How do I help to
better identify and serve diverse populations which include economically
disadvantaged, Hispanic, and African American students on the campus and
district level?
This is an important question as it relates to the LISD
district plan. Leander’s District
performance goal is to, “Reduce the performance gap between economically
disadvantaged and non-economically disadvantaged students in Math and Science
across all grade levels while continuing to increase the performance of all
students as measured by district assessments.”
In order to follow the district plan of closing the gap of
the diverse demographic population of students in our district, my plan was to
analyze the Readistep data from the Readistep test given this fall to 8th
grade students in our school district. I began specifically with Wiley Middle
School. I focused my efforts on the
diverse population of students, which includes economically disadvantaged,
Hispanic, and African American students, who scored 80% or higher on Critical
Reading and/or Math. Besides myself,
those responsible for the success of the implementation of this are the
counselors at the middle and high school, The Director of K-12 programs, the
Director of College and Career Readiness. Those students were academically
advised and encouraged to take an advanced level class such as a Pre-AP or
Pre-IB course in high school. I looked
at STAAR data for those students who scored Advanced Academic Performance in
these diverse populations. I looked at
the 90%ile in the Critical Reading and Math as a gifted and talented screener
as well. My plan is to follow this established cohort group through grades 9-12
to track and follow their academic progress on district assessments, STAAR and
classroom performance. Additional scheduling into advanced classes may be
needed as well.
My ultimate goal is to bring the
achievement gap closer not only in using the Readistep data as it applies to my
high school, from Wiley Middle school to Rouse High School, but taking it
district wide and applying it to all of the middle schools in LISD. That is the
real need for change.
The score back process for the
Readistep test is complete for the 2011-2012 school year. The data from the
Readistep test has been gathered district wide and sorted into categories.
After meeting with my supervisor she suggested that I contact the DOI’s at all
of the high schools to see how they had handled the information/scheduling
piece of the process. In other words,
once the high school got the list of students who were in the diverse pop
groups who scored 80% or higher on Critical Reading or Math on the ReadiStep
test, what was the course of action for them?
She suggested that I gather this information from all 5 high schools,
not just mine, to share “Bright Spots”. The questions I will be asking them
are: 1. How are they identifying which
kids need to be advised to take advanced courses other than self -selection? 2.
What organizational processes are they using?
I plan to meet with the high school DOI’s as we begin the ReadiStep
process for the 2012-2013 schoolyear. I
have already met with the ReadiStep Coordinators at the middle schools,
discussed the value of the test, discussed the process of accommodation and
discussed the testing day. One testing
has completed, we will meet to discuss the score back process and how the
results can then be used in academic advising. I think it is important for the
Coordinator at the middle school to understand how the counselors at middle
school and high school are using the results so this can be communicated to
students and parents.
One question that I already have
is a potential for future use of the ReadiStep data with Gifted and Talented
screening. I would like to use the data
in the 90th %ile as opposed to the 80%ile as a potential screener
for GT identification.
My action research project is timely in my job and my supervisors are
excited about it and are actually quite eager for me to finish it! It is
pertinent to my job and meets the needs of my district and my supervisors.
