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n I t n r i. R LITTLE ROCK SCHOOL DISTRICT n. ' n m I r 'i. ' r 1 l FAST TRACK EVALUATIONS ., I I t 1. . ., I I i. I - i' ~i _ .. il j .,. i 2 i il P' I ,1 '- .. January 1994 . ... .,. .. .. APR 5 1994 OfficG cl Desegregation iJ1on,.onng LITTLE ROCK SCHOOL DISTRICT FAST TRACK EVALUATIONS January 1994 SECTION NUMBER One Two Three Four Five Six Seven ADDENDUM TABLE OF CONTENTS VOLUME ONE FAST TRACK EVALUATIONS Academic Progress Incentive Grant Library/Media Recruitment (Student) Stephens Special Education Substitute Teachers / 't Vocational Education Memorandum of September 7, 1993 (Revised 09-13-93) Procedures to be Used for Fast Track Evaluation of Desegregation Plan FAST TRACK EVALUATION SECTION ONE ACADEMIC PROGRESS INCENTIVE GRANT January 1994 Purpose ACADEMIC PROGRESS INCENTIVE GRANT (APIG) PROGRAM EVALUATION Program Description The purpose of the APIG was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The APIG described in the Desegregation Plan was first made available to each area school principal in the 1990-91 school year in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. The parents signed the annual school plan document when completed indicating their approval and support for the school's program. Each grant proposal was forwarded to the APIG Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school. The APIG was then checked to make sure that the requisitions supported the goals of the APIG program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The APIG was offered to all principals in the area schools. Upon receiving the approval of their proposals, the principals, staffs, and parent committees could plan enrichment activities designed to provide concrete experiences that would reinforce and enrich the students' concepts and total academic development. After-school tutoring programs and Saturday School were scheduled for students 2 who were functioning significantly below the 50th percentile on standardized tests and who required additional time to learn the core curriculum. These activities were designed to address the low self-esteem of many students in the strong belief that improvement in this area increases children's confidence in their own abilities to learn and therefore increase their motivation and persistence to learn. Program Goal The purpose of the APIG was to provide additional funds to the principals of the LRSD area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The APIG was to be offered to the principals of the area schools each year for a period of three years ( 1990-93) . At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the APIG along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Objective One: To increase the academic achievement for identified students in the core curricula areas by providing teachers with a broad base of resources and equipment. Objective Two: To provide varied enrichment activities that would broaden identified students' experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Objective Four: To provide staff development activities which meet the specific needs of identified students. I I I I I I I I I l I Evaluation Criteria The summary report of the APIG has been evaluated by test data analysis from the years 1990-93, specifically the evaluation will consist of: 1. A broad base of resources and equipment was provided for teachers to increase the academic achievement for all identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved as full partners with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information received from the area schools. This information has been compiled and yields the following results, presented in correspondence with each previously stated objective. Objective One: Enhance classroom teachers teaching by providing supplies in order to ensure a broad base of resources in area schools for all identified students in the core curricula areas. Discussion During the APIG period, many resources and supplies were purchased in an effort to increase student achievement and to reduce disparities. Academic achievement as reflected on standardized and minimum performance tests indicates that during the 1990-91 school year, of 3 4 Objective One (cont.): the 22 schools reporting, 14 had increased MPT and MAT6 scores in grades 3 and 6. Eight schools showed increased student achievement on the MAT6. During the 1991-92 school year, of the 24 schools reporting, 19 had increases in 3rd grade MPT scores and 15 reported an increase in 6th grade MPT scores. Eleven schools reported increased achievement on Stanford 8. During the 1992-93 school year, of the 25 schools reporting, 17 had an increase on the 3rd grade MPT and 15 reported an increase in 6th grade achievement on the MPT. Thirteen schools reported increased achievement on Stanford 8. Academic Achievement as Reflected on Standardized Tests 1990 - 1993 Year i of Elementa
i
:y Area i of Schools ReRorting an Schools ReRorting Increase in Achievement of Taraeted students MPT MPT Gr. 3 Gr.6 MAT6 Stanf.8 1990-91 22 14 14 8 N/A 1991-92 24 19 15 N/A 11 1992-93 25 17 15 N/A 13 I I 5 Objective One (cont.): An inventory list of resources and purchases acquired by the schools to supplement teachers' supplies in order to ensure a broad base of resources in area schools is as follows: Musical materials and records Physical and earth science charts Multiethnic materials Dictionaries of cultural literacy Storytelling: literature puppets Write-to-Read materials Science lab materials Math manipulatives Class sets of literature Materials for Saturday School (targeted students) Materials for Extended Day Program - reading, math, phonics Scholastic Listening Skills Kits Test Best materials Art materials and supplies Duplicating paper for writing centers Self-esteem incentives Tape recorders Multiple headphone listening center Computers and software Cassette stereo systems 35mm camera for students to record and write Overhead projectors Microscopes Write-to-Read computers Automated Media Center Walkie Talkies (for safety) Science and social studies weekly magazines Scoring High materials Reading Centers for comprehensive learning Laminating paper for completed projects and contests 6 Objective Two: To provide varied enrichment activities that w0uld broaden identified students' experience base. Enrichment activities which supported and extended the LRSD area schools core curriculum are: Field trips relating to curriculum objectives, bus transportation for the trips Water Works Building Incentives for good citizenship, achievement, improvement Storytelling festivals Arkansas Museum of Science and History boxes Multicultural festivals Test Buster Program Jr. Great Books Quiz Bowls (required purchases of trophies, transparencies, and a contestant bell) Science Fair Geo Safari Centers for classrooms Children's Theater Ballet Arkansas Arkansas State Fair Robinson Auditorium Quarterly awards assemblies with community speakers Wildwood Park for Performing Arts Math Olympiad Mentors from the business community Old State House Campaign Headquarters Arkansas Arts Center - children's plays UALR Planetarium Arkansas Museum of Science and History Pumpkin Patch (all Pre-Kand Grade 1) - Hidden Valley Berry Farm Birthday recognitions Discussion Arkansas Tol tee Mounds career awareness School picnics Municipal Court and Police Station Pinnacle Mountain State Park National Reading Incentive Program Spelling Bee Contest DEEP (Development Economic Educational Program - State Department) Little Rock Zoo Little Rock Airport State Capitol Birthday recognitions Christmas tree farm The above purchases that were funded through the APIG provided a broad experience base for all identified students in the area schools. Thirty-eight different kinds of enrichment activities were made available to broaden the identified students experience base. Objective Three: To involve parents as full partners in planning at schools for identified students' growth and success. 7 The area schools reported parent participation as a result of the APIG. A list of the programs that were made available to the parents in order to involve them as full partner in the planning for the growth and success of their children are as follows: Parents attended workshops. - Counselors presented inservice programs, "Helping Parents Help Their Kids" - Wellness Clinic inservice - STEP Program (parenting classes) - Make and Take Workshops Parents used materials which were provided through APIG funding at home with their children. - Video kits for parents to check out showing teachers reading books to students. The teacher on the video read the story while modeling appropriate comprehension questions. Kits were packaged in "Spend the night bags" to enable students and parents to use them overnight. - Parent Resource Banks - materials available for parents to check out to help their children - Holiday Homework Packages - made by parents for their children - Parents actively participated in after-school tutorial programs and were offered weekly incentives and culminating awards. Discussion Throughout the 1990-1993 grant period, parents have been involved in developing the area schools' annual school plans. The APIG applications resulted from those cooperatively developed school Objective Three (cont.): plans. In some schools, parental involvement, biracial committees, and Chapter 1 PACs were enhanced by discussions to pl-an and monitor the APIG. In addition to the obvious educational benefits, field trips involved significant numbers of parents in the area schools. Parents made arrangements to leave work in order to ac~ompany their children on field trips. Staffs were delighted to have so many parents participating in the education of their children. Fathers as well as mothers made arrangements to be with their children. Increased parental involvement was a direct result of taking educational trips. Objective Four: 8 To provide staff development activities which meet specific needs of identified students. Targeted staff development activities which were provided by the schools in order to assist in the increase of academic achievement and the reduction of disparity are as follows: TESA - Teacher Expectations-Student Achievement Math Manipulatives w.s. Cooperative Learning Centers to enhance the multiethnic curriculum in math, science, social studies, and language arts Master Teacher Gang Awareness Drug Awareness Whole Group Instruction and Classroom Management Discussion The elementary area schools funded a variety of workshops and purchased published staff development materials for their staff, which were designed to improve student achievement, growth, and the reduction of disparity in identified students. Obstacles to Goal Attainment The obstacles encountered are indicated below by specific objectives: Objective One: To increase and enhance academic achievement for all students. 9 Progress was made toward meeting this objective. The assessment of summation data gathered from the AMPT and standardized test scores revealed that some of the students who were targeted for special instruction did pass the MPT and made test gains on the standardized tests. While funds were expended for materials, equipment, staff development, tutoring programs, Saturday School, and parent support inservices in the three years of the grant program, there is still a need for more detailed and specific planning if resources are to support student achievement and progress. Objective TWo: To reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Even though schools reported positive observations emphasizing strong team planning, fewer student referrals to the principal, and better student attendance as it relates to reducing disparities, a more appropriate assessment of data and record keeping is recommended if schools are to track the reduction of disparity among students of racial, socioeconomic, and gender groups. Other Obstacles Impeding the APIG Delays in approval of 1990-91 and 1991-92 grants limited the planning and implementation of many programs. The reduction of 1992-93 grant to $10,000. Statistical reports identifying special groups of children and their programs were not identified or tracked. 10 Obstacles Impeding the APIG (cont.) Data was not collected on tutoring groups to track progress. Mobility of the schools' populations throughout the school year. The change in standardized tests during the grant period affected continuity. Long-term planning was affected by the short period of the grants. RECOMMENDATION It is recommended that the APIG be continued in those area schools whose application content contains the following information: A need for the project and identification of statistical data that will be used to document success. A detailed program description including program goals, organizational management, curriculum, personnel, and staff training, if needed. A plan of operation including project management operation, such as goals, strategies, timelines, etc. An evaluation plan describing the methods to be used to evaluate the effectiveness of each component/strategy outlined in this program. A budget sheet containing an itemized list of requests and costs to support the grant. Objective The objective of this recommendation is to provide to the area schools additional funds through the APIG for the purpose of increasing academic achievement for all students and to reduce disparity. Evaluation Criteria Documentation of continued improvement as evidenced on norm and criterion reference tests. Recommendation (cont.) Expected Benefits 11 The LRSD will meet its commitment to increasing academic achievement for all students and reduce disparity. Impact Analysis This recommendation will assist the district in complying with its current desegregation plan. It will afford the area schools the resources, materials, and staff development needed to meet the needs of students. Resource Analysis The area schools that applied for funds during the three-year grant period spent a combined total of approximately $1,099,803 in the following categories: 1. Core Curriculum 2. Enrichment Activities that Broaden Student Experiences 3. Parental Involvement 4. Equipment, Supplies, etc. 5. staff Development Force Field Analysis Percentage of Funds Soent in the Cateaories 45.8% 7.2% 2.5% 35.9% 8.6% Supporters of this recommendation will include area school principals, staff, community and Central Office who see the need for the area schools to be provided additional funds to assist all students in achieving success as well as reducing disparity. There should be no primary detractors to this recommendation. Kesource Analysis \Cont.) ACADEMIC PROGRESS GRANT EXPENDITURES School FY 90-91 FY 91-92 FY 92-93 I Bale 23,021 22,083 9,201 Brady 13,205 23,716 9,797 Badgett 5,440 19,700 4,625 McDermott 4,335 23,744 o- Baseline 0 14,457 10,513 Fair Park 18,666 15,655 10,089 Forest Park 11,488 21,839 8,771 Franklin 22,195 (7) 0 Chicot 3,994 9,397 7,204 Western Hills 15,083 18,062 7,434 Jefferson 22,609 25,492 26,009 Cloverdale 21,164 28,705 9,918 Dodd 17,548 24,523 8,870 Meadowcliff 22,531 27,426 11,592 Geyer Springs 16,464 31,522 6,729 Pulaski Heights 24,063 20,455 6,376 Romine 0 6,275 8,910 Washington 0 0 3,789 Wilson 21,102 6,625 6,826 Woodruff 14,615 31,267 7,154 Mabelvale 23,707 24,631 9,893 Terry 18,917 21,861 4,399 Fulbright 13,729 9,245 2,924 Otter Creek 20,351 21,168 9,551 Wakefield 15,228 27,080 5,069 Watson 19,088 31,805 8,891 Total Elementary 388,543 506,726 204,534 - - 12 123/GRANTS 7-15-93 TOTAL 54,305 46,718 29,765 28,079 24,970 44,410 42,098 22,188 20,595 40,579 74,110 59,787 50,941 61,549 54,715 50,894 15,185 3,789 34,553 53,036 58,231 45,177 25,898 51,070 47,377 59,784 1,099,803 General Implementation Plan 10-18-93 10-18-93 10-27-93 11-17-93 11-19-93 11-24-93 12-8-93 12-10-93 Activity Request for Academic Progress Incentive Grant Proposals Application instructions for the writing of the APIG proposals Grant writing inservice for all area school principals Follow-up session for grant writing process Grant Review Panel Grant Review Panel Grant Review Panel Grant deadline for the 1993-94 APIG to be received 13 Person(s) Responsible Estelle Matthis Deputy Superintendent Estelle Matthis Deputy Superintendent Donita Hudspeth Director of staff Development Donita Hudspeth Director of staff Development Estelle Matthis Sterling Ingram Russ Mayo Victor Anderson Larry Robertson Margaret Gremillion APJG St.mnary Report - School -~B~a~dg~e,.,t..,_t_,E'-'l..,_emen=~t~arc,y._ ______________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. To establish and l""lement procedures to decrease Hininun Performance Test results for 3rd grade in Monitored test data of MAT-6 and MPT results. 1991 disparity and increase educational achievements among math was 92X, an increase of SX. The disparity in 3rd students in grades 2-6 f....-w:tioning one or more years grade was 31X in reading between black males/white An academic skills development plan was written for each below grade level in reading and math. males, and 17X between black females and white females . child who fell below 85X in reeding and math. 2. Develop and raise set festeem. Student actfvftfes were provided to develop and Peer Tutoring enhance set festeem and personal growth. 3. To enrich parental involvement. Monthly parental (Systematic Teaching Effective Test scores were flll)roved. Parenting Skills (STEP Program) meetings. STEP Program 8 to 9 parents attended. 1991- 1. To es Ubl ish and lrrplement procedJres to decrease Mfnfn.m Performance Test results showed black females Data was collected from MPT, Stanford 8, Grade 1992 dhpedty end increase edxatfonal achievements among end males had an increase of 20% in math. Black Distribution Reports, Interim Reports. students fn grades 26 ft.nctfontng one or more years females on the average had an increase of 60X fn below grade level fn reading an math. language arts and social studies. An academic skills &!velopne!flt plan was written for each child who fell below 85X in reading and math. 2. Develop and rafse set f-esteem. Student actfvfttes were provided to develop and emance self-esteem and personal growth. Peer Tutoring 3. To enrfch parental involvement. * STEP Program 8 to 12 parents attended. Monthly parental (STEP Program) meetings 1992- 1. To establ fsh ard fq,lement proced.Jres to decrease Student date (grades, MPT, Stanford 8), with the use * 3rd grade MPT test scores were 85X plus mastery in 1993 disparity and increase ed.Jcatfonal achievements among of the Abecus was closely monitored to assess students reacting and math. The 6th grade had 85X mastery in students in grades 26 hr,ctfonfng one or more years inastery of curriculun objectives. reading. below grade level in reading an .. th. * Peer Tutoring Student activities were provided to develop and enhance 2. Develop end raise set f-estffffl. self -esteem ard personal growth. Monthly parental meetings (STEP Program). 3. To enrich parental involvement. More parental involvement - 12 to 15 parents attended . Badgett Elementary School Page Z Sumtary SUtMW!nt The Academic Progress Incentive Grant was used to meet the needs of the stl.dents by providing activities to develop ard raise self esteem, personal growth,
nprove test scores ard academics. The third grade HPT scores were 85X plus mastery In reading and math fn 199293. The r~tion In disparity and increased achievement fs directly related to fU'lds from the Academic Progress Jncentfve Grant. Obstacles to Goal Attaf~nt In 199092 we had a serious need for enrichment, supplies, and N:Jfpnent that we felt would help fnprove standardized test scores, provide self motivatfon and qoal setting, and materials for more hards on activities and afternoon tutoring. *1992-93 - Orders for 1992-93 were denied ci.te to Purchasing Reyisftfon not turned in on tfrne, However, we were wafting for Stanford 8 test results end asked for allotted time, which was granted. APJG Slmnery Report School __B _a_le_E_l....,, ta_ r_y_ ________________ YHr Goals RHults 1990 Evaluation Criteria/Process 1. To increase reading and math achievement levels of 1. 79% of targeted 6th graders passed the reading test 1. Assessment of MPT Scores fn Reading and Math 1991 atrlsk 5th and 6th grade students. SOX of the targeted students passed the math on the 2. Assessment of MAT-6 scores in Reading and Math HPT. 55X of students thought the reading coq:,onent was 3. Assessment of Student Evaluation Survey 2. To reduce the disparities fn test scores. helpful and nx thought the math was helpful. 4. Assessment of Learning Centers and lnservice Surveys 2. 5. Assessment of Parent Coq:>onent. On the MAT-6 the targeted students showed .5 year 3. To increase Parental Involvement gafn In reeding end 1.3 year gain fn math. 3. On the Evaluatfon Survey 55X of the study center participants thought additional time on the c"""ter lab was helpful. 36% thought ft was somewhat helpful. 91% of the teachers reported st~t response was excellent. 4. Learning Center Jnservfce - 83% partfcfpant1 - very helpful. 100l used centers fn classroom. !13X of atudenta In classroont used the center. 5. Parent C~t - 85 perfflta attended a workshop and lnservfcea. 43 perenta voluiteered to speak to classrOClffil. *Three newsletter were mafled to 385 students. *Handouts were b9de av f table to perenta of participating students. APIG SUW1ary Report - Bale Page 2 1991 1992 1992 1993 Surmary Statement 1. To increase the achievement level fn reading, math, science and social su.dfes of targeted atrisk students In grades K-6. 2. To reduce the disparities in test scores 3. To increase Parental tnvolvement 1. To Increase the achievement level of atrlak students fn reeding, math, acfence end social studies of targeted atriak atudentl in 9rades K6. 2. To red.Jee the disparities fn test scores 3. To Increase Parental Involvement 1. Two parent workshops were held. Materials and stipend were given. one workshop for 3rd end 6th grade students was held (HPT) The Parent Resource Room was in operation as a support. Newsletters were sent five times d.iring the year. There were ten participatory activities including class speakers - 159 parents were involved in 1991- 92 2. Invoices were evidenced for Science, Social Studies, Math and language Arts materials
that included trade books, Big Book, Classroan Sets, States Books, Science Nterhls, and the purchase of a contract from the Science Husl!llft. Math manipulations base ten blocks, pattern blocks, play money and other materials for the Learning Center coq:,onent. 3. Two tnservlces were held that fncluded stipends. 4. Cafns fn NCE Scores
Reeding: Basic Skill gains 4.57 Math: Advenced skills gains 5.07 Basic Skill gains 2.44 Advenced skills gains 10.99 1. Ten parent Involvement activities were held. Eighty-eight parents participated Newsletters were Sl!nt Parent Resource Room continued 2. lnvofcea for purchase of inaterfels are evidenced for Science, Social Studies, Hath and Language Arts 3. Stcdent achievement evidenced an Increase In NCE scores at each grade level In math and reading. The Stanford 8 Test Scores evidenced an overall Increase In 1992-93 at Ba\e Elementary School. 1. Assessment of Parent Carponent 2. Assessment of Materials Purchased 3. Assessment of Steff Oevelopnent Activities 4. Assessment of Student Scores 1. Assessment of Parent Involvement Co,rponent 2. Assessment of Materials Purchased 3. Assessment os Student Scores NCE scores were avafleble for 223 students at Bale Elementary School. 195 students scor@d at grade level on the NCE Total Basic Battery. The 1993 tl!-st scores fell within the low average to high average percentile rank on the Nonna\ Distribution of stanfne9, 64 students scored 50% and above, APIG Surmary R~rt Bale School Page 3 88X of the students tested at B8le evidenced at grade level scores as evidenced by low average to above average scores on the normative curse. In the third year of the tncentfve Crant Program 18 students were exited from the Chapter One Reading Program as a result of in::proved scores It is the opinion of the Bale School Incentive Grant conmittee that the strategies and ft.n:fing of the Academic Progress Incentive Grant has been helpful. However it is believed that there has beM dupl feat ion of efforts . Consequently the fi..nding could be used to assist the inplementatfon of strategies yet not require that separate plans be written, approved and inpl~nted. Host of the strategies were placed in: Chapter One School tnprovement Plan and School trrprovement Plan Reconmendation: Allow additional fll'"ldfng for area schools by budgeting for the School lnprovement Plans. Obstacles to Coal Attairment Full SfflOlrlt of grant was not recefved durfng 1992-93. APIG Sunnary Report School _ _,,B,,as.,ee.,lw.i'-'ne"-'E-'l_,,,emen='-'t,,_ary...._ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 1. 1991 2. 3. 1991 1. To increase student achievement ard reduce Teachers reported establ f shing positive relations wf th Analysis and disaggregation of Stanford Achievement Test 1992 disparities by providing a ffve week surmer l fteracy the students who participated in the sunner program. date fn COfll)rehension and thinking skfl ls program for Identified at-risk students In grades 1-6. Teachers reported that students' attitude toward reading lnproved. However, revf ew of the records fndfcated the average growth In reeding coq:,rehensfon 2. on the SAT of the students who participated did not meet the objective goal. 3. 1992 1. 1993 2. 3. SU'Tffll'lry Statement Les!lt than half of the grant money available to Baselfne School was spent. A need stfll exists at thff school, The black enroll~nt of n.2'l black currently exceeds the guidelines established by the des~regatfon plan for an area school. The test scores at the prf,nery level frdtcate a need for eddltfonal fnterventfons. The S35,053 not spent at Basel fne could be put to good use to fnprove the language development and 1Mthematfc1 ski l la of Basel lne students, Obstacles to Coal Attefrment A.PIG SUTmary Report - School __ .,.B,._,ro,,dy"-'E"-'l'-'""'""="-'t"'o"-r:,..._ ______________ _ Year Goals Results Evaluation Crfteda/Process 1990 1. lo increase academic achievement and to reduce EPSF results demonstrated an average of sixteen Analysis of Early Prevention of School Failure for 1991 disparity in language arts and math for grades K-6. months growth. k. indergarten students. 2. To increase student motivation and self -esteem. Grade 1 achieved grade level norm of 1. 7 and Assessment and analysfs of HAT-6 and HPT test results. disparity was redJced by 1X. 3. To Increase parental involvement. Provided TESA fnservfce for teachers. MPT scores Increased fn reading, math, and science. Provided math and science work.shops for teachers. Dfsparfty decreased in math achievement at all grade levels except at Grade 6. Provided Kindergarten, Primary, and Intermediate \lorkshops for parents. * Increased classroom achievement (report cards) In Grades 2, 3, 5, and 6. Reduced tardf es by 2X and absences to 1. 7X per student. 1991 1. To Increase academic achievement and to red.Jee * 96X of all teachers were trained fn TESA. Anolysls of Erly Prevention of School Failure (EPSF) 1992 disparity In language arts and math for grades K-6. for kindergarten students. * 95X of the parents attending the workshop were k-3 2. To Increase test taking skill In grades 16. parents. Only 5X were Intermediate parents. Assessment and analyah of Stanford 8 and MPT test results. 3. To Increase aelfesteeni and motivation. *EPSF demonstrated an average of fifteen ,nonths growth. * Academic and behavior awards each nine weeks. * Grade 2 Increased the c~sfte score on standardized testing by 6X. * Math ach f evement on the Stanford S increased t all grade level except Grade 6. APIG SIM'!ARY REPORT -Brady Page 2 1992 1993 S1.111Mr
y Statement 1. To
ncrease academic achievement and to reduce disparity in language arts using an interdisciplinary approach for grades K-6. 2. To increase student writing process ski l ls and irrprove self-esteem. 3. To irrprove parent recruitment. Disparity significantly decreased between black Analysis of Early Prevention of School Failure (EPSF) females and other sub-groups. Black females achieved a kindergarten students. 16X higher passage rate from SOX to 88X. 66X of all awards were earned by minority students. SOX fewer suspensions occurred during the second and third quarter. Kindergarten students having considerable needs on the EPSF were rKfuced by 19X in receptive language end 23X in expressive language. Grade 3 increased passage in reading (by 19%) and math (3X) on HPT (both areas over 85X rate). * Crede 6 passed the reading end math areas of the HPT> * C0ff1)0S f te scores on the Stanford 8 f ncreased at Grades 3, 5, and 6. Students suspension decreased by 70X from the previous year. Nonblack population Increased by 12% over two periods. Assessment and analysis of Stanford 8 and MPT test results. Student A\.lards and recognition for writing. Recruitment of parents to improve racial balance. lf'Yl<>vatfve currlculun resources which increased achfev~nt among students with varying learning modalities were provided through the area school incentive grants. Selfeste~ has been enhanced and di sci pl inery referrals have ~reased by 70X. Bredy students are achieving greater success, pertlcularly fn reading cooprehension and math and the disparity bet~en groups has been reduced. Obstacles to Coal Attairment Approximately 25X 26X of the student population h new to Bredy Elementary School each year, APIG SUTm8ry Report School __ __,C,:.hc.i_,.co,ct'-=E-"lomen==ta"-ry.._ _____________ _ Year Coals Results Evaluation Criteria/Process 1990 1. To increase educational achievement and decrease 1. Targeted students were not monitored this year. 1. Analysis and disaggregation of HPT and HAT-6 results. 1991 disparities by providing enriched activities for students in grades 3. 4, and 6. 2. 600 (parents, students and teachers) attended the 2. A school-wide Zoo Picnic was provided. school-wide Zoo Picnic. 2. Increase Parental Involvement 3. Reward parties, badges, stickers, ribbons and pencils 3. 500 students received academic and/or incentives were awarded to students for i~roved academf cs/behavior. 3. Provide student awards and incentives for behavior. 1991 1. To increase educational achievement and decrease 1. MPT in 3rd grade showed growth fn all areas. Math ,. Analysis and di saggregat f on of MPT and Stanford 8 1992 disparities in targeted 3rd, 4th, and 6th grade students dfsperfty decreased froni 28X to 6X. Total reading from results. by providing extended day ectlvltles. 65X poss Ing to 84X. Heth from 56X pessing to 84X. 2. A school-wide Zoo Picnic was provided. 2. Provide stu::tent enrichment actfvttfes 2. Many field trips that broadened students experience base were made avaf table to students. 3. Reward parties, badges, stickers, ribbons and pencils 3. Increase Parental Involvement were awarded to students for fq::,roved academic/behavior. 3. 600 (parents, students and teachers) attended the 4. Provide student awards and incentives school-wide Zoo Picnic. 4. 500 students received academic and/or incentives for behavior. 1992 1. To increase educational achievement and decrease 1. HPT 3rd grade dropped in reeding end moth. 6th 1. Analysis and disaggregation of MPT and Stanford 8 1993 disperltles In tergeted 3rd, 4th, end 6th grade students grede had gains in al,nost all areas with both slb- results. by providing extended day ctfvltles. groups 2. A school-wide Zoo Picnic was provided. 2. Provide student enrichment activities 2. Many field trips that broadened students experience base were made aval table to students. 3. Reward parties, badges, stickers, ribbons and penct ls 3. Increase Parental tnvolv~t were awarded to students for fq:,roved academic/behavior. 3. 600 (Parenti, students ard teachers) attended the 4. Provide student awards and Incentives school-wide Zoo Picnic. 4. 500 students received ecadenlic and/or Incentives for behavf or. Chicot Eltm0ntery School Page 2 St..mnary Statement In surmary Chicot effectiveness in year three conpared to the prior years was disappointing. Gains ~re not as strong in year three. Third grade dropped in reading and math. Sixth grade had gains in alt areas with both sub-groups. Black males showed growth in alt areas except math. However, Chicot has bt!en consistent fn lowering sixth grade mates disparities. Obstacles to Goal Attef....-nent Approval of 90-91 grant came so late that many facets of the grant were not approved. A reduction in the amount of the 9293 grant r~ed the amount of student incentives/awards. APIG SU11118ry Report School ~ Year Goals Results Evaluation Criteria/Process 1990 1. Staff Development to increase awareness of After school tutoring was replaced with the homework Analysts end disaggregation of test scores (HPT, HAT-6) 1991 effective teaching techniques center, forty students participate<! in grade 16 *MPT at 3rd and 6th grades evidenced growth Decrease fn student referrals to the office 2. Increase student achievement by providing an after MAT-6 evidenced growth in every grade and subject school tutor f ng program target f ng spec if f c students in SOX decrease In office referrals Hore stable student population grades 1-6 who scored below the national average on MAT- Good Times Club Incentive Program established for 6. students displaying appropriate behavior 3. Honthly incentive programs offered to all students who dfspl eyed approprf ate behavf or ard academf c awards 4. Increased parent f nvol vement 1991 1. Staff Devel~t to increase awarenHs of *Acadenilc awards assetrbly (each 9 weeks) Analysis and disaggregation of test scores (HPT, Stanford 1992 effective teaching techniques (200 plus students) 8) Spaghett I Supper 2. Homework Center provide<! irdlviduelhe<I Seven fnservfces held during this year Decrease fn student referrals to the office instruction to studfflt1 needing extra help tn reading All 3rd ord 6th grade atudents gained in achievement ard math In gredes 1 6. 97 students participate<! in the Amual Science Fair More stable student poflUlatlon 3. Monthly incentive programs offered to oil students who displayed appropriate behavior and ocodeftlic awards 4. Jncreased parent fnvolVefRflt (TAP) 1992 1. Staff Oevelopnent to Increase awareness of HOffll!WOrk Center pertfcfpanta test scores Increased Analysis and disaggregation of test cores (HPT, Stanford 1993 effective teaching techniques by 10X 8) Science Fair cause lndepth research/Increased 2. Homework Center provide<! lrdivlduel he<! ach f evement f n the area of 1c fence Decrease In student referrals to the office fnstructfon to student& needing extra help fn reading Good Tines ChA>/owards oueot>l let <II otudents) ard Nth in gredes 1 6. Speghett I Supper More stable student poflUlation Continued decreaee In office referrals 3. Monthly incentive progrems offered to all students Stobll ity of student poflUlation was not neuured who displayed appropriate behavior ard acodeoiic awards 4. Increase<! parent lnvolveoent (TAP) SI.IT'fflllry Statement The APIG helped enable Cloverdale students to evidence tremendous growth on the Mini- perforNnCe tut In 3rd and 6th grades. Students evidence<! growth in all grades ard slA>ject areas on the """ reference te-st. In slfflNlry to APIG has proven to be a very valueble asset to Cloverdale Elementary, Cloverdale was one of two schools to Nfter the MPT at the 851 level at 3rd and 6th grade-a fn all areas, Cloverdale Elementary Pege 2 Obstacles to Goel Attafrment Oele i in rant e rovel in 90-91 9192 end the reduction in rent M'IOU"ltS to S10 000 in 92 93 were the reetest obstacles. APIG SU111111ry Report School --~D~odd=----------------- Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all students. Data reflected no growth In the 1991 MPT scores as Staff development fn ffve areas was provided for the 1991 carpared to the 1990 scores In the 6th grade. staff along with stipends for training. 2. To reduce the dispar-fttes fn ecademfc achievement among gr<>l4)S formed on the bas fa of race, gender, and Saturday School was scheduled for 6th graders. Six economk status . teachers wf l l provide remedfatfon. 1991 1. To increase academic achievement for oil atudenta . MPT data reflected an increase fn 3rd grade scores fn Staff developnent for staff to emance teaching. 1992 reading and SSl Nstery In Nth. Sfgntffcant fnc:rease 2. To redJce the disparities In academic achievement In scores fn the 6th grade MPT In ell areas with 96% or Extended day for 3rd graders 2 times per week. among groups formed on the bests of race, gender, and above mastery fn s-eadfng and 85X mastery fn Nth and economic statue. language arts. Extended day for 6th graders 3 tf11es per week. 1992 1. To Increase academic achievement for all 1tudenta . MPT data reflected o decrease In 3rd grade reading and Video storybooks to address c~rehensfon were developed 1993 91l Nltery In th. Sixth grade MPT Increased to 100l to share with the parents to be reenforce reeding. 2. To redJce the dispar i ties In ocadetolc ochle""""'"t Nltery In reedfng for all groups and 86X mastery In among gr0l4)S fonned on the basis of race, gender, end th for oil groupo . Parent resource banks were developed to provide economic atatus . materials for home. S1.J11N11ry Stet~t Test data reflects fflOre of an increase fn academic achfevemtt1t fn the 199193 9chool years, The flprovement fn test scores hes be-en attributed to the team plamfnq of the staff . Enphasfs was placed on staff devel9P!!!mt tutoring programs erd parent-school Involvement, The strong focus on these three strategies erovlded to be successful for studt-nts . Obstacles to Goel Attairment pate reflects a steady fl,provenent Jn achievement
however, no dat was recorded on the targeted students who attfflded Saturday School and extended day. APIG Sllffllllry Report School ___ f:..,a._,i.,_r-'P"'a:.:.r_,.k _____________ _ Year Goals Results Eve l uat ion Crf terf a/Process 1990 1. To increase acadeniic achievement for all students. Test scores did not reflect a sfgnfffcant gafn. Four teachers were selected to tutor targeted students 1991 after school three t
mes a week for nfne weeks. Bus 2. To reduce the disparities In academic achievement transportation and snacks were provided. Parents were among groups formed on the basis of race, gender, and fnservfced. economic status. 1991 1. To Increase academic achievement for all students. Nine weeks of tutoring for 23 students did result In Stiff development for plamfng strategies to iffl)rove 1992 higher achievement on the MPT scores, One night per academl c achievement. l111>lementation of the STEP program 2. To reduce the disparities In academic achievement week for 9 weeks lasting 2 hours per session proved to for parents to assist their children to achieve. among gr~ formed on the bes ls of race, gender, end economic tatus. be successful by the l"Ultler of parents participating. 1992 1. To increase academic achievement for all students, Nine weeks of tutoring for 32 students did result In Materials to Increase student achievement and test 1993 higher stanford 8 scores fn language arts. HPT 1cores practices were p..irchesed. Multicultural sets of books, 2. To reduce th disparities In acadffllc achievement reflect a higher percentage of students mastering the ffeld tr fps, end fncentfves were ffl8de aval table to staff among groups formed on the best of race, gender, and MPT In both 3rd and 6th
rade. and students. econorafc status. Sl.fflNlry Statement An assessment tndfcatts that an fncreese fn ecademfc echtevfffll!nt was made fn Somf! content area and a d@crease fn others on the Stanford 8 test, The MPT scores reflect a posftfve gafn. The after school tutoring program was a success fn that all students attended the sessions and parents contact among the minority Increased. Obstacles to Goal Attef~t Erl fer plamfng to support longer periods of tutoring for different groups according to the ne-eds fn the content area would have provided services to ,nore st~ts, APIG SU111111ry Rport - School __ ....:.,:Fo.,_r.:a._st'--'-P"a"rk'--------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase 1cademlc achievement for all students. Grad 3 MPT data roflctl!d NStory of roading--93X 1. Staff developnent sessions were scheduled for teacher 1991 (92), math- -99X. No disparity in math. on th 6th training to motivate staff. 2. To rodJ<: th dispariti in academic achlov..,..,t grade MPT, s-eac:Hng, 98X (total), black male, 100%
black fomals, 92X. Math, 100X for all groups. 2. Science enr i chrnent mater fa ls and mot f vat f ona l among groups formed on the bash of race, gender, end Language Arts mastery 91X total, 75X for black males Incentive were purchased for the ttK:ouragement of acedemi c ecOOOfllc status. and feules. ach i evemmt. 1991- 1. To Increase academic achievement for all students. MPT data reflected high mastery for all groups, total 1. Staff devlopmont was continued throughout the year on 1992 98X, black mals 100%, black fomals 90%. Sixth grad the Master Teacher Program. 2. To reduce the df1perftfes in academic achfevfffil!f'lt mestery in 3 our of 5 areas. Lfttl disparity between among groups fonned on the basla of race, gender, and races. Stanford 8 data reflected all class totals 2. Educational progrems plus the Homework Center were K:OflOnlic status. abov 50 NCE. Black students below 50 NCE fn al I grade ft.nded including sl4Jl)l fes, materials, and stipends. totals. 3. The parent STEP Program was made avaf table to parents of th high risk. 1992- 1. To fncre se academic achievement for all students. MPT data reflected 100X for all gr"'-"" In grade 3. 1. Materials, ed.Jcatfonal equfpnent, and suppl fes were 1993 Sixth grade mastery fn 3 our of 5 areas. Black. females purchased for staff to enhance teaching. 2. To red.Jee the df1perftles fn acadetftic achfevetnent Nde 1teady progress. Stanford 8 data reflected an emong groups fonned on the basis of race, gender, and fnc:re se above 50 NCE fn all class totals. The totals 2. Extended day for tutoring 6th grade atrisk students econon.fc status. of black students Increased fn range of 2 NCE tn the fncludfng snacks and trans,x.rtatfon was scheduled. 5th grade to +14 NCEs fn grades 1 and 2. SUT1N1ry Statement Forest Park has strong parent support groups across the grades. Since teachers have full support in getting voh.l'\tttrs to assist them fn their classes, students benefit in having many projK:ts and actfvi fes to enrich their ltves (lbstacl .. to Goal Attafrmont Targeted students were not tracked fn the ext~ day tutoring 5Hsfons to record Stanford 8 test data to inonitor progress. AP I G Sl.fflllllry Rport School Year Goals Results Evaluation Crfterh/Process 1990 1. Increase the suc:cess rate of minority students as 1. A gain of 7.1X of students achieving at or above 1. To see an increase fn tests cores of 80 students 1991 well as all students - a reduction in disparity. th 50 percnt fl on th MAT-6. Th AHPT showed a reading below grade level and needing assistance. reduction In disparity. 2. To provide workshops for parents (13) to increase 2. Enhance parent involvement in the school process. 2. SevM workshops were plamed for parents parent participation with their children. valuations all posltlv. 3. To increase sel festeem through COlXlStlor services. J. Increase self-esteem of the children involved. J. Kits were purchased for the cou,selor to teach studc!nts on sel festeem. 1991 1. 1 ncrease the success rate of minority students es 1. Test scores Increase In reading and math on the 1. Research centers used fn classrooms to increase 1992 well as all studentl a reduction In disparity. AMPT. academic achievement ard red.Jee dfsparfty. 2. Parnts of atrlsk students In grades 14 had two 2. Parent workshops In grade 4 continued with posltlv 2. Enhanc parent lnvolv......,t In th school procss. lnsrvlc In March and April. feedback. J. Students had birthday acknowledgomonts, field 3. Counselor continued selfesteet1 classes. J. Iner sel fostoffl of the children Involved. tripe, etc. that Inspired aelfosteffl. 1992 1. Increase the success rate of 11fnorfty students 1. Targeted studentl - progrss In radlng with 1. Blow grade lvl students wll l be targeted for 1993 well as all students reduction In disparity. Htl of trade books thlt contained high lntrst, low f~rovement fnterventfon. vocabulary. 2. Iner .. sel fest..,. of the children Involved. 2. Contlrue the coo..nsllng and lncontlvu for the 2. THchers obsrved atudentl exhilarating high self Increase of selfesteea as measured by staff observations. eltfffl and an Increase fn thefr l fvea for reeding through different tachlng strategies. SUT1Mry Statement To 1upplement the re,qular reading progr for all atl.dentl, ft,.nds were used to p..,rchase a varfety of enrichment tnaterfals to be used by all teachers f.e. trade books, high interest/low vocababulary l htenlng centers, fllJltfcultural u,fta and speehl materfals to enhance language develq,nrot for kindergarten and first graders. Research centers were purchased and located In modJles throughout all grade levels. Parent workshop material, field trlo[s for enrichment selfestff!! kits for teaching, fncenttves for learning and transportation were all provided through thf APJG, Obstaclu to Goal Attalrmont The school report that classrOOffl teachers conducted their own evaluation of their 1tudents thrOUffh classwork performance, test scores, and standardized test results, Records are available of all materials p.,rchased and fLnds scw
nt, Hawver 1tathtlcal report fdentffytng 9pec1ffc groups of targeted children and thefr progrant was not provided by the school thus preventing a future tracking of the gry to Mteraf nerd progress, A.PIG Surmery Report - School -~G~x~~r_S~p~r~l~ns~E~l~omon=~t~r~y"----------------- Year Goals Results Eve luat ion Crf terf a/Process 1990- 1. To increase academic achievement end reduce *Targeted students showed seven months or more increase *Assessment and analysis of MAT-6 ard MPT test results. 1991 disparities for targeted students operating one or more in achievement on MAT-6. *Provided additional CoopJter time for identified years below grade level in grades 2-6 in reading and *3rd ard 6th grade students who participated In this students. math. program pass MPT with 85% mastery. *Provided two parent Malce and Take \Jorlcshops. students self-esteem was measured by office referrals *Provided a Parental Workshop. z. To Increase self-esteem of students which was reduced by 75X. 55x of all parents participated In Hake end Tako Workshops 3. To increase parental f nvo l vement 4ox of parents partkfpeted in the after school tutoring program. 1991 1. To increase academic achievement end reduce *Targeted students showed a 10X or more NCE gain on *Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted students operating one or more Stanford a. results. yeers below grade level in grades 2-6 fn readfng and *Targeted 3rd grade students mastered reading on HPT. *Provided additional co,rputer time for identified math. *Targeted 6th grade students mastered all areas of MPT students. except Science and Social Studies. *Provided two parent Make and Take Workshops. z. To increase self-esteem of students st~U self-esteem was measured by office referrals *Provided two Parental "orkshops. which was rOQJCed by 85%. 60X of all parents pert i cl pated In Make and Take 3. To Increase parental f nvol vement llorkshops. 3ox of parent participated in the after school tutoring program. 1992- ,. To Increase academic achievement and reoJCe Targeted student showed a 2% or more NCE gain on *Assessment and analysfs of Stanford 8 and MPT test 1993 dfsperftles for targeted stt..dents operating one or inore Stanford a. results. years below grade level fn grades 2-6 in reading nd *Targeted 3rd grade students mastered ll reas on the *Provided two parent Make end Take Workshops. Nth. HPT. *Provided Two Parental \lorkshopsa *Targeted 6th grade students mastered reading and Nth z. To increase self-esteent of 1tudenta on MPT. *Student 1elf-estem was measured by off fee referrals which oocreosed by 5X frono lest year. 3. To Increase parental Involvement *Parent pertfcfpetfon in Make and Take workshops Increased 2l from l t year. *40X of parent participated In the after school tutorial program. SllTffll!lry Statement The Incentive grant has contributed f~ely to the ed.Jcatfonal excellN"ICe of students at Geyer Springs School, Obviously the more ft.rds afforded the school, the more plamed activities we could have .,,fth obfective data to 1t,.pport the academic progress of students, Goals wel"e met fn the areas of flrprovfnq 9el f-esteem, ftrprovfng the over11l l population ecedefflfc achievement, and finally lessening Geyer Springs Elementary APtG Page 2 Obstacles to Goal Attairrnent APIG St.mnery Report School ___ J~e~f~f~er~~on~E~l~emen=-"t"a,._ry.__ _____________ _ Year Goals Results Evaluation Criteria/Process 1990- 1. lo improve reading and writing skills of * E"l)irical data reported an increase in language and * Teacher observation of students' early motivation and 1991 kindergarten and first grade students. writing skills. success in reading and writing skills. 2. To inc rease enthusiasm/rr.otivation toward reading and + Errpirical data also showed favorable improvements in * Comparison of whole class HAT-6 scores from 1989-90 and writing. writing sa~les from begiming to end of year. 1990-91. 3. To decrease the disparity between black and white Ho objective data was avai table this first year. students . 1991 - 1. To i rrprove reading and writing sk fl ls of See 1990-91 first two resut ts. *Teacher observation of students' early motivation and 1992 kindergarten, first and second grade students. success in reading and writing skills. Corrparison of MAT-6 and Stanford scores showed an 2. To increase enthusiasm/motivation toward reading and Increase of 6 percentile points in language arts COOl)8rison of whole class HAT-6 scores from 1990-91 and writing. related areas. Three points in total reading NCE. 1991-92 Stanford. 3. To decrease the black/white disparity. Coq:,arison of individual test scores for growth of children in the program for 2 years. 1992- 1. To f~rove reading and writing skflls of * See 1991-92 first two results. Teacher observation of students' early motivation and 1993 le fndergarten, first and second grade students. success in reading and writing skills. Objective data showed an fncrease of 10 percentile 2. To increase enthusiasm/motivation toward reeding and points In total reading 51st to 61st percent I le. C~rison of whole class Stanford scores from 1991-92 writing. and 1992-93. * 37 out of 75 2nd grade students showed growth of 7 3. To decrease the bleck/"11te disparity. months or more - 19 were black students. COOl)arison of individual test scores for growth of children fn the program for 2 years. Surmary Statement Teachers and parents feel that the \lrftfng to Reed and \lrftfng to Urfte Programs are beneficial for children from all backqrOUlds and with various learning styles. Errpfrlcal data Indicates a growth In self-esteem, early school successes, confid4!nce in creative writing and an Increase fn expressive language skills, Obstacles to Goel Attairment oue to the grade levels being targeted, obfectlve data has bttn more dffffcult to docunent, Changing frOffl MAT-6 to Stanford 8 made whole group conperlsons difficult for one year. Also, our attendance zone changed whe-n tcing School was ffled which again has made co,rparfson end following stt.dents more dffffcult, The secord grade lilrftfng to Urfte progrl!!lffl has been easier to objectively docunent due to having test evidence from preceding year that evf~e was very positive, APIG Sutmary Report School ---"~=be=lv~=l=e_E~l=emen=~t=~ry~---------- Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic achievement for all students. Date from the MPT end MAT-6 did not reflect en Increase Cooperative learnfng and Learning Styles workshops were 1991 In achievement or e redJctfon In disparity. scheduled for staff to eMance teaching. An intense 2. To reduce the dfsperttfes In cadefflfc achievement conm.mfcatfon process and lnservfces were set ~ to keep among gr~ formed on the basts of race, gender, and parents involved with their school. economic status. 1991 1. To increase academic achievement for all students. MPT dote reflected 85X 11estery (en Increase) In Writing to Reed Program es f""lemented. Peer tutoring was 1992 reading. Sheth grade Stanford 8 data reflected all fff1)lemented at noon. Saturday School for 6th graders. 2. To redJce the disparities In academic achievement class totals below the 50 NCE. IEP'a were developed Class sheets were reviewed each 9 weeks. emong gr"'-"5 formed on the basis of race, gender, end for each etrfsk student. econcni c status. 1992 ,. To Increase academic achievement for all students. MPT dote reflected 85X (an Increase) In reeding ard Teachers taught their specialty In the intermec:Hate grades 1993 scfence. Stanford 8 data reflected all class totals to focus on academic frrprovement. Peer tutoring was 2. To redJce the dfsperftfes tn academic echfev_,,t below 50 NCE wtth en Increase in achievement in grades cont trued. among grC>l.4)5 fanned on the basfa of race, gender, and 1, 2, 3, 4 end 6. economf c status. SLIIINlfY Statement Test scores dfd not reflect slbstantial academic achievement, Enrichment programs lfk:e Math Olynplad, Geography Bowl Gffted(Talented OUh Bowl, Spelling Be-e 1 and Friday Clubs did provide og,or-tuiltfes for students to explore thefr Interests and to be Involved fn working together, Parents have openly expressed thefr Interests and their satfsfactfon with the experiences provided to thefr students as well as the programs provided for them. Obstacles to Goel Attainment The student population at Mabelvale h very t.nStable, Twenty-five percent (25X) of the total school pop.,latfon are inobfle each year. Fifty percent (SOX) of the 3rd graders who fafled math were new to Mabel vale. Sixth percent (60%) of the ahth graders who failed reading were new to the school, An early identification of a targeted gray, of students fn addftfon to plans and monftorfng process rrust be estebl !shed ff accurate data Is to be recorded. APlG SLmT18ry R~rt - School ---'H-"c"'0-"e'-'rmo=t.,_t _____________ _ Year Goals Results Evaluation Criteria/Process 1990 1. To Increase academic ach I evement for all students. Teachers observed kindergarten stl.dents motivated and The first stage of the Writing to Read coq:,uter program 1991 Interested In the \lritfng to Read program. Grode J HPT was purchased and iff'f)lemented for kindergarten students. 2. To reduce the disperftfes in acadffl!ic achievement data reflected 85% or above mastery fn reading and math Twenty- two teachers were i nservi ced on cooperative emong groups formed on the basis of race, gender, and for all groups. Grade 6 HPT reflected 85X mastery or learning and were furnished materials and supplies. economic status. above fn 3 out of 5 content areas. 1991 1. To increase academic achievement for all students. Grade 3 MPT data reflected mastery fn reading and math. The APIG f\Mlds were all targeted to the updating of 1992 Sixth graders had mastery in 2 out of 5 content areas. carp.,ter equipnent and materials for the Mritfng to Read 2. To red.Jee the disparities in academic achievement on the Stanford 8, all class totals were below 50 NCE program. First grade students were included this year. emong groups formed on the basis of race, gender, and with little disparity. ecOOOftlf c status. 1992 ,. To Increase academic achievement for all students. Grade 3 MPT data reflected mastery in reading and math. No APIG fl.nds were requested. Teachers tutored individual 1993 Grade 6 MPT data reflected mastery in 4 out of 5 students fn their own classrooms. 2. To reci.Jce the disparities In acedefflic achievement contfflt areas. The one area was 83X cc:,q:>ared to 1992 among gr0l4)5 fonned on the basis of race, gender, and at 64X. on the Stanford S, two classes totaled 50 NCE ecOOOftlic status. or above. S1.mNtry Statement McDermott has a strong parent support and cOffll'U"lfty involvement. There Is a total of five PartMrs fn EOJCatfon groups assfstfng in tutoring progrems, mentodng, career trafnfng, safety pol ice cadets and recruitfng. One partner has been responsible for the recruitment of 50 famflfes:. The PTA h always first In the district to attafn 100% menbershfp. Obstacles to Goal Attatnnent The school fs not tar9etfng spectffc atrfsk students for tutoring and recordfng statfstfcal date to reflect the academic progress. APIG Sum,ary Report - School -~"~~ad~o~w~c~l~lf~f ___________ _ Year Goals Results Evaluation Crfteda/Process 1990- 1. To increase academic achievement for all students. Absenteeism of students dropped as corrpared to 1988- 1. Teachers will receive training fn TESA and Team 1991 89 . Learning to increase academic achievement and reduce Standardized test scores were raised. disparity. Student behavior inproved. 2. To reduce the dfsparltfes in acadeniic achievement Posftfve responses by students and parents in the 2_ Equipnent and materials wfl l be upgraded and purchased among groups formed on the basis of race, gender, and school cl fmate surveys. to increase students' test understanding. economic status. 1991 - ,. To increase academf c ach f ev~nt for all students. Staff participation in training for "network" COf11)tJters Focus was on 11networking11 the building with a system of 1992 was c~leted. Stanford test data reflected class classroom C0fl1)Uters controlled by a file server located in 2. To reduce the dfsperf t f es In acadernf c ach I evement totals. Grades 2, 3, 4, and 6 were above the 50 NCE. the Med
a Center. among groups formed on the basi of race, gender, and economic status. 1992- 1. To increase academic achievement for all students. Stanford Test data reflected that class totals fn all The APIG focus was to continue the purchase of classroom 1993 grade were above the 50 NCE. Disparity between 1992 Coq>Uters to Increase the academic progress of all 2. To reciJce the disparities In academic achlev.....,t and 1993 did not deer stl.dents ard to reciJce disparity_ among gr0l4)5 formed on the bash of race, gender, end economic status. Slfflftlllry StetemMt examination of each year's rrport reveals that the first year (1990-91) AIPG Instructional materials and egufpnent were purchased, staff developnent activities were conducted, and parent workshops were held. the following two years (1991-92, 199293) all expenditures were used fn networking the building with COffP:!ter egufpnent to conplete the program. Test data reflected an increase fn achievement fn class totals but the dhparfty has not yet been reduced. Obstacles to Goal Attafrrnent Not targeting spe
cfffc 9r9':P! in need ard rnalntafnfng stathtfcal data prevent determination of the success of the teachers' staff developnent on the students' learning. APIG SUffllary Report School _ _,,o.,_tt..,e.cr_c,.,rc,ec,,e.,,k_,E,_,l"'emen""""'t"'a'-ry'----------------- Year Goals Results Evatuatfon Criteria/Process 1990 ,. Enhance educational achievement and reduce 3rd grade students mastered reading and math on HPT. Assessment and analysis of MAT-6 and HPT test results. 1991 disparities for targeted at-risk students In grades )C>6. 6th grade students mastered all areas of MPT but Provided academic and gold behavior incentives. 2. Increase sel festeem of students. science and language arts. Provided fnservices to teachers in TESA, Classroom 3. Increase parents l involvement. Majority of students scored above 50th percentile on Management and Learning Styles. MAT-6. Extended Encourager Program. Growth In r'IUtt>er of black males passing MPT in reading and math at 3rd grade. Provided transportation to parents for PTA meetings and conferences. 1991 1. Enhance educational achievement and reduce 3rd grade students mastered reading and math on MPT. Assessment and analysis of Stanford 8 and MPT test 1992 disparities for targeted at-risk students In grades K-6. results. 6th grade students inastered all areas of MPT but 2. Increase sel festeem of students. language arts. Provided coq:,uter, software, and printers for IC-3. 3. Increase parental f nvo l vement. Majority of sh.dents scored above 50th percentf le on Provided manipulative and instructional materials. Stanford 8. Provided academic and good behavior incentives. Growth on MPT in science, language arts end social studies for black females In 6th grade. Enhanced Encourager Program. Growth fn science and social studies on HPT for black Provided transportation to parents for conferences. Nle In 6th grade. Provided parental workshops. APIG Surmary Report - Otter Creek Page 2 1992 1. Enhance educational achievement and reduce 1993 disparities for targeted at - risk students in grades K-6. 2. Increase self - esteem of students. 3. Increase parental involvement. Sl.lT1'Mry Statement 3rd grede students mastered reading and math on HPT. * 6th grade students mastered all areas of HPT but science and language arts. . Increase in nut'Der of students scoring above 50th percentile on Stanford 8. Growth in nurber of black females passing social studies on HPT in grade 6. * Assessment and analysis of Stanford 8 and MPT test results. * Provided co,rputer software, manipulative and instructional materials for reading, math, science, and social studies . Provided transportation end field trips . Prov ided academic and good behavior incentives. Provided transportation conferences. Third grade ~tudents mastered reading end math on the HPT. At the sixth grade level in all areas but science and language arts were mastered on the HPT. A growth in the nurber of black males passing MPT was shown at the third grade level. At the sixth grade level a growth fn science, language arts, and social studies for black males was shown. An increase fn the nurt>er of students scodng et the 50th percentile or above on Stanford 8 was shown, and there hes been a ~rease fn the nurt>er of s suspensions and students. Obstacl~s to Goal Attafrmont APIG Summry Report - School ___P :.,:u._,l.,o"'sk::.l'--"He,._i"'g"'h-"ts....,_E.,_1-="'n"'ta"'r-'y_ ________ Year Goals Results Evaluation Criteria/Process 1990- 1. To f ncrease academf c ach f evement for oil students. Grode 3 HPT doto reflected mostery (88X) In reading, Consul tents, materials, and stipends were provided to all 1991 90X (91) moth. Grade 6 data reflected mastery In 2 of staff members to motivate and train in the areas of whole 2. To reduce the disparities fn academic achfevement the 5 subject arees. language and \lrftfng Across the Curriculun. tnstructlonal am:::,ng groups formed on the bas is of race, gender. and equipment, camcorder, projectors, l fstening centers, etc. economic status. were purchased to support areas of learning. 1991- 1. To increase academic achievement for all studc!nts. Grode 3 HPT doto reflected 95X In reading, 90X math. Staff developnent continued fn the areas of reading and 1992 Grade 6 data reflected mastery in 1 of the 5 content. whole languege. Twenty-five black females, 45 bleck 2. To reduce the disparities fn acadenlfc achievement Stanford 8 data reflected grades 2 and 3 above the 50 males, 9 white males, and 8 white females participate fn a among groups formed on the basts of race, gender, and NCE. tutoring gr~. Niinerous trade books and magazines fn the economic status. content areas were purchased to support the goals. 1992- 1. To increase acadenlic achievement for all students. Grode 3 HPT data reflected 56X mastery In reading and Three teachers, one aide, snacks, transportation, and 1993 88X In .. th. Grade 6 data reflected mastery f n 2 of materials were ft.rded to the after-school tutoring program 2. To reduce the disparities fn academic achievement the 5 content areas. Stanford 8 data reflected grades for 60 days, 1 1/2 hours. among groups fonned on the basis of race, gerder, end 1, 3, and 4 above the 50 NCE. economl c status . SlfflMry Statement The Pulaski Heights ElfflNffitary staff successfully used the APIG to lrrplement strong staff devel9ffl!fflt programs ard to purchase materfal1 1 egufpnent, program guides, ard other essffltfal elements needed for the fnplementatfon of the program. Progress was made fn sane areas of achfevefflent. Obstacles to Goal Att frment Dete was not reported on the tutoring 9rou,s to track progress of frdfvfciJals. A change in prfncfpels occurred d.Jrlng thfs tfme perfod. A.PIG S1.mnery R~rt - School __ .:,.Rom=i"'ne"-------------- Year Goals Rosul ts EvalU8tion Criteria/Process 1990 1. NA 1991 2. Plan written but not l,plemented. Delayed to 1991 - -- ----- 92 school year . 1991 1. To raise the academic success of all students. It ls noted that the Stanford and AMPT results 1. Uni ts of stl.Kfy targeted to reach areas rated low on 1992 reflected acedemfc progress fn all areas . the MAT-6 and MPT. 2. To redlce th disparity among all Identified groups. 2. Provide specific program models for targeted atdsk. students. 1992- 1. To raise the academic success of all students. Stanford 8 test results as well as AMPT scores 1. Unites of stl.Kfy targeted to reach areas rated low on 1993 reflected increased academic success among studfflts the MAT -6 and MPT . along with the redlctlon of disparity emong all 2. To redlce the disparity emong all Identified groups . ldentlfhble groups. 2. Provide specific program models for targeted at-risk students. Surmery Stat~t The fl.l'lds acquired through the APJG em1bled the staff to develop ll"lits write program guides oorchase materials ard egufpnent, ard to provide ffeld trfps for enrichment. Thfs resulted fn the students having the opoortl.llfty to vlsualfze, interpret and process lnfonnetlon that would raise thef.- achievement level . Obstacles to Goal Attairment The delay fn fnplemented the gr-ant on an earl fer tfmel lne fn the 199091 school year- was an obstacle. Test scor-es sf nee 1991 tndfcate that academic pr-ogress was achieved. APIG SI.ITIMry Report School --'T"e"-r'-r._ ____________ _ Year Coals Results Evaluation Criteria/Process 1990- 1. To increase ecademic achievement for all students. HPT test results in 3rd and 6th grades reflected en Thematic 1.#lits were prepared to target all students' 1991 fncrease in achievement for black and white students. needs. Staff developnent schedule for all staff to 2. To reduce the disparities in academic achievement ilfl)rove teaching strategies. among groups formed on the basis of race, gender, and economic status . 1991 - 1. To increase academic achievement for all students . Test results reflect a sfgni ff cant increase fn all test Staff developnent and fnservfces continued to be 1992 scores. one huidred percent C 100X) of black students conducted. Sevm professional training sessions were 2. To reduce the disparities fn academic achfevetl'N!nt in 6th grade passed the MPT in reading, math, language irrplemented: Wright Group, HCRAT, Reading and Writing among groups formed on the bas f s of race, gender, and arts, and social stt.dfes. Across the Curriculun, learning Styles, and science economic status . training. 1992- 1. To Increase academic achievement for all stl.dents. HPT test data reflects a contfr.Jed increase in Staff developnent ard fnservfce training contlrued fn 1993 achievement ard a reduction In disparity. Mastery in addition to the frrplementatfon of a strong fncmtfve 2. To reduce the dfsparitfes fn academic achievement all areas of the HPT occurred. program to inotfvate students and a perental involvement among groups formed on the bes la of race, gerder, and conmi tment. economic status. Sunnary Stattfflil!nt The APJC fl.rids provided professional training to the staff resulting in the Terry teachers being better prepared to reach a diverse student pop.,lation. The focus of the teaching methods and stratNJ
es resulting from the ongoing staff developnMt produced teachers who were more confident and conpetent to ,nake decfsfons regardfng thefr students' teeming. Obstacles to Goel Atta
rrnent No obstacles . Goals were ettefned at Terry. Terry was one of two area schools who pessl!'d all sections of the HPT test. APIG Sunnary Report - School ___ u""a"k""e-'-f"'ie"l"d ______________ _ Year Goals Results Evaluation Crf ter i a/Process 1990- 1_ To increase academic achievement for all students. MPT data reflected 8711: mastery In reading and 88X ,. Equfpnent and suppl fes were purchased for all 1991 mastery in math on the 3rd grade level for all grC>t.4>s cl ass rooms. 2- To reduce the disparities in academic achievement except black females (76%). among groups formed on the basis of race, gender, and 2. Staff developnent in science ard social studies economic status. were scheduled to enhance teaching in grade 3. 1991 1. To increase academic achievement for all students. Data reflects all grades total below the 50 NCE on the ,. Additional instructional materials in science and 1992 Stanford 8. MPT reflects all students passing in grade social studies were purchased for classrooms. 2. To reduce the disparities In academic achievement 3 at 85X or above except black males (76X). Reading among groups formed on the basts of race. gender, end and math was passed In grade 6 by all studfflts. 2. F
ve-week tutoring sessions for et-risk students in economic status. grades 36. 1992 ,. To increase academic achievement for all students. Data reflects all grade totals on the Stanford 8 below Science materials, staff development, professional 1993 the 50 NCE with lrrprovement In grades 1, 3, and 5. meetings, at-risk strategies to enhance teaching, parent 2. To reduce the disparities In ecadenfc achievement All students passed the 3rd grade MPT except black workshops and tutorial programs for selected Lnder among groups fonned on the bash of race, gender, and males (76%). Reading and 118th was passed In grade 6 by achievers. economic status. white males and females only. Black students passed by 2X. Surmary Stat8'1eflt The APIC ft.nds ~bled the school to: have staff developne:nt sessions by providing teacher stfJ)!ndsj purchase materials and eq.Jipnent
provide inc:Mtives for stud~ts
and, f&.nd snacks and transportation for the students Involved fn the tutoring sessions. The school acquired exceptional Mrlchment materials and egul~t that enhanced both the nusfc program and library collection. Obstacles to Goal Attefrrnent No measurable data wu malntaf~ as to the success ff the selected U'lder achievers who attended the tutorial program. Year 1992- 1993 Sunnary Statement APJG SUIINlry Rport School Uash
ngton Magnet Goals 1. To provide a weekly reader subscription to each student in the 1st through 6th grades 2. To in-.,rove the disparity in achievement in the HPT of sub-population a related by CRTH and NORM Referenced Tests. J . To hire five certified staff metrbers to assist Twin City Bank e,rployees, to staff the After School Homework Center. Results Evaluation Criteda/Process Since we began the program In March, we do not have 1. CRTH Tests coq>arison data from standardized testing. However, students look forward to getting their Ueekly Readers 2. Stanford 8 and parent and teacher conments were positive. Eightr ftve percent of the teachers requested Ueekly Readers 3. Increased reading fn the content area for th 1993 94 school Yr. Since we were I.Xl8ble to get certified people to assist volunteers I.Xltil Harch, the results re yet to be known. 4. The program was designed to assist students, who would not receive help at home, with their homework. In March, the PTA matched fl.n'.fs to hire certified staff. 5. AHPT Test Results 4. Eighty-five percent of tl 3rd graders will pass 3rd Grade: Reading 90X the reading sections of the Arkansas Hinfnun Performence Hath 93X Test. * 6th Grode: Reed Ing 84X Moth 98X language Arts 82% set enc 90X Sociol Studt 83X Ont y one student df d not show progress according to the EPSF post test. Several students re now working on grode levl. Second grade had posftfve growth fn all areas tested xcept one (concept N..-rs). Fffth grade had posftfve growth fn ell areas tested cept one (Math C"""tat ton). 6. Interim Reports 7. EPSF Post tests 8. Stanford 8 was given to select second and fffth grede in Aprfl and then agotn in July. the Weekly Reeder Pr29ran1 fs a way of gettfng all of our st~ts to read about current events, They reed in the classroom and took their weekly readers home, hopefully, to reread. Thfa wfll Increase reeding skills and fflllke st~t more aware of current events fn the world and event close to home. The Homework Center has the posstbflfty to be viable force fn test scores fn our low abflfty chfldren. \lfth more tfme, and voh.r,teers who are becoming better trafned this program wfll show results fn the spring 9tandardfted testing, AHPT THt Results: Classes were well attended and parents co-operated with the teachera. Teacher worked on skfl ls not iriestered based on assessments given by the ctassrom teachers, APIG S<mMry Report School _ _,:11,,_at,.,sc,,on,_,_ _______________ _ Year Goals Results Evaluation Criteria/Process 1990 ,. To increase academic achievement for all stu::::tents . Test scores reflected increased achievement of all ,. To provide staff developed in whole language, 1991 students and decrease dfsparftfes in the 6th grade. cooperative learning, classroom management and learning centers. 2. To reduce the disparities fn academic achievetrent 2. Ten faculty meetings devoted to the training of among groups formed on the basis of race, gender, and management of an integrated curriculun. economic status. 1991 1. To increase academic achievement for ell students . Teachers used checkl lsts to monf tor student 1. To target m. of the 1st graders below grade 1992 participation and to evaluate students' work. Test instructional level. The \Jrite-to-Read corrp.,ter program 2. To rtuce the disperftfes fn academic achievement scores reflect an increase in academic achievement. will be partially purchased. among gr0l4)5 formed on the basis of race, gender, and economic status. 1992 1. To Increase academic achievement for ill students. Test scores reflect an increase in academic ,. The final purchase of the materials for the \lriteto 1993 achievement. Read labs was made. 2. To reduce the disparities fn acedemfc achievement arrong groups formed on the basts of race, gender, and economic status. SLITl'Nlry Statement The fuids received from the APIG were used to support the focus of the school's plan .. the p.,rchese of the WrftetoRead conputers and materials. In conjl.XlCtion to this major purchase the other experdl tures were targeted to staff ~velopnt!nt science materials, end st.g>lementel readers. Obstacles to Coal Att irmMt None Washington Magnet Page 2 CRTH and NORM Referenced Test: The kindergarten class was very successful. Host students irrproved on EPSF skills and are currently functioning on grade level. Two students ere being monitored for possible interventions. j. '>~lcrt n.nibi:-r of c
wdentc, frl'.lfn c
ec.:iM
inrl fifth or.:ides attended a sUTmCr program at Uashington. Classes focus~ on reading and math skills. At the conclusion of the class, all students were administered thl! Stanford 8 for l"eading 11nd math. Scores wi?re canpared with the students' April Stanford 8 scores and growth was charted. As was noted each grade had only one negative growth area . 1n second grade, the high~st growth area was in reading vocabulal"y with a 17.5 NCE gain. The fifth grade greatest gain came in reading conprehension with an 8.1 NCE gain. Obstacles to Goal Attairrnent The Ueekly Reader Program: our biggest obstacle was getting the readers on tin.! and fn getting the correct rM..mber we needed for each grade level. The Homework Center: The loss of voll.11teers from the bank and/or loss of PTA matching funds will cause a drop fn projected scores. AHPT Test Results: Ineffective sfx grade teachers one class had four teachers the ffrst nfne weeks due to the little Rock School District's decision to put the classroom teachers back into the G/T programs. Thfs class never got back on track. The teacher resigned durfng the fourth nine weeks. CRTH and NORM Reference Tests: One student missed the first weelc of school. APIG S"""8ry Report School ---'ll"'e"'s'-'t.,_e'-'rn~H-'-1'-'ll..,,s,__ ___________ _ Year Goals Results Evaluation Cdterh/ Process 1990 ,. To increase academic achievement for all students. The HPT scores In 3rd grade reflect that 86% black ,. Materials were purchased to enhance teaching In all 1991 moles end 100% black females passed. One hLndred areas. percent (100%) white moles end females passed. The 2. To reduce the dfsparlties in academic achievement disparity showed a reduction. 2. Homework centers were established and peer tutoring among groups formed on the bas Is of race, gender, and groups were identified. economic status. 1991 ,. To increase academic achievement for all students. Test data reflected that grades 1, 2, 3, and 6 scored ,. Materials for 171.Jlticultural lessons, microscopes, 1992 above the 50 NCE on the Stanford 8. Ninety-three encyclopedias, research materials for all classes, and percent (93%) black males end 100% black females math coq:,uter software contirued to be purchased for all passed. One hLndred percent (100%) white moles end classes. females passed on the 3rd grade HPT. 2. To reduc: th dfsparftlu In academic echlvemont 2. School-wide incentives for academic and behavior among gr~ fonned on the bash of race, gender, and achievement were pur-chased. economf c tat us. 1992 ,. To fncr-ease academic achievement for all students. Test data reflected that grades 1, 2, 3, 4 and 6 scor-ed ,. Materials for- social studies providing 11Geo-Safer-i 11 1993 above th 50 NCE on th Stanford a. One hLndred centers for each classr-oom will be provided to teachers in per-cent (100%) black 3r-d grade males passed the MPT. need of social studies riaterfals. Also, teacher-a observed better behavior and fewer sent 2. To reduce the disparities fn academic achievement homes. 2. Thirty (30) etrfsk stu:lents wero targeted to monitor among grOt..pS formed on the be1t1 of race, gender, and the self-esteem COffl)()llfflt. econonifc status. SU'TINlry Statement The grant was focussed on building students' self esteeffl fn order- to inprove academical Ly and to fflhance teaching through the purchase of materials in all the areas of learning. Exmples: The 0lsabflfty Awareness Series for Spfal Education, Souids of Language by Bfll Martin for K-3 grades, overhead projectors, math manfpulatlves vid~ tapes science kits and nunerous manipulatives. Obstecls to Goel AttalrfflMt Additional data consfsting of students' names and observable m:ogress fn the areas of pttr tutoring, homework center attendance, and the set f-esteem conponents was not reported. APIG Sum,ary Report - School ___ W:.i,_,l"'s"'on"'----------------- Year Goals Results Evaluation Criteria/Process 1990- 1. To increase academic achievement for all students. Test data reflected a decl fne in the 3rd grade HPT Afternoon COl1l)Uter and phonics programs for students 1991 scores over the 1989-90 scores. Grade 6 HPT scores 2 times per week. 2. To reduce the disparities in academic achievement reflKt~ mastery In reading and math. among groups formed on the basis of race, gender, economic status. and Incentive program for set f esteem. . Increased parent involvement to support at - risk students. 1991- 1. To increase academk achievement for all students. Significant i rrprovement in 3rd grade HPT scores in Materials to support the academics were purchased: 1992 1992: reading, 95X with all groups achieving 85X or science charts, heart models, solar systffl'IS, etc. 2. To rKfuce the disparities fn academic achievement above
math, 87X with all groups except black males. among groups formed on the basfs of race, gender, and Sfxth grade mastery fn reading and math for ill groups. Parents were provided packets throughout the year to economic status. No fq::,rovement f n other areas. help their children. Nfne teachers provided after-school tutoring to students. 1992- 1. To increase academic achievement for all students. HPT In Jrd grade reading reflects mastery (88%) and a Equfpnent purchases to enhance teaching were made: 1993 decl fne in math- MPT f n 6th grade - no mastery f n any recorders, listening centers, overhead projectors, and 2_ To reduce the disparftfes in academic achievement areas. eddftfonal science lab pieces. emong groups formed on the bash of race, gender, and economic status. Sl.lffMry Stat~t Test data does not reflect a steedy growth of fnprov~nt fn the u
,per grades. The ffll!lterfals and eguipnent purchased were a nttdt asset to the school's program. Staff developnent appeared to be a Q!Slected area that needs to be addressed ff student achievement h to be acconplished. Obstacles to Goal Attai~nt The lack of plamed staff developnent sessions is a deffnfte obstacle to student achievement. Data not reported on the targeted students prevents success Interpretation. APIG Sunnary Report School ___ll ~ood=~ru~f~f_ _______________ Year Goals Evaluation Results 1990 ,. To f ncrease acedemf c ach f evement for all students. Staff developni!nt with IN!lterfals was provided for all Data fran the HAT6 tests reflected that disperfty end 1991 staff. El even teachers tutored 104 students f n grades achievement increased. The percent of black students 2. To reduce the disperitfes fn academic achievement 26 who were targeted as hfgh risk for future failure. at/above grade level increased from 31X to 39X. The among groups fanned on the basis of race, gender, and percent of white students at/above grade level increased economic status. from 49% to 67%. The dfsperity widened by 10X. 1991 ,. To increase academic achievement for all students. Six sessions of staff developnent end stipends provided Data from Stanford 8 reflected that fn all grade levels 1992 to all staff members. Enrichment experiences were NCE scores f ncreased. On the 3rd grade MPT, 100X of the 2. To reduce the dfsparitfes fn academic achievement provided to all students. Targeted groups of students black. males passed reading (an increase of 33X over 1991). among groups fonned on the bas ts of race, gerder, and were scheduled for after school tutoring with snacks Twelve percent (12X) fewer black females pessed reeding. economic status. and transportation provided. 1992 ,. To increase academic achievement for l l students. Teachers end aides atterded 5 sessions In staff Stanford thinking skfl ls scores Increase fn grades 36 by 1993 deve l opnent. The c01.nSelor worked with targeted high over 10 NCE points. Disparity of scores on the 6th grade 2. To reduce the disparities In acedenic achievement risk students In grades 16 for 1 1/2 hours dally after MPT were el imfnated. Only one black female end one white among gr0l4)5 formed on the bash of race, gender, and school fn addftfon to the ongoing tutoring sessions. male failed to pass ell five sections of the test. economic status. S1.mn11ry Statement The Uoodruff staff developnent progrern5 were well planned that the tutoring classes were well orgenhed fn that they targeted the students In need. The total staff was Involved fn the excellent teBftl delivery of the programs. Even though fl.ndfng was late fn coming, the success of \locxfruff' total teant approach In workfng wfth students hes been exenplery. Obstacles to Goal Attalrment ate fend! ACADEMIC PROGRESS INCENTIVE GRANT (APIG} PROGRAM EVALUATION SECONDARY SCHOOLS Program Description Purpose The purpose of the Academic Progress Incentive Grant was to provide funding beyond the regular budget to all area schools in assisting them to increase academic achievement and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Principals and their committees were to submit a proposal and budget sheet in requesting the grant. Scope and Content The Academic Progress Incentive Grant described in the Desegregation Plan was first made available to each area school principal in 1990-91 in the sum of $25,000. In the following two years, additional sums were made available - $25,000 in 1991-92 and $10,000 in 1992-93. The process to be followed was for each school principal and school committee to write a proposal. A budget sheet identifying items and cost as related to the proposal being submitted was to be attached. The plan utilizing the grant money was to be directly connected to and supportive of the school's annual school plan. The school plan was developed cooperatively by the principal and staff with parent committee input yearly. Each grant proposal was forwarded to the Academic Progress Incentive Grant Committee for review. Upon approval, the budget sheet from the proposal was forwarded to the Financial Services Department and budget codes were then set up for the individual school to use for the purchasing of items requested in the proposal. Items requested by the school were typed on requisitions and forwarded to the assistant superintendent who supervised the particular area school The Academic Progress Incentive Grant was then checked to make sure that the requisitions supported the goals of the Academic Progress Incentive Grant program: to improve the education of all students and to reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Participants/Beneficiaries The Academic Progress Incentive Grants in the secondary area schools served both entire student bodies in some cases and identified groups in others. In the four restructured junior high schools, Cloverdale, Forest Heights, Pulaski Heights, and Southwest, one joint proposal was submitted, serving the entire student body. APIG Program Evaluation for Secondary Schools page 2 Mabe/vale also submitted a proposal that served the entire student body. At the high school level, J.A. Fair presented a proposal that served all students, while both Hall and Central proposed to serve an identified group of students. At Central the focus was on remediating core area skills among at-risk students. At Hall average to above average stud en ts were served, developing their leadership and academic skills to serve as models for their peers. Program Goal The purpose of the Academic Progress Incentive Grant was to provide additional funds to the principals of the little Rock School District area schools who submitted proposals indicating plans: 1. To increase academic achievement for all students. 2. To reduce disparity in achievement among students of different racial, socioeconomic, and gender groups. The Academic Progress Incentive Grant was to be offered to the principals of the areas schools each year for a period of three years (1990-93). At the conclusion of that time period, a three-year summary would be submitted (Desegregation Plan, page 82) in order to evaluate its continuance. The two goals of the Academic Progress Incentive Grant along with specific objectives to have been accomplished to assist in the implementation of these goals are as follows: Obiective One: To increase the academic achievement for identified students in the core curricular areas by providing teachers with a broad base of resources and equipment. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. APIG Program Evaluation for Secondary Schools page 3 Obiective Four: To provide staff development activities which meet the specific needs of identified students. Evaluation Criteria The summary report of the Academic Progress Incentive Grant has been evaluated by data analysis from the years 1990-93, specifically the evaluation will consist of: 1. Sufficient resources and materials were provided for teachers to increase the academic achievement for identified students in the core curriculum areas. 2. Enrichment activities were provided to identified students to broaden their experience base. 3. Parents were involved with school staff in working together to increase academic achievement and in reducing the disparity of identified students. 4. Staff development was provided to raise staff awareness/expectations of identified students. Evaluation Results Evaluation results reflect information submitted by area school principals at the end of the three years initial funding cycle for the Academic Progress Incentive Grants. Obiective One: To increase academic achievement for identified students in the core curricula areas by providing teachers with a broad base of awareness and equipment. Discussion During the Academic Progress Incentive Grant period, 1990-1993, sufficient resources and materials were provided to the area secondary schools who participated to increase student achievement and reduce disparities in numerous schools. APIG Program Evaluation for Secondary Schools page 4 For the 1990-91 Academic Progress Incentive Grant period, six schools reported increases in achievement, and five schools reported reduction in disparity. Seven of the eligible schools participated in the 1990-91 grant period. For the 1991-92 Academic Progress Incentive Grant period, six schools reported increases in achievement, and six schools reported reduction in disparity. Eight of the eligible schools participated in the 1991-92 grant period. For the 1992-93 Academic Progress Incentive Grant period, six schools reported increases in achievement, and four schools reported reduction in disparity. Six of the eligible schools participated in the 1992-93 grant period. Obiective Two: To provide varied enrichment activities that would broaden identified students' experience base. Discussion The four restructured junior high schools participated in a joint proposal that involved common program components The enrichment activities included a seventh grade orientation program, easing the transition from grade six to seven
and an after school program which included tutorial opportunities, extended learning opportunities, nutritional snacks, high interest cultural enrichment activities, a homework center, and transportation. In the other participating junior high, tutoring and field trips enriched the core curriculum each quarter. Additional study carrels, tape players and head phones were provided in classrooms. An intramural sports program and an academic and behavioral incentive program also added to the enrichment of the students' experiences. The three participating high schools also provided varied enrichment experiences during the Academic Progress Incentive Grant period to broaden the student's experiences. Enrichment experiences in the high schools included tutorial programs after school and on Saturdays, leadership development sessions, sessions designed to teach behaviors consistently displayed by high achieving students, activities to enhance self esteem of program participants, academic coaching sessions, exposure to community resource speakers, and sessions designed to establish successful relations with teachers of the participants. APIG Program Evaluation for Secondary Schools page 5 Additional enrichment experiences at the high school levels were provided through the additions of computer hardware and software, multi cultural reading materials, audio visual equipment, scientific equipment, and musical equipment. Obiective Three: To involve parents as full partners in planning at schools for identified students' growth and success. Discussion The degree of attainment of objective three is not reported in some of the reports submitted at the end of the initial three year funding cycle for Academic Progress Incentive Grants. The restructured schools report the participation by parents in the orientation program each year was quite high, with most of the 65-75% of the students participating being accompanied by a parent. The report also mentions that parents were invited to attend other programs and academic sessions. One of the high school proposals involved a parental component. This program was designed to inform parents about the program their students were participating in, to seek their comments about changes in behavior and attitudes evident among program participants, to seek suggestions for program modifications, and to provide program evaluations for future planning. These parental involvement sessions were held each year of the three year funding cycle in the participating high school. Obiective four: To provide staff development activities which meet the specific needs of identified students. Discussion The degree of attainment of objective four is not identified in many of the reports submitted by the areas schools at the end of the initial three year funding cycle for the Academic Progress Incentive Grant. Those reporting staff development activities included sessions to enhance classroom discipline, self esteem, critical thinking, and sessions explaining the expectations for the grant proposal. Other experiences included sessions on the roles of program mentors, how to provide academic and behavioral coaching, the development of testtaking strategies, and future planning sessions. APIG Program Evaluation for Secondary Schools page 6 Obstacles to Goal Attainment The goals of increasing academic achievement for all students and the reduction of disparity in achievement among students of different racial, socioeconomic, and gender groups were only partially attained during the initial funding cycle for the Academic Progress Incentive Grant. Obstacles to goal attainment included the following: 1. Funding for the Academic Progress Incentive Grant was approved near December of each of the funding years, allowing for implementation during only the second semester of each funding year. 2. Funding levels were reduced from $25,000 to $10,000 for the 1992-93 Academic Progress Incentive Grant. 3. At the secondary level the majority of the impact of the Academic Progress Incentive Grant has been in directed assistance to the development of identified students in programs after the regular school day ends. Such an arrangement limits availability of students for program participation due to extra curricular activities, family responsibilities, and employment of students. 4. Three to five hours weekly for eighteen weeks is not sufficient time to bring about the necessary academic improvement to offset the disparity in achievement levels. 5. The lack of consistency in the collection of formative and summative data, and in the analysis of said data, hamper the ability of researchers to draw uniform conclusions about the effectiveness of programming under the Academic Progress Incentive Grant. 6. There is a need in some instances to show a more direct relationship between the strategies employed in a proposal and the attainment of the proposal goals under the Academic Progress Incentive Grant. 7. Availability of parents for the planning and evaluations of Academic Progress Incentive Grants is limited at the secondary level. Recommendations 1. Continue funding the Academic Progress Incentive Grant in those area schools meeting stringent approval criteria. APIG Program Evaluation for Secondary Schools page 7 2. Make funds available in September of funding years so to extend the impact time. 3. Increase the funding level to original levels. 4. Require documentation of impact on goals by proposed strategies. 5. Require consistency in the collection of formative and summative data, and the analysis of said data, to enable uniform conclusions to be drawn about program effectiveness. APIG Summary Report School -Central YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. To provide remediation to students 1. Failure rate was reduced from 834 to 322 1. Changes in failure rates were who are performing at or below grade after the grant was received. The A and 8 calculated. Changes in honor roll level. honor roll increased by 259. Teachers participation were calculated. Changes involved as tutors reported program in grades of program participants were participants improved performance in deficit calculated. areas by at least one grade in most cases. 2. To provide reinforcement to students who desire assistance with emphasis on time on task. 3. To provide enrichment for students who desire advanced instructional assistance. I YEAR 1991-92 1992-93 GOALS 1. To provide remediation to students who are performing at or below grade level. 1. To provide remediation to students who are performaing at or below grade level. APIG Summary Report RESULTS 1. 100 students came in one or more days for help in English. 69 students came in one or more days for help in math. 53 students came in one or more days for science. 56 students came in one or more days for social studies. No data are available on results. 1. One hundred twenty-five students participated. No data are available on the results. School - Central -page 2 EVALUATION CRITERIA/PROCESS 1. The number of students seeking assistance in the core areas was recorded. 1. The number of students seeking assistance was recorded. YEAR 1991-92 GOALS 1. Purchase computer to improve reading comprehension, improve vocabulary, develop independent learning skills, remediate learning, improve problem solving and critical thinking skills of students in the four core areas. 2. Reduce achievement disparity in standardized test scores. APIG Summary Report RESULTS 1. Stanford Eight scores comparison of 92 Spring scores with 93 Spring scores showed an increase in the areas of total reading and math. Total reading in 92 was 37 and was 39 in Spring 93 for the same students. Total math was 29 in Spring 92 and was 35 in Spring 93 for the same students. 2. Achievement disparity was reduced from Spring 92 levels in Spring 93. In Spring 92 the total battery scores for 10th grade was Black-28, White-58. (30) In Spring 93 the total battery scores for 11th grade was Black-31, White-56. (25) School - Fair EVALUATION CRITERIA/PROCESS 1. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later, 1993. 2. The Spring 92 scores on the standardized tests were compared with the same student's scores one year later. YEAR 1990- 1991 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increase the enrollment of African American students in academic clubs and honor societies
establish mini grants for innovative instructional strategies
establish Project Promotion, a mentoring experience. 3. Improve academic performance in the core curricular areas. APIG SUMMARY REPORT RESULTS 1. Achievement test disparity was not positively impacted during the 1990-91 school year. 2. There was an increase in participation among African American students in the academic clubs and honor societies due to recruitment efforts. Mini grants were offered but none were funded during the 1990-91 school year. Project Promotion, a mentoring experience, was begun. 3. There was not an evident increase in academic performance among program participants sufficient to declare the program a success. Thirty-nine percent of the program participants increased their academic performance by maintaining or increasing their grade point average during program participation. SCHOOL - HALL EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1990-91 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Membership levels of African American students in selected academic clubs and honor societies were compared to the membership level of previous years. Project Promotion was planned and implemented. 3. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. YEAR 1991-1992 GOALS 1. Reduction in achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. Leadership sk,1ls and enhanced self esteem will emerge among program participants. APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1991-92 school year. 2. Forty- one percent of the program participants increased or maintained their grade point averages during program participation. Twenty-four percent improved or maintained their standardized test scores on the complete battery from 90-91 levels. 3. Enhanced leadership skills and self esteem were evident among progam participants. School - Hall- page 2 EVALUATION CRITERIA/PROCESS 1. A comparison was made in the standardized test results of African American students and others for the 1991-92 school year. These results were compared with results of the same students from the previous year. The disparity in results was not reduced. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvemnt was made. A comparison of 91-92 standardized test scores of program participants was made to the complete battery from the previous year. 3. Enhanced leadership and self esteem was documented through self reports, reports of parents, and observations of mentors. YEAR 1992-93 GOALS 1. Reduction of achievement disparity among sub groups in the student population. 2. Increased academic performance of program participants. 3. leadership skills and enhanced self esteem will emerge among program participants. I APIG Summary Report RESULTS 1. Achievement test disparity was not positively impacted during the 1992-93 school year. 2. Forty-nine percent of the program participants increased or maintained their grade point average during program participation. 3. Enhanced leadership skills and self esteem were evident among program participants. School - Hall-page 3 EVALUATION CRITERIA/PROCESS 1. A comparision was made in the standardized test results of African American students and others for the 1992-93 school year. These results were compared with results of the same students from the previous year. 2. Grade point averages of program participants were compared to averages prior to program participation to determine if improvement was made. A comparison of 92-93 standardized test scores of program participants was made to their complete battery and/or basic battery scores. 3. Enhanced leadership and self esteem was documented throught self report, reports of parents, and observations of mentors. APIG Summary Report School - Cloverdale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. - YEAR GOALS RESULTS 1990-91 EVALUATION CRITERIA/PROCESS 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored APIG Summary Report School - Forest Heights significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic achievement. students who participated in the After School Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Mabe/vale YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Conduct an orientation session for 1. An orientations session was held. 1. Documented event. seventh grade students and their parents. 2. Provide an assignment notebook to 2. An assignment notebook was provided to 2. Documented receipt of materials. each student. each student. 3. Develop an incentive program to 3. An incentive progrma was instituted. No decrease disparity in disciplinary results on program impact were provided. sanctions and to promote academic excellence. 4. Institute an Alternative Classroom. 4. An Alternative Classroom was instituted. 4. Documentated operation of program. YEAR GOALS RESULTS 1991 -92 (cont.} 7. EVALUATION CRITERIA/PROCESS Provide an assignment notebook to 7. An assignment notebook was provided 7. Documented receipt of materials all students. for each student. APIG Summary Report School - Mabe/vale-page 3 8. Provide a noon time recreational 8. An intramural program was developed 8. Documented operation of program program. and operated before school and at lunch period. 9. Add a laser printer to the computer 9. No results were recorded lab. APIG Summary Report School - Mabe/vale - page 2 YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1991-92 1. Implement a Student Health 1. No results were recorded. Assistance Program. 2. Provide staff development in 2. Staff develoment was provided for all 2. Documented results classroom management, classroom teachers in the areas of classroom discipline, discipline, self esteem, and thinking self esteem and critical thinking. skills. 3. Provide an outdoor classroom. 3. No results were recorded. 4. Provide a cassette tape player and 4. Study carrels and a tape player were 4. Documented receipt of equipment study carrel for each classroom. provided for each classroom. 5. Provide a large screen television for 5. No results were recorded. the media center. 6. Provide a computer printer and 6. No results were recorded. software to the In -School-Suspension Program. APIG Summary Report School - Pulaski Heights YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance studenr achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1991-92 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After School achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. 1992-93 1. Enhance student achievement and 1. The percentage of identified at-risk 1. Documented MPT pass rates reduce disparity in academic students who participated in the After school achievement. Program funded by the APIG scored significantly higher on the Arkansas Minimum Performance Test when compared with those students in the total population. APIG Summary Report School - Southwest YEAR GOALS RESULTS EVALUATION CRITERIA/PROCESS 1990-91 1. Enhance student achievement and 1. An extended health education program 1. Not stated in report reduce achievement disparity. was provided. An increase in achievement is reported. 1991-92 1. Enhance student achievement and 1. Television equipment and computers were 1. Documentation of MPT pass rates reduce achievement disparity. purchased. A tutorial program was provided in core areas. Eighth grade students who remained in the program passed the MPT. 1992-93 1. Enhance student achievement and 1. learning strategies were taught to 1. Documentation of MPT pass rates reduce achievement disparity. students. Ninety percent of students enrolled in the after school program passed the MPT. A computer with software was purchased for each department. FAST TRACK EVALUATION SECTION TWO LIBRARY /MEDIA PROGRAM January 1994 To: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL TECHNOLOGY - IRC 600 SOUTH RINGO LITTLE ROCK, ARKANSAS 72201 January 4, 1994 Estelle Matthis, Deputy Superintendent RECEIVED 'JAN O 3 1994 DEPUTY SUPERINTENDENT From: ,St-Lucy Lyon, Coordinator of Instructional Technology Subject: Fast Track Evaluation for Library Media Program Attached is the revised fast track evaluation of the library media program that includes the addition of a conclusion as the committee requested. Please let me know of any other requested changes. Purpose LIBRARY MEDIA PROGRAM EVALUATION Program Description The Library Media Program supports the instructional program of the District by providing a full measure of varied instructional resources and by extending and enriching basic skills that are taught in the classroom. A variety of teaching/learning strategies are presented to students through library media center activities designed to meet a wide range of student needs. Scope and Content All elementary schools implemented the new library/media program for the District in the 1989- 90 school year. Known as REACH (Reading Extension Activities for Children), the program was based on a study done in 1988 by Retta Patrick, library n
iedia consultant, and was modeled on the Pulaski County Special School District's nationally-recognized library media program. The 1988 study showed that there were several barriers limiting the effectiveness of the District's library media program. The new program was designed to address those barriers while presenting a plan for library media services that would meet the needs of students and teachers. Additionally, the new program was to following state and national guidelines for high quality library media programs. One of the barriers limiting the effectiveness of the library media program in 1988 was the lack of reference material, books, and other resources that support the curriculum. Another resource deemed inadequate was the availability of properly working audiovisual equipment. To address these barriers a system was established for adding instructional resources to each elementary school and for efficiently repairing audiovisual equipment. Another barrier identified in 1988 was the lack of a structured, uniform, curriculum-integrated library media program. In the spring of 1989 a library media curriculum correlated to the District's reading series was developed by a team of elementary library media specialists (and one principal). The REACH curriculum sequentially presents skills for locating, using, synthesizing, and communicating information. from kindergarten through sixth level. Literary skills, introduced by the classroom teacher, are extended. Children are encouraged to read a variety of literature types, improving reading proficiency through practice. A small group approach is used and planned instruction by the library media specialist is directly related to previous classroom learning by students. The REACH curriculum was implemented in the fall of 1989 and continued to be the basic library/media curriculum until the District's revised curriculum was implemented in 1992-93. The District's revised curriculum allows teachers to use many other resources to teach reading Library Media Page 2 besides the basal text and emphasizes a thematic, integrated approach. Each library/media specialist, working with teachers in the building, has developed library/media instruction that correlates to various subject areas of the curriculum, including science, social studies, and mathematics. Library and information skills are now reinforced and extended through all subject areas. Guidelines of the American Association of School Librarians strongly recommend the concept of flexible scheduling in school library media programs. Scheduling classes flexibly allows for individuals, groups and classes to use the library at the point of need, not on a rigid schedule. In t~e first two years of the library media program, library media instruction was scheduled according to stories read in the basal reader. With the adoption of the revised curriculum library media instruction is now scheduled by half-classes in most schools to provide for hands-on experience with the many and varied library resources available. Time is available for flexible scheduling of classes in addition to a regular library time as teachers and library media specialists plan for additional reinforcing activities. Another component of the library media program is access to the library media center at the point of need. That is, students are not limited in library visits only to a scheduled class time. The library media center is available for individuals or small groups of students who need resources and information at any time in the school day. In order for the library media program to function successfully, appropriate staffing must be in place. Each elementary library media center is staffed by a full-time certified library media specialist. Each elementary library has at least part-time clerical support in the form of a library media clerk. Larger schools have a full-time clerk. Having a library clerk enables the library media specialjst to have more time for planning with teachers, instructing students, and determining needs for instructional materials for teachers and students. The many clerical tasks that must be done to maintain and promote library collections are best handled by a library media clerk, freeing the library media specialist to perform instructional duties. Program Goal The goal of the library media program is to provide each student with library/media services in accordance with the essential role outlined in the District's Desegregation Plan. Specific objectives have been developed to implement that goal: l. To provide equitable access to library resources, including multicultural and audiovisual resources for all students 2. To extend and enrich basic skills in ways that meet students varied learning styles Library Media Page 3 Evaluation Criteria The library/media program will be evaluated by comparing data from the beginning of the program through the fall of 1993. Specifically the evaluation will consist of: 1. A comparison of results of surveys administered to classroom teachers in 1988 and again in 1993 that will show: 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of the school library. 1.2 Students will have access at the point of need. 1.3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. 2. A comparison of data collected monthly that will show: 2.1 Student visits will increase. 2.2 Volume of books checked out will increase. 2.3 Indep~ndent research by students will increase. 2.4 Number of classes/groups of students scheduled in the library by teachers will increase. Evaluation Results Evaluation results reflect data collected from administration of the two library media surveys and from an analysis of monthly report data collected from each elementary school from the 1989-90 school year to the 1992-93 school year. Results are presented by objective of the program. Library Media Page 4 Objective 1: To provide equitable access to library resources, including multicultural and audiovisual resources for all students The library media survey was administered to elementary teachers in 1988 with 715 teachers responding and again in 1993 with 680 teachers responding. The results are presented for each of the evaluation criteria. A full comparison of the two surveys is presented in Appendix A. 1.1 Three-fifths instead of one-fourth of the teachers will consider themselves frequent users of lhe school library. (Survey Item #1) I Teachers use the library .... I 1988 I 1993 I Several times a week 26% 42% Once a week/ several times month 54% 47% Once month I once a semester 19% 9% Never use it 2% 0% Discussion In 1993 approximately two-fifths (42 % ) of the teachers surveyed considered themselves frequent users of the library instead of approximately one-fourth (26%) in 1988. There was a sixteen point increase in the number of teachers who are frequent users, and there was a decrease in the number of teachers who rarely or never use the library from 21 % down to 9 % . There was an increase in the number of teachers who use the library, but that increase did not reach the criteria of three-fifths. 1.2 Students will have access at the point of need. (Survey Item #6) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students have access 88 93 88 93 88 93 88 93 throughout day, as needed 23% 47% 43% 33% 28% 14% 6% 8% Library Media Page 5 Discussion The number of students who do not have access to the school library throughout the school day decreased from 28 % to only 14 % , and the number of students who have regular access to the school library throughout the day as needed doubled (from 23 % to 47% ). Approximately one-half (47%) of elementary students do not have regular access to the school library throughout the day. 1. 3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom o never go to the library to use the library/m~dia center materials for a classassignment. (Survey Item #7, #8) Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C D Students go to library ... 88 93 88 93 88 93 88 93 full class 23% 27% 26% 36% 43% 31 % 8% 7% in small groups/ 16% 37% 36% 40% 41 % 18% 8% 6% as individuals Discussion As a full class three out of ten (31 % ) students seldom or never visit the library for a class assignment according to the 1993 survey, a decrease from four out of ten in 1988. Approximately two out of ten students (18%) seldom or never visit the library in small groups or as individuals for a class assignment in 1993. This was a decrease from four out of ten in 1988. While neither category reached the goal of one of ten, progress was made toward the goal of more library use by students. 1.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (Survey Item #15) Library Media Page 6 Rating scale: A=Regularly B=Occasionally C=Rarely/Never D=Don't Know A B C 88 93 88 93 88 93 Teachers planning learning activities 14% 27% 44% 48% 40% 23% involving LM activities or LMC skills Discussion D 88 93 3% 2% In 1993 approximately 1/5 (23%) of the teachers reported that they rarely or never planned learning activities involving library media activities as opposed to almost 1/2 (40%) of the teachers in 1988. This criteria was met. 1.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Barrier or Constraint (# Responses) 1988 1993 Limited Resources - Books 101 33 Limited Resources - Audiovisual Equipment 67 25 Rigid Scheduling 51 2 Lack of Time 46 29 Limited space/lack of clerical staff 47 115 Absence of curriculum-integrated LM program 30 3 Discussion Only the barrier of limited space/lack of clerical staff increased in responses from 1988 to 1993. All other barriers decreased. While the barriers noted in 1988 were mentioned again in 1993, a dramatic drop in the number of teachers who listed them was apparent. Library Media Page 7 The lack of clerical staff was noted by the largest number of teachers responding to this question. Progress was made from 198E to 1993 in meeting the five criteria specified for this objective. One criteria (1.4) was fully met and the other four showed improvement. Objective 2: To extend and enrich basic skills in ways that meet students varied learning styles Data has been collected monthly from each elementary library since the 1989-90 school year. The four criteria of objective twq are evaluated on the results of that data. 2.1 Student visits will increase. Students visit the library for instruction, for research, fo
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.

<dcterms_creator>Little Rock School District</dcterms_creator>