Wolf Junior High School Board Presentation
Timothy A. Rush
Arkansas State University
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Wolf Junior High School Board Presentation
Vision Committee
Several members of Wolf Junior High School administration were selected to serve as the schools vision committee. This group of members was chosen because of their wide range of ideas and experiences in different departments. They will play a vital role in generating new ideas for the Wolf Junior High School. The group is diverse in age, experience, ethnicity, and economic backgrounds.
The superintendent of Wolf Junior High has approved the proposal for a new vision statement to be presented and voted on at the next board meeting. The following are the members chosen for the vision committee:
1. John Locke is the Helpant principal of Wolf Junior High School; he is a 57-year-old African American male who has been in administration for 18 years. John previously taught for 12 years before becoming an administrator. John comes from a low-middle economic background. John was chosen for his educational background, enthusiastic aptness to facilitate change, and his unique way of inspiring others.
2. Sheila Martinez is a 34-year-old Hispanic female who has been in counseling for 13 years. She has previously worked as a guidance counselor at Hill Crest Junior High for eight years. Sheila comes from a middle-high economic background. She was chosen because of her commitment to help students develop academic skills and career goals. She will be a vital asset to this committee because of her expertise to assess each students ability to learn.
3. Sherry Akins is a 49-year-old Caucasian female who has served as the secretary of Wolf Junior High School for the last five years. Before coming to Wolf Junior High School, Sherry has worked as the head secretary at the University of Tennessee for 22 years. She comes from a middle economic background. Sherry was chosen for this committee because of her ability to manage time and schedules for large organizations at a professional level. She will be a valuable member by using her skills to speak to staff members, community members, setting appointments, and managing timesheets.
4. Bobby Lee is an Asian Male who has been in education for 14 years. This is his third year as the special education coordinator of Wolf Junior High. Bobby previously worked at Covington Junior High as the special education coordinator for nine years before coming to Wolf Junior High. Bobby is in his late 30s, and comes from a high economic background. Bobby was chosen for his educational background, instructional leadership skills, and his ability to proficiently provide educational Helpance to children with metal, psychological, learning, behavioral, or physical disabilities.
5. Maria Jones is a Caucasian female who has been in education for 29 years. This is the first year as the gifted and talented coordinator for Wolf Junior High. Maria has taught various classes throughout her career such as; math, science, drama, art, music, history, and JAG. She was previously the gifted and talented coordinator at Pulaski Junior High for the last 7 years. She is in her early 50s, and comes from a low economic background. Maria was chosen for her ability to lead, identify gifted and talented students, and her knowledge of strategies to develop and revise curriculum for gifted and talented students.
6. Wayne Mitchell is a 13 year-old, African American male who serves as the student council president for the Junior High School. Wayne participates in several extra-curricular activities such as soccer, football, and is a member of several elective clubs. Wayne was voted student council president by his fellow classmates. He was chosen as a representative for the opinion of the 8th grade class.
Importance of a Vision Statement
Literature states, a vision statement is important because it describes the desired purposes, future goals, and values of learning for Wolf Junior High (Gurley, Peters, Collins, & Fifolt, 2015, p. 220). It also defines the Wolf Junior Highs learning objectives and their approach to reach those objectives. Focusing the vision is important; in order to do this we need to ensure that our resources of time, money, accountability, and celebration reinforce our vision (Leane, 2018, p. 16). The best statements are created by a diverse group of stakeholders that include teachers, senior leaders, parents, community members, and students (Franklin, 2018, p. 8). One source stated, It is very important once a vision is developed, it must continue to influence all forms of school activity and interactions with staff members, students, and parents (Hubbuch, 2014, p. 46). Superville states, unless we get feedback from diverse perspectives, we can only operate from what we know (Superville, 2019, p.53). This is an important statement because it looks at the perspectives from a diverse group, instead of having a narrow group and only getting feedback from similar perspectives.
New Vision Statement
Through collaboration of our students, staff, parents/guardians, and community, our vision at Wolf Junior High School is to prepare our students to attain, promote, vocalize, and value knowledge and skills that will help them safely excel throughout life.
Communication of Vision Statement
The school vision statement will be located in staff/policy handbooks, newsletters, schools website, radio, year books, flyers, and on banners around campus/classrooms/entrances where everyone entering or leaving the school will be able to see.
Description of the 8th Grade
All Students
In the 8th grade at Wolf Junior High there are a total of 216 students enrolled. Out of the 216 students, 22.2% are Asian, 24.1% are Caucasian, 26.4% are Hispanic, and 27.3% of them are African American. Out of the Asian students, 47.9% are female and 52.1% are males. Asians have 52.1% that receive free/reduced lunch and 47.9% pay full price. For the Caucasian students they are comprised of 36.5% females and 63.5% males, where as 46.2% receive free/reduced lunch and 53.8% pay full price. For the Hispanic they have 47.4% female and 52.6% males. 50.9% get free/reduced lunch and 49.1% pay full price. African American students 44.1% are female and 55.9% are male, 49.2% of them receive free/reduced lunch and 50.8% pay full price.
All Students
Ethnicity %of Class Mean Median Mode Standard Deviation
African American 27.31% 75.95 75 69 15.05
Asian 22.22% 76.38 78.5 56 15.89
Caucasian 24.07% 76.44 79 52 15.94
Hispanic 26.39% 77.26 80 59 14.77
Free/Reduced 49.54% 75.71 73 69 15.78
Full Price 50.46% 77.29 79 83 14.82
Female 43.98% 77.55 80 98 15.63
Male 56.02% 75.69 76 88 15.02
Traditional Method
Three teachers teach 72 students apiece, which means one third of the entire 8th grade student population is being taught by each teacher. The traditional method of teaching Ms. Ruger has 28.8% of the African American population, 29.8% of the Hispanic population, 33.3% of the Asian population, and 42.3% of the Caucasian population. Out of these 72 students, 41.7% are female, 58.3% are male, 48.6% receive free/reduced lunch, and 51.4% pay full price.
Standards-Based Method
Ms. Wesson and Ms. Smith both teach using the standards-based method. Together they have the other 57.6% of the Caucasian population, 66.6% of the Asian population, 70.2% of the Hispanic population, and 71.2% of the African American population. From Ms. Wessons and Ms. Smiths classes combined there are 144 students, 45.1% are female, while the other 54.9% are male. 50% receive free/reduced lunch and 50% pay the full price for their lunch.
Data Analysis Summary
All Students- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
74.64 77.44 -1.27 1.97
As evidenced by the data, the t-stat was not at the critical value, therefore there is no significant difference between all of the traditional students versus the standards-based students.
Caucasians- Traditional x Standards-based
Traditional Mean Standards Mean t-stat t-crit
73.64 78.5 -1.09 2.01
The Caucasian students taught using the traditional method were not significantly different from the Caucasians taught using the standards-based method as evidenced by the t-stat not reaching the critical value.
Asians- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat. t-crit.
74.56 77.28 -0.55 2.01
The Asian students taught using the traditional method were not significantly different from the Asians taught using the standards-based method as evidenced by the by the t-stat not reaching the critical value.
African American- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
70.53 78.14 -1.79 2
The African American students taught using the traditional method were not significantly different from the African Americans taught using the standard-based method as evidenced by the t-stat not reaching the critical value.
Hispanic- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
80.12 76.05 0.95 2
The Hispanic students taught using the traditional method were not significantly different from the Hispanics taught using the standard-based method as evidenced by the t-stat not reaching the critical value.
Female- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
78.53 77.09 0.42 1.98
The Female students taught using the traditional method were not significantly different from the Females taught using the standard-based method as evidenced by the t-stat not reaching the critical value.
Male- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
71.86 77.73 -2.08 1.98
The Male students taught using the traditional method were significantly different from the Males taught using the standards-based method as evidenced by the t-stat reaching the critical value.
Receive Free Lunches- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
74.54 76.28 -0.53 1.98
The students who receive free lunches that were taught using the traditional method were not significantly different from the students who received free lunches that were taught using the standards-based method as evidenced by the t-stat not reaching the critical value.
Paid Lunches- Traditional x Standards-Based
Traditional Mean Standards Mean t-stat t-crit
74.73 78.61 -1.3 1.98
The students who paid for their lunches that were taught using the traditional method were not significantly different from the students who paid for their lunches and were taught using the standards-based method as evidenced by the t-stat not reaching the critical value.
African-American- Smith x Wesson & Smith x Ruger
Smith Wesson Ruger F F-crit dfw
80.26 75.58 70.53 2.13 3.23 56
There was no significant difference between what teacher taught the African-American students as evidenced by the F-value not reaching the critical value.
Hispanic- Wesson x Smith & Wesson x Ruger
Wesson Smith Ruger F F-crit dfw
77.38 73.57 80.12 0.75 3.23 54
There was no significant difference between which teacher taught the Hispanic students as evidenced by the F-value not reaching the critical value.
Caucasian- Ruger x Smith & Ruger x Wesson
Ruger Smith Wesson F F-crit dfw
73.64 80.74 74.64 1.11 3.23 49
There was no significant difference between which teacher taught the Caucasian students as evidenced by the F-value not reaching the critical value.
Asian- Ruger x Smith & Ruger x Wesson
Ruger Smith Wesson F F-crit dfw
74.56 79.56 75 0.47 3.23 45
There was no significant difference between which teacher taught the Asian students as evidenced by the F-value not reaching the critical value.
Based on the analysis of the data and the review of the readings, I would recommend the standards-based method of teaching math for the junior high school when considering factors such as socioeconomic background, ethnicity, and/or gender. The data gathered suggests that students should not be grouped by ethnicity, gender, or socioeconomic background for instructional purposes. It was shown that the standards-based method of teaching math best facilitates learning. Ethical or legal questions may arise due to Ms. Rugers suggestion to group students by ethnicity and/or ability. The Teachers Code of Ethics states, An educator maintains professional and ethical behavior, along with competence regarding his or her professional practice, inclusive of skills, knowledge, dispositions, and responsibilities relating to his or her organizational position (Harrison, Moffeit, & OMalley, 2009, p. 7.)
Due to conclusions drawn after analyzing data, I feel strongly that it is of great benefit to the students in the classroom to embrace diversity. It is also recommended that all math teachers utilize the standards-based method while using the same textbook. Using this method will promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or any other individual characteristics one may have. This method would uphold The Teachers Code of Ethics, avoiding any possible legal or moral conflict. Based off of the data analysis summary of all students being taught the traditional method versus the standards-based method, the students who were taught using the standards-based method averaged a higher score overall.
Textbook Cost
In order to implement the standards-based method for teaching math, the district will be required to purchase a new set of textbooks for the 8th grade class. All teachers collaborated in the research for a new textbook. After reviewing several different options, it was decided that Middle Grades Math Course 3, (Pearson, 2019) would be purchased. In order to accommodate for 216 students, 20 extra student textbooks, and 3 teacher edition textbooks, 239 books will be purchased for a total of $9,314.00. This total includes 236 student textbooks at $34.97 a piece, 3 teachers edition textbooks at $110.47 a piece, with an 8.5% sales tax, and free shipping and handling (see Appendix A).
Conclusion
In conclusion, the data suggests the standard-based method could aid in improving 8th grade math scores. This includes the transition to using one textbook for all of the 8th grade students. It was also shown that including all students regardless of ethnic composition or sociological background increases student performance and interaction. It is important for the school district to allow equal opportunity amongst all students, regardless of any differences the students may have.
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Appendix A
Proposed Textbook Information
Middle Grades Math Course 3 (Pearson, 2019).
Student Edition. ISBN 9781256737223
$34.97 each x 236 = $8,252.92
Teacher Edition. ISBN 9781256737247
$110.47 each x 3 = $331.41
Subtotal: $8,584.33
Sales Tax: 8.5%
$8,584.33 x 0.085 = $729.67
(Free shipping)
TOTAL: $9,314.00
References
Franklin, D. (2018). 5 Ways to Reimagine Your Schools Vision Statement: Making the Vision Statement Worthwhile Again. Teachers Matter, (39), 89. Retrieved from
Gurley, D. K., Peters, G. B., Collins, L., & Fifolt, M. (2015). Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, (2), 217.
Harrison McCraw, Kathy S. Moffeit, & John R. OMalley Jr. (2009). An Analysis of the Ethical Codes of Corporations and Buisiness Schools. Journal of Buisiness Ethics, 87(1),1.
Hubbuch, C. [email protected] k12. mo. u., Stucker, K. [email protected] k12. rno. u., & Rubey, B. [email protected] k12. mo. u. (2014). KEEPING THE Change Alive. Principal Leadership, 14(8), 4650. Retrieved from .astate.edu/login.aspx?direct=true&db=eue&AN=95543371&site=eds-live&scope=site
Leane, B. (2018). A Vision That Changed a School: Creating a transformative vision statement is all about optimizing essential skills for students. Principal Leadership, (7). Retrieved from
(n.d.). Retrieved August 1, 2019, from www.mypearsonstore.com/bookstore/middle-
grades-math-course-3-student-edition-9781256737223
Superville, D. R. (2019). Students Give Frank Advice On How to Make School Engaging. Education Week, 38(25), (Sp)3. Retrieved from