Part 1: Design, Implementation, and Communication of the Campus Vision and Mission | ASSIGNMENT HELP

Part 1: Design, Implementation, and Communication of the Campus Vision and Mission

(W4LO5 / CLO4, CLO5)

Directions: Based on the readings and lectures for weeks 1 – 4, data sets from weeks 1 – 3, and the Cardinal Middle School vision and Mission statements, you will respond to the following prompts:

1. A. (NELP 1.1) Articulate collaborative processes for designing a school vision and mission. (minimum of 2 150-word paragraphs)

First paragraph:

Evaluate the Cardinal Middle School vision and mission statements. Based on what you discovered through the past weeks’ data analyses, what changes would you recommend to these statements? Include differences and connections between a vision and a mission statement and their purposes. Consider the following:

Þ Values

Þ Equity

Þ Diversity

Þ Community

Second paragraph:

Identify who would be involved in the collaborative design of the vision and mission statements and the processes for developing them. Consider the following:

Þ Collaboration

Þ Objectives aligned with mission

Þ Goal(s) aligned with vision

Þ Community

Cite all appropriate sources and data analyses to support your statements.

1. B. (NELP 1.1) Articulate a comprehensive plan for communicating the vision and mission. (minimum of 2 150-word paragraphs)

First paragraph:

In what ways will the school vision and mission be communicated?

Second paragraph:

Who would be involved in the communicating the school vision and mission?

Cite all appropriate sources and data analyses to support your statements.

Part 2: Evaluation, Design, and Advocacy for Positive School Culture

(W4LO1, W4LO2 / CLO1), (W4LO4 / CLO3, CLO5)

Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will respond to the following prompts:

2. A. (NELP 3.1) Evaluate the culture of Cardinal Middle School. Write one paragraph (minimum 150 words) identifying at least one significant area of need for improvement of school culture. Explain your rationale based on appropriate data, readings, and lectures. NELP 3.1

Cite all appropriate sources and data analyses to support your rationale.

2. B. (NELP 3.1) Articulate the processes for data-driven design and cultivation of a supportive, nurturing, inclusive school culture. Write one paragraph (minimum 150 words). Consider the following key behaviors and mindsets in school culture: NELP 3.1

Þ Common values

Þ Honor for diversity

Þ Growth mindsets

Þ Professional collaboration

Þ Collegial relationships

Þ Efficacy/self-determination

Cite all appropriate sources and data analyses to support your statements.

2. C. (NELP 3.1) Provide strategies for improving and advocating for positive school culture in the identified area of need stated in Part 2. A. of this assignment. (minimum of 2 150-word paragraphs) Explain your rationale based on appropriate data, readings, and lectures.

First paragraph:

Articulate the strategies to improve school culture in the area of identified need. Include the persons who will be involved in implementing these strategies.

Second paragraph:

Explain how these strategies will be effective in advocating a supportive, inclusive school culture.

Cite all appropriate sources and data analyses to support your rationale.

Part 3: Campus Improvement Planning

(W4LO1, W4LO2 / CLO1), (W4LO3 / CLO2), (W4LO4 / CLO3, CLO5)

Directions: Based on the readings and lectures for weeks 1 – 4, and data sets from weeks 1 – 3, you will first identify the root cause of two specific areas of need for improvement. Next, you will develop a section of a campus improvement plan, based on the identified areas of need.

3. A. (NELP 3.3) Articulate the root cause for the inequity and biases related to the identified needs for: 1) improvement in student achievement, and 2) improvement in student social-emotional learning. Include the following in each paragraph (minimum of 2 150-word paragraphs): Root causes of inequity and bias

Þ Recommended development of policies or procedures that cultivate equitable, inclusive, and culturally responsive practice among teachers and staff

Þ Advocacy for equitable practice among teachers and staff

First paragraph:

Evaluate the root cause for the identified student achievement inequity. Include all elements listed above.

Second paragraph:

Evaluate the root cause for the identified student social-emotional learining inequity. Include all elements listed above.

Cite all appropriate sources and data analyses to support your rationale.

3. B. (NELP 1.2, 3.2) Complete the section of a Campus Improvement Plan below. There are Goal Areas: Student Achievement and Student Social-Emotional Learning. For each of the two goals, you will articulate 3 objectives. For each objective your will identify how it will be measured, activities/strategies, persons responsible, resources, timeline, and benchmarking to assess progress and effectiveness of the plan.

Your Campus Improvement Plan section must address/align with the following elements:

· Specific causes identified inequity and bias

· Student resources and opportunities to reduce the inequity

· School procedures, values, and evidence of culture that reduce inequity and bias

GOAL AREA 1: Student Achievement: Reading/Language Arts

Priority of Need:

Example: Increase the level of rigor through implementation of Literacy in the Middle 2.0 in reading classrooms to meet all students’ needs.

Critical Success Factor(s):

Example: Academic

Goal and Summative

Evaluation:

Example: By May 2020, at least 63% of all students tested will receive Mastery Academic Performance in STAAR Reading.

Measurable Objective

Activity / Strategy

Staff Member Responsible

Resources:

Funding

Time

Materials

Personnel

Facilities

Timeline

Milestones:

Benchmarking / Formative Evaluation

(Objective 1: Example)

Based on TEKs Resource benchmark assessments, least a 5% gain in closing the performance gap between low SES students and overall student performance.

(Objective 1: Example)

Double block ELA classes for all incoming 6th grade students.

Students will receive additional reading instruction every other day for 85 minutes.

(Objective 1: Example)

Campus Administrators

Department Chair

Instructional Coach

(Objective 1: Example)

C & I Budget

Compensatory Funds

Master Schedule

Teacher common planning period

TEKS Resources

Teacher Designed Lessons

Reading Lab

(Objective 1: Example)

August 2018- May 2019

(Objective 1: Example)

ZPD Assessment

Common Unit Assessments

Campus Based Benchmark STAAR

(Objective 2)

(Objective 3)

GOAL AREA 2: Student Social-Emotional Learning: Student Behavior

Priority of Need:

Critical Success Factor(s):

Goal and Summative

Evaluation:

Measurable Objective

Activity / Strategy

Staff Member Responsible

Resources:

Funding

Time

Materials

Personnel

Facilities

Timeline

Milestones:

Benchmarking / Formative Evaluation

(Objective 1).

(Objective 1)

(Objective 2)

(Objective 3)

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