ECISDECISD

Shortage of Educational MaterialsShortage of Educational Materials&&

Effect on Education QualityEffect on Education Quality

Payton KempPayton Kemp

Goals of the BoardGoals of the Board

Improve individual student performanceImprove individual student performance Assure instruction is aligned with TEKSAssure instruction is aligned with TEKS Employee a diverse staffEmployee a diverse staff Reward, retain, and educate quality staff membersReward, retain, and educate quality staff members Renovate physical facilitiesRenovate physical facilities Ensure a secure learning environmentEnsure a secure learning environment Establishing & updating state-of-the-art equipment.Establishing & updating state-of-the-art equipment. Offering state of the art curriculumOffering state of the art curriculum Differentiating instruction to meet the needs of studentsDifferentiating instruction to meet the needs of students Promoting operational effectiveness and efficiency in Promoting operational effectiveness and efficiency in

appropriate expenditures.appropriate expenditures.

Targeted Areas for ImprovementTargeted Areas for Improvement2007-20082007-2008

Parental involvementParental involvement Bilingual/ESL ProgramsBilingual/ESL Programs Math, Science and Reading/Language Arts Math, Science and Reading/Language Arts Ensuring highly qualified teachersEnsuring highly qualified teachers Attendance RatesAttendance Rates DropoutsDropouts Following and satisfying the guidelines of the No Following and satisfying the guidelines of the No

Child Left Behind Act of 2001.Child Left Behind Act of 2001.

SOUNDS GREAT!SOUNDS GREAT!

but…but…

WHAT IS MISSING?WHAT IS MISSING?

We have ...We have ...

T e a c h e r sT e a c h e r s

We have …We have …

StudentsStudents

Most of the time we have …Most of the time we have …

B o o k sB o o k s

But…not always!But…not always!

Most of the time we have …Most of the time we have …

SuppliesSupplies

But…not always!But…not always!

Most of the time we have …Most of the time we have …

ManipulativesManipulatives

But…not always!But…not always!

The lack of books, supplies and manipulatives may not be the most critical component in improving the TAKS scores of ECISD students, but it is certainly an important component.

Lets take a look…Lets take a look…

Kindergarten – School A Kindergarten – School A Unit = Classroom Unit = Classroom

McGraw Hill Reading Program

Teacher’s Edition Student Workbooks Big Books Leveled Readers

 

Unit 1         100% of required components

Unit 2         100% of required components

Unit 3         50% of required components

Unit 4         50% of required components

Unit 5         50% of required components

Unit 6         25% of required components

  83% 100% 33% 33%  

Hartcourt Math Advantage – Math ProgramHartcourt Math Advantage – Math Program

  Teacher’s Edition Student Workbooks Practice Books

Manipulatives  

Unit 1         75% of required components

Unit 2         75% of required components

Unit 3         75% of required components

Unit 4         75% of required components

Unit 5         50% of required components

Unit 6         33% of required components

  83% 100% 0% 66%  

McGraw Hill Friends and Neighbors – Social McGraw Hill Friends and Neighbors – Social Studies ProgramStudies Program

  Teacher’s Edition Student Workbooks Flip Chart Resource Posters

 

Unit 1         75% of required components

Unit 2         75% of required components

Unit 3         50% of required components

Unit 4         0% of required components

Unit 5         0% of required components

Unit 6         0% of required components

  50% 0% 33% 50%  

Scott Foresman Science – Science ProgramScott Foresman Science – Science Program

  Teacher’s Edition Student Workbooks Flip Chart Manipulatives  

Unit 1         75% of required components

Unit 2         75% of required components

Unit 3         25% of required components

Unit 4         0% of required components

Unit 5         0% of required components

Unit 6         0% of required components

  50% 0% 33% 33%  

JUNIOR HIGH TAKS SUMMARY

DISTRICT 7R 7M 7W 8R 8M 8SS 8SC 9R 9M DIFF

2006 70 57 83 76 56 78 64 88 48

2007 79 63 86 83 58 79 59 86 56

Difference +9 +6 +3 +7 +2 +1 -5 -2 +8 +31

7R 7M 7W 8R 8M 8SS 8SC 9R 9M DIFF

District 79 63 86 83 58 79 59 86 56 0

State 85 76 93 89 71 87 70 86 60

Difference -6 -13 -7 -6 -13 -8 -11 0 -4 -68

Elementary TAKS Summary

The tables show the percentage of students who passed each test & the comparison to the state averages

DISTRICT 3R 3M 4R 4M 4W 5R 5M 5S 6R 6M DIFF

2006 95 76 80 82 92 87 90 71 96 88  

2007 92 79 80 81 93 87 91 73 95 84  

Difference -3 +3 0 -1 +1 0 +1 +2 -1 -4 -2

3R 3M 4R 4M 4W 5R 5M 5S 6R 6M DIFF

District 92 79 80 81 93 87 91 73 95 84  

State 93 82 84 86 91 89 91 77 92 74  

-1 -3 -4 -5 +2 -1 0 -4 +3 +10 -2