[Type text] [Type text] [Type text]
EDLD 5352 Instructional Leadership-Week 1 Assignment
Week 1: Exploring Instructional Leadership through the Instructional Core and Self-Assessments
NELP Standard 4: Learning and Instruction
Candidates who successfully complete a building-level educational leadership preparation program understand and demonstrate the capacity to promote the current and future success and well-being of each student and adult by applying the knowledge, skills, and commitments necessary to evaluate, develop, and implement coherent systems of curriculum, instruction, data systems, supports, and assessment.
Component 4.3 Program completers understand and can demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally responsive and accessible assessments that
support data-informed instructional improvement and student learning and well-being.
PSEL 4: Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student’s academic success and well-being.
Texas Principal Standards Pillar: Data-driven Instruction
Principal Domain and Competency
Domain II: Leading Learning
Competency 4
Domain II
Course-level Objectives (CLOs):
1. Develop a fundamental understanding of instructional leadership. (Evaluating) (CLO1)
2. Identify and interpret core elements of curriculum alignment used to improve student achievement (Knowledge & Analyzing) (CLO2)
3. Analyze and evaluate data to drive instruction. (Analyzing) (CLO3)
4. Formulate a professional development plan applying data driven decision making. (Creating) (CLO4)
5. Exemplify requisite credentials and program requirements. (Understanding) (CLO5)
Week 1 Learning Objectives (W1LO):
1. W1LO1: (CLO1) Examine the role of an instructional leader through the fundamentals of the Instructional Core.
2. W1LO2: (CLO1) Describe leadership skills that address the importance of improving instruction through self-assessment of School Leader Self-Assessment Tool and Educational Leadership Profile Survey.
3. W1LO3: (CLO2) Cultivate components of a professional development plan to improve instruction.
4. W1LO4: (CLO5) Program Requirements: Prepare Progress Check for submission.
Overview:
In Week 1 of this course you will examine a framework to help instructional leaders understand that the learner, curriculum, and instruction are interrelated. Change one part of this relationship, and you have to consider changes in the other two. Accountability in this relationship is both external and internal. External accountability addresses the question - how well are we doing? Internal accountability addresses the question - what are we doing? This week you will focus on the components of the Instructional Core, complete an Educational Leadership Profile Self-Assessment, and examine the seven levers for Quality Instruction and Culture. ...
1. [Type text] [Type text] [Type text]
EDLD 5352 Instructional Leadership-Week 1 Assignment
Week 1: Exploring Instructional Leadership through the
Instructional Core and Self-Assessments
NELP Standard 4: Learning and Instruction
Candidates who successfully complete a building-level
educational leadership preparation program understand and
demonstrate the capacity to promote the current and future
success and well-being of each student and adult by applying
the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum,
instruction, data systems, supports, and assessment.
Component 4.3 Program completers understand and can
demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally
responsive and accessible assessments that
support data-informed instructional improvement and student
learning and well-being.
PSEL 4: Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually
rigorous and coherent systems of curriculum, instruction, and
assessment to promote each student’s academic success and
well-being.
Texas Principal Standards Pillar: Data-driven Instruction
Principal Domain and Competency
Domain II: Leading Learning
2. Competency 4
Domain II
Course-level Objectives (CLOs):
1. Develop a fundamental understanding of instructional
leadership. (Evaluating) (CLO1)
2. Identify and interpret core elements of curriculum alignment
used to improve student achievement (Knowledge & Analyzing)
(CLO2)
3. Analyze and evaluate data to drive instruction. (Analyzing)
(CLO3)
4. Formulate a professional development plan applying data
driven decision making. (Creating) (CLO4)
5. Exemplify requisite credentials and program requirements.
(Understanding) (CLO5)
Week 1 Learning Objectives (W1LO):
1. W1LO1: (CLO1) Examine the role of an instructional leader
through the fundamentals of the Instructional Core.
2. W1LO2: (CLO1) Describe leadership skills that address the
importance of improving instruction through self-assessment of
School Leader Self-Assessment Tool and Educational
Leadership Profile Survey.
3. W1LO3: (CLO2) Cultivate components of a professional
development plan to improve instruction.
4. W1LO4: (CLO5) Program Requirements: Prepare Progress
Check for submission.
Overview:
In Week 1 of this course you will examine a framework to help
instructional leaders understand that the learner, curriculum,
and instruction are interrelated. Change one part of this
relationship, and you have to consider changes in the other two.
Accountability in this relationship is both external and internal.
External accountability addresses the question - how well are
3. we doing? Internal accountability addresses the question - what
are we doing? This week you will focus on the components of
the Instructional Core, complete an Educational Leadership
Profile Self-Assessment, and examine the seven levers for
Quality Instruction and Culture. Rigor in learning activities,
content, and instruction are a priority for instructional leaders
of the 21st century.
Resources:
Week 1 Readings: Be sure you are logged into Blackboard in
order to access all of the readings from these links. All
References listed below are in APA format for citation.
1. Hallinger, P. (2003). Leading Educational Change:
Reflections on the practice of instructional and transformational
leadership. Cambridge Journal of Education, 33(3), 329–338.
https://doi-
org.libproxy.lamar.edu/10.1080/0305764032000122005
https://libproxy.lamar.edu/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=psyh&AN=2003-09787-
001&site=eds-live
2. Suh, R. (2017). Instructional Leadership. (p.11) Salem Press
Encyclopedia. Retrieved from
https://libproxy.lamar.edu/login?url=https://search.ebscohost.co
m/login.aspx?direct=true&db=ers&AN=89164275&site=eds-live
3. City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L.
(2009). Instructional rounds in education (p. 30). Cambridge,
MA: Harvard Education Press.
http://www.macombfsi.net/uploads/1/5/4/4/1544586/instructiona
l_rounds_-_principles.pdf
4. Elmore, R. (2010). Leading the instructional core. In
Conversation (Vol. 11, No. 3, p. 1-12).
4. http://www.edu.gov.on.ca/eng/policyfunding/leadership/summer
2010.pdf
5. Desravines, J., Aquino, J., & Fenton, B. (2016).
Breakthrough principals: A step-by-step guide to building
stronger schools (p.49-55). John Wiley & Sons.
6. Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A
Practical Guide to Building Exceptional Schools (p.365-366).
John Wiley & Sons.
Week 1 Assignment Rubric:
Use the Rubric to guide your writing.
Tasks
Level 1: Does not meet the minimum criteria
0 points
Level 2: Approaches minimum criteria
4 points
Level 3: Meets minimum criteria
6 points
Level 4: Meets target criteria
8 points
Part 1A:
Instructional Core Summary
Candidate examines the elements of an instructional leader
through the fundamentals of the Instructional Core by defining
the three elements and listing the seven principles for improving
student learning
NELP 4
PSEL 4
W1LO1: (CLO1)
Candidate lists the three elements of the instructional core. (K)
Candidate lists the three elements of the instructional core with
little definition. (K)
Candidate defines the three elements of the instructional core
5. briefly and may lack clarity. (K)
Candidate defines the three elements of the instructional core
comprehensively and with clarity. (K)
Candidate provides no information on the seven principles for
improving student learning. (K)
Candidate provides information, but no list of the seven
principles for improving student learning. (K)
Candidate provides an incomplete list of the seven principles
for improving student learning. (K)
Candidate provides in depth list of the seven principles for
improving student learning. (. (K)
Candidate articulates no supporting evidence from the readings
and lectures in the summary. (S)
Candidate articulates little supporting evidence from the
readings and lectures in the summary. (S)
Candidate articulates general supporting evidence from the
readings and lectures in the summary. (S)
Candidate articulates comprehensive evidence from the readings
and lectures for specificity and clarity in the summary. (S)
Part 1B:
Self-Assessment Reflections
Candidate examines the elements of an instructional leader
through the fundamentals of the Instructional Core by defining
the three elements and listing the seven principles for improving
student learning
NELP 4
PSEL 4
W1LO1: (CLO1)
W1LO2: (CLO1)
Candidate demonstrates little or no self-reflection regarding
their identifiable Areas of Development or Areas of Strength
from the School Leader Self-Assessment Tool. (M)
Candidate demonstrates superficial self-reflection regarding
their identifiable Areas of Development or Areas of Strength
6. from the School Leader Self-Assessment Tool and is lacking in
specificity and clarity. (M)
Candidate demonstrates an emerging depth of self-reflection
regarding their identifiable Areas of Development or Areas of
Strength from the School Leader Self-Assessment Tool and may
be lacking in specificity and clarity. (M)
Candidate demonstrates and articulates a depth of knowledge of
one’s self- regarding their identifiable Areas of Development or
Areas of Strength from the School Leader Self-Assessment Tool
with specificity and clarity. (M)
Candidate demonstrates little or no self-reflection regarding
their identifiable weaknesses and strengths from the ELP. (M)
Candidate demonstrates superficial self-reflection regarding
their identifiable weaknesses and strengths from the ELP and is
lacking in specificity and clarity. (M)
Candidate demonstrates an emerging depth of self-reflection
regarding their identifiable weaknesses and strengths from the
ELP and may be lacking in specificity and clarity. (M)
Candidate demonstrates and articulates a depth of knowledge
through self-reflection regarding their identifiable weaknesses
and strengths from the ELP with specificity and clarity. (M)
Candidate articulates no supporting evidence from the readings,
lectures, or self-assessments in the reflections. (S)
Candidate articulates little supporting evidence from the
readings, lectures, or self-assessments in the reflections. (S)
Candidate articulates general supporting evidence from the
readings, lectures, or self-assessments in the reflections.(S)
Candidate articulates comprehensive evidence from the
readings, lectures, or self-assessments with specificity and
clarity in the reflections.(S)
Part 2:
Seven Levers: Define & Examples
Candidate defines each of the Seven Leadership Lever and gives
an example of each Instructional Levers and Cultural Levers
7. used to improve teacher instruction or student achievement.
NELP 4.3
PSEL 4
W1LO2: (CLO1)
Candidate provides no definition for the Seven Leadership
Levers. (K)
Candidate defines with little explanation the Seven Leadership
Levers. (K)
Candidate defines with a general understanding the Seven
Leadership Levers. (K)
Candidate defines with depth, specificity, and clarity the Seven
Leadership Levers. (K)
Candidate demonstrates little or no ability to give examples of
Instructional Levers or Cultural Levers to improve teacher
instruction or student achievement. (M)
Candidate demonstrates superficial ability to give examples of
Instructional Levers or Cultural Levers to improve teacher
instruction or student achievement and is lacking in specificity
and clarity. (M)
Candidate demonstrates an emerging depth of knowledge and
ability to give examples of Instructional Levers or Cultural
Levers to improve teacher instruction or student achievement
and may be lacking in specificity and clarity. (M)
Candidate demonstrates and articulates a depth of knowledge
and ability regarding examples of Instructional Levers or
Cultural Levers to improve teacher instruction or student
achievement with specificity and clarity. (M)
Part 3:
Draft: PD Initial Information
Candidate uses data sets to identify trends, patterns, and themes
from student work, TAPR, and teachers’ professional
development needs survey to plan provide the Initial
Information for a 3-Day Professional Development.
NELP 4.4
PSEL 4
8. W1LO3: (CLO2)
Candidate demonstrates little or no ability to provide initial
information for a 3-Day Professional Development. (S)
Candidate demonstrates an ambiguous ability to provide initial
information for a 3-Day Professional Development. and is
lacking in specificity and clarity. (S)
Candidate demonstrates an emerging depth of ability to provide
initial information for a 3-Day Professional Development and
may be lacking in specificity and clarity. (S)
Candidate demonstrates and articulates a depth of knowledge
and ability regarding initial information for a 3-Day
Professional Development with specificity and clarity. (S)
Writing Elements:
W1LO3: (CLO2)
Candidate had spelling, grammar, or technical writing errors.
0-points
Candidate had no spelling, grammar, or technical writing errors.
3-points
Part 1A: Instructional Core Summary
Directions:
A. Summary W1LO1:(CLO1): Using the Basic Writing Elements
Model found in the Resource section of this course, complete
the following summary regarding the Instructional Core.
B. Cite any sources and/or readings used as evidence to support
your statements in APA format.
Instructional Core:
Directions: Compose 1-2 paragraphs (minimum 200-word)
summary of the Instructional Core, by Dr. Richard Elmore from
Harvard University, 2008. Define each of the three elements of
9. the core and list the seven principles for improving student
learning.
Summary:
City, Elmore, Fiarman, and Teitel (2009), explained the
Instructional Core as….
Reference
City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009).
Instructional rounds in education (p. 30). Cambridge, MA:
Harvard Education Press.
Part 1B: Self-Assessments: School Leader Tool and Educational
Leadership Profile
Directions:
A. Self-Assessment Reflections W1LO2:(CLO1):Complete the
following in-depth self-reflections regarding the results of your
completed Self-Assessments by identifying your strengths and
weaknesses not only a Leader, but an Instructional Leader. Use
the self-reflective model of What? So What? Now What? found
in the Resource section of your course.
a. Access online School Leader Self-Assessment Tool (Access
PowerPoint in Week 1 for instructions):
https://www.aitsl.edu.au/tools-resources/resource/school-
leadership-self-assessment-tool
b. Print and complete Educational Leadership Profile:
https://www.ndcel.org/cms/lib/ND07001211/Centricity/Domain/
132/ELPpaper.pdf
B. Cite any sources and/or readings used as evidence to support
your statements in APA format.
School Leader Self-Assessment Tool:
10. Directions: After completing the School Leader Self-
Assessment Tool, compose 1-2 paragraphs (200-word)
describing your identified Areas for Development and Areas for
Strength.
The School Leader Self-Assessment Tool assists current and
aspiring principals to locate their practice within the Leadership
Profiles. Identify your strengths and opportunities for
development.
The School Leader Self-Assessment Tool revealed one area for
development I needed to address was….
Educational Leadership Profile:
Directions: After completing the Educational Leadership Profile
(ELP) Self-Assessment, compose 1-2 paragraphs (200-word)
describing your results from the assessment listed below. Items
resulting in a 1 or 2 score on your ELP Self-Assessment should
be identified as weaknesses. Elements scoring a 5 or 6 should
be identified as strengths.
The Education Leadership Profile is designed to gather
information to help school leaders strengthen their abilities to
improve learning for all students.
The Educational Leadership Profile revealed one of my
weakness areas was….
Reference
On-Line Survey Page/School Leader Self-Assessment Tool.
(n.d.). Retrieved from https://www.aitsl.edu.au/tools-
resources/resource/school-leadership-self-assessment-tool
On-Line Surveys Page / Educational Leadership Profile (ELP).
(n.d.). Retrieved from https://www.ndcel.org/Page/389
Part 2: The Seven Levers for Quality Instruction and Culture
Directions:
11. A. The Seven Levers W1LO1:(CLO1):Review the principle core
instructional and cultural areas that are identified as the Seven
Levers. These principles allow for “consistent, transformational,
and replicable growth” in learning. They are found in your
Leverage Leadership 2.0 textbook on pages 8, 365, and 366. In
the chart below define each Lever. Then, give an example that
can be used on a campus to improve teacher instruction or
student achievement. Examples are listed in gray for you to
reference, delete examples prior to beginning.
B. Use 12 pt. black font: Times New Roman. The table cells
will expand to fit your text.
Instructional Levers
Cultural Levers
1. Data-driven Instruction
2. Instructional Planning
3. Observation and Feedback
4. Professional Development
5. Student Culture
6. Staff Culture
7. Managing School Leadership Teams
Define:
Define:
Define:
Define:
Define:
Define:
Define:
Define the road map for rigor and adapt teaching to meet
students’ needs (Brambrick-Santoyo, p.8)
12. Example:
Example:
Example:
Example:
Example:
Example:
Example:
Math teachers will meet to create a roadmap to increase rigor
and improve student EOC scores.
Reference
Bambrick-Santoyo, P. (2018). Leverage Leadership 2.0: A
Practical Guide to Building Exceptional Schools (p.365-366).
John Wiley & Sons.
Part 3: Draft: Element for Professional Development:
Comprehensive School-Level Instructional Leadership 3-Day
Professional Development Plan
The final signature assessment in this course is to write a
comprehensive, school-level instructional leadership 3-Day
professional development plan. This plan will be due in Week 4
and include multiple elements. This week you will focus on one
of the elements called The Initial Information.
Directions:
A. Data Sets W1LO3:(CLO2):Working collaboratively with a
small group on your campus evaluate the data sets given with
this week’s assignment, begin to identify trends, patterns, and
themes from student work, the TAPR, and the results from a
teachers’ professional development needs survey to focus your
3-Day Professional Development Plan. Use suggestions from
your collaborative team, data, research, and readings to decide
13. what area(s) of need you will focus on for this 3-Day
Professional Development Plan.
Examples are listed in gray for you to reference, delete
examples prior to beginning.
B. Complete the Professional Development Initial Information.
C. Use 12 pt. black font: Times New Roman. The table cells
will expand to fit your text.
School-Level
3-Day
Professional Development Plan
Template
Professional Development Initial Information
Focus of Topic: (Topic)
Objective: (Objective)
School Name:
School Name
Instructional Leader
Your Name
Professional Development Committee Members:
Assistant Principals, Instructional Coach, Curriculum
Specialist, Department Heads, Leadership Team
Date plan was created:
August 2018
Dates plan will be conducted:
August 20-22 2018
Dates plan will be in effect:
September 1, 2018 through June 1, 2019
Date by which time plan will be updated and revised for
upcoming school year:
July 1, 2019
Resources to purchase:
Books
14. Small group tools
Lunch for staff
Cost:
$600
1
Lamar University Revised Spring 2019 v.0219
[Type text] [Type text] [Type text]
EDLD 5352 Instructional Leadership-Week 1 Assignment
Directions:
A. Data Sets W1LO3:(CLO2):Working collaboratively with a
small group on your campus evaluate the data sets given with
this week’s assignment, begin to identify trends, patterns, and
themes from student work, the TAPR, and the results from a
teachers’ professional development needs survey to focus your
3-Day Professional Development Plan. Use suggestions from
your collaborative team, data, research, and readings to decide
what area(s) of need you will focus on for this 3-Day
Professional Development Plan.
Examples are listed in gray for you to reference, delete
examples prior to beginning.
B. Complete the Professional Development Initial Information.
C. Use 12 pt. black font: Times New Roman. The table cells
will expand to fit your text.
School-Level
3-Day
Professional Development Plan
15. Template
Professional Development Initial Information
Focus of Topic: (Topic)
Objective: (Objective)
School Name:
School Name
Instructional Leader
Your Name
Professional Development Committee Members:
Assistant Principals, Instructional Coach, Curriculum
Specialist, Department Heads, Leadership Team
Date plan was created:
August 2018
Dates plan will be conducted:
August 20-22 2018
Dates plan will be in effect:
September 1, 2018 through June 1, 2019
Date by which time plan will be updated and revised for
upcoming school year:
July 1, 2019
Resources to purchase:
Books
Small group tools
Lunch for staff
Cost:
$600
1
Lamar University Revised Spring 2019 v.0219
16. REPORT CARD 2018-2019 ACADEMIC YEAR
Cardinal High School
4400 MLK Parkway
Beaumont, Texas 77710
Academic Progress Fourth 9-week Quarter:
Name: _________________________ Student
ID:_____________________ Form: Batch 4/9Q
Homeroom: 227 Grade Level: 9th Date: May 31, 2018
Subjects 1st 2nd 3rd 4th Teacher Remarks: Teacher
Initials
English I 71 73 70 63 Could do better DP
Public Speaking 90 92 95 91 Great Speaker BBK
Algebra I 81 71 74 70 Needs to improve homework assign. THY
Physics 88 91 94 98 Strong HG
Government 94 92 99 97 Great work ethic BM
CTE Welding 97 99 100 100 Excellent Welder JP
Texas History
Term 1 Making Adequate Progress, English low
Term 2 English low, Regression in Math
Term 3 Improvements, English low
Term 4 Overall Failure in English, Retake
English I
17. A B C D F
Points Avg
Earned
89.45-100 89.44-79.45 79.44-74.45 74.44-69.45 69.44 & Below
Attendance: Term 1 Term 2 Term 3 Term 4
Over All
Attendance:
2 3 3 7
REPORT CARD 2018-2019 ACADEMIC YEAR
REPORT CARD 2018-2019 ACADEMIC YEAR
Cardinal High School
4400 MLK Parkway
Beaumont, Texas 77710
Academic Progress Fourth 9-week Quarter:
Name: _________________________ Student
18. ID:_____________________ Form: Batch 4/9Q
Homeroom: 211 Grade Level: 9th Date: May 31, 2018
Subjects 1st 2nd 3rd 4th Teacher Remarks: Teacher
Initials
English I 71 69 78 76 Could do better DP
French 91 98 95 97 Excellent work FE
Algebra I 80 64 73 69 Needs to improve THY
Chemistry 91 99 96 97 Mastering material SL
Physical Education 94 95 99 98 Adequate GF
Computer Science 99 99 100 98 Smart DF
Geography 92 91 95 94 Dedicated to work LIW
Term 1 Outcomes Adequate Progress
Term 2 Outcomes Failure in English, Failure in Math
Term 3 Outcomes Lg gains from Last Term
Term 4 Outcomes Slight Regression in Overall, may need
to retake Algebra I
A B C D F
Points Avg
Earned
89.45-100 89.44-79.45 79.44-74.45 74.44-69.45 69.44 & Below
Attendance: Term 1 Term 2 Term 3 Term 4
Overall
Attendance:
0 1 0 1
19. REPORT CARD 2018-2019 ACADEMIC YEAR
Cardinal High School
4400 MLK Parkway
Beaumont, Texas 77710
Academic Progress Fourth 9-week Quarter:
Name: _________________________ Student
ID:_____________________ Form: Batch 4/9Q
Homeroom: 204A Grade Level: 9th Date: May 31, 2018
Subjects 1st 2nd 3rd 4th Teacher Remarks: Teacher
Initials
English I 72 64 80 73 Could do better DP
Spanish 86 88 94 99 Great improvements through year ML
Algebra I 81 71 74 70 Needs to improve work shown THY
Biology 89 90 93 97 Adequate progress BV
Government 77 79 80 72 Needs improvement on assignments
OP
Agriculture 95 95 95 99 Excellence RH
Texas History 78 75 85 81 Can improve with dedicated time IL
Term 1 Outcomes Making Adequate Progress
Term 2 Outcomes Failure in English, Regression in Math
20. Term 3 Outcomes Improvements Made from Last Term
Term 4 Outcomes Slight Regression in Overall
A B C D F
Points Avg
Earned
89.45-100 89.44-79.45 79.44-74.45 74.44-69.45 69.44 & Below
Attendance: Term 1 Term 2 Term 3 Term 4
Overall
Attendance:
3 11 2 6
2017-18 Texas Academic Performance Report2017-18 Texas
Academic Performance Report
District Name : ISD
Campus Name: High School
Campus Number: 1012
2018 Accountability Rating: Met Standard
21. This page is intentionally blank.
Texas Education Agency | Academics | Performance Reporting
Page 3 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus STAAR Performance Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10 12 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
25. 2017-18 Campus STAAR Performance Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
EL
(Current
&
Monitored)
At Masters Grade Level 2018 19% 11% 1% 1% 1% * * * * * 3%
1% 1%
27. 2017 49% 32% 61% 59% 59% 71% * 79% - * * 59% 35%
At Masters Grade Level 2018 31% 16% 28% 25% 27% 58% *
64% * - 8% 25% 12%
2017 27% 11% 25% 22% 24% 35% * 50% - * * 23% 9%
Texas Education Agency | Academics | Performance Reporting
Page 5 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Progress Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
28. Ed
Econ
Disadv
EL
(Current
&
Monitored)
School Progress Domain - Academic Growth Score by Grade
and Subject
End of Course English II 2018 67 68 60 59 58 73 * 75 - * 57 62
50
End of Course Algebra I 2018 72 56 53 51 54 53 * 84 - * 31 51
51
All Grades Both Subjects 2018 69 66 56 54 56 62 * 78 - 55 43
56 51
All Grades ELA/Reading 2018 69 67 60 59 58 73 * 75 - * 57 62
50
All Grades Mathematics 2018 70 64 53 51 54 53 * 84 - * 31 51
51
Texas Education Agency | Academics | Performance Reporting
Page 6 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Prior Year and Student Success Initiative
29. Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
There is no data for this campus.
Texas Education Agency | Academics | Performance Reporting
Page 7 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus STAAR Performance Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 Bilingual Education/English as a Second
Language (Current EL Students)
State District Campus
Bilingual
Education
BE-Trans
Early Exit
BE-Trans
Late Exit
BE-Dual
Two-Way
BE-Dual
One-Way ESL
30. ESL
Content
ESL
Pull-Out
LEP No
Services
LEP with
Services
Total
EL
STAAR Performance Rate by Subject and Performance Level^
All Grades All Subjects
At Approaches Grade Level or Above 2018 77% 65% 60% * - -
- * 36% - 36% 68% 36% 38%
2017 75% 63% 59% - - - - - 35% - 35% * 35% 35%
At Meets Grade Level or Above 2018 48% 33% 31% * - - - *
9% - 9% 32% 9% 10%
2017 45% 31% 29% - - - - - 8% - 8% * 8% 8%
At Masters Grade Level 2018 22% 12% 8% * - - - * 1% - 1%
11% 1% 1%
2017 20% 10% 7% - - - - - 1% - 1% * 1% 1%
All Grades ELA/Reading
At Approaches Grade Level or Above 2018 74% 62% 46% * - -
33. District Name: ISD
Campus Name: High School
Campus Number: 1012 Bilingual Education/English as a Second
Language (Current EL Students)
State District Campus
Bilingual
Education
BE-Trans
Early Exit
BE-Trans
Late Exit
BE-Dual
Two-Way
BE-Dual
One-Way ESL
ESL
Content
ESL
Pull-Out
LEP No
Services
LEP with
Services
Total
EL
34. All Grades ELA/Reading 2018 69 67 60 - - - - - 47 - 47 * 47 47
All Grades Mathematics 2018 70 64 53 - - - - - 33 * 33 65 33 35
Texas Education Agency | Academics | Performance Reporting
Page 9 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus STAAR Participation Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
40. Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
EL
(Current)
Received TxCHSE 1.0% 0.6% 0.5% 0.6% 0.6% 0.0% * 0.0% - *
1.9% 0.6% 0.0%
Continued HS 0.6% 0.0% 0.1% 0.0% 0.3% 0.0% * 0.0% - *
0.0% 0.0% 2.0%
Dropped Out 6.7% 8.0% 6.8% 5.0% 9.8% 5.1% * 1.9% - * 5.7%
7.1% 24.5%
Graduates and TxCHSE 92.8% 92.0% 93.1% 95.0% 89.9%
43. 28.6% 67.8% 56.3%
Texas Education Agency | Academics | Performance Reporting
Page 12 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Graduation Profile Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
Campus
Count
Campus
Percent
District
Count
State
Count
Graduates (2016-17 Annual Graduates)
Total Graduates 695 100.0% 2,058 334,424
By Ethnicity:
African American 302 43.5% 848 42,132
Hispanic 310 44.6% 894 164,446
White 30 4.3% 179 105,748
American Indian 5 0.7% 17 1,254
Asian 44 6.3% 96 14,036
44. Pacific Islander 0 0.0% 8 525
Two or More Races 4 0.6% 16 6,283
By Graduation Type:
Minimum H.S. Program 52 7.5% 164 37,072
Recommended H.S. Program/Distinguished Achievement
Program 437 62.9% 1,485 252,091
Foundation H.S. Program (No Endorsement) 198 28.5% 385
16,650
Foundation H.S. Program (Endorsement) 8 1.2% 23 3,212
Foundation H.S. Program (DLA) 0 0.0% 1 25,399
Special Education Graduates 43 6.2% 115 25,105
Economically Disadvantaged Graduates 426 61.3% 1,165
159,476
LEP Graduates 42 6.0% 96 17,579
At-Risk Graduates 372 53.5% 1,033 132,112
Texas Education Agency | Academics | Performance Reporting
Page 13 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus College, Career, and Military Readiness
(CCMR) Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
State District Campus
African
American Hispanic White
45. American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
EL
(Current)
College, Career, and Military Ready Graduates (Student
Achievement)
College, Career, and Military Ready (Annual Graduates)
2016-17 54.2% 41.0% 37.1% 31.8% 38.7% 33.3% 40.0% 65.9%
- * 3.5% 37.6% 15.5%
College Ready Graduates
College Ready (Annual Graduates)
2016-17 47.0% 33.0% 29.6% 24.5% 31.0% 26.7% 40.0% 59.1%
- * 2.3% 30.5% 7.1%
TSI Criteria Graduates (Annual Graduates)
English Language Arts
46. 2016-17 53.2% 47.4% 46.8% 44.7% 45.5% 43.3% 80.0% 65.9%
- * 7.0% 46.5% 11.9%
Mathematics
2016-17 42.0% 31.3% 30.2% 27.5% 29.4% 26.7% 40.0% 59.1%
- * 2.3% 31.5% 11.9%
Both Subjects
2016-17 37.8% 27.0% 25.9% 23.2% 25.2% 23.3% 40.0% 52.3%
- * 2.3% 26.5% 4.8%
Completion of Either Nine or More Hours of Dual Credit in Any
Subject or Three or More Hours of ELA or Math (Annual
Graduates)
Any Subject
2016-17 19.9% 14.4% 5.8% 3.3% 5.5% 6.7% 0.0% 25.0% - *
0.0% 5.4% 0.0%
AP/IB Met Criteria in Any Subject (Annual Graduates)
Any Subject
2016-17 20.1% 6.8% 6.2% 1.3% 10.0% 3.3% 0.0% 15.9% - *
0.0% 5.6% 2.4%
Associate's Degree
Associate's Degree (Annual Graduates)
2016-17 0.8% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% - * 0.0%
0.0% 0.0%
Career/Military Ready Graduates
Career or Military Ready (Annual Graduates)
2016-17 13.2% 13.4% 13.5% 11.4% 14.4% 11.7% 0.0% 23.9% -
* 2.3% 13.5% 9.5%
47. Approved Industry-Based Certification (Annual Graduates)
2016-17 2.7% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% - * 0.0%
0.0% 0.0%
Graduate with Completed IEP and Workforce Readiness
(Annual Graduates)
2016-17 1.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% - * 0.0%
0.0% 0.0%
CTE Coherent Sequence Coursework Aligned with Industry-
Based Certifications (Annual Graduates)
2016-17 17.3% 22.2% 23.5% 19.5% 25.5% 23.3% 0.0% 38.6% -
* 4.7% 23.9% 14.3%
U.S. Armed Forces Enlistment (Annual Graduates)
2016-17 2.2% 2.5% 1.9% 1.7% 1.9% 0.0% 0.0% 4.5% - * 0.0%
1.6% 2.4%
Texas Education Agency | Academics | Performance Reporting
Page 14 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus CCMR-related Indicators Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
State District Campus
African
American Hispanic White
48. American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
EL
(Current)
TSIA Results (Examinees >= Criterion) (Annual Graduates)
Reading
2016-17 23.4% 30.8% 29.8% 28.8% 28.7% 33.3% 20.0% 43.2%
- * 4.7% 30.0% 7.1%
2015-16 22.6% 22.6% 28.9% 27.3% 29.3% 30.3% * 42.5% - *
4.7% 29.3% 6.3%
Mathematics
2016-17 19.8% 21.6% 22.3% 20.9% 22.6% 16.7% 20.0% 36.4%
- * 2.3% 25.1% 9.5%
2015-16 18.1% 19.9% 23.1% 23.4% 20.9% 18.2% * 40.0% - *
2.3% 22.7% 9.4%
Both Subjects
2016-17 12.9% 14.9% 13.5% 13.2% 12.9% 13.3% 20.0% 20.5%
51. Science
2017 38.3% 8.3% 17.6% 25.0% 0.0% * - 40.0% - - n/a 4.8% n/a
2016 35.1% 13.1% 20.0% 33.3% 20.0% * * 14.3% - - n/a 10.0%
n/a
Texas Education Agency | Academics | Performance Reporting
Page 15 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus CCMR-related Indicators Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
52. Ed
Econ
Disadv
EL
(Current)
Social Studies
2017 41.4% 7.6% 13.6% 8.3% 14.3% 0.0% * 29.6% - - n/a
14.5% n/a
2016 41.6% 9.8% 13.4% 7.3% 15.2% 20.0% - 20.0% - - n/a
8.6% n/a
SAT/ACT Results (Annual Graduates)
Tested
Class of 2017 73.5% 90.4% 88.8% 90.1% 87.7% 73.3% 100.0%
95.5% - * n/a 89.3% n/a
Class of 2016 71.6% 95.9% 99.2% 99.0% 99.6% 90.9% *
100.0% - * n/a 99.5% n/a
At/Above Criterion
Class of 2017 22.3% 5.1% 4.7% 3.7% 3.3% 4.5% 0.0% 21.4% -
* n/a 3.0% n/a
Class of 2016 22.5% 6.1% 4.4% 2.0% 3.2% 16.7% * 20.0% - *
n/a 2.7% n/a
Average SAT Score (Annual Graduates)
All Subjects
Class of 2017 1019 883 883 874 870 913 1004 1006 - * n/a 867
n/a
Class of 2016 1375 1145 1121 1084 1104 1268 * 1405 - * n/a
1092 n/a
53. English Language Arts
Class of 2017 512 443 440 438 431 449 504 491 - * n/a 429 n/a
Class of 2016 903 757 739 720 725 848 * 900 - * n/a 719 n/a
Mathematics
Class of 2017 507 439 444 435 439 464 500 515 - * n/a 437 n/a
Class of 2016 472 389 382 365 378 422 * 505 - * n/a 373 n/a
Average ACT Score (Annual Graduates)
All Subjects
Class of 2017 20.3 18.7 18.0 17.1 20.0 - - 18.7 - - n/a 17.9 n/a
Class of 2016 20.3 18.0 17.4 15.8 17.9 22.8 - 24.4 - - n/a 16.8
n/a
English Language Arts
Class of 2017 19.9 18.3 17.5 16.7 20.0 - - 17.7 - - n/a 17.5 n/a
Class of 2016 19.8 17.5 16.8 14.9 17.6 24.0 - 24.4 - - n/a 16.1
n/a
Mathematics
Class of 2017 20.4 18.4 17.8 17.1 19.2 - - 18.8 - - n/a 17.6 n/a
Class of 2016 20.5 18.2 17.7 16.6 17.5 21.3 - 24.0 - - n/a 17.3
n/a
Science
Class of 2017 20.6 19.2 18.5 17.5 20.5 - - 19.9 - - n/a 18.5 n/a
Class of 2016 20.5 18.4 17.7 16.2 18.3 22.7 - 24.4 - - n/a 17.1
n/a
Texas Education Agency | Academics | Performance Reporting
Page 16 December 2018
TEXAS EDUCATION AGENCY
54. Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Other Postsecondary Indicators Grade Span:
09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
State District Campus
African
American Hispanic White
American
Indian Asian
Pacific
Islander
Two or
More
Races
Special
Ed
Econ
Disadv
EL
(Current)
Advanced Dual-Credit Course Completion (Grades 9-12)
Any Subject
2016-17 37.1% 27.9% 24.2% 24.2% 20.6% 26.2% 16.3% 57.3%
56. 2015-16 55.7% 40.1% 40.4% 36.0% 38.1% 21.4% * 81.3% - *
30.0% 37.8% 16.7%
2014-15 55.6% 36.9% 35.4% - - - - - - - - - -
Texas Education Agency | Academics | Performance Reporting
Page 17 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Student Information Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 1012 School Type: High School
---------------- Campus ----------------
Student Information Count Percent District State
Total Students 2,974 100.0% 36,079 5,385,012
Students by Grade:
Early Childhood Education 0 0.0% 0.3% 0.3%
Pre-Kindergarten 0 0.0% 4.5% 4.3%
Kindergarten 0 0.0% 7.0% 6.9%
Grade 1 0 0.0% 7.5% 7.2%
Grade 2 0 0.0% 7.6% 7.3%
Grade 3 0 0.0% 7.8% 7.6%
Grade 4 0 0.0% 8.1% 7.7%
Grade 5 0 0.0% 7.9% 7.7%
Grade 6 0 0.0% 7.1% 7.5%
Grade 7 0 0.0% 7.1% 7.5%
Grade 8 0 0.0% 7.3% 7.4%
Grade 9 869 29.2% 7.7% 8.0%
Grade 10 717 24.1% 7.5% 7.4%
57. Grade 11 677 22.8% 6.7% 6.9%
Grade 12 711 23.9% 6.0% 6.4%
Ethnic Distribution:
African American 1,381 46.4% 39.9% 12.6%
Hispanic 1,286 43.2% 45.6% 52.4%
White 104 3.5% 7.9% 27.8%
American Indian 38 1.3% 1.9% 0.4%
Asian 143 4.8% 2.9% 4.4%
Pacific Islander 5 0.2% 0.3% 0.1%
Two or More Races 17 0.6% 1.6% 2.3%
Economically Disadvantaged 1,725 58.0% 69.5% 58.8%
Non-Educationally Disadvantaged 1,249 42.0% 30.5% 41.2%
English Learners (EL) 468 15.7% 23.9% 18.8%
Students w/ Disciplinary Placements (2016-17) 70 2.1% 0.7%
1.3%
At-Risk 1,838 61.8% 62.9% 50.8%
Students with Disabilities by Type of Primary Disability:
Total Students with Disabilities 298
By Type of Primary Disability
Students with Intellectual Disabilities 180 60.4% 38.9% 43.3%
Students with Physical Disabilities 13 4.4% 20.4% 21.9%
Students with Autism 37 12.4% 18.5% 13.2%
Students with Behavioral Disabilities 68 22.8% 19.9% 20.3%
Students with Non-Categorical Early Childhood 0 0.0% 2.3%
1.4%
Mobility (2016-17):
Total Mobile Students 733 21.9% 22.8% 16.0%
By Ethnicity:
African American 373 11.2%
58. Texas Education Agency | Academics | Performance Reporting
Page 18 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Student Information Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
---------------- Campus ----------------
Student Information Count Percent District State
Hispanic 276 8.3%
White 48 1.4%
American Indian 16 0.5%
Asian 9 0.3%
Pacific Islander 2 0.1%
Two or More Races 9 0.3%
--------Non-Special Education Rates-------- --------Special
Education Rates--------
Student Information Campus District State Campus District
State
Retention Rates by Grade:
Kindergarten - 0.8% 1.8% - 4.6% 6.9%
Grade 1 - 2.5% 3.4% - 4.5% 6.2%
Grade 2 - 2.0% 2.1% - 2.2% 2.6%
Grade 3 - 0.9% 1.3% - 1.9% 1.0%
Grade 4 - 0.7% 0.6% - 0.8% 0.5%
Grade 5 - 0.7% 0.7% - 0.8% 0.6%
Grade 6 - 0.3% 0.5% - 0.0% 0.6%
59. Grade 7 - 0.4% 0.7% - 0.8% 0.6%
Grade 8 - 0.3% 0.6% - 0.0% 0.8%
Grade 9 10.7% 6.9% 8.0% 13.5% 11.0% 13.5%
Class Size Information Campus District State
Class Size Averages by Grade and Subject
(Derived from teacher responsibility records):
Elementary:
Kindergarten - 18.3 18.7
Grade 1 - 20.4 18.8
Grade 2 - 23.5 18.8
Grade 3 - 31.1 19.0
Grade 4 - 36.4 19.2
Grade 5 - 39.9 21.2
Grade 6 - 24.7 20.3
Secondary:
English/Language Arts 19.6 19.1 16.7
Foreign Languages 20.9 21.7 18.6
Mathematics 22.5 21.7 17.9
Science 18.4 20.8 19.0
Social Studies 23.0 21.2 19.3
Texas Education Agency | Academics | Performance Reporting
Page 19 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Staff Information Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
60. Campus Number: 10122 School Type: High School
---------------- Campus ----------------
Staff Information Count/Average Percent District State
Total Staff 210.5 100.0% 100.0% 100.0%
Professional Staff: 209.5 99.5% 62.7% 64.1%
Teachers 172.0 81.7% 44.9% 50.1%
Professional Support 27.5 13.0% 14.4% 9.8%
Campus Administration (School Leadership) 10.0 4.8% 2.5%
3.0%
Educational Aides: 1.0 0.5% 6.6% 10.1%
Librarians & Counselors (Headcount):
Librarians
Full-time 1.0 n/a 15.0 4,429.0
Part-time 0.0 n/a 7.0 578.0
Counselors
Full-time 11.0 n/a 81.0 12,131.0
Part-time 0.0 n/a 8.0 1,148.0
Total Minority Staff: 132.2 62.8% 70.1% 49.9%
Teachers by Ethnicity and Sex:
African American 69.7 40.5% 38.0% 10.4%
Hispanic 28.9 16.8% 20.0% 27.2%
White 62.7 36.4% 37.4% 58.9%
American Indian 1.0 0.6% 0.5% 0.3%
Asian 5.0 2.9% 2.5% 1.6%
Pacific Islander 0.0 0.0% 0.2% 0.4%
Two or More Races 4.7 2.7% 1.4% 1.1%
61. Males 76.3 44.4% 27.4% 23.7%
Females 95.7 55.6% 72.6% 76.3%
Teachers by Highest Degree Held:
No Degree 5.0 2.9% 3.3% 1.4%
Bachelors 112.7 65.5% 67.7% 74.1%
Masters 48.9 28.4% 27.8% 23.8%
Doctorate 5.5 3.2% 1.2% 0.7%
Teachers by Years of Experience:
Beginning Teachers 5.0 2.9% 1.6% 8.2%
1-5 Years Experience 74.3 43.2% 43.1% 29.1%
6-10 Years Experience 25.0 14.5% 19.5% 19.1%
11-20 Years Experience 46.1 26.8% 26.4% 28.2%
Over 20 Years Experience 21.6 12.6% 9.4% 15.3%
Number of Students per Teacher 17.3 n/a 16.2 15.1
Texas Education Agency | Academics | Performance Reporting
Page 20 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Staff Information Grade Span: 09 - 12
District Name: ISD
Campus Name: High School
Campus Number: 10122 School Type: High School
Staff Information Campus District State
Experience of Campus Leadership:
Average Years Experience of Principals 14.0 6.0 6.3
Average Years Experience of Principals with District 3.0 3.8
62. 5.4
Average Years Experience of Assistant Principals 9.8 6.6 5.2
Average Years Experience of Assistant Principals with District
5.6 5.0 4.6
Average Years Experience of Teachers: 9.9 9.2 10.9
Average Years Experience of Teachers with District: 5.5 5.0 7.1
Average Teacher Salary by Years of Experience (regular duties
only):
Beginning Teachers $60,269 $47,152 $47,667
1-5 Years Experience $57,720 $55,516 $49,663
6-10 Years Experience $62,645 $59,168 $52,056
11-20 Years Experience $64,125 $62,717 $55,246
Over 20 Years Experience $70,671 $69,717 $61,428
Average Actual Salaries (regular duties only):
Teachers $61,855 $59,324 $53,334
Professional Support $67,131 $66,804 $63,165
Campus Administration (School Leadership) $90,685 $85,071
$77,712
Instructional Staff Percent: n/a 60.1% 64.4%
Contracted Instructional Staff (not incl. above): 0.0 0.0 6,218.9
Texas Education Agency | Academics | Performance Reporting
Page 21 December 2018
TEXAS EDUCATION AGENCY
Texas Academic Performance Report Total Students: 2,974
2017-18 Campus Staff Information Grade Span: 09 - 12
District Name: ISD
63. Campus Name: High School
Campus Number: 10122 School Type: High School
---------------- Campus ----------------
Program Information Count Percent District State
Student Enrollment by Program:
Bilingual/ESL Education 448 15.1% 23.5% 18.9%
Career & Technical Education 2,771 93.2% 35.3% 25.8%
Gifted & Talented Education 252 8.5% 6.4% 7.9%
Special Education 298 10.0% 8.2% 9.1%
Teachers by Program (population served):
Bilingual/ESL Education 1.8 1.1% 5.1% 6.1%
Career & Technical Education 25.1 14.6% 4.7% 4.7%
Compensatory Education 0.0 0.0% 0.6% 2.8%
Gifted & Talented Education 5.7 3.3% 1.8% 1.8%
Regular Education 108.8 63.2% 75.3% 72.3%
Special Education 25.5 14.8% 9.9% 9.0%
Other 5.2 3.0% 2.6% 3.4%
' '̂ Domain modeling data applied to year 2017.
'^̂ ' Indicates that rates for reading and mathematics are based
on the cumulative results from the first and second
administrations of STAAR.
'*' Indicates results are masked due to small numbers to protect
student confidentiality.
'**' When only one student disability group is masked, then the
second smallest student disability group is masked regardless of
size.
'-' Indicates there are no students in the group.
'n/a' Indicates data reporting is not applicable for this group.
'?' Indicates that the data for this item were statistically
improbable or were reported outside a reasonable range.
Link to: PEIMS Financial Standard Reports 2016-17 Financial
![[Type text] [Type text] [Type text]
EDLD 5352 Instructional Leadership-Week 1 Assignment
Week 1: Exploring Instructional Leadership through the
Instructional Core and Self-Assessments
NELP Standard 4: Learning and Instruction
Candidates who successfully complete a building-level
educational leadership preparation program understand and
demonstrate the capacity to promote the current and future
success and well-being of each student and adult by applying
the knowledge, skills, and commitments necessary to evaluate,
develop, and implement coherent systems of curriculum,
instruction, data systems, supports, and assessment.
Component 4.3 Program completers understand and can
demonstrate the capacity to evaluate,
develop, and implement formal and informal culturally
responsive and accessible assessments that
support data-informed instructional improvement and student
learning and well-being.
PSEL 4: Curriculum, Instruction, and Assessment
Effective educational leaders develop and support intellectually
rigorous and coherent systems of curriculum, instruction, and
assessment to promote each student’s academic success and
well-being.
Texas Principal Standards Pillar: Data-driven Instruction
Principal Domain and Competency
Domain II: Leading Learning](https://image.slidesharecdn.com/typetexttypetexttypetextedld5352instructionall-221015025444-9563c298/85/Type-text-Type-text-Type-text-EDLD-5352-Instructional-L-docx-1-320.jpg)
