Competency 2 Account

Competency 2: Accountability
Related Task:
1.4 Ability to assess the effectiveness of an instructional program.
Narrative of Task:
1.4.4 Work with a district committee to conduct a district-wide assessment of
the effectiveness of the instructional program.
Smart Goal:
Collect reading program data by March 27th, and complete evaluation prior to
April 1st.
Narrative Description:
Starting the 2014-2015 school year Waldon Middle School was labeled as a
Title I school. As a result Waldon will receive Title I funds to upgrade the
entire educational program of the school. These funds are earmarked for
school wide or targeted assistance programs in order to help disadvantaged
children meet high academic standards. Accompanying Title I funds is an evaluation
of the program/strategy/initiative that the funds were used for.
For the 2014-2015 school year all three middle schools in the Lake Orion
Community School District were labeled as Title I. Since all three middle schools
used the same programming and strategies I worked with each building principal to
evaluate the effectiveness of the program.
At Waldon Middle School the funds received from Title I were used for staffing two
curriculum support programs. The At-Risk curriculum support class was used assist
students that were struggling to meet academic standards in all core subject areas.
When identified, a student would be placed in the curriculum support class with a
Title I funded staff member for one class period each day.
Title I funds also provided for an additional staff member to be placed in the reading
support classes. Sixth and Seventh grade students identified as being below grade
level in reading fluency or comprehension would be placed in the support class
where strategies, such as I-Ready, would be used to target and grow areas of
weakness that students had in reading.
To evaluate the effectiveness of the program I was given a packet of questions from
the State of Michigan. Upon reviewing the questions with my principal it became
clear that I needed to identify data that would show the effectiveness of the
program. My search for data began with having conversations with the staff
members whose positions are funded through Title I.
As a result of my conversations with staff members on what type of data is kept I

narrowed the scope of my focus upon reading fluency and comprehension. I found
out that beginning of the year screeners are administered in order to identify
students who are below grade level. After a series of steps are taken and permission
granted, they are placed in a reading support program. The reading program then
administers additional reading screeners for the tracking growth while in the
program. As a result I was able to use Fall screener data in comparison to Winter
screener data to gauge the effectiveness of the program.
Once I obtained the reading data from staff members I used percentages to show
how many students participating in the program demonstrated growth between
from the fall to winter testing dates. At that point I disaggregated the data further to
show how much of a percent increase each student who had growth showed. By
placing the percent range increases into a pie chart I was able to identify a pattern
within the small sample size that I had.
To finalize the evaluation I answered the questions posed by the State of Michigan
using the aggregated data I now had available to me as the evidence needed to
show effectiveness. At that point I also have to answer questions about
administrative practice in relation to the operation of the programs. For this section
I sat down with my building principal to review actions and steps that he has taken
to ensure program integrity.
Specific
Meet with reading program staff and my building administrator to

identify and collect data that would allow us to evaluate the
program and show effectiveness.
The data collected will be disaggregated to show student growth

and ultimately program effectiveness.
Measurable
The reading program currently collects beginning of the year data

and administers intermittent growth assessments to track student
progress. The data will simply need to be collected and
disaggregated to fulfill the requirements set by the State for Title I
Attainable
funded schools.
Relevant
Currently collecting the data will fulfill the evaluation requirement

set by the State. However, collecting this data can also provide an
effective means to compare our current reading program to last
years reading program to determine which program was more
effective.
Timely
For the 2014-2015 school year Waldon Middle School is required

by the State of Michigan to complete an evaluation of the
program/strategy/initiative that was funded through Title I
Reflection:
During my clinical practice I have both been able to gain a wide range of
skills as well as further develop the skill set that I have. Specifically,
throughout the process of selecting and completing a competency on
accountability I have encountered several administrative revelations. The
moments I am referring to range from the continued importance of
relationship building, to interpersonal skills, data disaggregation, and
purposeful data usage.
After developing a plan of action with my administrator I shortly thereafter

had my first moment of clarity. To carry out the evaluation I needed to speak
to reading program staff about compiling currently available data in order to
show that the reading program we offer is effectively meeting the needs of
our students. Upon having conversations with staff members regarding the
next steps of the evaluation, I immediately felt a sense of discomfort. The
discomfort that was prevalent throughout the next couple of weeks was not a
sense of uneasiness with me, since I had a positive working relationship with
each individual, but instead the purpose of the collection. It became evident
to me that this process was unfamiliar to them as a result of previous years
not being required to present the data in this form. It was also evident to me
that a conversation explaining that the process was not in place to harm
them had not occurred. It was not until I recognized the issue and explained
the intent that I got the data that was needed.
Upon entering education, my answer to the interview question on the
importance of data was that it is effective in identifying where students are
proficient and what areas need to be targeted. I have learned a lot since is
then, while my original answer is correct, data is far more valuable that I
originally understood. In education have observed that data is everywhere,
however purposeful and effective data disaggregation and usage is the
exception, not the rule. As a leader of an organization I believe that it is
paramount to have training and meetings on the proper usage and potential
benefits of data collection. Unfortunately, we have become well versed in
data collection, but are relatively inexperienced beyond that point. As a
result educators are aware of the lack of disaggregation and as a result the
awareness subconsciously or consciously impacts the collection process. If a
foundation in regards to data collection is effectually laid its usage will
produce a more efficient organization.

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Competency 2: Accountability

As a result of my conversations with staff members on what type of data is kept I

Meet with reading program staff and my building administrator to

The data collected will be disaggregated to show student growth

The reading program currently collects beginning of the year data

Currently collecting the data will fulfill the evaluation requirement

For the 2014-2015 school year Waldon Middle School is required

After developing a plan of action with my administrator I shortly thereafter

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