Curriculum, Instruction and
Assessment Integration
EDL525- Spring 2016
Western Illinois University
Macomb Campus
Sandra Watkins, Ph.D.
Professor
Educational Leadership
81-H Horrabin Hall
Macomb, Illinois 61455
Work (309)298-2297
Home (309) 836-2060
E-mail: SG-Watkins@wiu.edu
Office Hours: Tuesday, Wednesday and
Thursday, 3:00-5:00 p.m. and one hour
before and after each class session.
Course Description:
EDL525 Curriculum, Instruction and Assessment Integration – (Three Semester Hours) Components of curriculum design and scientific research based instructional strategies,
assessment of needs, goals, objectives and performance criteria; vision, mission, core values,
and smart goals; curriculum evaluation, data driven decision making, RtI, curriculum changes,
culture and climate of the school organization as well as the developmental needs of Pre-K-12
students.
Prerequisites:
EDL 500-505 are prerequisites for this course.
Meeting Dates and Time:
Dates: January 30, 31, March 19, 20; April 30, May 1 2016.
Time: Saturday- 8:00 a.m. to 5:00 p.m. & Sunday- 8:00 a.m. - 1:30 p.m.
Purpose:
The mission of Western Illinois University’s Program for Educational Leadership is to prepare
transformational leaders who will cultivate exemplary learning organizations. This course
provides students with the working knowledge of how to facilitate a vision of learning, create a
school culture that is conducive to student learning and student achievement and provides a
framework for evaluating the curriculum. This course also focuses on research based
instructional strategies that work and techniques for utilizing data driven decision making.
Students will become familiar with national standards, understand the necessity of the alignment
of standards with the curriculum and assessments, analyze their school’s assessment data, and
make recommendations for future strategies to catapult student learning and student
achievement. In addition, students will become familiar with the developmental stages of a
specific school population (PreK-Grade 12), Response to Intervention, the National Professional
Development Standards and the components and evaluation tools for exemplary professional
development. Students will explore the components of a professional learning community and
evaluate a PreK-12 school district.
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Course Objectives:
The student will be able to:
1. Demonstrate the ability to implement a professional learning community (PLC) to include
developing a vision, mission, core values and SMART goals in a school building. Communicate
a well thought-out vision, mission, core values and SMART goals both internally and externally
to establish buy-in from all stakeholders. Analyze and evaluate a PLC in a designated building
on the six components of a PLC.
2. Analyze school data and create a DATA WALL with demographic data, perception data, and
student learning data (NRT’s, CRT’s State test data, performance data, etc.) as well as school
process and program data. Students will prescribe effective research based instructional
strategies to increase student learning. Utilize the IIRC and the Iowa School Profile websites
and analyze a climate/culture survey or the 5 Essentials Survey, to set forth a plan of action.
3. Articulate, analyze, and describe current instructional and student support strategies that are
being utilized in a building. Articulate and evaluate future research based strategies that need to
be employed to catapult student learning and student achievement.
4. Communicate a sense of urgency for increased student learning by presenting data from
state, national, and international assessments regarding student learning and student
achievement to internal and external stakeholders..
5. Analyze and evaluate specific developmental stages, characteristics, instructional needs and
instructional strategies for early childhood, K-2; 3-5; 6-8; 9-10; 11-12.
6. Evaluate the elements of the state mandated RtI initiative and the recommended RtI
processes. Analyze a specific school as to how decisions are made regarding placement of
students in Tiers II and III. Be able to explain the process for universal screening, diagnosis,
implementation of the three tiers, and knowledge regarding research-based practices at the
various levels. Understand the research on retention and the retention process.
7. Communicate the importance of a well articulated, coordinated, aligned, early childhood and
K-12 curriculum. Evaluate a curriculum unit. Understand the key components of the Common
Core Standards (planning and implementation). Cite the curriculum mapping process.
8. Demonstrate knowledge of curriculum theory and design including the social, political, and
economic and cultural forces that impact curriculum decisions.
9. Analyze the 7 National Staff Development Standards/Standards for Professional Learning
and be able to evaluate a school building’s alignment of practices to the standards. Write
recommendations for the school building to gain alignment with the school improvement plan.
Apply professional development best practices at the building level.
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10. Advanced Learners - Analyze the characteristics, needs and best practice strategies for the
high ability learner and the English language learners.
Texts:
1. Text: FOCUS—Elevating the Essentials To Radically Improve Student Learning
Author: Mike Schmoker
Publisher: American Association for Supervision and Curriculum Development
ISBN 978-1-4166-1130-1
2. Text: Classroom Instruction that Works-Research-Based Strategies for Increasing Student
Achievement
Authors: Ceri Dean, Elizabeth Hubbell, Howard Pitler & Bj Stone
Publisher: ASCD
ISBN 978-4166-1362-6
3. Text: Visible Learning for Teachers – Maximizing Impact on Learning
Author: John Hattie
Publisher: Routledge
ISBN 978-0415690157
Supplemental Textbooks:
1. Text: Mapping the Big Picture- Interpreting Curriculum and Assessment K-12.
Author: Heidi Hayes Jacobs.
Publisher: American Association for Supervision and Curriculum Development
ISBN: 9780871202864
2. Text: A Handbook for Classroom Instruction That Works
Author: Robert J. Marzano
Publisher: American Association for Supervision and Curriculum Development
ISBN: 9780871205223
3. Text: Getting Results with Curriculum Mapping
Author: Heidi Hayes Jacobs
Publisher: American Association for Supervision and Curriculum Development
ISBN: 9780871209993
4. Text: Results Now
Author: Mike Schmoker
Publisher: ASCD- American Association for Supervision and Curriculum Development
ISBN 978-1416603580
5. Text: Results Field Book-Practical Strategies from Dramatically Improved Schools
Author: Mike Schmocker
Publisher: American Association for Supervision and Curriculum Development
ISBN: 9780871205216
6. Text: Response to Intervention- Principles and Strategies for Effective Practice
Authors: Rachel Brown-Chidsey and Mark Steege
Publisher: The Guilford Press
ISBN: 9781593852153
7. Text: Response to Intervention- A Practical Guide for Every Teacher
Authors: William Bender and Cara Shores
Publisher: Council for Exceptional Children and Corwin Press
ISBN: 9781412953856
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ELCC Standards:
Standard 1.0 Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by facilitating the development,
articulation, implementation, and stewardship of a school or district vision of learning supported
by the school community.
Elements
Assessments
1.2 b Candidates demonstrate the ability to
articulate and use data-based research strategies
and strategic planning processes that focus on
student learning to inform the development of a
vision, drawing on relevant information sources
such as student assessment results, student and
family demographic data, and an analysis of
community needs.
Data Wall Presentation
1.2 c Candidates demonstrate the ability to
communicate the vision to staff, parents,
students, and community members through the
use of symbols, ceremonies, stories, and other
activities
Data Wall Artifact
Research Based Instruction: Presentations
IIRC website-analysis of a school
Iowa School Profiles-analysis of a school
Vision Brochure
Vision Brochure
Standard 2.0 Candidates who complete the program are educational leaders who have the
knowledge and ability to promote the success of all students by promoting a positive school
culture, providing an effective instructional program, applying best practice to student learning,
and designing comprehensive professional growth plans for staff.
Elements
2.2a Candidates demonstrate the ability to
facilitate activities that apply principles of
effective instruction to improve instructional and
curricular materials.
Assessments
Data Wall Artifact
Research Based Instruction- Presentations
2.3a Candidates demonstrate the ability to assist Data Wall Artifact
school personnel in understanding and applying
Research Based Instruction-Presentations
best practices for student learning.
2.3 c Candidates demonstrate an understanding
of how to use appropriate research strategies to
promote an environment for improved student
achievement.
Data Wall Artifact
Research Based Instruction- Presentations
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Date
1/30-31
3/19-20
Topics
FOCUS- BY Mike Schmoker
Calendar of Topics (Tentative)
Readings
Due
Read Textbook
Notes from Chapters -
Data Driven Decision Making-PDK
2/15 journal activity
Class Activity
PDK-2/15 Articles
NAEP-2015,PISA,PIRLS—Global
Competition,
Seeing the World View!
ESSA
International Assessments –PISA
PIRL- What do they measure?
The U. S. Dept of Education-PARC
and SMARTER BALANCE
Professional Development-:The
Standards: Mini lecture
Introduction to Professional Learning
Communities-Mini Lecture
Vision, Mission, Core Values and
SMART goals & Change Process
Create -Vision Brochure in Groups
Developmental Stages of PreK-12
Students- (work with another
colleague at same grade span)
Professional Learning CommunityHow to evaluate the 6 components.
National Professional Development
Standards- Sharing of Results
Student Led Conferences
Read Alouds- School Marketing
The Normal Curve- Why consider?
Intelligence and Achievement
Assessments
Read Executive
Summary of PISA &
PIRLS
School Climate and Culture
The 5 Essentials Survey
Leadership Style AssessmentGregorc
Library Research-2015,
Classroom Instructional Strategies
that Work –Research Based
Strategies for Increasing Student
Achievement
Response to Intervention (RtI)
Read Textbook::
Classroom Instruction
that Works
Group Analysis of PDK
Journal Activity(In Class
Activity)
Write Editorial on PISA; peer
reviews-1/31
Vision Brochure (In Class
Activity)
Interview with principal on
NAEP-2015 test score results.
Websites
Research
Developmental Stages Chart
3/20
Evaluation of a school’s PLC
3/20-In class Activity)
www.learningforward.org Evaluation of PD in a school
building- Use National Staff
Development Standards to
evaluate 3/20
Evaluation of progress
transitioning from the
Common Core Standards into
the Curriculum
Evaluation of RtI!
Classroom Instructional
Strategies Presentations
Handouts-Discussion on RtI in
class
5
Common Core Standards and the
Curriculum. Evaluate NYC’s-Engage.
What Works Clearing House
4/30-5/1 Visible Learning for Teachers
Developing a Quality Curriculum
First, Second, and Third Order
Change
Data Wall Sharing
Quiz: Visible Learning
Read textbook: Visible
Learning for Teachers
Present DATA WALL
Evaluate Current School
Initiatives: Standards and the
Curriculum.(In Class Activity)
Submit Salient points from
Visible Learning Text
Preparation for Quiz
Detailed Description of Learner Focus, Textbook Assigned Readings, Weekend
Assignments, What to Bring to Class on Specific Dates:
January 30 and 31, 2016
Textbook: FOCUS
Assignment: Read entire textbook. Write up salient points from each chapter. This will be
handed in for a grade on January 30, 2016.
Please bring to class:
1.
2.
3.
4.
5.
Come to class with a list of the salient points from each chapter in the textbook- FOCUS.
Due: January 30, 2016. These key points are written up so you can present them to your
school, the Rotary, the School Board, etc.
Download 2012 PISA. Assessment and READ http://www.oecd.org/pisa/keyfindings/pisa2012-results-overview.pdf. Write a short editorial to your local newspapers on the implication
for this country. Please access several well written editorials and use as a template for your
editorial. Bring those editorials to class and be prepared to tell why you think they were well
written. These editorials can be from local, state and national newspapers. GOOD LUCK! Be
brief but get your points across. Refer to Appendix A for the grading criteria.
Review the results of NAEP-2015 both in reading and mathematics. Inform your principal of
the findings and ask her/his impression of the results. Write up your conversation with the
principal. The Nation’s Report Card http://nationsreportcard.gov/readingmath_2015/#mathematics?grade=4 Make sure you go to grade 8 as well.
Your undivided attention to view a demonstration of a “Data Display Wall.” Models will be
presented to the class during the first session to illustrate the expectations. The specific
directions and grading criteria will also be presented the first day of class. (See Appendix E and
F to begin thinking about this requirement.)
Extra credit: PARCC- Analyze test and results; write an editorial for the local newspaper.
You may also utilize the NAEP-2015, the PIRLS-2011 and/ or the TIMMS assessment and write
an editorial.
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March 19 and 20, 2016
Textbook: Classroom Instruction That Works: Research-Based Strategies for Increasing
Student Achievement
Assignment: Read Textbook
Please bring to class:
1. Please read all the chapters in Classroom Instruction That Works. Think of how you will
present this book as a professional development activity in your school building. When you
come to class on January 30, 2016 you will be assigned to a group. Refer to Appendix B. You
will present your chapter/strategy as a professional development activity to the class during the
March 19/20 weekend. See Appendix C for scoring/grading criteria. PLEASE BE CREATIVE!
2. Design a chart depicting the developmental stages of students in your classroom/grade span.
Headings: intellectual, physical, social-emotional, and moral. List the characteristics and tell how
characteristics dictate needs and then specific instructional strategies. Cite a minimum of 7
sources that you used as references. If there is a colleague in class at the same grade span,
you may work with this students to develop the chart.
3. Evaluate the professional development at your school based on the National Professional
Development Standards-2011 revision!. Access:
http://www.learningforward.org/standards/standards-assessment-inventory-sai Evaluate your
professional development plan on the national standards and then write recommendations for
change. Due: March 20, 2016. Create a rubric to assess the standards. If your school does
not have a professional development plan, evaluate what you are currently using. First, assess
each standard on the rubric, then give rationale (evaluation) for your assessment, and then
make recommendations. See below for formatting your report:
Standard
4.
Evaluation (Rationale)
Recommendations
Evaluation of the alignment and integration of Common Core Standards with the current
curriculum in your school or Evaluation of RtI, especially Tiers II and III.
April 30, and May 1, 2016
Textbook: Visible Learning for Teachers
Assignment: Read and take notes on the entire book. If you would like to have some
experience with Text Coding –See Appendix D. This is not required but will help you reflect on
questions you have, challenges the text brings forth, and areas/statements that you strongly
agree/disagree with in the text.
Please bring to class:
1. Chapter Notes on Visible Learning for Teachers
2. Data Wall to Present
3. Extra-Credit Opportunities- See instructor
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Assessment- Grading Procedures
Activity
Textbook Summary –Chapters in Focus textbook
PISA Editorial – Refer to Appendix A
Two Peer Reviews of Editorial (5 Points each)
Developmental Stages Chart
Evaluation of a School’s Professional Development Plan
Points
15
20
10
20
30
Group/Individual PowerPoint – 9 Instructional Strategies – Refer
to Appendices B and C (From Classroom Instruction Textbook)
Notes from each chapter on Textbook- Visible Learning for
Teachers –
Data Display Wall – Refer to Appendix E—FINAL EXAM
Evaluation of School’s Progress on RtI/ Current Curriculum
Initiatives
Vision Brochure – Refer to Appendix F
Quiz: Visible Learning Textbook
Interview with Principal on NAEP-2015
20
15
70
15
30
30
15
Grading: A = 270-290- B = 250-269 C = 230-249
Policies and Expectations
Attendance
(For courses at the 500 level) A student who is absent for more than 50% of a scheduled day of
a Weekend Academy class will be assigned a grade of incomplete (I) by the instructor and must
make up the appropriate day in its entirety the next time the course is offered in order to change
the Incomplete to a letter grade. If a student is absent for more than 50% of the first day of a
weekend academy class, the instructor may, at his/her discretion, either exclude the student
from attending the class or award an incomplete under this attendance policy.
Incomplete Grade for Missing Course Requirements
An incomplete grade may be given only when a student, due to circumstances beyond his or
her control, is unable to complete course requirements within the official limits of the term. The
instructor may allow additional time for completion of the requirements after consideration of a
written petition from the student to the instructor. The petition must include what the student will
do to complete the requirement and the expected date of completion of the incomplete
requirements.
Academic Accommodations
In accordance with University policy and the Americans with Disabilities Act (ADA), academic
accommodations may be made for any student who notifies the instructor of the need for an
accommodation. For the instructor to provide the proper accommodation(s) you must obtain
documentation of the need for an accommodation through Disability Support Services and
provide it to the instructor. It is imperative that you take the initiative to bring such needs to the
instructor's attention, as he/she is not legally permitted to inquire about such particular needs of
students. Students who may require special assistance in emergency evacuations (i.e. fire,
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tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in
such an emergency. Contact Disability Support Services at 298-2512 for additional services.
WIU Academic Dishonesty Policy
Western Illinois University is dedicated to the discovery and communication of knowledge. The
University can best function and accomplish its objectives in an atmosphere where high ethical
standards prevail. For this reason, and to insure that the academic work of all students will be
fairly evaluated the University strongly condemns academic dishonesty. The most prevalent
forms of academic dishonesty are cheating and plagiarism. Dishonesty of any kind with respect
to examinations, course assignments, alteration of records, or illegal possession of
examinations shall be considered cheating. It is the responsibility of the student to not only
abstains from cheating, but also to avoid making it possible for others to cheat. Any student who
knowingly helps another student cheat is as guilty of cheating as the student he or she assists.
The submission of the work of someone else as one's own constitutes plagiarism. Academic
honesty requires that ideas or materials taken from another course for use as a course paper or
project be fully acknowledged. Plagiarism is a very serious offense in whatever form it may
appear, be it submission of an entire article falsely represented as the student's own, the
inclusion within a piece of the student's writing of an idea for which the student does not provide
sufficient documentation, or the inclusion of a documented idea not sufficiently assimilated into
the student's language and style.
Student Rights and Responsibilities
A complete set of links to student rights and responsibilities can be found at the following URL:
http://www.wiu.edu/Provost/students/.
9
APPENDIX A: PISA Editorial Rubric
Name of Candidate: _______________________________________
Possible points: 20 (Instructor Grading) 5 points for each Peer Reviews
CRITERIA
Score: ____
Exemplary 4pts
(Exceeds)
Proficient 3pts
(Meets)
Basic 2 pts
Developing- Not
Met
Unacceptable 1
pt Not Met
0 Points
Opening
This editorial is
written with an
exemplary lead to
bring the reader
into the story.
This editorial is
written with an
interesting lead to
bring the reader
into the story.
This editorial is
written with a lead
but it needs to be
more interesting.
No article
submitted
Background
Information
This story
contains an
abundant amount
of background
information about
the issue.
This article has a
clearly stated
opinion toward the
beginning of the
article. The
editorial contains
at least 3
different, but
logical reasons for
the stated opinion.
This story
contains some
background
information about
the issue being
debated.
This article has
an opinion that
could be stated
more clearly
using better
wording. The
editorial contains
at least 3 reasons
for the stated
opinion with 2
being very
distinct from each
other and logical
for the argument.
The writer uses
some transitions
between each
idea. The article
contains less
than two
grammar or
spelling mistakes.
This story contains
very little
background
information about
the issue at hand.
This article
contains an issue
which impacts
only a few people
in the society. This
editorial is written
with a boring lead
which does not
encourage the
reader to continue.
This story contains
no background
information about
the issue being
discussed.
This article has an
opinion which is
somewhat
confusing. The
editorial contains
only one really valid
reason for the
opinion given, and
2 debatable
reasons.
The writer is very
confusing about
his/her opinion on
the issue. The
editorial does not
contain any valid
reasons for the
given opinion.
No article
submitted
The writer uses
only a couple
transitions between
ideas. The article
contains two or
three grammar and
spelling mistakes.
No article
submitted
The ending of the
story restates
most of the
reasons and
gives at least 2
specific
recommendations
for the reader.
The ending of the
story restates one
of the reasons and
gives at least 1
recommendation
for the reader.
The writer does
not use any
transitions
between ideas.
The article
contains four or
more grammar
and spelling
mistakes.
The ending of the
story does not
summarize any of
the reasons, nor
does it give any
clear
recommendations.
Opinion
&
Reasoning
Transitions,
Grammar &
Spelling
Summary
&
Recommendations
The writer uses
effective words
throughout the
article to make
transitions
between ideas.
The writer uses all
correct grammar
and spelling.
The ending of the
story restates all
the reasons and
gives at least 3
specific
recommendations
for the reader to
take action.
No article
submitted
No article
submitted
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APPENDIX B—Strategies/Chapters will be assigned the first weekend of class.
Student Assignments for Classroom Instruction That Works
Chapter
Person(s) Assigned
1.Setting Objectives and Providing
Feedback
2, Reinforcing Effort and Providing
Recognition
3. Cooperative Learning
4.Cues, Questions, and Advance
Organizers
5.Nonlinguistic Representations
6.Summarizing and Note Taking
7 Assigning Homework and
Providing Practice
8.Identifying Similarities and
Differences
9.Generating and Testing
Hypotheses
10.Instructional Planning Using the
Nine Categories of Strategies
If you are assigned a chapter that has more than one person, you are to meet with the person(s)
assigned to this chapter. You are to teach this chapter as if you were conducting a staff
development offering at your school. Your fellow colleagues need to walk away from class
knowing how to IMPLEMENT the STRATEGY/STRATEGIES in their classroom in the 20162017 academic year.
You will have 15-20 minutes to present your strategy/strategies. The Cooperative Learning
chapter involves many of the cooperative learning strategies. We want to ensure that your
colleagues have the experience of learning at least 5 of the cooperative learning strategies. If
you are assigned this chapter, you will have more allotted time to present..
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APPENDIX C
RUBRIC for Grading- Instructional Strategies Presentation
Name: ___________________ Title of Presentation: _______________ Date: _________
Possible points = 20
POWERPOINT AND GROUP INITIATIVE EVALUATION CRITERIA__
CATEGORY
Creative and
Interesting
Effective in
Addressing
Audience
Quality of
Visuals
Professional
Image
Organization
Content
Knowledge
Mechanics &
Collaboration
3 - Exemplary
Demonstrates full knowledge of
topic (more than required) with
creative explanations, examples
and elaboration. Presenter fully
engages the audience and
“Sells” his/her strategy.
Presents information with
correct grammar, fluency, has
an effective opening that
engages the audience in an
exemplary manner. Summary
very effective. “Sells” the
strategy.
Uses very interesting and
engaging visuals to reinforce
screen text and presentation.
Excellent eye contact, well
poised and excellent posture,
appropriate pitch and dressed
appropriately.
Presents information in highly
organized and logical manner
with excellent flow, along with
interesting sequencing which
engages the audience in an
exemplary manner.
Demonstrates exemplary
knowledge of
strategy/strategies presented
with full explanations and
elaborations.
2 – Meets Standards
At ease with content, presented
in an interesting manner,
elaborates on strategy and
engages the audience.
1 – Below Standards
Uncomfortable with presenting
strategy and is unable to answer
only rudimentary questions. The
presenter does not engage the
audience.
Presents information in logical
sequence which the audience
can easily follow. Adequate flow
of information, engages the
audience and demonstrates a
sufficient summary.
Audience did not fully
comprehend strategy because
there is no sequence of
information, poor flow of
thought, and presenter did not
engage the audience or
summarizes major points.
Poor quality of visuals
Visuals related to screen text
and presentation.
Good eye contact, appropriate
poise and posture, adequate
confidence in voice and
appropriately dressed.
Audience is able to follow logical
and sequential presentation.
Strategy presented in an
adequate manner.
Presenter at ease with content,
knowledge of
strategy/strategies,
demonstrated adequate
explanations and elaborations of
the strategy/strategies.
No misspellings or grammatical Less than four spelling and/or
errors on written or
grammatical errors on written
presentation of
or presentation of
strategy/strategies.
strategy/strategies.
Very obvious the team worked
Team worked together, all
together and all members
members contributed, but a few
contributed equally to the
carried the presentation.
presentation. “With-it-ness” to
the group.
Poor eye contact, inappropriate
poise and posture, voice pitch
varied, inappropriate dress for
presentation.
Presentation was not made in a
logical and sequential manner
and audience had difficulty
following flow of information;
strategy not comprehended.
Presenter did not relate the
strategy/strategies well to the
audience. Students unable to
apply strategy knowledge.
Four or more spelling errors
and/or grammatical errors on
written or presentation of
strategy/strategies.
Team worked together, but it
was obvious certain people did
all the work.
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APPENDIX D- Text Coding
Name___________________
Total Score______
What: A metacognitive strategy that helps students monitor their comprehension while reading.
Why: Some students tend to “stray” while reading a text, especially if the content is difficult. Coding
helps students “stay” with the text. Students monitor their own understanding as they read in
order to fix problems as they occur.
How: Create codes for the students to use, based on desired responses and characteristics for the
assigned material. Codes may be symbols or letters, or students might color-code for certain
text features. Possible codes include:
? = I have a question about this
A = I agree with this
D = I disagree with this
! = Interesting or important point
C = Confusing
E = Exciting
U = I need to do this/use this
Model how to use the codes; demonstrate with the students’ text or with a text comparable
to that which students will be reading.
2.
The students read the material and code by using sticky notes or peel-off dots, writing lightly
in the text, and/or highlighting.
3.
The discussion of the materials begins with the codes. For example, the teacher can begin
the discussion by asking, “What were you confused about?”
1.
Helpful hints: Start simply – with only two codes – and add others as students become more
proficient at coding.
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APPENDIX E - Data Walls
Name of Candidate______________________
EDL 525 Principal
Directions to the Candidates
You have just accepted the position of principal at Ellis Elementary School. This is your first job
as the instructional leader/principal of a school. The superintendent of schools has assigned you
the task of reviewing and revising the data part of your school improvement plan since that state
audit found your school not in compliance with state directives. The superintendent has
instructed you, as the new principal, to design a DATA WALL to motivate your staff to analyze
and discuss the district data. She has requested you to display the three-year trend data with
your analysis along with the current strategies the school is using to garner highest student
achievement for all of your students. She would also like you to work with your teaching and
support staff. Please list the research based strategies that will be used in the upcoming year.
She would like the Data Wall to be displayed in your office and in the front hall during all school
events in the coming year. The superintendent would also like you to evaluate the current staff
development plan for the district and revise changes based on the district achievement data.
Background Information on Data Walls: Data Walls provided an excellent source of viewing
national, state, and local data on student progress and student achievement trends. They
encourage educators to discuss school wide data as well as classroom data. They help
educators make inferences regarding instructional strategies that are working and not working in
the schools and in the district as a whole. Data Walls ensure that all educators in the district are
analyzing the data on a frequent basis and utilizing multiple measures of data to make informed
instructional decisions that will enhance the delivery of research based best practices in
classrooms. Data Walls focus on looking at various populations (Exceeds, Meets, Below
Standard, and Warning) of the student body and motivate discussions by faculty and staff both
at building and district levels.
The following components should be addressed in your DATA WALL (please display on a three
pronged science display board):
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Design and develop a Data Wall for your current school. You may use your current school data,
if this is not available, you will need to contact the district and ask permission to access the data
on your school. On the middle panel of the display board you will include the charts, tables, and
graphs for the student achievement data for the school for the past five years. Also include
cohort achievement data and include your interpretative comments that explain all of the data.
Please include demographic data and perception (climate/culture) data as well as the required
student achievement data (state and local assessments). ELCC-2.2
Design and display the current instructional practices that the school is using to catapult student
achievement on the left side/ panel of the data display board. You are to analyze the strategies
and ascertain if they are research based and then list the strengths and weakness of these
strategies along with your conclusions. ELCC 2.3
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Design the right hand panel of the display board and list the best instructional practices (from
sound educational research) that will improve student learning and student achievement for all
students in the coming school year. ELCC 2.3
You will present your Data Wall at the school improvement meeting (mock panel of colleagues)
where central office staff, principals, and community members will be involved. You will have 15
minutes to present your Data Wall. The Data Wall will be given to your professor the day you
present in class. The Data Wall will demonstrate your ability and skills to analyze and interpret
multiple measures of data; engage in activities that indicate your knowledge of best practices
supported by sound research and your ability to apply this knowledge to enhance student
achievement in your school.
DATA WALLS: DIRECTIONS-
NCATE ASSESSMENT
Educational Leadership 525-571
Standard: 2; Elements: 2.2, 2.3
Indicators: 2.2a; 2.3a; 2.3c
Teachers and administrators are discovering the power of Data Walls to improve analysis of
assessment data. Data Walls provide an excellent source of viewing national, state and local
data on student progress. They encourage faculty members to discuss school wide data and
classroom data and help teachers make inferences regarding instructional strategies that are
working and those that are not working. Utilizing Data Walls insures that all members of the
faculty are analyzing data on a frequent basis and using data to make instructional decisions
that will garner higher student achievement for all students.
PARTS TO THE DATA WALL:
Three Pronged/Panel Presentation
1) Middle Panel: This includes charts, tables, and graphs that demonstrate national, state, and
local test scores for the school and the district. Since parents and students read Data Walls, it
is important to include interpretative comments that explain the data. At Ellis Elementary, 75%
of the 3rd Grade students scored at proficiency or higher in mathematics on the ISAT/ITBS
according to the state test scores. If you are writing for the district, you will add the proficiency
for the district. Here you will also add trend data for the last three years and then interpret that
data as well. A review of the data for the past three years indicates that steady progress has
been made on both the state and district assessments in the area of math computation.
2) Left Panel: This panel should address the instructional strategies that are being used to
catapult student achievement. This panel could state that weekly math tests are conducted in
the area of math computation at Ellis Elementary School along with a strong interdisciplinary
approach to apply the skills in the real world. This is the panel where you write the Research
Best Practices that are being utilized or have been utilized.
3) Right Panel: This panel addresses the inference and conclusions along with recommendations
for the future. Our analysis indicates that weekly math fact tests, along with interdisciplinary
instruction and application to the real world problems have made a significant impact on test
scores. In the coming year (2010-2011) we plan to extend these strategies (provide additional
strategies that you will use) that are best practices and will make a difference in student
achievement. Please include how you will address the students who are non-proficient as well
as those who are advanced learners.
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APPENDIX F
RUBRIC for Grading- Vision Brochure
Name: ___________________ Title of Brochure: _______________ Date: _________
Possible points = 30
VISION BROCHURE EVALUATION CRITERIA
CATEGORY
Vision
5 - Exemplary
Articulated the vision
statement in an
exemplary fashion with a
future focus. Parents,
teachers, and students
will find the vision
statement compelling.
Mission
Mission statement
addresses the purpose
of the school in an
exemplary manner. The
mission statement is
measurable.
Core Values
Core values are written
and addressed in an
exemplary manner.
There are no more than
5 values, and there are
bullets under each core
value to explain each
core value.
Smart Goals
Goals are written in an
exemplary manner.
They are specific,
measurable, and
attainable, results
oriented, and time
bound.
Attractiveness This brochure has
and
exceptionally attractive
Organization
formatting and wellorganized information.
Each section has a clear
beginning, middle, and
end.
Graphics
Graphics are
exceptionally well
chosen and placed and
go well with the text.
There is a balanced mix
of text and graphics.
4 – Meets
2 – Below Standards
Standards
Articulated the vision The vision statement is
statement in an
vague and does not focus
organized manner with on the future. Parents,
a focus on the future. students, and teachers will
Parents, teachers, and find it difficult to embrace
students will find the
the vision statement
statement
because it is vague.
understandable.
Mission statement
Mission statement is vague
addresses the purpose and does not address the
of the school in an
purpose of the school
adequate manner. The adequately. The mission
mission statement is
statement is not
measurable.
measurable.
Core values are written Core values are written in
and addressed in an
a vague manner with no
adequate manner.
bullets to explain each core
There are no more
value. Core values are
than 5 core values, and belief statements and not
there are bullets under core value statements.
each core value to
explain the core value.
Goals are written in an Goals are vague and are
adequate manner.
not specific, measurable,
They are specific,
attainable results oriented,
measurable, results
and time bound.
oriented, and time
bound.
This brochure has
attractive formatting
and well-organized
information. Almost all
sections have a clear
beginning, middle, and
end.
Graphics go well with
the text and there is a
good mix of text and
graphics.
This brochure’s formatting
and organization of
material are confusing to
the reader. Less than half
of the sections of the
brochure have a clear
beginning, middle, and
end.
Graphics go well with the
text, but there are either
too few and the brochure
seems “text-heavy,” or too
many that they distract
from the text.
0 – Objectives
Not Met
There is no vision
statement.
There is no mission
statement.
There are no core
values.
Goals are not
written.
There is no
standardized
formatting to the
brochure. None of
the sections have a
clear beginning,
middle, or end.
There are no
graphics.
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