organizational management bake barron robert martinez christopher stein standards group project
TRANSCRIPT
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ORGANIZATIONAL MANAGEMENT
BAKE BARRONROBERT MARTINEZ
CHRISTOPHER STEIN
Standards Group Project
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IMPACT OF EXPONENTIAL GROWTHON CHANGING STUDENT DEMOGRAPHICS,
TEACHING STAFF AND TEST SCORES
Hutto ISD
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Rationale
Smaller school districts relatively close to larger cities are experiencing explosive growth
This growth rapidly changes demographicsBond passage needed to support building
additional campusesBetween 2002 and 2007, Hutto ISD had the
distinction of being the fastest growing school district by percentage in the state
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Growth and Student Achievement
Before the hyper-growth, Hutto was a small, predominantly white, agricultural community, and the schools educated that population well
With new students, significant achievement gaps appeared between sub-groups
Re-examination of curriculum and instruction was needed
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Texas Superintendent Standards
(c) Learner-Centered Leadership and District Culture. (4) conduct and analyze district/school climate
inventories (10) promote multicultural awareness and
appreciation of diversity
(d) Learner-Centered Human Resources Leadership and Management (5) implement effective strategies for recruitment,
selection, induction, development, and promotion of staff
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Texas Superintendent Standards
(g) Learner-Centered Organizational Leadership and Management (2) gather, analyze, and use data for decision making (4) develop, implement, and evaluate change
processes
(i) Learner-Centered Instructional Leadership and Management (10) Create environment where all students can learn
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National Standards
Standard 2(a): provide leadership for assessing, developing, and improving climate and culture
Standard 3(b): recruit, select, induct, and retain staff to support quality instruction
Standard 5(d): demonstrate appreciation for and sensitivity to diversity in the school community
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Change in Student population between 2000-2001 and 2007-2008
Between 2001 and 2008 the City of Hutto and Hutto ISD experienced exponential growth
Relatively inexpensive land and the housing boom of early in the decade
Quality education and small town atmosphere
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Growth of The District
In the 8 year period the Total Student Population Increased 263%
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Student Population in 2000-2001
Total student population 1,195
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Professional Staff Demographics 00-0191 Total Teachers
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Student Population in 2007-2008
Total Student Population 4,341
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Professional Staff Demographics 07-08315 Total Teachers
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Economically Disadvantaged Student Population
Increase of 761% over the 8 year period
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Growth of Hutto and Manor ISDs
In the 8 year period the Total Student Population IncreasedHutto: 263% Manor: 115%
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Student Population in 2000-2001
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Student Population in 2007-2008
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Professional Staff Demographics 00-01
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Professional Staff Demographics 07-08
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Economically Disadvantaged Student Population
Hutto: 761% Increase Manor: 154% Increase
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Hutto and Manor Accountability Ratings
District 2000-2001 2003-2004 2007-2008 2008-2009
Hutto Elementary Middle High
Manor Elementary Middle High
1 Acceptable1 Exemplary1 Recognized
3 Acceptable1 Acceptable1 Acceptable
2 Acceptable1 Acceptable1 Acceptable
3 Acceptable1 Acceptable1 Acceptable
3 AA, 1 Rec1 Acceptable1 Acceptable
1 R, 3 AA, 1 AU1 Acceptable1 Unacceptable
5 Recognized2 Acceptable1 Recognized
3 AA, 3 Rec1 AA, 1 AU1 AU
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Facilities Built to Meet the Growth
Prior to 2000 Hutto ISD was 1 Elementary and 1 combined Middle School and High School
2003 Nadine Johnson Elementary2006 Cottonwood Creek Elementary2007 Ray Elementary2008 Veteran’s Hill Elementary and Farley
Middle School
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What this has meant for the District’s Professional Staff
Teachers and Staff must educate according to the changing demographics of the community and school
Over half of the teachers have less than 5 years in the district
The District must redefine how it views and defines the needs of the students
District has created a Bilingual Program at Cottonwood Creek Elementary
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Cottonwood Creek Elementary
Positive-This campus is specifically designed to meet the linguistic needs of the parents and students (Recognized Campus 08-09 School Year)
Negatives-In order for students and parents to receive the full benefits of the programs they may be bussed from their home campus.
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Changing Staff in the 7 Year Period
00-01 only 92 teachers07-08 315 teachers Increase of 246%Hispanic Teachers increased from 2 to 37African American Teachers increased from
1 to 6In the 8 years Hutto ISD has also added 2
Native American and 2 Asian Pacific Islanders to the teaching staff
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Actions taken by Hutto ISD
Recruited and hire “highly qualified” teachers
Made a concerted effort to recruit and hire minority teachers
Traveled to universities and colleges which typically produce high quality minority teachers
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Actions Taken by Hutto ISD
Provided numerous staff developments pertaining to instructional strategies which help to overcome the language barrier
Implemented a standard math and science curriculum throughout the district
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Recommendations for Districts Experiencing Hyper-Growth
Continue to actively recruit and hire high quality teachers and professionals of color
Investigate the feasibility of beginning a “grow your own” teaching staff especially for the underrepresented populations
Continue to provide professional development which focuses on the needs of the changing student population
Create as much stability as possible in the executive leadership team
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HuttoOverall 2000 TAAS Grade 3, 8, 10
• Reading White 96.7 Hispanic 85.6 African-American 88.9 Eco-Disadvantaged
78.5
• Writing White 91.4 Hispanic 94.6 African-American 80 Eco-Disadvantaged
82.6
Math White 97.8 Hispanic
91.9 African American
86.7 Eco-Disadvantaged
88.2
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Hutto Overall TAKS Results 04-05
Reading/ELA White 87 Hispanic 80 African American 77 Eco-Disadvantage 75
Math White 80 Hispanic 67 African American 59 Eco-Disadvantage 63
Science White 76 Hispanic 46 African American 44
Eco-Disadvantage 36 Social Studies
White 94 Hispanic 82 African American 91 Eco-Disadvantage 79
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Overall TAKS Results 07-08
Reading/ELA White 94 Hispanic 87 African American 90 Eco-Disadvantage 86
Math White 84 Hispanic 71 African American 68 Eco-Disadvantage 86
Science White 85 Hispanic 59 African American 64
Eco-Disadvantage 60 Social Studies
White 98 Hispanic 84 African American 92 Eco-Disadvantage 87
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What Have We Learned?
Growth and change can be painful for a community and creates new set of challenges
District/school leaders must be aware and proactive of the changing student population
District/school leaders must be able to forecast plan of action several years down the road
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What Can We Do?
School/District leaders must learn to adjust to fluid situations
Hutto leaders could have had better foresight in the areas of curriculum and instruction
At the start of hyper-growth, state was moving from TAAS to TAKS, which also should have warranted a reexamination of curriculum and instruction
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How Can We Construct a Better Social Justice Agenda?
Focus on public relations – hire district public relations specialist
Clearly and effectively communicate with community of the changing needs of the district during growth
Leaders must remain cognizant of the changing needs of the student population
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Portfolio
We created a wiki to help us collaborate throughout the project
Additional information and data relating to our project can be found there
http://edad687.wikispaces.com
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Collaborative Work
The biggest challenge was working at a distance
To alleviate this, we collaborated through a wiki and by email
We also communicated through a chat room
When in College Station, we met in person