Goals of Superintendent Randy Perry

Print Friendly
Picture of Superintendent Randy Perry Malakoff ISD

Malakoff I.S.D. 

Here are my 3 main goals, and they have nothing to do with any rating from the state or federal government. If we do these things, we will be fine in any accountability system.

1. Achieve post-secondary readiness for all students. This is not just a goal for the High School. This process begins the day a child sets foot on one of our campuses. Reading and math ability in the early grades is so vital to academic success in the Middle School and the High School. Our ultimate goal has to be to have these kids ready to meet the world or the next level in their education when they leave us!

2. Data driven decisions based on the needs of the individual student. This is where DMAC, color coding, meetings with colleagues, vertical teaming, the portfolios you are keeping on the students in your class, meetings with your principal to discuss the individual students and their status and needs for remediation and tutoring come in to play. We are still a small enough district that we can know the individual student and care for their specific needs.

3. Teachers having the ability to be innovative and creative within the CSCOPE guidelines.Teachers, you are on the front line. CSCOPE is our scope and sequence, but I want you to feel free to use your professional judgment and abilities to be creative in the adaptation and presentation of the material. You know your classroom and your students the best. Keep to the Readiness Standards and Supporting Standards as the focus and be creative and innovative within the scope and sequence. I hope that the CSCOPE conference that some of you will be attending this summer will increase your comfort level with CSCOPE.

We are a team in this effort, and we will get it done!


Randy Perry
Superintendent of Schools
Malakoff ISD


Share Button


  1. A letter to Superintendent Perry says:

    I am a teacher. Data driven instruction should be called teachers-driven out of the classroom instruction. It is nothing more than an attempt to apply business model quality control initiatives to education. There is one big problem. Students are human beings. . We teachers are not building widgets on a conveyor belt. Just reading the description in paragraph number 2, to include all the meetings and vertical teaming, portfolio building, and meeting, meeting, meeting, blah, blah, blah makes one ask, “Gee, when do those poor teachers have time to actually plan quality instruction, grade papers, and interface with parents?” The answer is, “They don’t.” The morale of Texas teachers is at an all time low. How can burned out teachers going through the motions of CSCOPE lead our children to academic excellence?

    CSCOPE is a sad and faulty social experiment. Schools aren’t factories and the all important “data” that is driving instruction—those numbers are really little human beings. I teach students. I don’t need reams of data produced by ill-formatted, error-laden CSCOPE assessments. It doesn’t matter how many ways you crunch numbers and aggregate data. What I need, in case anyone cares, is time. We teachers need protected time to design amazing lessons, to gather and prepare materials for amazing lessons, to connect with the parents of our students, to do all the paperwork necessary to give students feedback, and to rest so we arrive back in the classroom reinvigorated and ready to face another day.

    If Superintendent Perry wants to serve as a champion of education for children in Texas he will roll up his sleeves, and take this challenge: Take the place of one teacher, go to all those meetings and analyze all of that data during conference periods at school, and then when the sun goes down, take out the bag of work that teachers carry home every night and start planning real instruction, and grading papers. Enter grades, call parents in the evenings, run off papers, write lessons plans. As the saying goes, “Walk a mile in my moccasins.” One out of every five school days in a classroom is thrown away assessing students using invalid CSCOPE assessments. For what? We can’t possibly use the tsunami of data to design instruction because by the time we get the data back there is another wave about to hit.

    Data driven instruction sounds good. Reality paints a much darker picture. Our Texas students are just pawns in an adult game of high stakes testing. Our students are being sold for a few pieces of silver. Where are the superintendents with true integrity? Where are the principals willing to do what is right for children?

    I will tell you about data we should be using. We have plenty of norm referenced test data from high performing schools. They use textbooks and traditional teaching methods. Their minority students emerge performing equitably upon graduation. Public schools have become a folly. Our Texas schools are a revolving door of fads and gimmicks. Many of the superintendents who have purchased CSCOPE did not bother to acquire a genuine understanding of the theory and philosophy of instruction that is featured in the lessons. Shame on the administrative leaders that would implement this on such a large scale without due diligence. For the sake of children we must stand up.