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GARLAND INDEPENDENT SCHOOL DISTRICT EDUCATIONAL SUMMIT SURVEY

QUESTION #8: How do we need to measure school effectiveness? What are your ideas for what
you want to know about student performance and school effectiveness beyond standardized
testing and state accountability?


The responses are shown as written; no edits have been made. Every effort was made to remove names,
email addresses and phone numbers that may have been included in some of the responses.

# of graduating entering college # of students actually graduating from college # of years it took to graduate from college Per cent
of students getting sef supporting jobs out of high school
% attendance in credit restoration, % failure rate, student and teacher satisfaction surveys, average class size
1) Graduation rate 2) Practical labs 3) Internships/volunteer hours
1. Firm discipline w respect atmospheres in school will set the spirit of the school and learning environment. You can walk into
certain schools and feel this kind of spirit. 2. Posters of character building are very effective as I have seen in some Garland schools.
3. Measurement---Also I would like students to write their goals down @ year and work on them. Let those goals be not only
academic but personal characteristics at home, school, and community. 4. Like to see counselors more involved one on one
character building rather than administrtor of academic tests.
A different type of grading. If we want all the paper work cut down, teachers don't need to be scrambling to get a certain amount
of grades in the gradebook
A drug free percentage zone rating would encourage students to stay drug free and would therefore affect student performance
and school effectiveness. Drug experimentation among GISD students begins as early as the 6th grade and is considered more
acceptable each year through 12th grade.
A follow-up post graduation of their success rate once they graduate. How many went to college vs. got a job out of high school?
How many completed their college education? How many were offered academic scholarships? I think laying the proper
groundwork now will help with their future educational success.
A good measure would be how the U.S. is competing in the global market as well as their humanitarian presence in the world.
A good way to measure school effectiveness would be by looking into our graduatuin rates, make sure they are increasing, also
with our GPA. Look into our report card grades and compare them with our previous work.
A good way to measure school effectiveness would be to use interdisciplinary projects that relate to real- life challenges.
a happiness index survey? it will help determine how muvh students like being in their schools and why
A school begins with the principal. More elementary principals with strong leadership skills and extensive background in the area
of which he/she is qualified. Flood the gates of strong leadership, teacher support staff and more programs for all students in the
elementary level then there will be an over flow of educated children with a solid foundation for learning.
Ability of students to find work in chosen field immediately after high school or graduate from college and find a job in their chosen
field.
Ability to complete tasks or projects, to get along with others, act and dress for success. Make a path for those students that
cannot complete High School in the normal sense by obtaining a certification in an occupational skill. These students will not go to
college but will enter the work place. Address low pay and promotion paths for Para-professionals with Aide III certifications and
allow them to help more in non-core learning environments. This may help get more staff involved in the success of the student.
We have a lot of support staff with great skills but there is no incentive for them to do more than they need and to stay after hours
if needed be because there is no tangible return. We have employees that have been at the same pay level or job for 20 years
because there is no path for them perhaps because they dont have a degree but they have skills and maybe certifications to
perform other tasks such as teaching a student an occupational skill, coaching them with job skills, advising or counseling. When
good staff is treated well and rewarded they will be more willing to jump in and help with the success of the mission of educating
our young men and women.
Academic growth. How far has a child come from then they entered the classroom.
Accountability from family support members regarding involvement in student's academic career. Teachers / admin/ school staff
are not and can not be solely responsible for a student's academic and social success. Nor should the edu team be
rated/judged/evaluated solely on a student's test scoring system; especially when families are not involved or have unreasonable
attitudes to the boundaries that are necessary in a learning environment. We have what NPR called "Irreplaceables" on our
campus - these are teachers that are making a difference that goes above and beyond a normal educator. These staffers are
seldom recognized beyond a certificate on campus and they are judged by same set of standards as the inactive, just punching a
clock staffer. Monetary goals will help and encourage the educator who consistently strives to be the best for the students,
families, and the campus that she serves. My perspective comes from a technology role on an elementary campus in our district.
AEIS
All students in high school should be able to have a free period.
Allow students to create models of what they have learned
An effective education provides student with college and career opportunities, whichever direction he chooses to go.
An effective school has a true community about it. Do the parents of the students at that school care about education? Is it a
priority? For example, I think a school is effective if the principal plans an event and people come. I think a school is effective if it
has a strong PTA. I think a school is effective if parents want to volunteer their time to the students. An effective school has low
teacher turnover rates and students who genuinely like to go to school.
An exit survey of coursework to determine whether the initial Objectives have been met. The student and parent need to feel
confident that the education they intended to get is what was actually experienced. Course descriptions would be helpful as
students choose classes, as is done with junior colleges. Would like to see counsellors be proactive to communicate with parents
what needs to be accomplished at each grade level, so we can support and supplement those goals.
Anonymous Student Surveys 3x's per year (B, M, E) Parent Surveys 3x's per year. School Grades/School Attendance
Report to Parents Paid peer tutors MUSIC during LUNCHES!
Are our student college and career ready? Do they have viable options for their futures and are they able to plan, in detail, how to
get to the next step?
Are our students able to apply the basics of literacy learned in elementary to analytically look at situations and problems in order
to engage in meaningful discussions and help facilitate solutions? If they feel confident about their skills and actually have learned
the skills necessary, then our schools have been very effective.
Are our students college ready in GISD? How are counselors helping to promote connections from high school to college? How can
race be diminished as a focal point or label in schools and schools shifted to focus on what's good for all kids? Just as kids need
inspiration, GISD needs to hire inspiring leaders. The "old garland" needs to shift away because good people as resources are being
overlooked. Upper administration needs to ask the question: do administrators love who they serve? Do they love the kids and the
community? Is this seen in their manner? Are they loved and supported by the people that they lead? Do they inspire educators ?
Are Student needs being met? How are they doing across the board - academia, student involvement, Have the students been
given opportunity to see what they might be interested in as an adult so they have something to strive for?
Are students learning the skills to be successful in life? Are we giving every opportunity for every student to go to college? Are we
practicing what we are preaching? Are we willing to put in the effort, time and money to make the change?
Are students making the necessary growth each year? How can we maximize each students' individual growth?
Are students solving real-world problems? Are they educated on global issues and brainstorming how to resolve them?
Are the teachers/staff helping my child reach her full potential without placing an overbearing need for standardized anything.
Are they ready for the next level in their life progress? For college bound , scoring well on the SAT/ACT ; for the trade school bound
the development of marketable skills and the ability to find additional instruction/employment; for the business minded ,
demonstrable skills in the field of endeavor. Finally , the elephant in the room , declare an all out war on drug use among teenagers
which is rampant in GISD as well as the entire Metroplex. This is robbing kids of motivation, vision and common sense
understanding of reality.While all avenues need to be explored things such as ribbon campaigns are a joke. Stop ineffective , feel
good attempts to tackle a real and serious problem.
As a parent of a student in GISD, I feel that basics need to be taught at the lower grades until mastery is met. Students are rushed
through topics, and they never fully grasp the concept. This holds them back later. Take the time in primary grades to build the
foundation. I also think that too much school time is spent on "extra" things. One is Think Tanks. I feel that my child would be
better served with extra classroom time.
As a parent, I want to know if my student made individual progress and how his progress compares to his peers. As a teacher, I
want my students to work towards their own personal best and my effectiveness as a teacher to be judged by his progress.
As a parent: Does the student possess real life skills that can apply to a career and to technology? For example, can the student
who wants to go into computer technology write a simple computer program? Can the student who wants to be a chef use a
kitchen effectively? Does a student who wants to be an engineer understand the basic thought process that engineers go through?
For students who do not yet know what they want to do, do they possess the knowledge of how to investigate careers? Do they
know how to seek out internships to find out more about a career? Do they know how to access career related books, websites,
and real life professionals? For younger students, are the schools equipping them with knowledge of useful technology
applications that they could one day use in real life situations? Can the student solve a real problem...not just a worksheet
problem, but something that is more in line with what they will see in real life. Are students able to be creative? Does the teacher
model creativity or just teach a prescribed set of lessons? I want my child to be creative in school and in life. As an educator:
Education today seems to be stripping teachers and students of their creativity and forcing them into a small prescribed, already
written mold. But everyone is unique. Every student needs to chance to learn in ways that work best for him or her, and teachers
need to be given the chance to create or at least collaborate on lessons that will be taught. I would like to see creativity come
back in the classroom for students and teachers.
As an administrator, I feel that this huge change in the way our district is going is much too fast.
As an ESL educator, I find this question very refreshing as I often feel there is too much emphasis placed on students' performance
on standardized tests. This is not to say that performance in these areas is not critical. However, the backbone of our programming
is that we continue to serve only those students that are "failing" state tests-- students that pass are quickly exited from services.
As such, there is often a stigma that these kids are not academically successful and this is simply not the case. I would love to see
the district take a more holistic approach to student performance and include growth measures as a foundation for working with
students. This would not only build students' self esteem but would be a motivator for them to "stay the course" (particularly at
the secondary level). Additionally, I think it would be beneficial for the district to adopt a way to identify and serve gifted and
talented students at the secondary level. As of now, I feel this is an area that is largely neglected in our high schools.
As leaders and reformers in the field of education, our number one goal is to ensure students are provided with the necessary tools
and instruction to meet their full learning potential. The Measures of Effective Teaching (MET) project which engaged 3,000
teachers in six large, urban school districts, including two districts in Chiefs for Changes states, Florida and Tennessee released
their final report on Jan. 8. The self-described non-technical policy and practitioner brief, Ensuring Fair and Reliable Measures of
Effective Teaching, summarizes recent analysis from the project and provides a number of takeaways for education policymakers.
http://www.metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf
Ask the students that struggle what they need out of school, like my son who continues to struggle with math every year. He
needs One on One assistance, not a computer lab over and over again. He needs encouragement, not just be told to keep taking
the test til he passes it.
Asking ourselves, "What percentage of decisions have student involvement?" Montessori style inclusion of students in all aspects
of campus life and operation. Work samples for portfolios, performance based assessments, real accomplishments in the real
world, solving real problems, students being real participants
Assessments that measure student progress in independently thinking, problem solving, collaborating with others, and meaningful
use of technology
At minimum our students need basic literacy but students need the opportunity to grow as much as possible on their abilities.
ATTENDANCE ACCOUNTABILITY
Base it on actual student performance. Remove the "give me" system such as credit recovery and the opportunity to re-do papers
over and over. The current system has enabled students just as much as their parents.
Be aware of growth through the year, not just the End of Year final score.
Be proactive and start some accountability for principals. Since the teacher is the single most important factor in student
achievement, analyze why teachers quit their principal. Look at your teacher turnover rate. Look at how many teachers quit their
principal each year. Monitor and assess that. Begin with Bradfield Elem. Ask the objective questions such as: how many teachers
perform duty for more than 1 hour per day all year long? How many general Ed kids have a 504 accom. plan? Is it ethical to require
students to pay a $5.00 entrance fee to trick or treat in their school, knowing the school has a 90% low income rate? (The kids
brought all the candy.) School staff handled the money, not the PTA. Are we for-profit? Teachers are afraid to ask advice/questions
to anyone outside the school for fear of PDAs retaliation, which has been verbally stated to us. Appears that state and federal laws
are being violated. The above notations have been observed in this school within the past 8 weeks. The changes needed to support
teachers are to employ effective leaders in those schools, held accountable by the district. If principals have no checks and
balances from their bosses, that essentially makes them a superintendent. Please allow Dr. Morrison to read this comment.
benchmarks or midyear and end of the year check points
Better communication
better teaching
Beyond standardized testing and state accountability, I want to see engaging lessons and experiences in and outside the classroom,
innovative, creative, and exceptional teachers who are passionate their profession, and strong support for students and their
teachers. I think we need to look at quality of student learning, school climate, student expectations, and graduation rates.
Beyond standardized testing, a schools effectiveness should be measured by the improvements made from year to year and by the
success of those in extra curricular activities in terms of community involvement and the number of students involved with them.
We should also look at what we offer in our schools and is it enough. Are we reaching all students with what we have to offer.
Beyond the bond, continue to have direct communication with the community.
Bring creativity back. Let the teacher teach the content however they choose....not follow an online curriculum
By allowing teachers to be more creative and trusting them to teach. Have people watching and helping teachers and not
depending on test scores; not everyone is a test taker and that is the only way teachers are being held accountable for what
students learn. Come in my classroom, watch me, sit with my kids and do the activity too; don't just sit in the back corner on your
iPad and judge/criticize me. Be a part of my room.
by doing REAL World problems and solving them.
By first, asking the students on how they like the said "new change." The student body is who it will affect the most. Then test the
students on tests that actually have the information given by the teachers to the students.
By how we mold a student to respect school and become the finished product we coach them to be. A student motivated to
achieve his or hers dreams.
By making sure that all students have an equal learning environment. ie. If a student disrupt s a class they should be asked to leave.
The environment is not a learning environment when the teacher has to stop and "take care" of the student disrupting class. Also
the college readiness class is a wasted class of nothing. I have not seen what good the class has done for my child. Also I like the 10
classes they have a Lakeview. I believe that it gives all kids a well rounded schedule. I have had children in North Garland as well
and like the 10 class over the 8.
by not pushing students through grades, they need to earn the grade they get & if they fail they fail, we then turn to the teacher to
see how we can better help them help our kids. my daughter graduated from GISD with an 8th grade math level & this seems odd
to me since she passed all of ther HS math classes. Please stop passing our kids with 70's just so they go to the next grade.
By reviewing the drop out rate, educational performance and measuring their success not only in the school but in the work
enviroment. Implementing work labs.
By seeing how involved students become in extra curricular activities because a lot of students who aren't involved choose to not
be because they don't like school in the first place.Also the students attendence and drop out rate should decrease if and actual
change is occuring. The students need to understand that education is important and that they need to take advantage of all the
oppertunities they have in this district.
by sending thier school work grade to make sure the teachers are giving the student the right grade and parents will see if the
grade is equal to the school work activity or the teacher just dont like the student and the punishment is giving them a lower
grade.
By students ability to be prepared for post high school whether students choose to enter the workforce (especially those who are
not college bound) or college.
By talking directly to the students. I think principals of each school should have periodic sessions with students of all grades to find
out how they rate their teachers. My kids come home with some horrible accounts of the way teachers behave in front of them
and, how they are treated. This includes being rude and uncaring at times. This behavior seems to make them feel less and less
interested in going to school. Some episodes have been brought to the pricipals attention and some I waiting to see if they will
improve in their attitudes. Everyone has bad days but not every day. If teachers now days want respect they have to show respect
for the kids also.
By talking to the students and teachers about what works and what does not. Stop putting so much pressure on administrators,
teachers, and students about standardized testing.
by teacher, parent, and student mettings atleast once a 6 weeks.
by test scores
By the actions of the students and teachers in community projects.
By the material taught in class
By the measure of student improvement gained from your lower student groups. Quit looking at individual students and do your
best to raise your lower groups and when you achieve that you will see gain and improvement everywhere. But quit focusing on
the mark all must attain and set a goal based on population or school quit trying to compare apples to oranges and focus on the
improvement made at the campus level is there a gain from the year prior then we have done something great!
By the products they can produce. Not judging the products based on what others have done, but how the child's products have
evolved.
Calculate the percentage of each teachers' class grades to make sure most of the students are obtaining what they are learning
from that class. If grades are low, the students who are not absorbing the curriculum should have an opportunity to attend a
Saturday class instead of a 15 minute tutorial in which nothing is taught and is a waste of time both on the teachers and students
part. Most teachers are coaching some type of sport and dedicate extra hours to coach - why not tutor a student in need of help
on a Saturday?
Can students evaluate information; problem solve; be a citizen
Capitalize on students' interests to maximize learning
Check the atmosphere of the school and verify that the leadership is beyond reproach. I have seen some employees over the years
in GISD who have low personal morals and are not good citizens who are promoted to be principals and admin. I grew up in
Garland, and have my children in school here. Parents see admin. in happy hours, etc. and word gets out. I had hoped with the
new superintendent that this would stop.
Collaboration w/ community and individualized testing
college enrollment rate, some way to show that the student is enjoying their educational experience at their own full potential (if
they enjoy extra classes offered, they are more likely to be motivated and excited to learn) Test them on how they learn best and
split classes accordingly and see if there is a change in grades/behavior
College readiness
Come up with measurable indicators.
Common sense is lacking in a lot students. There is a need for students to be real world smart as well as book smart. Also, testing
well does not always mean that a student is smart. Testing poorly does not always mean that a student is dumb. Standardized
testing, whether STARR or Benchmarks are not effective, as they are so generalized and even though all teachers for a subject
SHOULD be teaching the same things at the same time, this is rarely the case in reality, which is why poor Benchmark scores are
typical. There needs to be more uniformity between all campuses and teachers for each subject, rather than teachers just teaching
what they feel they can cover.
Communicate with parents
Communication and partnership between school, students & parents is key in overall success
Compare to each school.
Compare/test GISD students against other countries' standards in addition to national standards in order to find out where our
students rank against their peers. As technology becomes more integrated into our lives, our kids won't necessarily be competing
against just their US peers anymore once they enter the workforce.
Concerned parent's requests should be honored. My Email is in the registration forms and I also sent an Email note to all the
teachers of my children, asking them to inform the parent, if there is any educational problem with my children in school. Most of
the time parent's intervention can salvage a situation.
Constant feedback on child's progress.
Current GISD High school classes materials are very unstructured. There is no text book or outline goals that need to be achieved
for each semester. Honor classes instructors are lake of quality. Some teachers did not have motivation or passion for teaching.
This is very series situation because it impact to several hundred students. Teacher should be evaluate and eliminate to those who
dont have the motivation for teaching.
Currently,the prevailing view seems to be that there are no developmentally,age appropriate skills that need to be taught in the
lower grades (k-3). We have done away with Piaget and embarked on a testing mandate that sets out to "trick" students instead of
measuring their true knowledge. We are not testing them at the developmental stage they are at, we are not providing basic skills
and knowledge that equip students to become problem solvers. We don't spend enough time on these needed basic skills so they
will be equipped to handle the demands of our highly technical age. The district seems to rely on certain tests as the sole
determiner of a school's effectiveness and teacher ability.We talk about differentiation and then ask all teachers to do the same
thing in the same way at the same time to enable students to perform on certain tests. The creative art of teaching and learning
has been sacrificed at the alter of data driven, researched based programmed teaching.Yes we need accountability. Give the
students the ITBS test at the end of each year,or devise a beginning of the year test and give it also at the end. But please do away
with all this other testing.
Data about graduates of GISD from surveys and exit interviews
develop a method of tracking system of students progress after graduation.
district exit survey after they graduate high school. keep tabs on students to see if they are prepared/successful
do away with STATE testing - go back to testing what should be taught - the three R's
Do students create not just memorize
Do the students feel ready to face the world after graduation? Ask them. Do our schools entice students to WANT to be there, or
are they just at school because they have to be? Do students really know the basics before entering middle school? reading,
math,etc. Graduation Stats
Do we produce students who are able to work in the real world!
Don't compare apples to oranges. GISD is diverse, remember that..not all schools should be compared against one another. Let
the teachers teach, don't beat them down and don't drown them in useless paperwork. And stop sending so many people in the
classrooms- it's very distracting. My child says there is always someone coming in and out of her classes.
Don't measure by student ability as a whole only use the top percentile as they are the only ones that work evaluate the lower
percentile as a seprate group
Down with the superintendent. His policies are extremely insipid for the most part, and frankly, his views are not going to help
students in any way if he so decides to eliminate IB from Garland High School.
drop out rate...what are other options for students besides dropping out
Each student needs to be evaluated and tested to see what Careers they are best suited for in life. Their subjects and/or schedules
need to be individually built around this Career path to ensure they have the opportunity to succeed in life.
Each student should have an annual graduation plan that is modified and adjusted annually. Parent, student, counselor, and
teachers are aware of the plan.
Effectiveness of our schooling shouldn't be measured by standardized testing. Our education system has become centered around
this testing, teachers are not given enough room to teach what they think the students should know on a realistic level, they are
too busy stuffing objectives and "i will" statements down the student's throats to be able to teach us practical and useful
information.
Encourage more open communication among teachers, parents, and students
Engagement in youth service programs
Engaging lessons that come from a curriculum that coincides with the TEKs Adequate materials and manipulitaves to support the
above mentioned curriculum.
Ensuring students move on to college or career, and the level of parent involvement.
environment, student engaged in real world activities,
Evaluate different teaching styles.
Every student is so different, so standardized testing is not really a good gauge of a student's true performance. There should be
some kind of individualized portfolio for the core subjects that can show what a student has learned over time.
Every teacher to enter grades twice weekly would be VERY helpful to gage students current grade average in classes. Not all
teachers enter grades in a timely fashion, sometimes at the very end of the six weeks which is too late! Thank you for considering
these suggestions.
Examples of higher levels of analytic thinking beyond rote memorization and basic understanding. Skills tests, speeches, in class
essays, capstone projects
Expanded and mandatory review of character; work ethic/initiative, collaboration, creativity, problem solving. Also, beginning
freshman year, maybe students could have a teacher who was their career coach. Once a semester a note could be sent discussing
how that career path had been explored. Most of the exploring could be self guided with the support of teacher.
Facility Improvement
Feedback and results - deeper business development.
Feedback from colleges and universities about their expectations regarding college-readiness. Far too many college-bound
students are not ready for college-level work, particularly in mathematics.
Find a way to teach and apply critical thinking skills in addition to fundamental skills. If a child can come up with a creative solution
to a problem, then it is likely that he / she has learned the ability to read, write, do some math, perform research, develop some
creative skills, used some technology or other tools, and maybe had some fun during the process.
Find ways to measure qualitative data that include how the schooling process is helping diverse students be integrated into the
mainstream society without asking them to shed their unique and multiple identities.
Find ways to reconnect with students see student's success after graduation.
First - Level of participation in the school's varied opportunities for expression - through the arts, science, athletics, leadership,
service. Would like to see all students involved in something beyond the classroom in some way. Second - Scholarships awarded
to graduating seniors serves as an indicator of the level of achievement in many areas - including academics, athletics, the arts.
Third - Documenting the number of students who enter some type of post-high school education and/or training in order to see
trends and evaluate how well the school is doing in encouraging students to be prepared for the future.
First Question #2 shouldn't be answered or an option should be "did not attend a summit"! How well can they communicate
professionally; can they write in cursive; do they know what grammar is and how to properly use it; are they capable of studying
and reviewing on their own without being spoon fed the answers; does athletics have to play a such major role; can a student work
independently by giving them a syllabus and completing assignments on time without being told and constantly reminded; if a
student fails, why doesn't the parent contact the teacher instead of vice versa; and why not have the parents more involved with
the students work and holding the student accountable.
First, I believe *3 should have Health & Physical Education Skills. Children need to be healthy and alert enough to perform any of
the others. Im very disappointed my daughters school PE time has been cut from 3 days to 2 days! Most ALL success people make
exercising and eating healthy part of their daily lives. Shouldn't the school give the students this advantage and implement
something huge and life changing for them? I bet behavior and grades would improve drastically! As far as measuring school
effectiveness, I believe individual projects, reading programs, and other individual or small group grades would show kids are
"getting it" at school. Thank you for providing a survey and efforts to making our schools better!
Follow up studies of gratuates successes or failures. Also, evaluate students knowledge of course content with task evaluations.
For some it would be how well students are ready to engage the workforce and be productive. While others it will be how
prepared they are to go to the next level of education. Testin just shows how well a person can regurgitate information without the
ability to actually use that knowledge in real world situations. How can we develope a student that is ready to accept the
circumstances they are in and adapt to work and grow within that environment. We also need to teach that failure is ok and that
this is an opportunity for true growth and not a negative that society has put on failing. So some students need to fail.
formative assessment
formative testing to include clinical teacher testing state testing
Furthering education beyond high school, i.e. college, university, trade school.
Future success not just higher education but success in the work world and with families in mind. We need to realize that success
looks different with each individual. We can't measure it with just one means.
Garland is so concerned about doing everythiing for academics and technology and I realize that is very important. But I see kids
coming through the district who don't know how to solve problems with others, other than fighting or arguing and students think
it's all about me. All of the technologys kids have and are using today seems to create children who don't know how to relate to
others. Character traits are lacking.
Get rid of mindless questionaires like this and get back to teaching BASICS--reading, writing, math, and history. Where do you
people come up with crap like Questions 4 & 5?? High school graduates should be able to make change, balance a checkbook, and
have a working knowledge of American history and civics. The public school system is FAILING its students due to test-based
teaching. My answer to Question 7 is to allow teachers to TEACH, have principals SUPPORT their teachers, and have administrators
be REQUIRED to teach in a classroom for at least 5 YEARS before being allowed in administration. If administrators had a better
idea of what goes on in a classroom on a daily basis, perhaps there wouldn't be a "need" for absurd politically correct questionaires
like this.
Get rid of teachers that rely on "sit and get" and lack classroom management skills! Just because a class is quiet does not mean
students are learning anything. Also, science should be taught in all elementary grades to the level of the TEKS.
Give suerveys to certain students that have trouble in school and see how they are doing and how they see the school and the
teachers they have
Given the current environment students feel entitled and do not want to earn knowledge, grades or respect. A citizenship grade
would be helpful to parents. I also believe this is the opportunity for many students to investigate careers. They should be taking
more CTE courses. Courses such as AVID and LINKS could be clubs rather than "for credit". This will open up the schedule for
students to take a variety of course unless you do not allow senior release.
Giving students oppurtunity to help make final decisions on how the schools and teachers interact with their learning standards
and school goals.
Go to the schools and listen to the teachers & not the smoke the principals are blowing.
grade it flexible
Grades PBL Projects Community involvement
Grades should be given based on what students actually earn, rather than artifically inflating scores. Make students realize that
they have responsibility of doing their school work if they want to pass, otherwise, they do not. A student that refuses to do any
work, despite contact with parents, etc, should be accountable for their actions.
Grades shouldnt be based on classwork or etc , itt should be based off how much EFFORT they put in . As long as their trying that
should matter . Teachers put way to much pressure on students about state test . State test shouldnt be determined them going to
the next grade level because if a student fails , that doesnt mean they dont know it .... they couldve been nervous .. 4hours for a
test puts ALOT of pressure on us . Were constantly thinking about how much time left that we cant focus . TAKS was way better
than STAAR , it gave us time to think and focus . But now , teachers teach according to whats on STAAR . School starts in august ...
we start learning like the second week of school .. first semester is short due to our holidays ... after christmas we only have like 3
months to learn the rest of the things on the test which means we have to cramp EVERYTHING in , in a short amount of time . In
other words .. we dont have alot of time to learn everything on the test . For example , myself , im not that good in math and
having to start a new lesson everyday is stressful . I feel like im speaking on almost everyone in the school when i say THERE NEEDS
TO BE CHANGED .
Grades, activities (in and out of the school realm), service, work outside of school, family demographics, goals each year of high
school, track what a student is doing 5 yrs from graduation, what true happiness means to them and their dreams of an ideal
future
Grading system should better reflect the level of challenges met by student, including being successful at difficult classes. For
example, receiving dual credit should mean that the student genuinely performed at a college level, not that the student signed up,
attended class, and submitted mediocre work. Students should also be held accountable for their actions and have to face the
reality of consequences. There should be less emphasis on building self esteem by being told how "awesome" they are and more
emphasis on earning self-esteem as they do hard things. Also, maybe it is time to return to having a grade for conduct in school?
Graduation and college retention rates.
graduation rate
Graduation rates and where they go from there. i.e. how many get jobs after college, how many go to college, how many graduate
from college, etc...
Graduation rates.
Growth from year to year
Growth model. Portfolio assessments.
Growth of individual students in age appropriate areas. Less focus on standardized testing.
Have a pre-test at the start of school to see where students are starting from. Then ability group them from there to get the most
out of their education. All HS's should have same discipline and expectations.
Have AVID graduates come and talk to the kids and tell us if what they learned was effective. Coming up with projects that
integrate all the core subjects.
Have each teacher do a personality test, ie Kolbe test before hiring them to teach. Maybe a Kolbe test will help in ridding some of
the bad teachers who aren't interesting in the students' success.There are a lot of good teachers in GISD, but 1 bad teacher can do
a lot of damage to many students. Therefore, one of the ways to measure school effectiveness is via the teacher. Teachers should
be graded by the students and whether or not the student feel they learned anything of value. Regulate group projects so that
those who do most of the work are given credit and those who didn't contribute are given the grade they deserve. I measure my
student's performance on what they tell me they've learned and the tools the teacher administered. If the teacher presented the
info needed to be successful, then I make sure my student applies the lessons to their study habits. My kids love learning from a
teacher who's passionate about teaching and has compassion for students.
Have Fun
Have more intervention helpers specially bilingual.
Have more magnet schools. All of the children who can benefit from that type of learning enviroment should get access to it. Have
more technology in schools. Beaver elementary is a good example.
Have students set aggressive goals that are meaningful for their growth as learners for where they are and measure the goal
attainment rate.
Have the counselors and adminatration contact the students. They're the ones whos spend a hour with the tecaher everyday and
know how they're teaching. If so mant students are complaining about one teacher, solve the problem. That being the teacher. It's
certanly not my fault that my Algerbra 2 and Pre-Cal tecahers cant teach and are giving up on us all.
Having a Sophomore that does very well academically and has invested in her extra curricular activities to now be losing the
opportunity to further those ventures because of the schedule changes at her school is sickening! I believe high school is when
most kids begin to find their strengths and the interests that carry them through adulthood, but only if they're allowed to expose
themselves to a variety of options. Taking extra curricular magnet programs from them is not a productive move. The schedule
change from 5 periods a day to 4 has caused many students to choose only one extra curricular which lessens the likelihood of
being "well rounded" instead of beaten down by academics. If schedule changes must be made they shouldn't affect the students
in the middle of the process...they should be applied to new student incoming! My child attends Lakeview....although she's a
mostly A's with a couple of B's student she is not in the "Collegiate Program" which puts her lower in student ranking...I think that
needs to be reevaluate.....
Help those students that need it the most.
Hold more community meetings for all parents to be aware of the opportunities GISD offers to their children. Teachers and
parents to be gathered at least 6 times a year...working together towards a well rounded student!
Hold student forums quarterly and get their feedback
Honestly, I feel that students should be held accountable for more than they are. As an educator, it is difficult to continuously
expect the best out of students, when I'm limited on what I can hold them accountable for. Also, we must be more realistic with
our expectations. Every child has the ability to learn; however, the level and objectives vary. Yet, we are mostly expected to teach
all children on the same level with the exception of children in varying special needs programs. They are not the only children who
may benefit more from a difficult style of learning.
How applicable is the learning to the real world?
How do parents fit into this? Research proves that poverty is the reason children struggle. All children deserve good teachers and
opportunities, but based on a child's income level, those opportunities often stop at the school house doors and are not able to be
supported in the home. Yet the school is held accountable that all children meet the same level of learning, based on district
standards and benchmarks. All humans are not created equal. How does the district plan to avoid punishing teachers and students
because the economic realities of their lives or the parental capabilities of their parents make achievement so much more difficult
to attain?
How do the students feel about their school, teachers, and classroom experiences?
How do we need to measure school effectiveness? What are your ideas for what you want to know about student performance
and school effectiveness beyond standardized testing and state accountability? All students are different and they have several
different levels of abilities. You cannot measure a student by standardized testing or were the state feels they should be. Student
should participate in their growth; give feedback on their teachers ability to teach (Teacher Performance Appraisal), theirs
teachers understanding of their individual student(s) and the students needs for advancement or lack thereof. Students are
tested so much so, they do not have the ability of time to absorb the knowledge being taught and be nurtured by it Feed the Mind
and Soul. All students need to feel they have the same opportunities as other students, regardless of their pedigree. All students
do not test the same (nervous, anxious, fear of failure, etc) and should not be graded equally. Measure a student by their
attributes and not by state and local bureaucracy. Standardized testing, state accountability and grades have no place in the school
system. A students ability cannot possibly be measured, but should always be nourished to capacity Cup Runneth Over!
How does technology help improve students abilities, if they can not read, write or do simple math?
how does this knowledge translate into making a better student, community, world?
How happy are teachers, other educators and staff in their school, how friendly is the school over all. How students like their
school and teachers, if they enjoy classes and want to join after school activities offered by their school. How good is cooperation
or partnership between school and home. How happy are parents with their choice of school.
How is the school preparing students for the real world. For example, bilingual programs for all. We are currently educating 50% of
our students to speak two languages! while the other half that do not come from Spanish speaking homes will graduate only
knowing one. Let's teach all students English & Spanish so that all our students have equal opportunities in the future. This also
applies to technology etc.
How many of our students go on to enter the workforce, not just college, after leaving GISD. We need to know if our system is
preparing them for life, not just more schooling.
How many opportunities are there fot students to be involved. Especially in CTE.
How many students can be found yhat are measurably ready for continued edcation either college or career.
How many students graduate and either attend college or become an active member of the workforce.
How much the students progressed. Sometimes students come in knowing very little. They may not be passing but have improved
mounds. That is a good teacher and school.
How school provides students experiences about what they are learning.
How to cope with the enviroment of outside influences at each campus, are students able to relate to each teacher in reference to
daily task and lift help, does the education meet the student needs and how well is the students performing each semester in
related courses , do they have access to counselors to discuss the bridges they need to cross
How to measure the effectiveness depends on the purpose of the project/ work the students completes. It is possible for a
student to "fail" the state test, while at the same time, creating a program to effectively help others. I do not believe that one
standardized test will predict the success or failure of a student. I also do not believe that students passing or failing a test defines
the teacher.
How well can a student attack a problem, and how many ways can they solve it.
I am a parent, substitute and involved in PTA. I have a very interesting perspective because I see a various schools and variety of
kids with different abilities. I want my students to be taught like in the old days where the three R's were important: Reading,
Writing and Arithmetic. Computers are fun and a great tool, but our children are losing their ability to write, think out of the box
and be creative. Children are losing their social skills and listening skills because of the computers. There is an important
connection between the brain, hand and pencil/paper. Also, the schools continue to dumb down the classroom. While teachers
cover an extraordinarily large amount of material, there is never time for making sure the kids understand it and have learned it.
You have so little wiggle room in the curriculum that you must move to the next subject just to keep on task. The new Think Tanks
are a WASTE of learning time. It is a way to occupy the nonintervention kids time in the classroom with minimal supervision. The
kids that are in intervention during this time are pulled into a corner of the classroom to individual help from the interventionist.
Sometimes the teacher is helping with intervention too. It gets noisy and there is a lot of wasted time. It is better to pull the
intervention kids out of the class into a quiet room. Pullout intervention is great for some kids that need just a little extra help to
get on grade level, but the biggest problem is that kids that dont pass get promoted. Hard to believe that four weeks of summer
school is enough to get you to the next grade. If you were not able to learn it in 9 months during the school year, why do you think
they will learn it in 4 weeks during the summer? These kids that are not passing NEED TO BE HELD BACK! The biggest problem I
have seen in schools, while working as an interventionist, is that the kids that are behind CANT READ. I have seen kids struggle
work math word problems because they cant read the problem. If you read it to them, they can whip out the math. The kids are
not stupid, they just cant read. We need to refocus our schools on making kids successful in reading at an early age, EVEN IF IT
MEANS THEY ARE HELD BACK A YEAR. Being held back is not a bad thing. It will give them another year to learn the same material,
slow the pace down because is it a repeat, give them a chance to catch up and make them feel more confident in their abilities.
Another huge issue in the classroom is the lack of respect and lack of self-control that GISD students have for their teachers and
their fellow students. I am sure that going to the principals office for licks (spanking) will never come back to the public schools,
but it needs to. Giving a kid a mark on their behavior card does not work. Most kids do not feel any remorse or regret for
misbehaving and their no parental support at home. It is very sad that our society is so accepting of this. I am not sure what the
answer to this is, but if it continues to get worse, we will lose a lot of good teachers. I can say that because when I sub in the
schools, I do more babysitting than I do teaching on any given day. The GISD Academies have always been one of the highlights of
the district. We are so very thankful for them. If it were not for the Academies, I would be homeschooling my children. There is a
great need for children to have a place to learn that is far more advanced from the regular curriculum being taught in the regular
schools. It saddens me that the Academies are going downhill. Over the course of my eight years in the Academies as a parent, I
can see the deterioration. My children have thrived in school because they felt somewhat challenged. My daughter complains
that even being in the highest honors classes that she is still BORED. Her lowest grade in high honors classes taking 10th grade
geometry is a 98. The Academies need to remain intact and be a haven for those children that truly need more of challenge. As for
homework, there is a great need for it, especially in math. Last year my child never had any math homework. The problem with no
homework in math is that you never reinforce what you learned during the day. I have been begging for math homework each
week and most of the time there is very little. Twenty to thirty problems a week ensures that the kids will reinforce what is
learned in school and have a better retention of it. It should be required that children have math homework each week. The
school district and the State of Texas need to take a step back and do a reality check. We are losing our edge in the worlds of
science and math because we are watering down the curriculum and passing kids that should be held back. We need to go back to
what used to work and integrate some technology into it. Let us NOT focus on technology, but use it as the tool it was meant to
be. These questions with answers above are not relevant. As for question 6. None of the answers choices are correct. Let the
teachers teach and use their creativity. I chose an answer because the survey forced me to. I don't believe any of those answers
are viable. What needs to change in the schools to support teachers and students..... discipline, self-control, manners, respect,
giving more homework, challenging the children. Who care about flexible schedules and equality for all students. Fortunately we
were all created differently and have different abilities. Stop trying to mainstream everyone and fit everyone (pentagon, square,
triangular) into a round hole. Teach my child to think on their own and solve their own problems.
I am more concerned about my child's character at school...is he being respectful, helpful, kind to others? What does his body
language tell you and his voice tonnage? What do I need to work on at home?Social skills and manners should be the front runner
in all classes. Once you require these skills, it is much easier to engage them in the learning process.
I am not sure what the best way to measure our success is as a campus, but it should not be based only on STAAR scores.
I am not sure. I do think, though, that the state tests are not the only way a school should be measured.
I am not totally sure, but I wanted to comment on the ability of the teachers to teach our very special kids!!! I am tired of teaching
my kids writing, reading, math, etc. and then a lot of the teachers don't even do a reading program-signing-writing skills....it's a
bunch of color sheets, busy work!!!! I cry everytime someone comes to me and tells me another horror story of this happening
over and over!!!! Please, do something about teachers in ALE not making our kids the best that they can be and having them sit
around and do baby work all day!!!!!!!!
I am open to ideas
I believe children are tested too much in this district. My first graders have already taken 2 standardized tests this year. I see no
reason for that much testing at that age. As a teacher in the district I would like for the testing to be meaningful and useful. I
would rather give the TPRI and DRA to my class because those actually help me teach to their ability. I do not rely heavily on the
testing done on the computer because I cannot sit with each child and know that they are doing their best work while taking the
test.
I believe comparing schools from one side of Garland to a school in Sachse is unfair. The student/parent populations are not the
same and neither are the resources the teachers have at the schools that are in the lower income communities. The kids in this
district should ALL have the same resources no matter which neighborhood they live in. GISD knows we have a diverse
community, but I feel as a parent and educator, GISD caters to the more affluent schools and the schools in the lower income areas
are just supposed to be "on the same level," that can only be true when students and teachers are treated the same, equal
resources and we ALL have priority in the district.
I believe in respecting the teacher's judgment.
I believe school effectiveness should be measured by the percentage of graduates and test scores. Although schools need to be
tested, tests should include information learned that year. That is a great way to see how effective teaching was that year and see
how it improves over time.
I believe that a school is most effective when parents are supportive of their child's education and their child's teacher. A child
learns to value learning and to respect authority from his/her parents. When children see that their parents and teachers want
and expect the best for them, the children are more confident about learning and put forth more effort in their school work. All
of the teachers that I know work 60 - 80 hours a week!!! This year, more jobs and responsibilities have been added to the Garland
ISD teachers' work load! This year has been very stressful for most of the GISD teachers because school work has dominated our
time. Family time, church time, and relaxation time has been sacrificed and has been almost non-existent since school started in
August. A teacher who feels relaxed is much more effective than a teacher who feels like he/she can never get "caught up" with all
of the documentation and extra responsibilities added to our job. Some of the "extra" responsibilities have NO BENEFIT TO THE
STUDENTS and seem to be BUSY WORK! I believe that a school is most effective when students love to learn and are
encouraged to create, problem-solve, and think! Standardized testing does not measure the strengths of students or prepare
them to be successful in school or in life! Standardized testing is a "one size fits all" approach to education that forces teachers to
"teach to the test"! A lot of time is wasted in school trying to "teach children how to pass a test"! This is very frustrating to
teachers! We want to prepare our students to become well-rounded, productive citizens who have a love of learning!
I believe that having a system that ties data from attendance and grade data over time, that correlates the two would be more
beneficial than using valuable class time to test throughout the month. Though instructors can use scores from district benchmarks
and other standardised testing as grades in the gradebook, I feel the Google Forms feature in Google Docs or another online
program could potentially be used to take tests which ultimately grades them. This eliminates the time consuming distribution and
high paper consumption that the Assessments utilize and the expensive ScanTron forms.
I believe that making your lesson plans and what s written on the board "look good" is not what defines a great teacher. You know
a great teacher when you see them in action in the classroom interacting and engaging the class. Measuring a school effectiveness
does not need to be done on paper but in person.
I believe that our role as parents is involvement into our school! some of our limitations in school activities reduce the school /
parent connection! In some way we as parents are able to get involved, as volunteers.... yet there are limitations in it also! I would
like to have parents involved in some extended way to inte-act not just as volunteers, but as role models in our school! to have the
oportunity to substitute a teacher if needed to get more involvement with our kids.
I believe that students' motivation will enhance to succeed. I believe that their desire to graduate and go further than "just"
graduating will be stronger.
I believe that students of all groups should be told of opportunities for success and that there should be more extra-curricular
activities that helps the student engage in schoolwork and practice what they want for their future. Also teachers should teach in
many different ways so that different type of students that learn differently can understand the teacher and not stay behind. Like
visual students should include many visual activities and tactic students should get involved in more tactic activities. Also there
should be teachers that focus on just only one type of learning strategy so that students that learn well one way can learn stuff at a
faster pace and understand. This would also create a desire and love to learn.
I believe that teachers and administrators can monitor children's progress better than anyone else. Teachers should measure
student growth, and good administrators should monitor teaching effectiveness.
I believe the best ways to measure school effectiveness is through GPA, graduation rate, and asking the students their future plans
and see if they are prepared for college or career world.
i believe there should be better teachers. a lot of teachers are there for the paycheck instead of the love towards the children: and
watching them grow intellectually. we should teach more about safety precauations. for instance, lockdown drills. if teachers dont
take action and care, then the students won't take action and not care about it. when we had a lockdown a year back, our teacher
didnt know what to do, because he wasn't from around here and didn't know what action to take. but a lot of the students were
on their phones, directly infront of the door. i think if it wasnt a drill a couple of people wouldve actually been shot because they
were right there. so i believe there need to be better safety precaution and train teachers as well as students in what to do in case
of an emergency, or they can also do emergency scenerios and talk in groups in what to do in case of one. all students should have
the right skills, like basic writing(for college, resumes)math/problem-solving, technology(because there are new inventions being
made involving technology), better communication skills(for jobs, co-workers and asking questions). also better hygeine skills for
the kids in elementary because there is a lot of kids that sneeze/cough in their hands and dont realize how bad it is for them and
others around them.
I believe when a child comes home and ask question about a subject matter learned in class, give me assurances that they are
learning something. We all know that every student learns a different way and I believe the schools should be adaptable
accordingly.
I do not think that we can base very much on testing. We need to find a way to teach students to think independently. They need
to be able to problem solve on their own.
I don't believe grading and testing should be eradicated, but, rather, used as what it is purposed for: a benchmark for where focus
should lie. If my child's grades are low in math and writing, then I should be able to request additional work that will help improve
her math and writing skills, not receive additional reading assignments to improve her class' reading average because the district
wants to see an overall improvement in reading. My student's reading fluency has surpassed her end of year goal. A single minded
agenda in one area of focus is going to diminish the opportunity for success in students with outstanding potential that is being
wasted so the district can meet a quota. Not every student is created equal. Everybody is a genius. But if you judge a fish by its
ability to climb a tree, it will live its whole life believing that it is stupid."-Albert Einstein Parents do want to help bridge the gap,
but please do not put our teachers in position to where they have to decide between helping a child succeed and doing what they
are told by a computer print out to do so they can continue to feed their own children. Stop making our fish climb trees.
I don't care about test scores, standardized testing should be taken away all together. We need to trust our teachers more, let
them bring back more creative learning, I dont want my children being taught to pass a test. I don't know how you do that, but you
need to figure it out, that's why they hired you. Additionally, there has been talk about doing away with free choice of school, and
if that happens, I will pull my students and their extreamly high standardized test scores out of your district.
I don't have any answers here.
I don't know
I don't know but lot less testing please!!! We lose too much valuable time testing!!
I don't know if its possible. Schools base their entire curriculum on standardized testing. They teach for the test. That HAS to stop.
I don't know, I'm actually one of the few teachers that see the need for standardized testing.
I don't like that the teachers teach one way then they use a district test to test the student for knowledge. I have learned some of
the words teachers use do not match those put on the test.
I don't think that students abilities should be based on test
I expect teachers to hold students accountable for their work. Allowing assignments to be turned in at any point during the 6
weeks does not prepare them for the workforce. That behavior shows a lack of respect for deadlines, the teacher's time used for
grading as well as peers who put in the effort to complete the work on time. As adults we would not want people with that work
ethic in the desk next to us.
I feel that GHS has a pretty good handle on student performance.
I feel that teachers need to motivate us students. Teaching in skills that the students don't understand or don't get.
I feel the schools are not teaching the basics to prepare the students for taking the tests. Most students do not know proper
grammar, spelling and writing skills that are essential for building more complex skills. I feel the teachers are forced into "teaching
the test" to keep the school's rank in the state and it is robbing our children of their education. Sending schoolwork home for
parents to teach their children because too much time was spent on test preparation is getting out of hand. Measuring school
effectiveness can be done with campus controlled testing done at the beginning and end of every year. If the children show an
understanding of concepts and an improvement in skills at the end of the year that they did not show in the beginning of the year,
the school was effective.
I feel there should be some way to group the children in like categories with the goal to advance them to the next level; one being
the next grade level.
I feel very strongly that testing is not the answer, at least to the extreme it has become. I don't see anywhere else, so I need to
comment here as well. I really think students need the opportunity to have practice to master the objectives. We are cramming
things too fast and at too early of an age. Students are not getting the basics at early grades, and are pushed to accomplish tasks
that are above their developmental level. Slow down at the lower grades and then pick up the rigor as they get older.
I feel we need to teach student how to be effective and productive adults. These test that the students are taking are not fully
grading them. Too much weight is given to it. Some students think they can not excel in life because of these test. It stops them
from trying and wanted to go further. Some way if there can be a way to restructure the day where students can go and learn they
way it works for them. That way if some can faster different teachers can go that way. For those that need to go slower but are not
in Sped classes, some teachers can go that way. At the end of the day maybe they can meet up at the same place effectively to
understand and take the test. I don't know just a thought.
I have a ton of other suggestions as a teacher here in the district but there is really not enough space and I came to the summit
meeting and didn't really feel as though some really vital questions were even opened up as discussion topics when they are more
imperative. Feel free to email me if you would like further input.
I have no comments.
I have no idea
I honestly think that we need to have adminisrators out in our hallways observing student behavior. Believe it or not those test
scores are most likely not accurate. It is very easy for students to cheat on every test we take (including STAAR) because we sit
right next to each other and students aren't being forced to give up their phones. Test scores for most students are based on your
ability to cheat. If we check up on teachers more and make sure they're actually helping the students and being effective teachers
then it'll be obvious in the students atttude and behavior.
I just want students to be able to be in an environment that is not pushing them every second of every day, but allowing them to
explore, create and USE what they are learning, not in a separate setting at iTime, but during classtime with all students and the
teacher, so that progress can truly be monitored.
I know everything because i am a student
I like a portfolio or snapshot approach to demonstrate the effectiveness of a student's understanding and ability to apply what
they have learned over a period of time. People have different starting points. Some students may start out at the very low end
and achieve satisfactory results by the end of the year whereas others start out on the high end and don't have to do much to stay
there. This is not reflected in test scores very well as they just measure the end points. Plus, it does not really demonstrate the
effectiveness of the teacher if all you have is an end result.
I like the all inclusive approach. Some students are poor test takers. Some are poor at doing homework. Some thrive on extra
challenges and extra credit. Some learn by hearing, some by seeing, some by computer technology. It's not possible to use a single
approach to reach all students, it' about using a diverse format so they are all reached in their best learning way.
i personally feel like you can tell a student is making a difference by their attitude and the average grade they make from the
beginning to the end. if the students walk in with a postive attitude the student will be good in school, oppose to the students who
walk in with negative energy have a care free attitude and do not care for their grade.
I really think students' grades should be given on the degree of progress made rather than standardized grades.
I think a teacher's judgement should mean more than a standardized test. Teachers are with the students everyday and know
what their kids can and cannot do. Do not take away choice of school!!!!!!!!!!!!!!!
I think effectiveness of the school is measured by the students' performance
I think grades should be given for citizenship, responsibility, organization, and the like. Things that are going to make children
successful in the real world. Who cares how well they can spell?
i think it should be viewed by the students that really do their work and their grade that they receive.
I think it would be good if they could spend more one on one time with the students that may need that extra push; when trying to
understand what they're suppose to do when it comes to doing the work in class that has been assigned to them...
I think schools should be focusing more on allowing students to be innovators and leaders who are creative and driven enough to
create a better world for all of us. These types of skills cannot be measured with standardized testing. Perhaps projects would be a
better fit. Those projects would focus on assigning students different roles that focus on leadership, creativity, ingenuity, and hard
work. Unfortunately, this generation of students, now that we have the internet & all this technology, which draws students away
from their education, is bound to be the laziest and least productive generation in American history. We should be creating
students that will become the next Thomas Jefferson or Steve Jobs. Thank you.
I think students need to learn how to be productive when they get out of school, not just have teachers teach what needs to be
known for the State testing.
i think take more time in a less and that the TEACHE TECH CAME
I think that effectiveness of schools can be measured by giving surveys to kids to fill out on each course and teacher they have each
semester.
I think that if you peers have like many tablets for learning it would increase the way that students are learning every day.
I think that ITBS and CoGAT (other than in Kinder) are pretty accurate tests. I would be interested in seeing those scores.
i think that the administration should take the time to go around and ask teachers students and parents about how they feel. they
should ask them if they feel like the school district is meeting the goals set.
I think that the relationships between teachers and students are more important and how the students are improving with their
skills from year to year are much more important that a state test.
I think that we need to give a survey to all students middle school and up. Asking them which teachers actually teach and which
teachers don't. It will be survey to see if they actually learned anything and if they didn't how can we ensure that they do.
I Think there should be more ways to determine a students ability and we should be more open and have more realistic
opportunities when learning and I think technology will cut down on the bulk in the backpack
I think we can measure by decreasing the dropout rates by engaging the kids.
I think we need to move beyond multiple choice testing and focus on meeting students where they are and helping them achieve
their potential.
I think when we are able to say that students can take responsibility for their own learning, finishing of their homework and not
having to be trained into how to behave in a classroom will be a starting point on school effectiveness. This is where we will see if
school/learning is important to them and their future. Another aspect that I would like to see is Garland ISD using technology in the
classroom to turn in assignments electronically to reach the students of todays generation.
I think you maintain the current system of measuring school effectiveness. Standardized testing and the current grading systems
provided educators and parents an idea of how their will do in college. In the time of decline resources for school, the current
systems provides districts the opportunity to lobby private companies for resources.
i think, it will be great,to have the option to place our childrens in only boys or girls schools
I understand that standardized testing is how we see how well the students are learning but in my opinion they are pointless. We
should be making sure that teachers have a good plan on how to teach and that they teach life lessons while teaching and trying to
fully accomplish the objective on the board. We must be aware that we must allow student to derive their theories and opinions
towards different topics and therefore creating a more thinking environment rather than just the basic thinking process that is
required. By allowing students to branch out we allow the diversity in our society to head down a positive road. We must try to
have students engage in various activities and in my opinion having real people that have learned life lessons, such as motivational
speakers, come and talk with students about their interesting lives, about others interesting lives. In the process of doing so it gives
the students different perspectives in the way we view life and the way we wil approach it.
I want my student to know their strengths and interests, that they will have begun a plan for post secondary opportunities way
before they walk across the graduation stage. Garland needs to stop using counselors for testing and special Ed.
I want the MST program to expand.
I want the student to recognize their abilities and support them in higher education, trades or service to the community or country
I want to know how the school and teachers are contributing to my daughters creativeness. I want to know that my child is eager
to go to school to learn and not just taught to memorize things. I want my daughter to enjoy the learning experience and not be
afraid! My daughter is an amazing being and every time we visit her at school she is in what my husband and myself refer to as
robot mode shes not our little girl she a product of the institution. I hate sending her to school! I hate that she is not learning but
rather memorizing things that will not benefit her at all in the real world. The School system is not creating independent thinkers
you are creating undereducated failures of this world. It is beyond embarrassing how far behind our kids here in Texas are
compared to other countries. Congratulations!
I want to know more about student success in college and career. Are they able to transform their GISD experience into a
successful career?
I want to know my child is learning critical thinking skills, including respectful questioning of authority, creativity, and risk
management in addition to math, language/reading, science, history, and technology. Measuring school effectiveness becomes a
sum of its parts.
I want to know that our students will be ready for real world jobs and opportunities
I want to know the number of students who go on to college and have a successful first year. I want to know the same for students
who go into the work force. Follow up surveys should be completed to find out this information.
I want to know where my child's natural academic interests and strengths lie, as well as his weaknesses. I also want to know how
his weaknesses compare with normal development and how to best strengthen those areas.
I want to see my child thriving in their classes. Testing is only a snapshot of a child's capabilities and in the end only deals in whom
gets what money. I have three teens at GHS and one at AAE while the oldest is a Freshman at Auburn University. Right now, with
the way things are changing, I am at the point that I want to know my kids are safe, heard, held accountable but yet some leniency
and understanding from teachers, kids advocated for not just programs, and proper management of technology. In a nutshell, I
will know schooling has been effective when my kids possess an in-depth education, have strong values and character, can
understand real life problems and have ideas on how to fix them, are safe, and have the ability to lead. Teachers also need to be
able to teach old school as well. Not everything needs to hover around technology. Kids don't know how to think outside a
computer, but they definitely know how to abuse one. An effective education is when my kids graduate and they have a decent
sense of life and are prepared to venture out.
I want to see skills being applied, not simply being drilled into my student to reproduce on a test. Students need to understand
how they can use what they are learning, beyond the test.
I wish to know how well a student reacts to real situations, how students handles them, and they way they address the problem.
They should be able to think HOW to solve the problem and not WHETHER to solve the problem.
I would like a teacher to be more involved with the student. In order to teach you must be passionate about it. When your
passionate, you find creative ways to teach your students and keep them insterested. Just because some someone has a teaching
certificate/degree doesn't mean they have the talent to teach. It takes a special kind of person to enteract with kids and encourage
them to succeed. I value my daughter's opinion and I always ask how her day went every day, she tells me about how her favorite
teachers use certain methods to teach which she loves and is always excited to go back ( and this is coming from a teenager).
Then she starts telling me about the teachers she doesn't like, in her own words she sayd " I don't understand how they are
teachers if they are negative, they are suppose to be our teachers teaching us and I get the impression they don't even like their
job", these are harsh words coming from a 9th grader .There is no interaction between student and teacher. You can give these
kids all the testing you like, but the grades these kids receve in their class is a reflection on the teacher. If the teacher is unable to
grasp the students attention, then they have no business teaching. Teachers need to be held accountable and questioned whether
their way of teaching is enabling the student to learn and succeed. Every student has a desire to learn, it takes the right teacher to
bring that out of them.
I would like school to be as it once was and do away with the standardized testing and let the teachers be creative again in their
teaching. There is way too much pressure on these students when it comes to testing. I do not want my child to be on a computer
all day. It creates health problems for their future. I see way too much pressure put on the teacher when I have been at their
schools. The teacher can do a more effective job if the pressure was let out a bit.
I would like to continue what my school is doing as far as testing measurement. I monitor my teachers performance when it comes
to tesing the students. All my staff have done an excellent job at measuring the students' performance on all testing matter. The
rapid change in the district has put many of my faculty members on edge. I feel that the testing we currently have is ample. No
other required testing or performance rating is necessary at this time.
I would like to know how our schools compare to schools in other devolped countries
I would like to know how our students are performing after all of these changes have taken place. If the comparison is positive
then the changes that are happening are obviosly working. However, if there is a negative trend then something different needs to
be done.
i would like to know if making these change will actually help the studetnts. they might help the students in a possitive and a
negative way at the same timel.
I would like to know more about students performances by not just the teacher complaining or letting the parent know about the
bad things but also let them know how well they are doing in class as well.
I would like to know what kind of training the administration and faculty are involved in during the school year.
I would like to know what other ways are used to determined if a student has mastered a subject matter outside of testing. What
other data is used to determine school effectiveness? Some of these questions seemed a little beyond the normal scope of parents
questions. Not sure if we are fully qualified to answer the types of questions asked.
I would like to see more activities that encouraged a "Learn by Doing" philosophy. Students engaged in activities or projects that
aligned with their interest and fostered a greater learning by hands on activity.
I would like to see my children assessed through tasks that require thinking, collaboration, and justifying their answers, not drill
and kill (rote memorization). The 5th grade math teacher at Walnut Glen Academy teaches at the rote level, gives homework at the
rote level and does not allow the students to think or problem solve on their own. I do not want to see assignments that are similar
to the STAAR test. If the students learn the material well, they should be able to transfer that knowledge to a STAAR test. I do not
want to see TAKS and TAAS worksheets sent home as homework. I want rigor, critical thinking and problem solving to be what my
children bring home.
I would like to see school effectiveness measured on an equal playing field. To do this means ending choice of schools in Garland
ISD.
I would like to see teachers and school officials view students and parents as customers, to some degree. Despite respectful, polite
communication with teachers, I've had my requests for information and meetings ignored. I've had teachers talk down to me as if I
were a student (which they shouldn't do anyway). I've also had a school nurse be very disrespectful to me and my child during a
504 meeting. Fortunately, this isn't the norm. I've had some GREAT parent/teacher communication as well. I just wish the
teachers that fostered great relationships with parents and students were rewarded for this aspect of their job; while the ones that
simply don't feel that building these relationships is part of their job, should be held accountable and redirected. Student/Parent
satisfaction surveys may make teachers nervous -- you'll always get some invalid feedback. But, a survey structured to ask the
right questions, could be immensely valuable in assessing effectiveness in the classroom.
I would like to see teachers elaborate more on the strengths and weaknesses in each student. Those old, tired, worn out, general
comments found on the back of a report card don't tell the student or the parent very much that is actually helpful.
I would like to see the district track students after high school graduation. How well ARE they prepared for the real world and
college? How can we track students to see if the needed changes are working after they leave the district and start the next
chapter in their lives.
I would like to see the growth each individual student might make within a given school year. There could be a student that does
poorly on a standardized test, but has made large academic growth within the year.
I would like to see the teachers be more responsive to parents.
I would like updates on my student's path - I feel lost when it comes to her future and I want to know what I can do to help.
I would like us to take a look at what states and countries that are making it work are doing. If they are making it work, we should
take cues from them. We expect our students to model our good behavior but there are places all over the world modeling good
teaching and school environments and we are refusing to learn from them.
I would rather see how a school measures up in terms of the % of students that graduate either go to college, join the military,
attend a trade/technical school or choose to work full time. I would rather see this type of success translated to % than the
standardized test results % ~ my smart child feels dumb and inadequate upon seeing her STAAR scores; just because she isn't a
strong test taker does not mean she can not be a success. Strong standardized test scores do NOT a success make!
Ideally we would focus on learning rather than grading, but inside of the current system we should focus on increasing standards
and making the students responsible for their learning.
if I cannot trust the report card then what else is there? throw out standardized testing, get rid of tenure so that we can believe
the grades that are sent home .
If students are able to respond without choices given to them.
If there were a way to measure actual student success post graduation. How many graduate from college or technical school post
graduating from GISD? What they earn? Types of jobs held by graduates?
If they're actually learning the curriculum not just memorizing it
If we all work together and support each other in this district, I think gradually change will happen. It may take time, but support
from the administration office all the way down to the schools will help everyone be in the same boat.
If you teach what you should in the classroom and your teachers are effective then your end of course test should be conclusive.
You should not need additional tests year long.
I'm not sure how but I know some kids are not good test takers while others are.
I'm not sure what it will look like, but the gradebook doesn't always measure a students' success. My husband and I did very well in
school and we are successful professionals. We did not need standardized testing to motivate us or to tell us how we are doing. It
stresses families out. There should be a standard set, but not by people in Austin who haven't been in a classroom for a very long
time who like to speak of how badly our education system is and the changes that need to be made. Their demands are unrealistic
and disheartening to students who work very hard, yet cannot meet their lofty goals. What do those students do who have parents
who cannot or won't support their kids? Their frustration in the standard and no help is discouraging to them. Something needs to
change.
Improvements Acknowledging good teachers
Improving the drop-out by offering vocational skills along with college readiness courses which provide students with more
opportunities for success.
in a collaboration of of ways
In addition to standardized testing and state accountability, I believe that a school's effectiveness can be measured by the level of
student engagement in scholastic activities including, but not limited to, community service, academic clubs, sports, music, etc...
When the school's environment reflects pride in involvement and the promotion of student strengths, the students will rise to the
challenge. But first, all teachers and administration must model the importance of being involved and maintaining optimism. In
addition, a school's effectiveness can be measured by how well its student body is prepared for the success in post secondary life,
whether that be college, trade school, or a career.
In class activities and performance
In my opinion school shouldn't be so strict, because that lead students be more pressure, and stress them out, also that will not
make students enjoying their education
In my opinion, school effectiveness should be measured by the individual growth of child from beginning of year to the end. My
fear is that Writing, Science & Social Studies are taking a back seat with the new intervention model and students do not have the
opportunity to progress in these areas as they have had before. My biggest concern is how effective I can be in the classroom. My
students deserve an emotionally, mentally and physically healthy teacher. I can not be my best this year with the new
responsibilities and time restraints. I am expending all my energy on documentation, Think Tanks, conferences, grades, reteaches,
planning and more planning, book study, spontaneously reconstructing my objectives, etc. I am at school nearly every weekend
and working for hours each week night. Yes, I am seeing growth in my struggling learners! The progress is evident, but it is not
without the sacrifice of the teacher's sanity AND the loss of time with my own child. I will embrace any change that is in the benefit
of my students. For me to implement the changes effectively and keep a sound mind, it is necessary for me to be able to PLAN for
these changes well ahead of time. With all the extra time needed to fulfill the requirements for this year and carry out the
expectations that have already been in place, I can no longer conduct private tutoring outside of school that made ends meet for
my child & me. I believe if the teachers were given a pay increase to match the increase in the work load, it would be easier to
adapt to the new demands. We want to be the best educators we can be for these children. It can only happen if we have the time
and support to be successful. I admire the idea of looking at the child's holistic growth with their worldly future in mind. I am
looking forward to seeing the changes implemented over time.
In order to see that change has taken place you have to evaluate more often and be more effective when hiring teachers. In order
for more change to place you have start small and change big!
In the past, Garland ISD has failed to recognize and embrace the idividuality of each student. Wether it be demographically, such as
age, gender, sexuality, socio-economic status, etc., or in terms of their personality, learning style, or academic interests. It's 2014.
These difference should be embraced, and they should also play a role in the type of education they receive. Academia must
extend beyond the ways of our schools. We live in a culturally rich/diverse area--whether it be Garland, Dallas, Texas, or even the
US as a whole-- and Garland ISD fails to use the resources it has the potential to provide.
Incorporate pathways for young students to follow that allow direction(s). Similar to ASVAB/military or Degree Plan/college
Individual growth for ewach child.
Individual growth of students
Individual learning plans and be graded on strengths and work on weaknesses.
Individual portfolio assessments, grading system that is not so subjective but really measures student abilities across the year.
Individualized instruction
Individualized reports or weekly reports on student progress.
Is my student ready to go to college and is she prepared for the next step in her life?
Is school a place where all students and staff thrive? If parents encounter administrators who are unresponsive to the needs of ALL
students and staff, is a mechanism in place for removing the administrator and replacing them with an administrator who is
concerned with and addresses the needs of all the students and staff? Are teachers being given the autonomy and confidence they
need to bring their professionalism into the classroom, or is the district going to continue to mandate how a teacher uses their
time and resources? Will the district continue to support the Gifted/Talented program and the magnet schools? Beyond being
measured by performance on STAAR, could schools be measured on how well staff, parents and administration collaborates and
cooperates with each other, and the climate of the school? When you say equitable resources and opportunities for all students,
does that mean taking away opportunities from gifted and talented students so that the district is perceived as providing those
enrichment activities to all students? Is that being equitable to the gifted students? Can the district be flexible with its
requirements for all schools, ie, not mandating programs across the board, but allowing schools the flexibility to implement
programs on an as needed basis?
Is separating GT students really a good idea at such a young age? It seems elementary aged children should be learning all basic
areas of studies and social skills. Separate them in middle school after they have been taught how to learn. Develop their talents
later not sooner.
Is the student progressing?
It would be nice if the school system incorporate real learning subjexts that they will be able to use in their daily lives like, taxation,
home economics, the real world scenario.
It's hard to measure and shouldn't rely soley on testing because some students don't test well. Kids need to learn how to be
independent thinkers and develope discerning skills. Maybe schools could implement classes/programs that focus on these areas
and are graded by a different scale.
Just let teachers go back to teaching and make it fun and enjoy to teach. The state needs to give back control to the local levels if
that is possible. Too much pressure on students and that sets them up to fail.
Keep every one caught up not all work at the same pace.
Kids need to graduate with the ability to go to college and make positive contributions to society.
Kids these days need to respect their teachers, advisers, and principle (anyone with authority) Setting healthy boundaries, code of
ethics, and goals that will be explained, enforced with written out consequences to all students. For example, Lakeview Centennial
High School is finishing up a great lesson on appropriate behavior with regard to personal space and what behaviors of affection
will not be tolerated on the school campus. I am very grateful and thankful. I am so glad Mr. Rivera is the new principle. He is
doing a great job and all the changes he is making for the better.. Please call me if you have any other questions
Knowing and reporting how students have improved in grades and skills is just as important as know what level they are at now.
Measuring how far they have progressed is an important factor for students at all levels.
Less emphasis should be placed on monthly computerized benchmarks (ie: istation) as a standard for intervention. This type of
testing is not comprehensive and should be used in conjunction with overall grades as well as teacher input. As a district we
should be using all the resources available to measure the school effectiveness.
Let teachers teach instead of always having to teach to a test. Let teachers bring fun back to the classroom to help create less
stress.
Limit standardized testing
Limit student office referrals and enhance teacher education with the tools of child development and education to handle the
different cultures and scenarios in class.
Long-term success of students; graduation rate (not testing related, I mean real & meaningul school work and evaluations);
effectively placing students in universities where it makes sense or in trade schools where it makes sense (individual dependent);
high job placement; high post-secondary school success (either in university or in trade school); favorable comparison vs other
states & countries
Look at how students can create and support real world issues with solutions.
Look at what goes on in classrooms. Is the instruction on grade level, appropriate and engaging? Are children learning and making
progress?
Looking at their growth from year to year, not just performance.
Major accomplishments throughout the years while in school. Internally , in the community, observed growth in the preson. Do
away with Class rankings.. the system is skewed with students acing all basic classes and Honors students taking College level
classes.
Make it easier for parents in multiple-family households to get the information. Assuming children are in one home with one set of
parents is naive, short-sighted, and hurts the student as some parents do not fully know what is going on at the school.
make students take some time during school hours to think about morality.
Make sure teachers and administrators are doing their job correctly by making sure teacher have high expectations for students
success in school.Also provide extra help for students with learning disabilities as well as providing a great role model example of
what students should do and expect from teachers.
Making sure that students are measured on vertical growth. I like to see my students make vertical like having a math student who
started with me at 1.9 grade level in the 8th grade and leaves with a 5.7 grad level. This evident that learning is taking place and
student is able to cope with 8th grade curriculum. I think we focus to much on passing the standardized test, we need to look at
vertical growth and meet students where they are! It's a lot of work but that's the art of teaching. Transforming the minds of
students to be independent thinkers!
many aspects
Many of the questions on standardized tests are assessing knowledge and/or skills learned outside of school. Each student
socioeconomic background will make the difference. If a school has upperclass, well-educated parents, the test scores are going to
be very high. This does not mean the school teachers are doing a super instructional job. Schools need to group students in
different ways for testing rather than by age.
Math should be done in a easier and effective way. They make it harder for students to understand. The choice of schools should
stay the same.There should be a time for testing and a time for actual teaching. Teachers are too busy teaching for the test.
Maybe a great interview with high people?
Maybe I won't answer this question correctly but why is testing necessary (standardized and state accountability), to me is a false
performance because a child can excel in their classes and do poorly on a "standardized" test. Standardized Test need to be either
taken away or rewritten to have information that is actuall covered in classes. I have 3 daughters and of the 2 that are in school
they have always express to me that each test they are "REQUIRED" to take the information from the test is nothing they do in
class. So I would like to know when will that improve? You measure the success of schools on how well the kids are learning not by
a "required standardized grade" because it can hold false information.
Measure by a mixture of projects and tests, with less emphasis on catering only to tests.
Measure by how eager and interested the students are in learning. Provide teachers with more authority in the design of learning
systems that interest their students rather than relying on disengaged "educators" or management furthering their own careers by
rearranging and/or dismantling working systems with or without the knowledge of the district.
Measure effectiveness by how many students matriculate to college or a trade school. Thats the true test of the system.
Measure how many graduating seniors qualify for acceptance into college, how many have actually been accepted into college,
how many were awarded academic scholarships.
Measure progress comparing the student's growth from year to year, not comparing student to student.
measure student's capacity to think for themselves
Measure the skills the students need to participate in a local and global community.
Measures of numbers of students involved in activities related to problem solving, community, etc. In other words, how many
students are practicing at using real world schools while still in school?
Measuring a school's effectiveness goes beyond standardized testing, this is just a snapshot of ability on a given day. A school is
effective if students have joyfully reached their fullest potential every year they have attended the school. When students are
struggling, there needs to be deeper remediation to help students catch up on missed skills. This obviously takes a team effort to
make it happen. Seeing a student's performance from the beginning of the year, until the end of the year in all subjects would be
useful. Having portfolios and student created ideas to track progress would be a better indicator of a child's strengths and
weaknesses, rather than just standardized tests.
Measuring beyond the 12th grade - how many go on to college, jobs and career.
Mechanism to follow our students after they graduate. Quick surveys of where they are 1 year, 3 years and 5 years post secondary.
Are they employed and or contributing members of society.
More communication from teachers to parents about what academic strengths/weaknesses the child is experiencing each six
weeks. If a child is falling behind in a certain skill, it would be helpful for parents to receive that information directly from the
teacher rather than by looking at grades. It would encourage both parents and teachers to put more emphasis on fixing the
problem.
More communication from teachers/school in regards to individual student grades and progress. Progress reports every three
weeks are not effective, especially considering that by the time students get progress reports, the grading periods are nearly over
and the grades are old.
More community meetings/ summits! Continue mailer with GISD information. Make sure families without technology access are
informed AND in languages besides English
More emphasis on individual student improvement, rather then the pass/fail STARR testing.
More grades based upon student attendance, classroom participation and classroom work/projects
More group work and less homework.
More immediate feedback on test grades with class average information.
More individual time for students instead of basing change on overall grade levels based off testing scores and such.
More informal assesments.
More on individual learning groups
More real world training.
Most students that come back wish they were taught how to independently think not working in groups.
Move emphasis away from standardized test preparation and more toward building solid foundations and critical thinking skills.
Allow students more opportunities to progress at their own paces (i.e., magnet programs) rather than by age. Measure school
effectiveness by following individual student progress over time, not by comparing test scores of students all over the learning
spectrum.
My children attend Walnut Glen Academy. Why is my 2nd grader's class being shut down to a single-teacher classroom? My older
child had a completely different - and richer - experience at this school when teachers were departmentalized from 1st grade on.
He was taught integrated units that crossed curriculum lines, thrived in school, and performed years above his grade level -
meeting the high expectations with excitement that carried over into self-directed learning at home. My younger daughter's
education is not nearly as enriched and thought-provoking. I am so sad to see a system that worked so well die - for what reason?
On a different note: it was quite frustrating to receive the announcement (printed on report cards) of these summits after 2 of the
dates listed had already passed. I was unable to attend the 3rd date (the only one that I knew about in time), and I'm severely
distressed that this ineffective method of announcement prevented my giving and receiving input in person. In addition, the fact
that question 1 of the survey requires an answer, but gives no option for someone who did not attend the summit, seems to skew
your results in favor of parent input that didn't actually happen - added to my distrust in the district's attention to detail and
authentic communication. I'm quite disturbed by changes I see in my children's education that seem so arbitrary and result in a
poorer educational experience. The fact that my children's schedule has changed so that electives are in the morning hours and
core subjects are primarily in the afternoons is yet another reason the school is no longer set up as an ideal learning environment.
My boy has ADHD, but any child will focus on learning better in the morning, when fresh, than in the afternoon of a long, busy day.
I realize it's impossible to provide a perfect educational environment. But I don't understand why GISD has taken so many things
that have worked so well for my students in the past and thrown them out for things that are either not as good or downright
unhelpful. Thank you for providing what you do, but I think you could do better - even if that just means leaving well enough alone.
I realize that Walnut Glen is an exception to many rules...I resent the fact that it's apparently being made to fit a blanket standard
across the district. This has been a top-performing, well-lauded school. Why are you trying to change what has worked so well and
brought accolades to the district? former teacher
My opinion that school should make students learn not from the techonologies, i know that they do help us in school alot. But we
should learn from books and not rely in technologies.
My student is struggling in reading. He has a problem paying attention in class because he feels lost. I want to be able to help him
succeed rather than have the educator complain about his behavior. I'd like to be able to get him in an accelerated reading
program without having to wait until he fails two six weeks. It's ridiculous. He's getting further behind when we could already be
pushing him forward. I don't want the teacher suggesting he's A.D.D. I don't want her to suggest he needs to see a doctor. I want
her to offer solutions instead of passing him off as a medical problem. He's never shown signs of this until this year and he's
already 7 years old. A.D.D. typically shows up before the age of 7. He needs help in reading, he doesn't need medicine. My child is
at school to be educated, not medicated.
My student sees other students doing drugs in the classroom. Lakeview. 10th grade.
My students need to learn how to communicate and share how much they love learning! Instead of saying that they don't like
school. A problem facing them is that school is not enjoyable. Teachers need to love teaching and be engaging! Suggestion for
tools: Parents asks students how their days were at school and keep a log book, a check list and a rating system 1 to 10 of their
learning day. Present findings to the teachers at the end of each week. Teachers respond by implementing engaging experiences
for addressing students lack of or love of learning.
Need to publish statistics on number of kids graduating that: Go to College, Number who graduate from college, number that get
job out of H.S., number that go to the military. Tack people for 10 years and by vocation.
no eoc
no more homework
No STARR tests, and use the occasional Benchmark to evaluate students' progress in the studies of Math, Language, Reading &
Science....leaving out Social Studies, Writing. The benchmarks will show progress and then students can be grouped for tutoring
according to their learning needs/assesments from the benchmarks. For state accountability: one test at the end of the year that
encompasses Reading, Math, Language, Science
NO to standardized testing Possibly look at
Not based on test scores, but growth.
Not just on STAAR tests, go back to teaching that makes children learn. Quit with the good enough mentality. TEACH the children
based on knowledge not numbers.
Not sure
Not sure about a good solution to measure school effectiveness.
Not sure of an answer to this question
NOT WITH THE STAAR TEST! Our teachers in GISD are wonderful but we are being driven into the ground....with the STAAR Test. I
don't know what the answer is, but I know the answer is NOT the STAAR Test.
Nothing
Nothing,but tests need to be harder. Test the advanced skills,not just the basic ones
Observations, Peer to Peer Mentoring systems, collaboration groups. It should not be comparing teachers.
One way I believe that we can measure school effecttiveness is that when a student graduates, we need to make sure that the
student knows what they're going to do after graduation and they're confident with it. That's when you know you've been effective
in the long-run, rather than short-run, report card success, for example. Students know what they should do, but many students
don't exactly know how to approach it and isn't that the main point? Students should be able to graduate and know that they can
be successful in the future, rather than just barely passing because they didn't try or weren't challenged. I also think that the
standard or passing rate for student performance should be higher because every student is capable of improving as long as they
try and put in some effort. I know that a difference can be made for the better. 12th Grade, LCHS student
Our schools in GISD weight test taking much too heavily in assessing students' knowledge and skills. It's an easier, more efficient
way to teach and grade, but it's not the most effective. School effectiveness should be based on individual opportunities for
students to learn in meaningful, real-world settings. GISD schools have a very mixed record in achieving that effectiveness. Best
practices need to be celebrated, shared, and expanded. For GISD schools, instruction could become more effective if students had
more regular opportunities to engage, inquire, and collaborate in small group or paired learning experiences -- peer engagement,
student choice (within reasonable bounds for each grade level), and collaboration are critical. We are concerned parents, include
an educator in another district, and are community members. We would like to see more evidence that our children have been
motivated to initiate learning inquiry, engage in creative thinking, and real-world problem solving. We are disturbed by the number
of worksheets our students do and the lack of engaging learning! We are particularly bothered to hear that high school (!!)
teachers waste class time, tell students they should be glad they're telling stories during class so they "don't have to do work," and
then rely on basic quizzes and tests to crank out grades. That is not school effectiveness (yes, we have expressed concern to the
appropriate administrative officials and counselors)! We would like to see the phased-in use of more technology in meaningful
ways in daily lessons. GISD students significantly lag peers in practice and knowledge about using technology to problem solve,
create, and engage. Whether or not quality lessons include technology, school effectiveness needs to be measured by real-world
applications, both collaborative and individual inquiry, and problem-based experiences. Brandenburg's opportunity through
Enterprise City is one such example -- there is an effective blend of individual student responsibility and small group collaboration.
We know such changes can't happen instantly or without resource investment. Invest in your classroom teachers! How might GISD
schools train teachers and hold them accountable for more engaging, real-world learning (age-appropriate applications of course)?
We realize daily instruction can't always include Enterprise City field trips, but daily lesson design can include these same
principles. Teachers need to be given the time and professional development opportunities to make such adjustments in their
lesson design -- don't just mandate that they change lessons without giving them time and training to teach and assess differently
in the classroom. How will GISD be more equitable in the allocation of resources like technology across campuses? The inequity of
resources across campuses due to Title I funding needs to be addressed and rectified -- it amounts to reverse discrimination.
Students who have gone through elementary schools like Keeley with limited experience on outdated technology is an example of
such an inequity that hinders balanced learning opportunities. We hope GISD makes a realistic, but bold plan for the near future.
School effectiveness can be improved, even in an era of limited resources. Please don't just add managerial layers of bureaucracy
and curriculum advisers -- balance district accountability and mandates with campus input, flexibility, and ideas. Thank you for
your consideration. We hope to see meaningful changes out of this initiative that lead to greater school effectiveness. Our
students' education and preparation for a challenging world are on the line.
Overall atmosphere of the school from multiple points of view. Bullying rates.
PARENT AND TEACHER MEETING ONCE IN A WHILE.
Parent Involvement(PTA program)
Parent reviews
Parental and Community Support
Parents need to be aware of these higher expectations of the students at school and then do their part to encourage respect of the
educator and the school system.
Performance applying concepts to real world situations.
Personal responsibility and behavior should be accounted for and standing for personal committment to his/her own education
must be instilled and enforced.
Personally, I'm a lot more interested in producing graduates who respect others, who believe in the value of doing their best work
regardless of the situation, and who take responsibility for their own actions than I am in schmucks who can speak multiple
languages and spout all sorts of impressive drivel, but who treat their fellow man like dirt.
Placing burden for student success back on the students-with support from parents and teachers. Expanded opportunities for
nontraditional learning.
Please allow me to use this opportunity to say I would like to see less emphasis on standardized testing and state accountability. I
fear these two items have become the main focus for teaching in the public school and creativity/problem solving/real world
learning have taken a back seat. I would like to know how many of our students go on to college and/or grad school. How many are
seeking higher learning and where are they going? What percentage of students are seeking careers in the arts, engineering,
math/sciences, vocational endeavors, etc. Is there a method for tracking students once they leave us to see how our district has
prepared them for the real world?
Poll the Student ( Pas and Present) , Community feedback and Look at Parent Involvement,
Pop up check in with teachers. I know it is a requirement that you warn teachers before you observe them, but that is not efficient.
Teachers put on a show for administration so they will not get in trouble, but if you do pop up check ins, then they will have no
time pretend they are doing their job.
Portfolios College readiness
Possible problem solving oppurtunities
Principal qualifications. Too many recently reassigned promoted administrators are only being moved up because of ethnicity and
not experience. It's causing a decline in those schools and the district as a whole.
problem solving skills
Project based learning (PLB). Set goals, mentor/ monitor/measure during the process of meeting the goals and determine if the
goals are met successfully.
Project based learning activities should be used in schools to engage students through creativity using academic standards.
Individual and group projects would help students apply skills learned or reinforce skills.
Project learning
Projects that reflect the types of expectations the work world have.
Provide diverse leadership on campuses.
quantitative measurement would be done through certifications and employability of our students.
Question the students and teachers.
Rate of employment in a non-minimum wage job within 4 years of graduating high school or college graduation rate within 5 years
of high school.
Recognize students individual talents and play to their strengths. Instead of trying to force them to do something they struggle
with, give the counter opportunities to do the things they excel in.
review
Satisfaction surveys
School and learning effectiveness can be demonstrated and measured through the implementation of student learning portfolios
as well as creating opportunties for learning to be demonstrated through student participation in real world scenarios that
integrate state standards and district curriculum.
School effectiveness cannot be measured on paper. It is a breathing source to be witnessed, not bubbled on a scantron or
represented by a percentage in a gradebook. THere is a need to adapt a system that measures individual improvement and
encourages students to become innovstors. There is a lack of creativity spirit which in turn has had an adverse effect on
student/school performance for the past 15 years. The measuring of school "effectiveness" is as ineffective as gauging the value of
a motion picture with without sound. Instruction has been made bland & flavorless. Much like the motion picture our schools,
instruction, & students are voiceless. How can we measure the effectiveness if we are continuing to do the same things that don't
work?
School effectiveness cannot soley be measured by state testing. I think it can be measured not only by the number of students that
attend college, but also by how many students attend a trade school, or go on to be productive members of society. Not everyone
is cut out for college, so if as a school distric we give students the ability to find a career path of any kind, we have been successful.
School effectiveness comes through when my son tells me he loves his teachers. When his teachers are able to teach what they are
good at rather than be forced to teach all subjects, they are happier and so is my son.
School Effectiveness is determined by the ability of the student to explain what they have learned, and if they can teach it... If they
can teach it to someone else they truly understand the curriculum. Students need the basics: math, science, reading and writing.
They DO NOT need technology to do it for them. If they have an IPAD or other technology in front of them they do not necessarily
know how to do it.
School effectiveness is measured by the enthusiasm and desire to learn more by the individual child. When we provide our
children with the means to be creative and then to express that creativity, there are no limits for them in pursuing their potential.
When we stifle them with pushing them to take a test, and everything matters only on a test, then we kill their desire to learn
more, we kill their sense of respect of value, and more importantly, we cut out their opportunity to connect and actually view the
world around them...becoming observers and not participants in this life. One other major factor in the development of the
whole child is the fact that in education today, we take away most if not all opportunities for the development of social skills and
true problem solving interpersonal skill building when we do not provide play and recess time, This time has been diminished to
less than 15 minutes a day and in many schools, even taking talking time away from lunch-taking the opportunity for the learning
and developing social skills. Most recess time is used as a means to punish the children that cannot stay still or quiet for more than
7 1/2 hours a day without realizing that most adults are incapable of even doing this! The prison type learning methods are
showing the great harm they are producing as we see more adults incapable of problem solving, incapable of dealing with simple
conflicts, and even our children killing other children in their schools because they are pushed to their limits without any release
stress and stifling of any creativity. The measurement of our failures in education are seen today in our societies inability to adapt,
inability to think things through, inability to ask the right questions to begin to take the next steps, and inability to desire to learn
and go forward more. In the last 3 generations we have seen this failure and yet our schools and administrators continue to
measure a student only on their ability to take written tests and not on their ability to think, to question, and to create.
School effectiveness needs to be measured by growth of the students progress as well as the students themselves. I think simply
asking students if there teacher is an effective teacher (not if they like the teacher) will yield a lot of truthful asnwers. The kids
know best which teachers are being successful in the classroom, more than the parents and/or adminstration.
School effectiveness needs to be measured by student achievement but not only on standardized tests, but also in how well
students that graduate from Garland ISD are prepared for the real world. I attended the summit meeting tonight at Rowlett High
School. I am interested in serving on a strategic planning committee in the future. If this is possible, please contact me at
SRLaBarb@garlandisd.net with further information. I thought the meeting tonight was very informative.
School effectiveness should be based on opportunities available to students inside and outside of core academics which are
mandated at all campuses. While implementing the necessities, what else is each campus able to offer each student, and how
successful are all opportunities whether academic or extra-curricular?
School effectiveness should be managed by what the students ability to think critically. This starts with literacy. Many students are
barely literate and do not want to attempt to read because of this. Without being highly competent readers, how do begin to
become critical thinkers? We need great engaging literary content in every classroom. Incorporating AVID strategies are great but
we can't throw the textbooks out of the classroom.
School effectiveness should be measured by how much the students are learning. And this should not be measured by
standardized, state mandated tests. Standardized testing is a joke. It's why our kids are ignorant and behind. Teachers are only
teaching a test, not the basics, which is what the kids need to learn. Hire teachers who are willing and able to teach every student,
not just pretty, good looking white students and get back to the basics. Years ago the US graduated smart, capable students by
teaching the basics. Whose bright idea was it to leave that? Get back to the basics. Teach these children so they can grow up and
support themselves and give back to the community.
School effectiveness should be measured by how successful students are in entering EITHER college or the workforce. It is a fallacy
to believe that every student is capable and willing to attend college, and that there should be greater focus put on those students
who never plan on attending college to get them ready for the workforce when they graduate.
School effectiveness should be measured by more than just one aspect. For instance, the district places a LOT of emphasis on
istation testing, renstar, and benchmark but they need to include observation of what is going on in the classroom. Secondly,
when admin decides to make changes at the classroom level, maybe they should avoid making sweeping changes and focus on
those schools and classrooms that need support. It has been very disruptive, stressful, and demeaning! I agree there are areas in
the district that need change, but that doesn't have to be done by slapping cuffs on all teachers and threatening punishment at
every turn. The ideas of change are good but the threat of constant punishment is the least effective measure admin could have
taken!
School effectiveness should be measured by parent involvement. The more the parents are involved the school and students will
be more successful. Holding both school and parents responsible for our children's education.
School effectiveness should be measured by student engagement and progress. A standardized test will not show that the 4th
grade Sped student started the year barely counting and ended it being able to add and subtract. It will just show that he failed at
multiplication and division. Let's stop the endless practice tests that make teachers and students cringe and start utilizing portfolios
and developmental profiles to determine school effectiveness and track student progress.
School effectiveness should be measured by the achievement of the students. How motivated are they? Do they take care of their
business? It seems that the more we do for the student the less the student actually does for him/herself. Effectiveness of a school
would be where students are independent learners that can work collaboratively and follow through with their academics on their
own and not because the teachers has exhausted all resources to getthem to do their work.
School effectiveness should be measured by the attitudes of the students towards their learning environments, staff's
contentment with their jobs, and level of parent/community/mentor involvement. At the secondary level, perhaps students should
be allowed to set their own goals with the assistance of trained counselors/teachers (i.e., college acceptance, job placement) and
those goals should have a roll in determining the effectiveness rating of a campus. School ratings should be based on meeting the
individualized, specific needs of each particular child rather than the group.
School effectiveness should be measured by the rate of students attending college or techincal school and the rate of
employeement after graduation.
School effectiveness should be measured by the work that students put in and the output of this work. For student performance
we should know how the students interact in class, do they choose to participate, talk, do other classwork. We should also know
how the various teaching techniques have helped the students and teacher in their school effectiveness.
school effectiveness would be more appropriately measured by the actual grade of daily learning instead of standardized tests.
Also, how about a survey for students to take to get feedback from them about their challenges and ideas for improvement in GISD
school should be less strict
School should measured based on student growth, not by the passing or failing os state assessments
Schools are effective to the extent that they foster communication amongst students and staff, provide creative outlets for
students to express themselves, and provide a solid foundation for students to achieve their personal and career goals post
graduation.
Schools are effective when teachers use best practice to teach a rigorous and relevant curricula in a loving, safe and caring
atmosphere .
Schools can be measured on the impact they have on their local communities. Did they help at a senior citizen center, pick up trash
at a local park, meet w/ special education educators to get a feel for the methods that do and don't work when helping those w/
special needs, etc.
Schools can only truly be measured by the results and contributions of it's graduates.
Schools that are focused 100 percent on student success and learning regardless of how much time the teacher has to spend
making certain the students get the concepts and are learning are the most effective campuses. Authentic assessments allow
students to demonstrate their learning outside the box, and teachers need to accept answers from students as long as they can
explain how they got it and they get the right answers.
Scoring needs to be more subjective, to consider the population at each school, their backgrounds, discipline, and students'
passions. It is not equitable to judge strictly by objective test scores.
Skill mastery
So man schools do not receive credit of the wonderful things they are doing because of the accountabiilty system being based
primarily on standardized measures. It would be beneficial to have district wide projects that would integrate independent
student exploration with similiar opportunities.
Somehow track graduates' success in college and careers. Regularly survey graduates on how well they feel they were prepared
for the challenges they faced. For example, former students could be polled at 2, 5 and 8 years out to determine their outcomes
and what, if anything, they would change about their education in GISD.
Standardized education is the bane of modern education. The more we implement standardized testing, the lower American test
scores fall. We need to focus more on information processing and challenging students to analyze information then independently
synthesize that information into well supported ideas. The highest achievers often work independently from the standards.
Standardized testing does not measure a students learning, just their ability to take and pass a test.
Standardized testing has too much priority in grading students and schools. You really need to track performance after graduation
somehow. Was the student adequately prepared for college or the workforce. Did he/she benefit from GISD or was something
lacking. Success means different things to different people, so how do you measure and normalize results? It is very difficult to
measure such things, which is why standardized tests are so popular
Standardized testing is fine, but should not be the only thing to determine a school's rating. The general public only looks at and
hears about testing data. Students need a well rounded experience at school that consists of a combination of direct teacher led
instruction, teacher as facilitator and student led lessons. Younger students cannot be expected to guide their own educational
path, nor should we expect all secondary students to do the same. While I expect my children to follow a college path, A college
career is not in every child's future. Our gifted students in GISD whose parents have chosen to send them to one of the academies
are receiving an education suited to their needs socially as well as academically. Changing that would deminish their education in a
way that will be hard to replace in a regular school. Gifted students need just as much guidance as a regular education student.
Sitting in the back of a regular education classroom while the other students are trying to catch up is detrimental to their
educational career. We want and have high expectations for all GISD students to graduate from high school. We need to get the
community and parents back into the schools to help as mentors and tutors. We want our students to be able to succeed in the
world after their GISD education. By only looking at testing data and not guiding students to a career path that suits their needs we
are not helping but hurting our students and we end up pushing them out the door before graduation day.
Standardized testing is not suitable for all students. It causes unnecessary stress and anxiety. Students should be taking unit exams
that test for content learned over a shorter period of time rather than teachers trying to teach a lot to cover what might be on the
test.
Standardized testing is not very useful. Some people just aren't good test takers and it's silly for ONE test (SATs, etc.) to determine
your ranking with colleges rather than your cumulative work for the past 4 high school years.
Standardized testing is the easiest way to see parity across the board.
Standardized testing should not be the only measure of a student's knowledge. Teachers often have unique ways of teaching and
capturing students' attention when not stifled by countless restrictions, paperwork and undue pressure from the overall
administration!
Stop spending 1/4 of the school year preparing for standardized tests to make the teacher and administrators look good. It is a
waste of student's time, and actually hurts them, because what the teachers spend a month every semester on has nothing to do
with the curriculum being taught. It confuses the students, and wastes a huge portion of their school time.
Stop taking so much of a teacher's time in repetitive training sessions. Stop so much change in the technology areas--much change
is simply a tech employee at the top of the food chain justifying his/her salary. Too much change can exasperate rather than
encourage a teacher. All time stolen from teachers is also time stolen from students. And, yes, I am a teacher who is terribly
discouraged by 5 meetings a week and paper work that would kill an elephant just to lift it. My first child graduated in 1986 from
GISD before we assumed that we had to constantly teach teachers to teach. And, that person received a fantastic education in
GISD as did the other two. And all of them have bachelor and master degrees and are gainfully employed in the careers of their
choice. I rest my case, partly because I know that no one will listen to a lowly teacher who is thought not to have an inkling what
students of today really need.
Stop testing. Start teaching.
Student and parent involvement. In theory, if a school is effectively meeting its families needs parental involvement should be
increasing and student attendance should be high. Monitor progress over time not just 1 year after testing.Monitor success with
students that have the odds stacked against them. What is the school doing to effect change in a positive way? Mentor programs,
reading programs, how much time are the teachers putting in? Successful Title 1 schools aren't doing one cookie cutter thing. They
know their students and their families and they have developed programs to help their students be successful.
Student attendance will be a GOOD factor, because engaged students will want to come and learn every day.
Student centered work or student projects, more access to technology, students learning and growing from year to. Uear
Student engagement as measured by attendance, enrollment, and other behaviors that show general interest by students in what
is happening at school. Post high school behaviors, enrollment in higher learning opportunities.
Student engagement within the classroom and in community opportunities. They will step up to the plate if given ownership for
their learning environment.
Student finishing college...
Student growth
student growth based on skills checklists rather than grades on a report cards - perfomance based criteria
student growth/performance level year to year
Student improvement and overall progress - not just meeting a "cut-score." College and career readiness. Tracking the success and
progress of our graduates. Feedback from current students and graduates.
Student interest level and passion about what they are learning. I believe we should hold the information accountable...instead of
grading students and teachers on how much they know, we should make sure that WHAT we teach is important to their future.
Get rid of the fluff. Most of what we test our students on, they will never use in life. (at least they will never be required to
RECALL it the way our tests require them to).
student perfomance student attitude student participation
Student performance on standardized testing should be very consistent with their performance on routine assessments--when
there is a huge gap, e.g., students who score well on the STAAR reading exam but can't read with comprehension in daily
classroom activities, something is wrong
Student performance should be assessed based on the student's readiness for college OR a career. Leaders in the education field
need to accept the notion that not all students will or should attend college. It's OK to choose a field that does not require college.
student portfolios
Student recognition outside the walls of the school. Creative projects completed by students.
Student resumes/ portfolios including learning, projects completed in classroom, outside activities, volunteer experience, examples
of applying learning to realworld projects I moved to FISD from GISD and would love to see the districts adopt excellent ideas and
strategies from each other FISD does not limit students to opportunities based on the school. Choice of School needs to end.
Students should have the ability to attend another school in the district for one period during the day if their home school does not
offer a class they would like to explore. FISD offers a centralized CTE Center for students to take advanced CTE courses from any
school. My family is facing the most difficult decision deciding on the high school for our 8th grade student. He likes three different
schools for different reasons. How come he cannot take advantage or have every opportunity he wants/ needs? He is on track to
attend GHS. But, if he chooses NG over GHS, he gives up piano. If he chooses, Sachse over NG, he gives up piano, Math Team,
Advanced MST opportunities, etc. Would like to see ISM (Independent Studies Mentorship) opportunities at each high school too.
Student success and growth as they move through the system is important. Having programs that meet the needs of individuals
instead of the 1 way system that currently puts all students on a college path is critical. College readiness is important and is a lofty
goal, but there are some students that won't/can't/refuse to go that way.
student surveys, parent surveys
Students able to think for themselves.
Students are college ready with enriched learning opportunities.
Students are monitored each six weeks and based on those diagnostic tests, the lowest students are placed in intervention small
groups for area of weakness.
Students are not prepared when they leave to go out on their own. They need to be required to take a class as a Senior to help
them with daily living skills. They are clueless when it comes to common sense things in the real world.
Students are self-motivated, positive school climate, a majority of motivated and supportive parents
Students are too busy after school with homework, which is stopping them from looking at the real problems and learning real
things around there community and the world. Nobody uses the techniques that are required to pass school in real life situations. I
think it is time to teach students things that will help them in the future.
Students coming out to creatively apply academic learning with their day to day living.
Students need more support and self respect which includes self motivation as well. It starts at home so if it is not taught at home
or if it lacks at home, more parent involvement needs to take place. We need a village which includes the community (parents,
students, teachers, administration).
Students need the opportunity to demonstrate their learning through a variety of ways - projects, papers, demonstrations, etc.,
Schools need to be judged by the progress students are making not an arbitrary standard.
Students need time to express their thoughts and understanding through invention,creation,arts,music,projects, ways that will
show what they have learned and how far they understood a lesson.
Students need to be asked what their careers to be, or even if they have an idea, instead of us being put into classes that we'll
never need later in life, unless we want to study more into that. Ask these questions to students and I guarantee you'll see a rise in
students getting more engaged because they a they'll actually care about what they're learning, instead of taking a course they're
forced to take in order to graduate that they'll just blow off.
Students need to be measured in their areas of strengths and compared to other schools/groups/districts with similar strengths
just like how a baby is compared in height and weight for their age group. When it comes to weaker areas for students, say they
struggle in reading, then progress and gains need to be measured. Did they grow by three months? a year? two years? Show
progress on that rather than not making a set score.
Students need to be measured on their ability problem solve and creatively think.
Students progress in all areas is important to know. It doesn't matter if they pass the STAAR test at the end of the year, if there
was growth and learning for the student then that should be considered progress. Also more students who have not progressed
need to be retained. There is so much social promotion and political correctness that we are in turn deteriorating our future.
Teachers need to have more control over their teaching, their discipline, and their grading. Students need to learn that failure is
real because too many are failing but there are no negative effects until they are working in the real world then they don't know
how to deal with it.
Students should be able to aquire their own goals realistically. Garland ISD is and has been way to rigid and unflexible.
Opportunities are NOT for all students. Students have not been what matters most. It looks good in print, but it does not take
place in practice. Facilities are only taken care of for those who complain most. Community and parents should not have to
complain to make sure the students are in a decent building. With up to date technology and teachers that are more "modern".
Students should be able to show mastery of a subject, not simply earn grades. Mastery could be demonstrated via real-world
experiences, or by performing tasks for a panel of teachers.
Students should be given more responsibility from a younger age. They should be divided among iq and maturity levels,
considering how disobedient and uncaring they are for learning.
Students should demonstrate academic growth from year to year based on their own needs -- not just if they can pass a test.
Success of job placements & college acceptances. School curriculums should have 2 paths. One toward a career or vocation field
and one towards college. Student chooses the one that best suits their goals.
Successful citizens in community measured by exit survey four years after high school.
Teach more than what is needed for standardize testing. I found my children have not learned all the basic because they were
taught just what was needed for testing.
Teach them real world necessities such as resume writing skills...
Teach them the difference from right and wrong. Kids today need to take responsibility for their actions. Not a spat on the hand
for their actions. Teaching responsibility and honor their mother and father and respect their elders is the most important thing a
person can learn. Test does nothing. You want test, then go back to exams at the end of the year, to see who makes passing
grades. NOT THESE STUPID STARR TEST. or whatever.
teacher input
Teacher need start teaching kids more better because half the students are failing because there not teach they either being in
there phones, on the computer or just not teaching them the right stuff.
Teacher need to teach for the love of teaching. Teacher need to STOP passing students that are NOT READY for the next level.
Teacher need to make sure that all of there students are ready for the next level before passing students. To have good English
skills GISD students need to start young more spelling test in schools. GISD need to show carrer and plan way to college.
teacher needs to be prepared to do their job
teacher rating done by students
Teacher testing. Also, student surveys
Teacher turnover rate broken down by grade level each year.
Teachers need to input grades in a timely manner so we can see progress throughout the semester.
Teachers and administrators need to make classes more open, free, and fun
Teachers and schools should be able to tailor their learning environments around their students. Magnet programs are crucial to
some children as they don't function the same as other kids their own age- those children should be able to be serviced in an
environment tailored to their needs. Teachers should be able to teach the way they know how to reach kids, not by being held to a
state-mandated set of rules. The biggest thing the district needs to respect is that kids are different- they are not all robots that
learn on the same page at the same speed. Respect their differences and encourage them to thrive in their own right.
Teachers need support and there is a need to understand that we do the best we can, but we need parental involvement as well,
especially for at risk kids.
teachers need to update the grades on a timely basis so parents can monitor progress more efficiently.
teachers should spend more time with the students and less on paper work.way too many forms and reports to fill out daily.two
many tests for what?
technology advancements within the class
Teks
test on what they have learned
Test scores and trough the teacher.
test students based on classroom learning and curriculum designed by teachers in the district, rather than standardized state
testing.
Testing the students in a normal classroom setting, via an external source, ie evaluating the student overall engagement, attention
, organizational, skills, leadership skills, etc. in addition to standardize testing.
The ability of students to solve real life problems, not A,B,C,D choices.
The affect that the school and teachers have on the students. Scores become competitive and competition is not what education is
about.
The amount of students that attend a University, Community College or Trade School once they graduate. Also, the percentage
that go immediately into the workforce and have a job post graduation
The best way would be to have an administrator evaluate every teacher while he/she is teaching and how we teaches and
encourages their students to learn and see if the students really do learn form him/her, but that's almost impossible to do so the
second best option is to base the performance and school effectiveness on their six weeks grades.
The cornerstone of an effective school would be if all students have the materials they need to be successful. These
resources/materials would include current textbooks/e-books/materials that can be used in the classroom or at home. Another
measure of school effectiveness would be if each 6 weeks a syllabus was given to parents/students that outlined what are the
concepts/learning objectives/home work/test etc. for that six weeks. Measuring school effectiveness would include a clear plan on
how we help students make major transitions. The transition from elementary to middle and middle to high school.
The district should be able to show how much a student has grown and aquired new knowledge/skills thoughout the school year
by more than a pass/fail grading system. Growth is just as important and needs to be shown to see that all students are working
and learning toward being the best they can be and not conforming to a mold that has been predetermined as successful.
The education system is built to teach for a test, rather than teach for things bigger like careers and preparation for life after high
school.
The more effective school are at teaching and keeping student engaged the fewer behavior problems and better attendance there
will be in schools. Students will want to go to school, they will feel they cannot miss a day. Students will do those things that will
keep them in school.
The percentage of students graduating from 9th to 12 grade.The percentage of students graduating liscensed into a trade or
accepted to a university or junior colllege.
The pressures being put on the teachers by the higher level administration needs to be evaluated. There have been so many
changes and so little respect given toward teachers the morale is pretty low. The CONSTANT interruption of class by observers and
the additional paperwork is effecting morale. It seems that the new superintendent just wants to change things for the sake of
changing things. The school board really needs to get honest feedback from the teachers about what is happening.
The shool has highest testing score
The student must be afforded the opportunity to work with the community so that in the future he will be able to be an active
citizen who will be a catalyst to meet the demands of the society.
The whole picture. Principal & Teacher relationships. Motivation & participation of all staff and students.
Their ability to create something of value for the community and/or school.
There are many and probably many opinions, but bottom line, motivation and engagement!!! Majority of students hate school and
do not see relevance. Need to challenge and be creative in education, not standardized and standards based. Make it real!!!!
There is a place for testing, no doubt. In addition, its important to know the percentage of students who participate in extra
curricular activities. The percentage of students who attend extra curricular activities
There is a rumor going around about lengthening the school day. There is no reason to lengthen the school day. The kids are
already exhausted by a 7 hour day. Adding more hours will not help the children learn more information. At some point the
children shutdown because they are tired. After having tutored children in GISD for three years, you see that the children reach a
point of no return. It is no different than an adult working an 8 hour day. I know that the Federal Government is pushing for
children to be more active. I dont disagree that children do need activity, but it is the PARENTS responsibility to make sure their
children are active. At some point we need to force the parents to be parents and raise their children. Make the parents
accountable for their children. Parents are confusing education with activity. I send my children to school be become educated in
math, language arts, science and social studies. That is more important than how much physical education they get each week at
school. It is also rumored that all elementary schools will have self-contained classes next year. I totally disagree with this logic. It
is good for children to switch classes. It not only gives the teacher a break, but allows the children a break as well. Everyone
(teachers) has a specialty in which they are good at teaching. It makes more sense to have one teacher specialized in ELA to only
teach ELA. The teacher can focus on one subject and can become more of an expert. The children benefit from that. My children
have been switching classes since Kindergarten. If all elementary schools change to self-contained classes, not only will it make
more work for the teachers, which are overworked as it is, but will not prepare the children for middle school. My children have
greatly benefited from having different teachers and switching classes. Reading, writing and math are the most important
subjects that can be taught in school. Computers are only tools. Unfortunately technology is consuming the lives of our children
and they are not learning good verbal communication skills and listening skills. All creativity is being lost. The Academies are the
best part of the GISD system. We need to embrace that all people are different and have different needs. I feel that my child is a
special needs child. They do not have a physical or mental handicap. They have a different way of learning because they are
gifted. They need to be challenged. What happens to children that get bored in school? They drop out. Question number 6 does
not have an answer I would choose. Teachers need to teach, not be facilitators or mentors or coaches.
There is no need to have dress code. Students need to wear what students want to wear not so thing that is forced.
There need to be a suprize inspection of the school during the first semester , and another one in the second semester and
compare the two. Professionals should also take all the students grades in the begining of the year and compare them to grades at
the end of the year, and see what has changed.
There needs to be constant observation of administrators, teachers, and students. Look at indiviual students' past grades and
scores to see if they are improving academically.
There needs to be some testing, but not to the extent it is done now.
To buy iPads and the kids do everything on it and it can be supervised by teachers
To help students to learn easy way and teacher to go slow for students to learn.
To make sure that changes are done appropriately for all.ca Can they find a way to teach for testing and teach for the real world.
Too much focus on testing.
To make sure that everything is effective, the administrators and teacher's need to be more organized. The students need to take
things more seriously and not take things as a joke because graduation can come by so fast, and they wouldn't be prepared. In
order for that to happen the teacher's need to encourage their students to not give up so that they will succeed. Without
encouragement students will wonder why they are even here if nobody believes that they can succeed in life. We just need to find
better ways to make education better and interesting to make sure that students understand and want to be here to learn. All
students need to be engaged into what their teacher's are teaching them, and the only way that will happen is by starting over and
being organized.
Track students beyond high school
Track students for 5 years after leaving the system.
track the after they graduate for data gathering to measure school effectiveness!
Unit tests during the lesson, portfolios and work samples.
unsure about this one
Unsure, but standardized tests don't tell the whole story. Some kind of free-form feedback seems essential.
Unsure. Just a note... This is too difficult of a question for the general population, too much jargon.
Until our state measures school effectiveness by means other than standardized testing, I do not see how we, as a campus or
district, can measure effectiveness any other way. As teachers, our istation and CBA scores are scrutized to the point that the
impression is given that if our students aren't doing well on these assessments, than we are not providing effective instruction.
Therefore, the instruction we provide must be geared towards these assessments. I would like to see report cards change to show
mastery of measurable goals based on the teks. A grade of 78 doesn't give me much information about what areas the child is
showing success in and what areas they need growth. However, if the report card stated "the student reads 100 commonly used
high frequency words at a rate of 1 second per word", showing that this skill is "mastered" or "not mastered" helps me as a teacher
and parent know exactly how to help this student.
Use current testing model
Use Product Based Learning models to incorporate cross-curricular lessons and collaboration amongst students. The initial problem
presented to the students could be an actual problem mentioned in the news or a hypothetical problem.
we as individuals, are more than numbers. Everyone as a clear goal for success , a doctor and a mc Donald's employee can be
successful in their own perspective's point of view. We are not numbers , we are human beings with weakness and strengths. We
as teachers needs to promote and discover in our own students their strengths and abilities so the can "successful"
We can have a individualized school testing from the school that is not from the district and see if they are really learning from the
teachers. The tests should have free responses to test it out better. Also we can have an opinion section for each student to make
sure that teachers and faculties are doing a good job to keep the students in an good environment.
we can measure school effectivness by having more parent involvement in their child's education.
We need a way to measure improvement. All students do not progress at the same rate in every subject but as long as they are
progressing the school as done it's job.
We need smaller classroom sizes so that classrooms can be effective. ITBS and NNAT for many kindergarten students leaves them
feeling frustrated and confused because they do not know any of the answers. RTI and Edugence cannot be effective unless
training is provided to all so that we can understand the process. Trainings are such that there is not enough time for a complete
and thorough training.
We need the teachers input on what they need to help the students succeed. They are the facilitators who understand what is
truly needed for success.
we need tko measure school effectiveness by the attitude in the school, grades and gradituation rate.
We need to determine whether we want to turn out students who perform beautifully on standardized tests through regurgitation
of information OR have students who learn to rely to on their own resourcefulness, and take into account others on their journey
to success.
We need to discontinue the intense focus on graduation rates. The students who refuse to learn and refuse to put forth the
necessary effort are holding the rest of our students back. Teachers are forced to budget a disproportionate amount of their time
and energy to help the students who elect to fail. Those students should be allowed to fail and learn the consequences of their
choices (mandatory summer school, not credit recovery). Teachers now fear for their jobs when students are failing. When it is
the student who is failing the pressure from that decision should not be placed on the teacher while the student is given chance
after chance to make up work and receive credits. The students who do care and do try are punished because their overworked
teachers have to spend the majority of their focus on the failing students.
We need to do surveys of parents AND students to keep in touch with their perceptions of their education experience.
We need to give students a chance to explore learning. To come up with questions and to then find the answers. They need to be
held to a higher standard not by being tested but by being given real life projects and opportunities. That way they can see what
works, not only for them but in a group as well.
We need to know how students are being prepared for life beyond school. Measurement needs to be applied to the most
important aspects of the curriculum and should show the growth from beginning to end fo the school year.
We need to look at the students success on a weekly basis, not on testing. The fact that some students come to school all week is a
miracle sometimes and we need to be able to realize that not every student has support at home and that even coming to school
can be a problem for some. Many students have to work to help at home and so they don't always have time to study or get
enough rest to think about the tests that have to take.
We need to measure effectiveness by the drop-out rate, the amount of absences, and the amount of students who believe they
can achieve their goals. Also, effectiveness can be measured by the students' attitudes towards school and the future.
We need to measure school effectiveness by allowing our teachers more space and less stress without visitors from the admin
building coming into the schools and disrupting all learners. This new change in district personnel has been very negative and it
will be taken to the board.
We need to measure school effectiveness by comparing students' grades to other teachers in that same subject/ field. We must
ensure that the teachers are doing their part and mentoring the students rather than just giving them the information. I want to
know how we compare to other schools in the district, because how do I know that another school has better student grades than
the school I attend? I want to be more informed on the statistics of all schools in GISD. (Lakeview Centennial 11th grade student)
We need to measure school effectiveness by expanding school administration because they would pay more attention to the
students and to the teachers . This would also help to expand the standards of agian both the teachers and the students.
We need to measure school effectiveness by the how successfully do students acquire the skills (including soft skills) that allow
them to be productive in their global future. Are they ready for their workforce?
We need to measure school effectiveness by the success of the students it serves.
We need to measure school effectiveness by what our students go on to do after they leave us. Are they able to (and do they
choose to) do something positive after they graduate College (ideally without remediation), work, volunteer, military, certification
program, etc.? Great! Students will need opportunities to APPLY their learning and to demonstrate career-readiness in a work
environment through internships as a required element for graduation. The district will need highly organized and well-developed
partnerships with community businesses and/or volunteer organizations. With today's technological resources, students have
immediate access to information. School is no longer the place people have to go to get the information. We need to adjust to fit
that reality! What can students DO with the information that is so readily available to them? I want to know that students have
the necessary soft-skills to be successful in their communities and in a work environment beyond our school walls - problem-
solving; critical thinking; curiosity; self-motivation; collaboration; self-awareness (personality, strengths, weaknesses, etc); doing
more than the minimum required; awareness of short- and long-term consequences; learning from "failure" instead of fearing it;
adaptability; appreciation for diversity; etc.
We need to measure school effectiveness not only by grades but also attitude.
We need to prepare students for work environments. Students need to know how to be a productive member of a team, even if
they are going to college. We need to prepare students for post secondary activities-most jobs do not require a college education.
Plus, colleges are flooded with students who have no direction because they learn about vocations after high school. They should
learn in high school before they graduate.
We need to provide Teachers that "Teach" and not just those that can write on the board from beginning of class to the end of
class. Proper facilities that encourage students to be at school and learn. Proper use of technology - smart phones are a great
organizing tool and not just a device to make calls and text with.
We need to start addressing ALL student needs. Instead, we tend to focus on the low performing students with intervention,
tutorials, and such. What is the good average student receiving from the school and educators? There needs to more
opportunities for these students than just a Think Tank.
We should measure effectiveness looking at student growth in the classroom not on one test! All students are not going to be
doctors and lawyers. We need to set a standard for the students who work on an average intelligence level a way to feel successful
even though they will not get commended performance on testing. In the thirty years of testing they have not improved the
system we just keep changing things to make others rich off the resources and the kids are the ones to suffer because no one will
stand up for the students who are struggling readers and can't memorize facts. We need a leader to look out for the real world
students and allow the teachers to do their jobs to help build successful leaders of tomorrow.
We should measure school effectiveness by the number of students who complete a high school program. That program may be
designed to prepare a student for college or career. I think we need to find a way to keep students who may not continue their
education in a college or university in school with preparation programs for careers in areas that don't require a college education.
We would like regular communication from their teachers about how to collaborate to continue learning at home in tandem,
strengths noticed, problems to address and direction going forward. Lately, we have been concerned that we have not heard
anything from the teachers except through report cards. We don't know if poor grades are reflecting ability or responsibility issues
in turning in work on time. We would prefer to receive a mass blast to the whole class about what to expect each week rather
than relying on a 3rd grader to tell us whether he has homework or not. We appreciate the sentiment of helping kids become
more independent, but there needs to be a better bridge rather than just holding their hands one day and throwing them in the
water and treating them like college students the next day. Thanks for your hard work to innovate the learning. We also
appreciate the emphasis on fostering critical learning and problem solving. That seems SO crucial. Blessings.
well shas doing good
What improvements are taking place in the student's skills and knowledge? Student performance should be based on how much
growth is taking place.
What kind of person is the school molding so that when they leave, people want to know more about school. Collaborative
discussion between students, written responses
When my child comes home excited about what he is learning in school and applies what he is learning outside of the school
setting, I will know that his school is effective. He is in 8th grade and the love he had for school in the elementary grades is gone
thanks to middle school. I hope that when he enters high school next year that love will come back and he will once again thrive in
his learning in and out of school.
Whether at the student or school level, measuring the products of learning (ex: tangible outcomes of project-based learning,
community-related activity) is much more important than assessing numbers. Real-world learning, social skills and collaboration
are much more effectively measured by what can be seen or experienced than what is analyzed by Q/A assessments.
Why doesn't this survey address curriculum? The biggest issue that I believe GISD is facing (that needs to be addressed) is that so
much of the district's focus is on at-risk kids. In addition to the (limited) magnet schools, there has to be more for the GT kids. Each
school should have a pull out GT program. Our kids that are very bright, that aren't in the magnet schools, need more! They are not
working to their potential, with no enriched curriculum and so much of the teacher's time being focused on intervention.
Why has North Garland's MST-Computer Maintenance NOT received IPads/Apple products to repair and service???
With all the push for cooperative learning, I think we have forgotten that in the work place, cooperative grouping happens to
define and revise tasks that individuals must then complete. To be truly effective we must have both, cooperative learning and
individual accountability demonstrated in ways other than just testing.
work hard
work hard and be smarter
Work hard and help to the others students and we need the help of the teachers for learn everyday new things.
worry less about scores on a test and more if students are prepared for college
Would like for schools to teach basics instead of worrying about Academic testing.
Wrong Questions!!!!!!!! You are telling us you think GISD is run the wrong way. Very little needs to change. The teachers are great.
The principals are good. Leave the district ALONE!!!!!!!!!!!
You did not give us the opportunity to discuss what we want to discuss. Teachers need an opportunity to give their opinions in a
risk free way.
You need to measure school effectivness by asking the students because some some students hide their grades from their parents
once they find out their failing because they're nervous on the grade they have and want to see if they can get it up first before
they can tell their parents that they are failing.