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Cullen Middle School Case Study. Principal, Mr. Clayton Crook UTCULP Houston ISD Cohort 2011. Introduction. Purpose Methodology Limitations. What School-wide systems should be developed to:. Improve student achievement Develop highly effective teachers
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Cullen Middle School Case Study Principal, Mr. Clayton Crook UTCULP Houston ISD Cohort 2011
Introduction • Purpose • Methodology • Limitations
What School-wide systems should be developed to: • Improve student achievement • Develop highly effective teachers • Engage internal and external stakeholders • Improve the community perception of the school
Student AchievementFindings Compared to the 2010 TAKS Data: • All grade levels and subjects gained in passing percentages on the 2011TAKS test. Some areas increased over18%. • 2011 TAKS Commended performance data indicates an increase in nearly all subjects. • 2011 AEIS data identified 8th grade social studies and 7th grade writing as achieving Exemplary status.
Student AchievementFindings • Data collected during interviews seems to indicate a disconnect between administration and faculty members • Cullen has made significant academic progress. • Small number of students made honor roll.
Student AchievementRecommendations for YourConsideration • Implement school-wide and classroom specific academic vocabulary systems. • Incorporate cooperative learning opportunities • Emphasize high teacher expectations through use of “No Opt Out” and “Right is Right” techniques.
Highly Effective TeachersFindings • C.A.R.E. Model is in place for walkthroughs and observations. • Implementation of content-specific PLCs (professional learning communities). • Additional support needed with campus-based coaching and reviewing of data.
Highly Effective TeachersRecommendations for Your Consideration • Strengthen the C.A.R.E. model by scheduling regular opportunities for feedback and adding a peer-to-peer coaching component. • Implement PLCs that focus on student achievement. • Develop a teacher led committee to plan activities that monitor student success and foster relationships between teachers and students.
Internal StakeholdersFindings • Teachers expressed the need for a more consistent student behavior system. • Faculty members expressed concern about the need for after-school activities for students.
Internal StakeholdersRecommendations for Your Consideration • Implement after school programs that provide academic assistance, enrichment, and recreational activities. • Provide social work support and connections to community resources. • Implement a School-Wide Positive Behavior System.
External StakeholdersFindings • All stakeholders (parents, students, faculty, and community members) reflected the desire to establish stronger community relationships.
External StakeholdersRecommendations for Your Consideration • Effectively utilize Cullen Home-School Liaison Specialist (CHSLS) to strategize, organize, and spearhead community engagement efforts. • Through the collaboration of the CHSLS, principal, and faculty, reorganize and redevelop the PTSA.
Community PerceptionFindings • Student Mobility • Administrative Marketing Roles • Community Perceptions of Education • Principal as a Public Figure
Community PerceptionRecommendations for Your Consideration • Comprehensive Annual Public Relations and Marketing Plan • Continue to foster a Welcoming and Safe Environment at Cullen • Establish a Coalition of City, District, and Area Representatives to Promote Cullen
The UTCULP Cohort would like to extend our gratitude for your cooperation in this case study and for providing us the opportunity to learn from the Cullen community.
