their CARA data and making short term
goals as a department that feed into these larger goals for the year. The teachers would also be responsible for looking at their
CBA data each cycle then discussing the gaps between their planning partners and themselves. They should be discussing how
they taught the difficult questions and come up with ways to reteach these low scoring topics through out the year. The principals
would be responsible for following up with the instructional coaches and monitoring the teachers with walkthroughs when the
instructional coaches can not. The principals would also be there for intervention for the teachers that are still struggling to go
against their norm and who are resisting the change. With these things in place, the gaps should close and Clarks math department
should meet their goals with teamwork.
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