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Theresa Nevins
0B
Session 1 Assignment 2
Profile Data Worksheet
Data Analysis
Strengths
LSMS Profile pp. 1-6
A new administration could be a good thing
Parents, teachers, and the community felt the
school was clean and had a good appearance
Parent perceptions:
Most parents are happy with the school and have
support for the school
Most parents felt as though instructional needs
were being met
Complimentary towards most teachers
Student perceptions:
Students liked school
Complimentary towards teachers (for doing
projects and group work)
Classers were fun and interesting
They liked the extracurricular activities that were
offered
Most teachers are satisfied with the school
Student to teacher ration 15.9 to 1
Weaknesses
LSMS Profile pp. 1-6
49.6% Economically Disadvantaged
26.7% LEP
Academically Unacceptable Rating
Average Education of the Town is 12th Grade
300 Students in At Risk Situations (that’s almost
half the middle school)
There are some ‘weak’ parent perceptions: there is
no differentiation of work, work is not meaningful,
some rules/procedures seem unfair
Students did not like busy work, the way discipline
is handled, buses and cafeteria food, and felt like
they did not feel welcome to participate in class or
extracurricular activities
The community is concerned about academic
preparedness
The community members would like to volunteer
but are never asked
Teachers are not on the same page (tardies,
instructional strategies)
LSMS Profile pp. 7-8
LSMS Profile pp. 7-8
The White sub-group is passing with 90% or higher
Science Final Course Grades fro 6th-8th grade has
stayed in the low 90’s.
Special Education is high (91.2%) in Final Course
grades in 6th grade compared to other sub-groups
Attendance – Approximately 32 students were
assigned make-up time for excessive absences, but
about 8 of them were reviewed by the district
138 In-school Suspensions/30 out of school
Grade Percentages seem low
Hispanic Population is low in 8th Grade Reading
Economically Disadvantaged students have low to
average Final Course Grades
The Hispanic Population overall has the lowest
passing percentage
80.6% of all students are passing Reading, which
means 19.4% are not – this equates to 120 students
not passing!
9-10 general ed students have been retained
©Texas Education Agency
November 2008
ILD Online: Instructional Leadership Development: Session 1: ILD Foundations  Profile Data Worksheet
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LSMS Profile pp. 9-13
LSMS Profile pp. 9-13
There were more kids in the current year with less
kids dropping out compared to the prior year
With the scores, Lonestar Middle is Academically
Unacceptable
I don’t see the scores for all of the groups (white)
No Advanced Course/Dual Enrollment (or
population is very small)
Number of Commended Performance is low for
Math, Writing, Science, and SS
No College Ready Graduates
Guiding Questions:
What additional data do I need?
Additional data needed based on pp. 1-6
What kind of community outreach is available? The average grade level for the town was a 12th
grade education.
Is there a school culture for accepting diversity? What programs are in place to help embrace
and teach students about each other’s differences?
What is the school and the district going to do to address the Superintendent’s expectation of
“Learning for All?”
What is in place for teacher professional development? What kind of follow up is there
trainings? *Make sure trainings are relevant and meet the needs of the campus (attendance,
homework, feedback, ESL, RTI, assessments, discipline, instructional strategies, differentiation)
What trainings and programs are in place to meet the needs of the SpEd, Career & Tech
Education, Bilingual/ESL, and GT Programs?
How is the school identifying and working with the 504 students? Is there adequate trainings in
Dyslexia, behavior modifications, and other at-risk situations?
How will the Principal monitor the perceptions after he has met with the parents, students,
community, and teachers?
How is the school/district planning for 21st century learning? (career & college readiness,
technology)
What kind of collaboration is taking place amongst teachers/staff? PLC? Action Research?
What does the Campus Plan look like? What about the PDPs for teachers?
Additional data needed based on pp. 7-8
How does the school plan to close the gap for all its learners, especially its subgroups?
Are there incentives for attendance? How will this be addressed?
What is the plan to increase the number of students passing state assessments?
How are students who are retained being monitored?
Is there a school wide discipline program? Are there other options for in-school suspensions?
How are the needs of the Hispanic population being met? They are the lowest performing in 6th
grade reading?
How is the school going to work on showing improvement on their scores?
Additional data needed based on pp. 9-13
©Texas Education Agency
November 2008
ILD Online: Instructional Leadership Development: Session 1: ILD Foundations  Profile Data Worksheet
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Scores for the White group
Missing improvement information for Writing
What type of assessments are in place (formative and summative)?
Are students being identified for intervention? (How early? What’s the process? Resources?
Monitoring?)
Is classroom instruction meeting the needs of the students and the testing genre?
What is being planned/discussed for students who drop out?
Analyzing data: closing the gap, how to raise the commended performance, getting ready for
new testing standards and accountability)
There seems to be a lot going on at LSMS. First, I would target professional development in
various areas. To meet the demographics of the school I would be looking at training in issues
on Poverty (and other socio-economic factors) and SIOP and other strategies to meet the
Bilingual/ESL population. During PLC time I would make sure discussions (and additional
professional development) focused on: What do we want the students to learn (TEKS, vertical
alignment)? How do we know if they learned it (formative/summative assessments, portfolios,
instructional strategies)? What do we do if they don’t (RTI, tutoring)? How does all of this
apply to state assessment? How are they going to close the gap and raise scores?
Another big focus would be trainings and follow up on building a strong school culture (to also
include the community). This would hopefully address attendance, drop-out rates, suspensions,
etc.
©Texas Education Agency
November 2008
ILD Online: Instructional Leadership Development: Session 1: ILD Foundations  Profile Data Worksheet
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Based on the information I have at this time, what are the implications for LSMS?
Remember to start to forming ideas about LSMS, but don’t make any final judgments yet
Implications based on pp. 1-6 (succinct paragraph)
Implications based on pp. 7-8 (succinct paragraph)
Implications based on pp. 9-13 (succinct paragraph)
Complete during Session 2 Assignment 1: Profile Data Analysis
Implications based on Session 2 (pp. 16-19) (succinct paragraph)
©Texas Education Agency
November 2008
ILD Online: Instructional Leadership Development: Session 1: ILD Foundations  Profile Data Worksheet