1.3 Policies, Procedures, Programs & Funding
Candidates research, recommend, and implement policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c)
Artifact: Action Plan Part 1
Reflection:
The Action Plan was created in response to Campbell High School students’ low performance on the 2013 End-of-Course-Test in Coordinate Algebra. While 50% or more of the students tested passed all other courses, only 28% passed in Coordinate Algebra. A comparison of the results by ethnicity further indicated a gap between the performances of white students, black students, and Hispanic students. While more than 80% of the white students tested passed the Coordinate Algebra, less than 40% of the black or Hispanic students passed the same test. My contributions in this project were helping to analyze students’ test results to identify areas for improvement and designing an Action Plan necessary to help students improve their performance on Coordinate Algebra and to help close the achievement gap in all courses.
Analysis of students’ performance on mathematics courses identified Algebra and Functions as areas that needed improvement (Cobb County School District, 2013). This research enabled me develop a recommendation on what could be done to improve students’ performance on Coordinate Algebra in particular. It was hoped that developing units on Algebra and Functions and organizing workshops for teachers on how to make mathematics lessons more practical would engage all students and improve their performance in mathematics courses.
The research and recommendation involved in this artifact meet the requirements of standard 1.3. I shared the artifact with my mentor who happens to teach in Campbell High School. The procedure involved preparing teachers to make Math lessons more practical, if undertaken, would result in students’ performance in Math lessons, especially Coordinate Algebra. The artifact shows estimation of how much money the school would spend at each level of the implementation.
Completing the artifact offered the opportunity to identify areas of relative strength and those that need improvement to achieve the vision of the school. I learned how to design a program for a school and the procedure faculties should follow to ensure that the intended outcome is achieved. The artifact centers on only Mathematics. There were other results on the End-of-Course-Test that were not so impressive, even though over 50% of the students passed. If I had to recreate this artifact, I would make sure that the activities and programs would involve all the faculties in the school. That is because the achievement gap cuts across all subject areas.
Creating the artifact helped the school in identifying the areas for improvement. If implemented, teachers would go through activities that would improve instructional practices. Students’ results on Coordinate Algebra in the End-of-Course Test should reflect the impact of this Action Plan.
Reference
Cobb County School District (2013). Testing brief: 2013 End-of-Course-Test annual data. Retrieved from http://www.cobbk12.org/centraloffice/curriculum/assessment/testscores/2012-13/2013_EOCT_Testing_Brief.pdf
The Action Plan was created in response to Campbell High School students’ low performance on the 2013 End-of-Course-Test in Coordinate Algebra. While 50% or more of the students tested passed all other courses, only 28% passed in Coordinate Algebra. A comparison of the results by ethnicity further indicated a gap between the performances of white students, black students, and Hispanic students. While more than 80% of the white students tested passed the Coordinate Algebra, less than 40% of the black or Hispanic students passed the same test. My contributions in this project were helping to analyze students’ test results to identify areas for improvement and designing an Action Plan necessary to help students improve their performance on Coordinate Algebra and to help close the achievement gap in all courses.
Analysis of students’ performance on mathematics courses identified Algebra and Functions as areas that needed improvement (Cobb County School District, 2013). This research enabled me develop a recommendation on what could be done to improve students’ performance on Coordinate Algebra in particular. It was hoped that developing units on Algebra and Functions and organizing workshops for teachers on how to make mathematics lessons more practical would engage all students and improve their performance in mathematics courses.
The research and recommendation involved in this artifact meet the requirements of standard 1.3. I shared the artifact with my mentor who happens to teach in Campbell High School. The procedure involved preparing teachers to make Math lessons more practical, if undertaken, would result in students’ performance in Math lessons, especially Coordinate Algebra. The artifact shows estimation of how much money the school would spend at each level of the implementation.
Completing the artifact offered the opportunity to identify areas of relative strength and those that need improvement to achieve the vision of the school. I learned how to design a program for a school and the procedure faculties should follow to ensure that the intended outcome is achieved. The artifact centers on only Mathematics. There were other results on the End-of-Course-Test that were not so impressive, even though over 50% of the students passed. If I had to recreate this artifact, I would make sure that the activities and programs would involve all the faculties in the school. That is because the achievement gap cuts across all subject areas.
Creating the artifact helped the school in identifying the areas for improvement. If implemented, teachers would go through activities that would improve instructional practices. Students’ results on Coordinate Algebra in the End-of-Course Test should reflect the impact of this Action Plan.
Reference
Cobb County School District (2013). Testing brief: 2013 End-of-Course-Test annual data. Retrieved from http://www.cobbk12.org/centraloffice/curriculum/assessment/testscores/2012-13/2013_EOCT_Testing_Brief.pdf