Following the AISD Path!

Aspiration is turning into reality as the check list is becoming increasingly shortened. With ILD, PDAS, and the TExES Principal Exam successfully completed, I am beginning the interview process now. Hopefully, the month of June not only completes my degree program at Lamar but also finds me a new home campus at Alvin ISD.

Texas STaR Chart

School Technology and Readiness (STaR) Chart is a teacher, campus, and district tool for planning and assessment that is aligned with Texas’ Long-Range Plan for Technology, 2006-2020. Furthermore, it is used to aid The NCLB Technology Reporting System in collecting data on the progress of school districts who receive funds from No Child Left Behind, Title II, Part D. Below is the presentation of the STaR Chart (last three consecutive years) specific to my campus.

Texas STaR Chart

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Texas Long Range Plan for Technology 2006-2020: Teaching and Learning

Teaching and Learning is a component of the School Technology and Readiness (STaR) chart, while also a vital part of Texas’ Long-Range Plan for Technology. Its purpose is to ensure that students are fully engaged in the learning process. For students to take control of their own learning and be successful, it is vital for them to be fully engaged in the processes of learning. To best accomplish this, the focus needs to be on individualized instruction rather than on the more traditional comprehensive (or shotgun) approach. Texas students come from diverse backgrounds that teaching should not be presented from one sole approach. Since some students may never even leave their communities, technology can bring our whole world to students' eyes, ears and fingertips. In this case, technology is the means to equalize the learning process for all students.

For proper implementation of Teaching and Learning, there are many objectives to accomplish and maintain. One requirement is for students to "have access to relevant technologies, tools, resources, and services for individualized instruction 24 hours a day/ 7 days a week." Another objective is for all learners to "use information and communication technologies to collaborate, construct knowledge and provide solutions to real-world problems and situations that are encountered." In addition, schools must assure students "use research-based strategies in all subject areas to improve academic achievement." One last aim of Teaching and Learning is for all learners to "communicate effectively in a variety of formats for diverse audiences" (p.16). Considerable improvement has evolved in these areas since the plan’s inauguration. Students have a far greater degree of access to technology and subsequent programs, while teachers have been well-trained in regards to integrating technology into the classroom. For many districts, scores on standardized testing have increased due to improved use of technology.

The national plan for technology improvement includes a seven-step process. It calls for stronger leadership and accountability, innovative budgeting, improved professional develop for educators, endorsement of online learning, augmented broadband access, complete transition to digital content, and a plan to routinely incorporate various sources of data. In addition, the plan establishes recommendations for individual campuses, districts, and the state as a whole. The State of Texas expects its school educators (and administrators) to be well-versed in technology and its applications, as well as, staying abreast with the most current trends and advancements. Therefore, teachers must understand and model technology to transfer these skills to their students. Consequently there is undoubtedly room for improvement in this area. To achieve this aim for each school district, five proposals are supplied for continual improvement.

Challenges with technology that impact Teaching and Learning include: curriculum alignment to ensures seamless integration of technology and instruction, additional time for thorough classroom observations, exploring the best practices, learning new curriculum strategies and implementing new methods of teaching and learning. Thus far, recommendations for Teaching and Learning have been set forth by the Texas Education Agency, The State Board of Education Certification, Regional Education Service Centers, Local Education Agencies, Texas Higher Education and contributions from parents, educators, administrators, and other members from the community and private sectors.


Texas Education Agency. (2006, November). Texas Long Range Plan for Technology 2006-2020. Retrieved from the TEA website: http://www.tea.state.tx.us/.

EDLD Instructional Leadership Web Conference

Hi Everyone,
It was great to represent EA 1200 at the web conference hosted by Dr. Abernathy.
Although this was my first web conference to attend through the Lamar program, I found it quite easy to log in and particpate. I also found it very helpful in answering questions pertaining to my coursework. The conference provided guidance and direction, as well as, a great opportunity to interact with professors, instructional coaches, and fellow colleagues. This was a fun learning experience too!I will definitely be attending another web conference in the near future.
Best Wishes - Mr. Ruby

Preparing Students for Tomorrow's Careers

Wow, who really remembers what life was like before the internet and emails? How did we function? So dependent have we become in such a short time. But this only shows the exponential ease, efficiency, and effectiveness paramount to advancements in technology. I am sure these same questions were asked about microwaves, television, radio, telephone, electricity, self-powered machinery, and so on. Anyway, it is virtually incomprehensible survive today without personal computers, internet, and email. In fact, besides our duty at our respective campuses, our coursework embodies specifically this point. What will the new advances be? We can only speculate about the near future due to its unpredictability as the rate of technology increases exponentially. We truly are preparing students for jobs that do not yet exist – and the only way to do that is to supply them with the skills we have acquired and those who travelled this path before us. Higher-level thinking skills and efficiency in problem solving will establish the elite in every generation.

Reflecting on What's Been Accomplished Thus Far

As I searched the internet for areas and topics that pertained to my action research, I found that there is an abundance of information on the topic of Parental Involvement in schools and its effect on student improvement. This is a weakness at my campus as Parent Involvement is something we struggle with greatly. Past attempts to cultivate fruitful parent participation have resulted in a desiccated outcome. But the need still exists as we wish to extend better success to our students and our community, thus improving the quality of our school (again, this is why I felt it was best to begin change here). I believe examining the issue and problems with the methodical approach Action Research provides, coupled with the resources and tools it applies, will allow me to lead our campus to a viable solution that will bring about sustained improvement.

Since measures must be provided to assure parents an active role in teaching our students, I decided to investigate which specific actions are needed for engaging students’ parents. After opting to place one set of activities on hold (the feasibility and effectiveness of offering classes to students’ families), I focused my effort to utilize the inquiry process to better explore exactly what is effective parent involvement. In doing so, I also chose to answer, ‘What constitutes effective parent involvement from a student’s perspective?’ Combined with asking ‘What activities would help engage parents to be actively involved with our campus?’ the answers and reflection of these two questions should lead to finding the best answer for my research inquiry, ‘How can my campus improve the amount of active parent involvement?’

To be successful, I deemed it best to create a committee of teachers and staff to assist in this inquiry. The committee will provide suggestions and feedback. I also intend to review disaggregated data of test results before, and after, the formation and contributions given by the committee – as well as, records of past parent involvement, logs, activities, events, and attendance at meetings. For students, I intend to utilize our Teen Leadership classes to discuss, in detail, active parent involvement. There, they too will be asked for input. Students’ work in class and homework will also be looked at for patterns of completion, as well as, evidence of strategies used. Parents will be targeted through activities (conferences, family nights, cultural days, open house, fundraisers, after-school clubs, fieldtrips, et al) and other numerous forms of communication (phone calls, emails, newsletters, blogs, surveys, and questionnaires) designed to garner their participation. Furthermore, all activities will be created to coordinate with responses of days and times that best serve the parents. Ultimately, my action research will reveal the necessary measures to undertake raising student achievement in school through better communication with parents. Consequently, the type of parental involvement needed to impact students the most at our school will also be discovered. So, stay tuned my friends and please offer your own insight and experience!

My Draft for an Action Research Plan

Any event at school offering free food usually draws a substantial size crowd of parents. Sadly, for a lot of campuses, this is about the only thing that does. Often dialogue is kept to a minimum and plenty of smiles are conveyed before a relatively quick departure ensues. For such schools, does student achievement suffer from the lack of more substantiated parent involvement? Furthermore, how does one delve deeper and get beyond this sort of scenario to establish relevant and active parental participation? The involvement of parents can often be challenging, especially in regards to the secondary schools. Many times, parents believe their child is doing ‘just fine’ or it is up to them to lead their own path now that they are older. For other parents that may possess interest, meeting times are usually not convenient for them. Also, there are many more who feel they are unable to provide any real assistance. I wish to discover what works in getting these 'hard to engage parents' actively involved with students' success, as well as, taking part in a more cooperative school culture that is conducive for improvement in the performance of all students.

Sound answers to these questions and doable solutions for desired improvement are best derived from action research. Furthermore, the issue I perceive as most ripe for investigation at my campus definitely pertains to increasing the amount and improving the quality parent involvement. Parents offer unique perspectives that broaden the school’s overall understanding and vision, unseen available resources (and sometimes procurement of these resources), and accurate information pertaining to their students and others. Therefore, it is important to schedule a time most opportune for them to explain the school improvement process. Parents that have time may be empowered to help organize and carryout needed activities conducive for augmenting others’ involvement. Needless to say, it is essential for schools to build strong alliances with parents

I would also like to utilize the inquiry process to better explore exactly what is effective parent involvement. In this instance, the question I would want to explore is: What constitutes effective parent involvement from a student’s perspective? Combined with discovering ‘What activities would help engage parents to be actively involved with our campus?’ these two questions will lead to finding the best answer for my research inquiry, How can my campus improve the amount of active parent involvement?

The majority of teachers and staff will be selected by formally inviting all that are interested to participate on a special committee formed to assist in this inquiry. The committee will provide suggestions and feedback (that will also include more formal forms and questionnaires). I also intend to review disaggregated data of test results before, and after, the formation and contributions given by the committee – as well as, records of past parent involvement, logs, activities, events, and attendance at meetings. For students, I intend to utilize our Teen leadership classes (and possible English classes, as well) to discuss active parent involvement. There, they too will be asked for input. Students’ math and science homework will also be looked at for patterns of completion, as well as, evidence of strategies used. Parents will be targeted through activities (conferences, family nights, cultural days, open house, fundraisers, after-school clubs, fieldtrips, et al) and other numerous forms of communication (phone calls, emails, newsletters, blogs, surveys, and questionnaires) designed to garner their participation. Furthermore, all activities will be created to coordinate with responses of days and times that best serve the parents.

Resources and research tools that will be needed for gathering data will be provided by campus administrators, district administrators, the special campus staff committee, action research blogs, and the resources/websites given by this course. Content literature based on parental involvement in schools will also be beneficial. In addition, the use of school software will be accessed for data disaggregation of student progress and benchmark exams. Needless to say, this study will take the entire upcoming school year. The timeline for this action research project will implemented through mid-August until mid-May (ten months). This is necessary for the full cycle of grades, benchmark, TAKS disaggregation and considerable time devoted to research and the reflection needed to draw suitable conclusions. The people that will be responsible for the implementation of the action research plan are campus administrators, counselors, other teachers and staff, the special formed committee spearheaded by me, as well as, other self contributions.

To measure the success of our endeavors for improved participation of active parent involvement my campus, I plan on implementing surveys that will allow for both qualitative and quantitative responses. They will consist of short answer responses coupled with a rating scale. I will also use four point Likert Scale for measuring performance. Additional monitoring of responses will come from parents through other surveys and questionnaires, as well as, comparing students’ grades and tests results (in order to assess increased academic success, grades will periodically be monitored in math and science classes in particular over the duration of the academic year. These observations will be recorded in order to measure student academic success as compared to previous years to determine the true strength and merit of the project). Attendance sheets for functions, meetings, and other campus sponsored events will also be reviewed. Furthermore, I will also use a formal survey at the beginning and end of the year to assess the campus culture and to measure the increased satisfaction of the teachers and parents, as well as, student performance.