Recommendations for Little Rock School District, Campus Leadership initiative and Campus Incentives

I Leadership Team Expectations I I Leadership team members are expected to: make a commitment to improve outcomes for all students make team goals a higher priority than personal goals share information, perceptions and feedback openly confront important issues directly make objective judgements based on facts display leadership in ways which contribute to the teams success respond constructively to other team members collaborate effectively with other team members demonstrate a unified commitment to team goals and strategies understand consensus building identify and communicate statement of purpose for campus leadership identify and implement strategies to attain goals identify needs for adequate time, ongoing development and support (training) communicate team goals and strategies to staff, students, administration, school board, parents, and communityOperations Division - Financial Priorities November Cluster Meetings Operations Division has developed the following Financial Priorities for the 1998-99 school year: 1. Complete and implement the recommendations from the Management Audit. 2. List, fund, and begin renovation and repair projects in all district facilities. 3. Design, fund and construct Stephens and new west Little Rock schools. Timeline extends into year 2000 for these projects. 4. Develop plans for occupation of Garland and Mitchell buildings after construction and opening of Stephens school. 5. Develop plans for the possible relocation of administrative office space. 6. Complete and implement plans for the transportation of students for the 1999-2000 school year to comply with the new student assignment zones and the middle school conversion. 7. Develop and implement safety and security building and program modifications for the 1999-2000 school year. 8. Provide funding, procurement, and installation of technology projects in ail district facilities as outlined in the districts technology plan. Time line extends into year 2000. 9. Develop, administer, and implement Quality Index for Operations Division departments.RECEIVED Draft' APR 2 0 1988 OFFICE OF DESEGREGATION MONITORING RECOMMENDATIONS FOR LITTLE ROCK SCHOOL DISTRICT CAMPUS LEADERSHIP INITIATIVE AND CAMPUS INCENTIVES A proposed District plan by the Campus Based Administrators and Teachers Submitted to the Board of Education April 20, 1998 Draft:0 TABLE OF CONTENTS Overview Summary of Campus Leadership System Components Policy Consideration Administration Policy Board of Directors Policy Wavier Incentive Plan Incentive Plan Parameter Technical Assistance Decision Making Parameter Background Information and Question and Answers - Campus Leadership Plan Response FormRecommendations for LRSD Campus Leadership Initiative and Campus Overview This is proposed in response to the Little Rock School District Strategic Plan, which called for a broad-based effort to move to a campus based leadership system. The effort was begun three years ago, but administrative changes delayed the development of a plan to promote participatory decision making in the district, particularly at the campus level. The intent was to assist the district in the development of district and campus plans that will result in improved student performance. The expected result of participatory decision making is improved student performance through
a. effective campus and district planning for the purpose of improved student performance
b. improved community involvement in the school improvement process
c. clearly established accountability parameters for student performance
d. raised staff productivity and satisfaction
e. improved communication and information flow
f. consensus-based, effective decisions
g- long-range commitment to implementation
h. increased flexibility at the campus level in allocation of resources
I. coordination of program components.Reconunendations for LRSD Campus Leadership Initiative and Campus The proposed campus based leadership system is intended to drive fundamental changes in classroom teaching by helping the campuses and district focus on improved student achievement. The six basic components of campus-based leadership are: 1. 2. 3. Commitment to improved student achievement for all students. Improved student achievement will be based on established local goals for student performance. A system of incentives for student performance will be established, which will include multiple and alternative performance measures. Collaborative structure and process. Policies and procedures guide the establishment of district and campus level decision making to ensure representative collaboration of principals, teachers, other staff, parents, business partners, and community members. Decentralization Parameters The specific areas for implementation with respect to goal setting, classroom instruction, and campus organization are included. Deregulation avenues are provided to waive local policies and state regulations if they inhibit improved student performance. 4. Statement of Purpose of Participatory Decision-Making. The uniqueness of each campus related to its needs, and its decision making capacity to address those needs, are acknowledged in district policy and demonstrated through actual practice. 5. Adequate time, ongoing staff development and technical support. Sufficient time is allotted to allow for the development of skills and attitudes that will ensure effective campus based decision making. 6. Procedures for planning and evaluating student achievement goals and decision making process. Organizational and management procedures are established to guide the progress of participatory decision making in the district and on the individual campus. An evaluation process is developed and used to assess locally established performance goals and the effectiveness of committee and campus decision-making and further the impact of decision making on student performance.Recommendations for LRSD Campus Leadership Initiative and Campus We acknowledge that planning and implementing these components of campus based decision making will require a re-conceptualization of the roles and responsibilities of board members, central office administrators, campus principals, teachers, support staff, parents, business partners, and community representatives. This strategy for school and instructional improvement with a strong incentive initiative will only succeed if it is carefully planned with relevant input from the stakeholders. The proposed campus leadership system is based on the concept of continuous improvement. Every campus can improve. Every campus is expected to show academic growth. Every school will benefit by reaching achievable standards. Summary of Campus Leadership System Components The basic components are: 1. 2. 3. 4. Board and administrative policy, which support a system of participatory decision making at the campus and district level. Identification of quality indicators and an incentive plan, which promotes increases in student performance. Staff development plans and technical assistance, which will support the implementation of the campus leadership system. The assistance will support the planning and technical support for continuous improvement at the campus and district level. Clear guidelines for participatory decision making. The parameters for decision making give guidance to the level and type of decision which is made at Federal/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative.Recommendations for LRSD Campus Leadership Initiative and Campus Policy Considerations The following is the recommended policy for implementation of the Campus Leadership Plan and participatory decision making: The Board of Directors of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, each school shall establish a campus team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of n schools. Administrative Policy Student achievement is the primary focus of the Little Rock School District. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Therefore, each Little Rock School District campus is committed to establishing a campus team that will work collaboratively with the principal in the decision-making process to enhance student achievement. Membership. The membership for each campus team shall consist of
CAMPUS TEAM MATRIX RECOMMENDED NUMBER OF POSITIONS 1 5-10 1 2 1 1 1 1 _______Principal_______ Certified Teachers Central Office Parent Business ______Community______ Non-certified School Staff Student POSITION TITLE Chairman Elected Invited/Appointed Appointed Appointed Appointed_____ Elected or appointed Elected or appointed MEMBERSHIP Required Required Required Required Required Required Optional Optional Note: Classroom teachers must be at least 60% of the faculty/staff/central office component.Recommendations for LRSD Campus Leadership Initiative and Campus Nomination: The principal shall publish procedures to be utilized for the nomination and election of representatives to the campus team. The principal shall post the election procedure regulations and policy a minimum of ten days prior to the called election. The prescribed form must be used with elected representatives to the campus team. The form indicates their willingness to serve and shall be kept on file in the principals office. Election: The consent of each nominee shall be obtained before the persons name may appear on the secret ballot. Election of the campus team shall be completed by November 1. Election Procedures: The election of representatives to the campus team will be made by secret ballot. On the date of the election, ballots will be distributed to all eligible voters. The ballot will contain the names of all nominees according to their respective grouping and instructions on how each nominee may be chosen by voters. The principal and designated staff members will tabulate completed ballots. Term: Elected representatives shall serve staggered two-year terms. In the first election, 50% of the elected membership will serve a one-year term. Appointed representatives are not subject to term limitations, but rotation of appointed representatives is encouraged unless there are no other volunteers willing to participate. Vacancy: If a vacancy occurs among the elected representatives, nominations shall be solicited and an election held for the vacant position in the same manner as the annual election. If a vacancy occurs within 5 months of the end of a term, the principal may, but is not required to, fill the vacancy - elected or appointed. Appointed Members: The principal has discretionary privilege to appoint the parents, business leaders, community members, non-certified staff, and students. Appointed members have all the rights and responsibilities as elected members. Thirty days prior to the appointments in November, the principal shall communicate the process of receiving nominations or recommendations. If a vacancy occurs among the appointed representatives, another person will be selected to fill the vacant position. Meetings: The principal shall serve as chairman of the campus team, set its agenda, and shall schedule at least four (4) meetings per year. The agenda and minutes of the meetings will be posted and filed.Recommendations for LRSD Campus Leadership Initiative and Campus Board of Directors Policy Waivers The Little Rock School District believes that the District or a campus team may apply for a waiver of a requirement or prohibition imposed by law or rule. The waiver must be in written form following the procedures designated by the Board. A waiver must include: Identification of the statutory requirements for which a waiver is requested. Description of why the waiver is needed and the goals that would be achieved if granted. a Descriptions of the measurement process that will be used if the waiver is granted and program is implemented. Description of how the interested parties were notified of the waiver request. a Descriptions of federal, state, and district requirements to be waived. Restrictions: The district or campus team may not receive an exemption or waiver from requirements imposed by federal law or rule such as Goals 2000, Educate America Act, Elementary Secondary Education Act (ESEA), and School to Work Opportunities Act, or from a requirement or prohibition imposed by state law. Waiver Application: A waiver request application form may be obtained by the principal from the Associate Superintendent of Instruction. The principal is to enlist the review of the campus team and obtain consensus before the waiver is processed. The completed waiver must be submitted to the superintendent for review and processing. Requirements for a waiver by the state must follow regulations as described in the Submission and Approval section. A waiver application to be acted upon for the next academic year must be submitted to the District by , to the state by , and to the federal government by Submission and Approval: The application shall be submitted to the superintendent no later than the semester before the campus intends to take action. The superintendent will inform the principal of the action taken within thirty days. A waiver requiring the Arkansas Department of Education or the Arkansas State Board of Education action must be acted upon by the District Board before forwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines.Recommendations for LRSD Campus Leadership Initiative and Campus Incentive Plan The Cluster representatives recommend the following as the initial quality index for the Little Rock School District. Campus and district performance on the indicators shall be compared to established standards. The degree of change from one school year to the next on each indicator shall be considered. The indicators shall include: a. The results of assessment instruments aggregated by grade level and subject area b. Dropout rates c. Student attendance rates d. The percentage of students who have unconditional enrollment to an Arkansas institution of higher education e. The results of the American College Test (ACT) f. The percentage of graduating seniors who take the American College Test (ACT) g- Customer Service Index h. School Climate Index I. Any other indicator the LRSD Board adopts Performance on the indicators shall be based on information that is disaggregated with respect to race, ethnicity, gender, and socio-economic status. Performance shall be compared to state and local growth standards and comparable improvement. Comparable improvement is derived by measuring individual campuses and the District against a profile developed from a total urban data base that exhibits substantial equivalence of the characteristics of students served by the campus or District, including past academic performances, socio-economic status and ethnicity.Recommendations for LRSD Campus Leadership Initiative and Campus Incentive Plan Parameters a. The award must be a group effort as opposed to individual. b. The award must be based on multiple criteria, with emphasis on increasing student achievement for all students. c. The award must be non-competitive in that every group that meets the designated criteria qualifies for the award. d. The plan should promote teamwork and collaboration. e. The criteria should have measurable results that are attainable and cannot be easily manipulated. f. Guidelines should be easily understood. g. The incentive program plan will be an exposition of Total Quality Schools philosophy. h. Rewards shall be of significant value to the division and campus. The proposed accountability system is intended to drive fundamental change in classroom teaching by helping schools focus on improved student achievement. The system is designed to encourage and support school improvement by: Clearly establishing the Districts Goals for schools and students
a Creating an easy way to communicate to schools and the public how well a school is performing
a Recognizing and rewarding schools fortheir effectiveness in demonstrating growth in student achievement: and Focusing attention, energy, and resources on those schools that need help improving student achievement.Recommendations for LRSD Campus Leadership Initiative and Campus Technical Assistance The basic framework for staff development and technical assistance will be Total Quality Schools. The training components are categorized under four headings and sequences. 1. POLICIES/PARAMETERS, TEAMING, INCENTIVE AWARDS, AND TOTAL QUALITY SCHOOLS TOOLS Policy/Parameters would be taught in a joint session that would be more informational and less interactive. We would anticipate that this would be provided to the campus principals and district administrators in the summer of 1998. There would an informational session presented to the campus staff prior to the election of the campus teams in the fall of 1998. Further informational and training sessions would be scheduled and modified as needed after the initial evaluation had been completed. 2. TEAMING The areas to be reviewed and skills acquired would be empowerment, change process, consensus building, conflict resolution, needs assessment, data analysis, and the hows and whys of how teams produce high performance among students and staff. Training would be offered at multiple times based on the appointment and election of new team members. Initial training would be during the winter of 1998-99. 3. INCENTIVE PROGRAM The incentive program rewards campuses and divisions of the school district for improvement in the quality indicators. Note the listing of the indicators in the third component in this section. The session will deal with specific strategies that may be utilized to increase performance of the campus. The training will be first developed with campus and district staff and customized to be presented during the summer of 1999 to campus teams at the Cluster Meetings. Cluster meetings will be scheduled at the end of July for the campus teams to offer specific training based on the campus teams needs assessment. 4. TOTAL QUALITY SCHOOLS Training is envisioned to be provided to all staff of the school district based on four specific components. Little Rock School District bases the Quality Schooling Process on the beliefs that:Recommendations for LRSD Campus Leadership Initiative and Campus Continuous improvement is the goal for which every campus and division strives. Continuous training and education for all personnel must be provided. Customer satisfaction is gained by conformance to customer requirements. a Decisions must be data driven. The training vtfould be developed initially with the district administrators and partnered with area businesses that had adopted the total quality precepts. We envision that the training would start with administrators and teams in the summer of 1999. Staff of the school district would begin in the fall of 1999 and continue through the next two years. Decision Making Parameters EXAMPLE - SBDM MATRIX: FUNCTION Curriculum Curriculum Resources DISTRICT/STATE Standards-based objectives on content & skills. Scope & sequence. Pre-K- 12, assessment framework, instructional strategies from research, thematic integration and project activities. Support and facilitate campus plans based on available resources COLLABORATION Monitor curriculum according to the following Implementation District resources Assessment processes Transitions among campuses and between levels Action research on instructional strategies Define district and campus responsibilities for materials, resources and budget allocations. CAMPUS Recommend staff to develop curriculum. Recommend new programs and/or extensions of existing programs Use curriculum framework within which classroom teachers decide the following information: Use of optional components Use of enrichment objectives Design of lesson plan content and activities Use of assessments within district parameters (district, classroom & state) Modification of curriculum for special needs students Strategies for instructional delivery within district parameters Organize resources at campus for accessibility to staff and programs. Determine resources for campus plan involving district personnel as needed. ACCOUNTABILITYRecommendations for LRSD Campus Leadership Initiative and Campus Background Information and Question and Answers - Campus Leadership Plan 1. 2. 3. Why was the Campus Leadership system created? The Little Rock School District strategic plan was developed by a combination of staff and community, it was determined that site leadership was a reform movement which should be implemented. The plan is very inclusive based on the membership of not only staff, but parents, community members and business partners. The incentive plan is a positive form of campus accountability which places the emphasis on the group rather than individual. It is believed that rewarding improved student performance and empowering staff at the campuses will result in improved student performance. The overall plan is consistent with rewarding improvement based on the Total Quality precepts. Who developed the incentive system? The original philosophical basis of the plan was developed by Cluster A. The steering committee for the complete plan endorsed the recommended plan. A list of the schools and individuals is located on the last page of this monograph. What are the underlying beliefs of the proposed plan for participatory decision making? On the first page of this document there are listed the expected results of moving to a campus leadership plan for the purpose of increased student performance. As such, there is also a strong belief that continuous improvement and total quality performance are major aspects behind the plan. 4. How have participatory decision making systems and incentive systems improved student achievement in other districts? School districts in Tennessee, Kentucky, Maryland and Texas have all reported positive gains in student achievement. These states all have statewide plans and they are encouraged to add local incentives. There are other examples but we concentrated on these four states.Recommendations for LRSD Campus Leadership Initiative and Campus 5. 6. 7. 8. 9. There are several terms used to describe the campus decision making process. What are the differences? The term Campus Leadership is utilized by the Arkansas Leadership Academy to describe the empowerment process. The Arkansas Leadership Academy was established by the Arkansas Legislature. The terms of sitebased decision making, participatory decision making and campus leadership may be utilized interchangeably. The final document will utilize one term, exclusively. How was the membership of the campus team decided? There was a search of the literature regarding the composition of campus teams in various states. The committee felt that this would be the initial proposal but it could be made smaller or larger based on the evaluation after the implementation years. The committee wanted to be as inclusive as possible. How will the staff and the public be kept informed about this improvement initiative? The school district will report the degree of implementation annually as part of the District Report Card. Particular emphasis will be placed on improvement of the factors identified on the Quality Indicator Index. Campuses will make a similar report based on their individual initiatives and their specific report card. The results of the incentive plan and awards for progress will be reported annually at the beginning of the school year. How wiii the District measure growth? The District will be looking at the specific quality education indicators to measure a schools performance for incentive awards. The emphasis will be on improvement in student performance. We will look at the growth which occurred during the academic year. A student must be enrolled as of October 1 to be calculated in the growth index. Will special education students be part of the assessment? Yes, but we have not developed all the rules regarding required growth. We anticipate the special education students will be added the 2"^ year of the plan.Recommendations for LRSD Campus Leadership Initiative and Campus 10. 11. 12. 13. 14. 15. Why are students not being considered part of the plan who are enrolled prior to October 1? Several of the district schools have extremely high mobility rates and many times we are testing students who have not been part of the Little Rock instructional program. The students will be tested, but will not be part of the accountability measure which qualifies the campus for an incentive award. What tests will be used to assess student achievement gains? The district will utilize the state norm referenced test as one of the measures. We also will utilize criterion reference assessments, which will indicate mastery of the basic and grade level skills. What are Criterion Referenced Tests (CRTs)? Criterion Referenced Tests (CRTs) are tests designed by textbook publishers and others to measure the degree in which a student has met previously established standards. The level of expectation is based on the grade level and by academic core subject. What are Norm Referenced Tests (NRTs)? Norm Referenced Tests compare the performance of Little Rock students to the performance of students nationally. The Stanford 9 is currently being used by the State for this purpose. Why are dropout rates and student attendance being included in the formula? Dropout rates and student attendance were selected, because of the consistent and accurate manner in which they are collected for each school. Although campuses do not have total control over these factors, data from research studies show that dropout rates decrease and attendance rates increase when appropriate classroom instruction and supportive school environment address the diverse needs of students. What other measures will be utilized? Arkansas has a very low college attendance rate. The emphasis on the ACT and college preparatory program will assist more of the districts young people to qualify for college entrance. This will also assist in preparing more of the district's students to qualify for higher level jobs in the future.Recommendations for LRSD Campus Leadership Initiative and Campus 16. 17. 18. 19. 20. Why was School Climate and Customer Service indexes used? A positive school climate is directly related to the quality and amount of learning that takes place on the campus. We all are customers to some degree of the public education institution. Having knovi/ledge of the perceptions of the customers and particularly those who employ the districts students can be an excellent school improvement strategy. How can schools appeal decisions pertaining to their growth? An appeals process will be established that will enable campuses to appeal various issues to the Superintendent. Issues that could serve as the basis of the appeal might be: missing the award by a fraction
school grade-level reconfiguration
having an extremely small number of students in a category, etc. Will schools be expected to demonstrate improvement? Each school will be expected to show growth. Schools whose achievement is below that of the expected norm will be placed on Warned Status and offered technical assistance. If improvement is not forthcoming the school will be placed on Probationary Status. Technical assistance with full evaluation of the school will be accomplished to assist the campus. Recognized educators will also be asked to consult with the campus staff. What happens if student achievement is still below expected norms and with little or no growth in student achievement? The school will be a candidate for reconstitution. Who will set the norms for expected improvement? A committee of teachers, parents, administrators and technical experts will establish reasonable standards for each of the areas identified by the Quality Indicator Index. Expected growth will also be calculated by identifying and quantifying the difference between where a school is currently with the expected standard for each area. The Board of Directors will have final authority to establish the standard and expected growth rate. Is the development of the campus leadership plan and the incentive plan finalized? This is a draft report and we anticipate additions and corrections to the current plan. The response form will be utilized to gain additional input prior to recommending the plan to the Board of Directors for approval. The plan calls for an in-depth evaluation to be completed after the 2*^ year of operation.Recommendations for LRSD Campus Leadership Initiative and Campus Response Form Name: School (Name is not required) Gender: Male___Female_ Race: White Black__Hispanic__Asian Native American__Other___ Please indicate the primary group to which you belong or wish to be identified. Teacher___Other School Employee___Parent Student Business Representative___Community Citizen____ Note
you may give comments in the area below each question. Please be specific. 1. Using a scale of 1 to 5 where 1 means the quality of education is very poor and 5 means the quality of education is excellent, how would you rate the quality of education in Little Rock Schools? Very Poor 1 2 3 4 5 Excellent Comments/Altematives (Please print) 2. Do you agree or disagree that the proposed plan for campus leadership/participatory decision making will encourage improvement in student achievement within the Little Rock School District? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)Recommendations for LRSD Campus Leadership Initiative and Campus 3. Do you agree or disagree that the recommended Quality indicators will fairly measure learning occurring in the school district? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 4. Do you agree or disagree that the recommended incentives will encourage improvement in student achievement in our schools? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 5. Do you agree or disagree that the recommended corrective action will help schools improve? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 6. Do you agree or disagree that every school should be expected to shovi/ continual growth? Disagree 1 2 3 4 5 Comments/Altematives (Please print) AgreeRecommendations for LRSD Campus Leadership Initiative and Campus 7. Do you agree or disagree that clear parameters for campus decision making should be part of the participatory decision making plan? Disagree 1 2 3 4 5 Cominents/Altematives (Please print) Agree 8. Do you agree or disagree that high priority should be given to the technical assistance and communication? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree 9. And finally, what one comment concerning the proposed campus leadership / participatory decision making plan & proposed incentive system would you make? Disagree 1 2 3 4 5 Comments/Altematives (Please print) Agree Thank you for responding. Please return by May 8. 1998, to: Little Rock School District ATTN: Superintendents Office 810 West Markham Little Rock, AR 72201Central Dunbar Henderson School Pulaski Heights Jr. Badgett Bale Forest Park Jefferson Mitchell Pulaski Heights ADMINISTRATION School Fair Mabelvale Jr. Southwest Booker Magnet Garland King Mabelvale Meadowcliff Otter Creek Wilson ADMINISTRATION CLUSTER A/TECHNICAL ASSISTANCE Rudolph Howard Betsy Hall-Jones Linda Brown Julie Western James Washington Principal/Staff Representative Mona Briggs Wayne Knight Mary Golston Janice Gunderman Barbara Anderson Lisa Cunningham Virginia Ashley Janet Ghant Frances Cawthon Lucy Rhodes Lillie Scull Margaret Regnier Lillie Carter LauraBeth Arnold Marion Woods Patty Kohler Victor Anderson CLUSTER B/ACCOUNTABILITY William Broadnax Rosie Beyah Jim Fullerton/Pat Boykins Dorothy Jones Walter Marshaleck Principal/Staff Representative Cheryl Carson Vivian Dooley Lionel Ward Wanda Keith Tyrone Harris Ann Gregory Tab Phillips Marilyn Jacuzzi Jerry Worm Betsy Pruss Carolyn Teeter Janis Tucker Beverly Jones Susan West Sadie Mitchell Lucy Lyon Catherine Gill Gene Parker Dennis Glasgow Paulette MartinHall Forest Heights Brady Carver Magnet Fair Park Franklin Fulbright McDermott Romine Williams Magnet School ADMINISTRATION McClellan Cloverdale Jr. Chicot Cloverdale Eiem. Geyer Springs Rightsell Rockefeller Wakefield Washington Watson CLUSTER C/POLICIES Gayle Bradford Dennis Brant Vernon Smith Vincent Dodson Ada Keown Susanne Gamble Dianne Barksdale Linda Ammel Samuel Branch Ethel Dunbar Sheryl Jackson Mac Huffman Thelma Watson Mike Oliver Terese Klaus Sharon Davis Dianne Langley Mary Menking Nancy Morton Sadie Mitchell Marie McNeal Leon Adams Linda Young Principal/Staff Representative CLUSTER D/PARAMETERS (Business, Resources, Discipline) School ADMINISTRATION Jodie Carter Loretta Davenport Cassandra Norman Jack Jones Jane Harkey Barbara Williams Frederick Fields Tammi Dockett-Wilson Susan Beard Evelyn Stubblefield Sharon Brooks Delwin Smith Anne Mangan Dana Keller Mary Jane Cheatham Gail Washington Karen Buchanan Rose Barnes Theresa Courtney Kristen Laughlin Mable Donaldson Gene Parker Pat Price Brady Gadberry Linda Watson Dick Hurley Principal/Staff RepresentativeParkview Metropolitan ALC Mann Magnet Baseline Dodd Gibbs Magnet Terry Western Hills Woodruff School ADMINISTRATION CLUSTER E/PARAMETERS (Instruction) Principal/Staff Representative Junious Babbs Marcelline Can- Mike Peterson (did not attend 1 meeting) Johnny Neeley Tracey Montgomery Marian Lacey Bonnie Bumpers Eleanor Cox Cathy Koehler Faith Donovan Barbara Kennedy Felicia Hobbs Ann Hurd Nancy Mitchell Gwen Ziegler Margo Rowe Scott Morgan Ruth Schwerin Pat Higginbotham Linda Berman Victor Anderson Carol Green Patty Kohler Marion Shead-Jackson Dennis Glasgow Mark MilhollenLITTLE ROCK SCHOOL DISTRICT DISTRICT ADVISORY COMMITTEE CAMPUS LEADERSHIP INITIATIVE NAME Mary Menking Junious Babbs Marion lacey Carol Green Patty Kohler Sadie Mitchell Mark Milhollen Gail Shelton Phillip Burch Doris Williams Patty Scherer Charles Foote Mary Zakrzewski Dennis Brant Betsy Hale-Jones Wayne Knight Willie Hinton ORGANIZATION LRSD_______________ Williams_____________ Parkview____________ Mann_______________ Central Office________ Central Office________ Central Office________ Central Office________ Rockefeller/Rightsell PIE PTA________________ Forest Park__________ Fulbright____________ Forest Heights Hall_________________ Central______________ Pulaski Heights Jr. High City of Little Rock TITLE Board Member Principal Principal Principal Supervisor Supervisor Supervisor Business Office Speech Therapist Advisory Committee President Teacher Teacher Teacher Teacher Teacher Teacher DirectorLITTLE ROCK SCHOOL DISTRICT EPS CODE: CAMPUS LEADERSHIP The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school shall establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of schools.RE BED JUN 5- 1998 Little Rock School District 5 OFFICE OF DESEGREGATION MOMITORIMQ OFFICE OF THE SUPERINTENDENT June 4,1998 Dear Patron: The enclosed Campus Leadership Plan is the Districts attempt to develop a comprehensive strategy to promote improved student performance through a decentralized approach to decision making. We are utilizing the term Campus Leadership because of initiatives of the Arkansas Leadership Academy to promote shared decision making and empowering communities for improved student performance. The attached document is divided into five sections with a response form, which we hope you will complete and return by June 20",1998. The first section, pages 1-8, provides an overview and basic policy for decentralized decision making. The plan has been developed by teachers, principals, and other administrators. The origin of the initiative was called for by the Little Rock School District Strategic Plan in 1995-96. The steering committee which edited their work also consisted of parents and community representatives. Campus Leadership Teams will be developed in the fall of 1998. The second section , pages 9-13, includes a rough draft of an incentive and accountability plan. We would anticipate that this portion of the plan would be completed during the fall of 1998. The Quality Index parallels the Arkansas Campus and District Report Card. The third section, pages 14-15, is an outline of the technical assistance which is envisioned to be a major communication and development program of the school district. If the process is to be a dynamic and growing program, the training and technical assistance must remain a major priority. The fourth section, pages 16-30, is the initial attempt to define the parameters for decision making and to provide for collaboration between the District and the individual campuses. This is noted as the initial effort
as we become more familiar with the process, this particular section of the document will be refined every two years. The fifth section, pages 31-35, are several of the most often asked questions about the Campus Leadership Plan. If you have additional questions, Patty Kohler (324-2190) and Sadie Mitchell (324-2007) have been with this initiative from the inception with the Little Rock Strategic Plan. And finally, there is a short response form which we would appreciate your completing and returning by June 20, 1998. Thank you in advance for your assistance. Sincerely, Leaie V, irflTne Supe^tendent of Schools 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 ' RECEIVED JUN 5 iggg OFICEOF DESEGREGATION MONITORING VKaft:#4 RECOMMENDATIONS FOR LITTLE ROCK SCHOOL DISTRICT CAMPUS LEADERSHIP INITIATIVE AND CAMPUS INCENTIVES A proposed District plan by the Campus Based Administrators and Teachers Submitted to the Board of Education April 20, 1998TABLE OF CONTENTS Overview Campus Leadership System Summary of Campus Leadership Plan Components Board of Education Policy Consideration Campus Leadership Team Administrative Policy Planning and Decision Making Process Board of Education Policy Waivers Quality Index Incentive Plan Parameters Value Added Quality Index Technical Assistance PDM Matrix: Staff Development (Cluster D) PDM Matrix: (Cluster E) Background Information & Questions & Answers - Campus Leadership Plan Response Form PAGE 1 2 3 4 ' 4 6 8 9 10 11 14 16 21 31 36Overview This is proposed in response to the Little Rock School District Strategic Plan, which called for a broad-based effort to move to a campus based leadership system. The effort was begun three years ago, but administrative changes delayed the development of a plan to promote campus leadership in the District, particularly at the campus level. The intent was to assist the District in the development of District and campus plans that will result in improved student performance. The expected result of campus leadership is improved student performance through: a. effective campus and District planning for the purpose of improved student performance
b. improved community involvement in the school improvement process
c. clearly established accountability parameters for student performance
d. raised staff productivity and satisfaction
e. improved communication and information flow
f. consensus-based, effective decisions
g. long-range commitment to implementation
h. increased flexibility at the campus level in allocation of resources
I. coordination of program components.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 2 Campus Leadership System The proposed campus based leadership system is intended to drive fundamental changes in classroom teaching by helping the campuses and District focus on improved student achievement. The six basic components of campus-based leadership are: 1. Commitment to improved student achievement for all students. Improved student achievement will be based on established local goals for student performance. A system of incentives for student performance will be established, which will include multiple and alternative performance measures. 2. Collaborative structure and process. Policies and procedures guide the establishment of District and campus leadership to ensure representative collaboration of principals, teachers, other staff, parents, business partners, and community members. 3. Decentralization Parameters The specific areas for implementation with respect to goal setting, classroom instruction, and campus organization are included. Deregulation avenues are provided to waive local policies and state regulations if they inhibit improved student performance. 4. Statement of Purpose of Campus Leadership. The uniqueness of each campus related to its needs, and its decision making capacity to address those needs, are acknowledged in District policy and demonstrated through actual practice. 5. Adequate time, ongoing staff development and technical support. Sufficient time is allotted to allow for the development of skills and attitudes that will ensure effective campus leadership. 6. Procedures for planning and evaluating student achievement goals and decision making process.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 3 Organizational and management procedures are established to guide the progress of campus leadership in the District and on the individual campus. An evaluation process is developed and used to assess locally established performance goals and the effectiveness of committee and campus leadership and further the impact of decision making on student performance. We acknowledge that planning and implementing these components of campus leadership will require a re-conceptualization of the roles and responsibilities of board members, central office administrators, campus principals, teachers, support staff, parents, business partners, and community representatives. This strategy for school and instructional improvement with a strong incentive initiative will only succeed if it is carefully planned with relevant input from the stakeholders. The proposed campus leadership system is based on the concept of continuous improvement. Every campus can improve. Every campus is expected to show academic growth. Every school will benefit by reaching achievable standards. Summary of Campus Leadership Plan Components The plan components are: 1. 2. 3. 4. Board and administrative policy, which support a system of campus leadership at the campus and District level. Identification of quality indicators and an incentive plan, which promotes increases in student performance. Staff development plans and technical assistance, which will support the implementation of the campus leadership system. The assistance will support the planning and technical support for continuous improvement at the campus and District level. Clear guidelines for campus leadership. The parameters for decision making give guidance to the level and type of decision which is made at Federai/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 4 Board of Education Policy Consideration The following is the recommended policy for implementation of the Campus Leadership Plan and campus leadership: The Board of Education of the Little Rock School District believes that a fundamental responsibility of the school system is to support the sustained improvement of the schools. Site-based decision making provides each school with a framework to attain the Districts mission. Shared decision-making allows representation of administration, staff, students, parents, and patrons to provide more efficient use of time and energy. This facilitates a quality environment for students, a productive working environment for staff members, and increased opportunity for community involvement in our schools. To effect this belief, it is the policy of the Board of Education of the LRSD, that each school shall establish a campus leadership team to improve performance of all student populations. This team will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development, and staffing needs. Through consensus based decisions, the campus teams will support the Districts commitment to the sustained improvement of schools. Campus Leadership Team Administrative Policy Student achievement is the primary focus of the Little Rock School District. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Therefore, each Little Rock School District campus is committed to establishing a campus leadership team that will work collaboratively with the principal in the decision-making process to enhance student achievement. Membership: The membership for each campus team shall consist of
CAMPUS TEAM MATRIX RECOMMENDED NUMBER OF POSITIONS 1 5-10 1 2 1 _1_ 1 1 _______Principal_______ Certified Teachers Central Office Parent Business ______Community______ Non-certified School Staff Student POSITION TITLE Chairman Elected Invited/Appointed Appointed Appointed _____Appointed_____ Elected or appointed Elected or appointed MEMBERSHIP Required Required Required Required Required Required Optional Optional Note: Classroom teachers must be at least 60% of the faculty/staff/central office component.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 5 Nomination: The principal shall publish procedures to be utilized for the nomination and election of representatives to the campus team. The principal shall post the election procedure regulations and policy a minimum of ten days prior to the called election. The prescribed form must be used with elected representatives to the campus team. The form indicates their willingness to serve and shall be kept on file in the principals office. Election: The consent of each nominee shall be obtained before the persons name may appear on the secret ballot. Election of the campus team shall be completed by November 1. Election Procedures: The election of representatives to the campus team will be made by secret ballot. On the date of the election, ballots will be distributed to all eligible voters. The ballot will contain the names of all nominees according to their respective grouping and instructions on how each nominee may be chosen by voters. The principal and designated staff members will tabulate completed ballots. Term: Elected representatives shall serve staggered two-year terms. In the first election, 50% of the elected membership will serve a one-year term. Elected representatives may serve two consecutive terms. Appointed representatives are not subject to term limitations, but rotation of appointed representatives is encouraged unless there are no other volunteers willing to participate. Vacancy: If a vacancy occurs among the elected representatives, nominations shall be solicited and an election held for the vacant position in the same manner as the annual election. If a vacancy occurs within 5 months of the end of a term, the principal may, but is not required to, fill the vacancy - elected or appointed. Appointed Members: The principal has discretionary privilege to appoint the parents, business leaders, community members, non-certified staff, and students. Appointed members have ail the rights and responsibilities as elected members. Thirty days prior to the appointments in November, the principal shall communicate the process of receiving nominations or recommendations. If a vacancy occurs among the appointed representatives, another person will be selected to fill the vacant position. Definitions: For the purposes of establishing the composition of campus teams: 1. 2. 3. A person who stands in parental relation to a student is considered a parent. A parent who is an employee of the District is not considered a representative of community members on the committee. Community members must reside in the District and must be at least 18 years of age.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 6 Meetings: The principal shall serve as chairman of the campus leadership team, set its agenda, and shall schedule at least four (4) meetings per year. The agenda and minutes of the meetings will be posted and filed. On an annual basis, each principal with the assistance of the campus leadership team shall review and revise the campus improvement plan (COE) for the purpose of improving student performance. The Board shall also ensure that an administrative policy is provided to clearly define the respective roles and responsibilities of the superintendent, central office staff, principals, teachers, and campus team members in the areas of: a. b. c. d. e. f. planning budgeting curriculum staffing patterns staff development school organization Planning and Decision Making Process Decision Making: In accordance with Board policy the campus team shall be involved in decisions in the areas of planning, budgeting, curriculum, staffing patterns, staff development and school organization, and serve in an advisory capacity to the principal. Procedures: Each campus shall maintain current policies and procedures to ensure that effective planning and site-based decision making occur at each campus to direct and support the improvement of student performance for all students. Process: The Board shall establish a procedure under which meetings are held regularly by campus teams that include representative professional staff, parents of students enrolled in the District, and community members. Campus teams shall include business representatives, without regard to whether a business representative resides in the District or whether the business the person represents is located in the District. Pian: Each school year the principal of each school campus, with the assistance of the campus team, shall develop, review and revise the campus improvement plan for the purpose of improving student performance for all student populations with respect to the academic quality indicators and any other appropriate performance measures for special populations.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 7 Staff Development: The campus team must approve the portions of the campus plan addressing campus staff development needs. Consultation by Principal: The principal shall regularly consult the campus team in the planning operation, supervision and evaluation of the campus education program. Public Meeting: The campus team shall hold at least one public meeting per year. The required meeting shall be held after receipt of the campus evaluation to discuss the performance on the performance objectives. District policy and campus procedures must be established to ensure that systematic communications measures are in place to periodically obtain broad-based community, parent, and staffing input, and to provide information to those persons regarding the recommendations of the campus team. Campus Level Plan: Each Campus Improvement Plan (COE) must: 1. Assess the academic achievement for each student in the school using the academic quality system. 2. Set the campus performance objectives based on the academic quality indicator system, including objectives for special needs populations. 3. Identify how the campus goals will be met for each student. 4. Determine the resources needed to implement the plan. 5. Identify the staff needed to implement the plan. 6. Set time lines for reaching the goals. 7. Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic achievement. 8. Include an annual report with results to be shared with the team, staff, parents and the appropriate assistant superintendent.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 8 Board of Education Policy Waivers The Board of Education of the Little Rock School District believes that the District or a campus leadership team should have the option of applying for a waiver of a requirement or prohibition imposed by law or rule. It is the policy of the Board of Education of the LRSD to support the waiver process for local schools to seek relief from requirements or prohibition imposed by law or rule. The waiver must be in written form following the procedures outlined below. Identification of the statutory requirements for which a waiver is requested. Description of why the waiver is needed and the goals that would be achieved if granted. a Descriptions of the measurement process that will be used if the waiver is granted and program is implemented. a Description of how the interested parties were notified of the waiver request. Descriptions of federal, state, and District requirements to be waived. Restrictions: The District or campus team may not receive an exemption or waiver from requirements imposed by federal law or rule such as Goals 2000, Educate America Act, Elementary Secondary Education Act (ESEA), and School to Work Opportunities Act, or from a requirement or prohibition imposed by state law. Waiver Application: A waiver request application form may be obtained by the principal from the Associate Superintendent of Instruction. The principal is to enlist the review of the campus team and obtain consensus before the waiver is processed. The completed waiver must be submitted to the superintendent for review and processing. Requirements for a waiver by the state must follow regulations as described in the Submission and Approval section. A waiver application to be acted upon for the next academic year must be submitted to the District by , to the state by , and to the federal government by Submission and Approval: The application shall be submitted to the superintendent no later than the semester before the campus intends to take action. The superintendent will inform the principal of the action taken within thirty days. A waiver requiring the Arkansas Department of Education or the Arkansas State Board of Education action must be acted upon by the District Board before forwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 9 Quality Index The committee members recommend that the Little Rock School District adopt a value-added quality index as the tool for managing a campus-based incentive plan. The value added quality index shall be comprised of specific indicators and corresponding measurements that collectively guide each school and the District toward a comnion goal of improving student achievement in accordance with specified standards. Adopting a standardized value added index would allow each campus to determine a reasonable and appropriate starting point for achieving the District goal, which will be defined as a growth standard. Based on where that starting point lies on the goals rubric, each campus will aim to achieve annual benchmarks so that appropriate and realistic progress is made toward achieving the District growth standards. The rubric will identify both an annual growth goal (AGG) which will serve as the benchmark and what constitutes minimum acceptable grovrth (MAG). The AGG and the MAG will provide the parameters for awarding incentives based on the total points accrued by each school after all indicators have been reviewed via the quantifiable results of each applicable measurement. The indicators shall include: a. b. c. d. e. f. g. Student achievement Dropout rates Student attendance Teacher attendance Customer service School climate Any additional indicator adopted by the LRSD Board. The results of the individual measurements that provide information about indicator performance shall be disaggregated by race, ethnicity, gender, and socioeconomic status. Measurement results will also be subjected to a weighted scale that takes into account the degree to which student mobility has impacted the measurement results on each campus. Consideration of mobility impact and other disaggregated data will ensure equitable distribution of incentives within a management system that is fair to all schools. The proposed value added quality index shall include a definition for each indicator and the corresponding measurements organized on a matrix that identifies grade level applicability and possible AGG and MAG incentive points.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 10 A school goals rubric divided into baseline quartiles with annual benchmarks and a growth standard shall also be included for each indicator. Total Annual Growth Goal and Minimum Acceptable Growth incentive points will determine each schools incentive eligibility on an overall incentive point scale. It is recommended that qualified statisticians assign incentive points to all AGG and MAG categories and that they design the rubric and incentive point scales to ensure the accuracy and validity of the proposed system. Incentive Plan Parameters a. b. c. d. The award must be a group effort as opposed to individual. The award must be based on multiple criteria, with emphasis on increasing student achievement for all students. The award must be non-competitive in that every group that meets the designated criteria qualifies for the award. The pian should promote teamwork and collaboration. e. The criteria should have measurable results that are attainable and f. g- h. cannot be easily manipulated. Guidelines should be easily understood. The incentive program plan will be an exposition of Total Quality Schools philosophy. Rewards shall be of significant value to the division and campus. The proposed accountability system is intended to drive fundamental change in classroom teaching by helping schools focus on improved student achievement. The system is designed to encourage and support school improvement by: a Clearly establishing the Districts Goals for schools and students
Creating an easy way to communicate to schools and the public how well a school is performing
a Recognizing and rewarding schools for their effectiveness in demonstrating growth in student achievement
and a Focusing attention, energy, and resources on those schools that need help improving student achievement.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 11 LRSD VALUE ADDED QUALITY INDEX The index that follows has been designed to visually illustrate the accountability process
and, therefore, serves as a living index, subject to periodic review and modification. It will be analyzed by qualified statisticians to ensure fairness and validity before being implemented. INDICATOR Student Achievement ________________________________ DEFINmON___________________________________ Academic success as measured by standardized test scores, number of students selecting high level academic courses and advanced placement course, grade distributions, and grade point average (gpa). Farh of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ ________________MEASUREMENTS_______________ 1. % of students scoring at readiness or above on EPSF posttest (includes high school kindergarten classes)______ 2. % of students in math and/or reading scoring on or above grade level as measured by first grade reading/math inventory posttest, fourth quarter District CRTs, and SAT-9 at grades 3, 5, 7, 8, and 10_________________ 3. % of total senior class taking the ACT prior to graduation__________________________________ 4. % of total senior class taking the ACT with a composite score of 21 or higher_______________________________ 5. % of students enrolled in higher level courses earning a semester grade of C" or above______________________ K-6 7-9 10-12 INCENTIVE POINTS* X X X X X X X X 6. % of total student population enrolled in AP classes X 7. % of students scoring a 3 or better on AP exams______ 8. % of student population successfully completing college core courses and eligible for unconditional college admission________________________________________ X X STUDENT ACHIEVEMENT: SCHOOL GOALS RUBRIC 1998-2001 CURRENT BASELINE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001_ 0 - 24% 25 - 49% 50-74% 20% 15% 10% 75 - 99% NonAdmatn growth rtgaired mag 3.3% 3.3% 3.3% agg 6.6% 6.6% 6.6% mag 2.5% 2.5% 2.5% agg 5% 5% 5% mag 1.65% 1.65% 1.65% JSS_ 3.3% 3.3% 3.3% * minimum acceptable growth = mag
annual growth goal = agg INDICATOR Drop Out Rate ______________________________ DEFINITION_____________________________________ Percentage of students dropping out in Grades 7-12 from October of one school year through October of the next school vear Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubnc below. School goals are based on annual benchmarks under each baseline cateeorx' Incentive awards are based on minimum/maximum point scale below.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 12 MEASUREMENTS K-6 7-9 X 10-12 X INCENTIVE POINTS* Annual Dropout Report X X Annual October 1 Enrollment Report DROP OUT RATE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT DROPOUT RATE 3-YEAR GROWTH _______STANDARD_______ BENCHMARKS* 1998-1999 1999-2000 2000-2001_______ 6 - 10% 2 - 5% 1% NonAibmuB - growth retmh-ed mag .65 .65 .65 agg 1.3 1.3 1.3 mag. .50 .50 .50 agg 1.0 1.0 1.0 INDICATOR Student Attendance _____________________________________DEFINITION____________ Student Average Daily Attendance divided by Average Daily Membership Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ ________________MEASUREMENTS____________ Annual average of the four quarterly reports or annual report K-6 7-9 10-12 INCENTIVE POINTS* STUDENT ATTENDANCE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT STUDENT ATTENDANCE RATE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001__ 86 - 90% 91 -94% 95 - 100% 5% 1% NGiB^qrani' growth reqatrtd mag 0.8 0.8 0.8 1.6 1.6 1.6 mag .16 .16 .16 .33 .33 .33 X X X INDICATOR Teacher Attendance DEFINITION *Teacher Average Daily Attendance divided by 'Average Daily Membership *Teacher = anyone paid on the teacher salary schedule **Avera^e Daily Membership = total number of teachers during a 9.25 month teacher contract Each of the followmg measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/ma.ximum point scale below.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 13 ________________MEASUREMENTS________________ Teacher Attendance Report to be developed by Information Services and distributed quarterly K-6 7-9 I 10-12 INCENTIVE POINTS* TEACHER ATTENDANCE: SCHOOL GOALS RUBRIC 1998-2001 CURRENT TEACHER ATTENDANCE RATE 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001 88 - 92% 93 - 96% 97 - 100% 5% 1% mag .08 .08 .08 1.6 1.6 1.6 mag .16 .16 .16 agg .33 .33 .33 Nd ratnimBm growth rettahrtd X X X INDICATOR Customer Service DEFINITION Percentage of satisfactory responses for the business community in the Little Rock area. Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline dau are categorized by percentage quartiles on rubric below. School goals are based on annual benchmarks under each baseline category. Incentive awards are based on minimum/maximum point scale below._____________________________________ _______________MEASUREMENTS Customer Service Surveys (will be designed)__________________ K-6 7-9 10-12 INCENTIVE POINTS* CUSTOMER SERVICE: SCHOOL GOALS RUBRIC 1998-2001 % OF SATISFACTORY RESPONSES 3-YEAR GROWTH STANDARD BENCHMARKS* 1998-1999 1999-2000 2000-2001 25 -49% 50 - 74% 75 - 99% 15% 10% Namtainam - growth rtqaired mag 2.5 2.5 2.5 agg 5.0 5.0 5.0 mag 1.65 1.65 1.65 ags. 3.3 3.3 3.3 X X X INDICATOR School Climate _____________________________________DEFINITION___________________________ School climate Is the perceptions, *behavior and motivations which effect academic success. *Expecied behavior is out of school suspension tree in accordance with the LRSD Policy. Each of the following measurement results is evaluated based on current baseline in individual schools. Baseline data are categorized by percentage quartiles on rubric below. School goals arc based on annual benchmarks under each baseline catceorv. Incentive awards are based on minimum/maximum point scale below._____________________________________ MEASUREMENTS COE Survey________________________________ Annually Measured by Quarterly Discipline Report VIPs Report________________________________ K-6 X X X --9 I 10-12 X X X X .X INCENTIVE POINTS*Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 14 Technical Assistance The basic framework for staff development and technical assistance will be Total Quality Schools. The training components are categorized under four headings and sequences. 1. POLICIES/PARAMETERS, TEAMING, INCENTIVE AWARDS, AND TOTAL QUALITY SCHOOLS TOOLS Policy/Parameters would be taught in a joint session that would be more informational and less interactive. We would anticipate that this would be provided to the campus principals and District administrators in the summer of 1998. There would an informational session presented to the campus staff prior to the election of the campus teams in the fall of 1998. Further informational and training sessions would be scheduled and modified as needed after the initial evaluation had been completed. 2. TEAMING The areas to be reviewed and skills acquired would be empowerment, change process, consensus building, conflict resolution, needs assessment, data analysis, and the hows and whys of how teams produce high performance among students and staff. Training would be offered at multiple times based on the appointment and election of new team members. Initial training would be during the winter of 1998-99. 3. INCENTIVE PROGRAM The incentive program rewards campuses and divisions of the school district for improvement based on quality indicators. Note the listing of the indicators in achievement gains in the third component in this section. The session will deal with specific strategies that may be utilized to increase campus performance. The training will be first developed with campus and District staff and customized to be presented during the summer of 1999 to campus teams at the Cluster Meetings. Cluster meetings will be scheduled at the end of July for the campus teams to offer specific training based on the campus teams needs assessment.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 15 4. TOTAL QUALITY SCHOOLS Training will be provided to all staff of the school district based on four specific components. Little Rock School District bases the Quality Schooling Process on the beliefs that: Continuous improvement is the goal for which every campus and division strives. Continuous training and education for all personnel must be provided. Customer satisfaction is gained by conformance to customer requirements. Decisions must be data driven. The training would be developed initially with the District administrators and partnered with area businesses that adopted the total quality precepts. We envision that the training would start with administrators and teams in the summer of 1999. Staff of the school district would begin in the fall of 1999 and continue through the next two years. FIRST YEAR - PLAN SECOND YEAR - DO Where are we going? How are we going to get there? Who will be trained? What do we want to accomplish? Organize teams Building teams Training the teams Sound Research Professional reading/collection Basic Education Stages of change Total Staff inservices Understanding and building consensus Quality check for success More technical assistance Compile notebooks________________ TQS Foundation for Leaders/teams Quality training Cadre of teams in each building Retreat for teams Data Driven Training for board members THIRD YEAR - STUDY FOURTH YEAR - ACT Study the results See if the theory works To fully implement the improvement Recommendations for continuous improvement Ongoing evaluationPDM Matrix - Cluster D Sub Group I o n 73 fC o o Stair Development OQ 5 3 - I ft 3 Bl o. 3- FUNCTION District Staff Development DISTRICT Communicate federal, state, and district guidelines to all campuses Allocate resources Provide training for professional, paraprofcssional, and substitute staff Desegregation mandates Quality Control Communicate and plan calendar in a timely maimer Ongoing staff development for ESP Provide national staff development handbooks for all campuses COLLABORATION Identify appropriate times for content area training for new teachers Ongoing staff training Permanently assigned substitutes assigned to same building to acconunodate campus needs for the school year A. M. staff development monthly Training and handbook provided for substitutes and new teachers CAMPUS Waiver for staff development days for new campus programs ACCOUNTABILITY o c*. 3 s S- 3 = . I/l Z. U) ii d I 3 o fO s < o Campus Staff Development * increase communication throughout district among administrators/lcaders/ teachers Quality control Campus staff development plan will correlate with COE/SIP/Tcchnology planPDM Matrix - Cluster D Sub Group II -o n New Teacher Induction & Staffing FUNCTION New Teacher Acclimation DISTRICT Provide staff development to new teachers on LRSD curriculum. Allocate resources. Inform campus administrators of mentor and induction year requirements and concepts. COLLABORATION Plan implementation monitoring and evaluation. Confirm mentor teachers. Provide training and guidelines for mentor teachers. CAMPUS Instruct new teachers in all campus policies and procedures. ACCOUNTABILITY SlatTing Provide a qualified pool of applicants. Develop a date-specific timeline to ensure all staff are hired and in place in a timely manner. IJirc a pool of applicants Io be placed in openings as they occur. Benefits and salary administration. Fulfillment of legal and contractual requirements. Determine appropriate starring needs for program implementation, i.e., new hires, additional staff, and reconfiguration of teacher to pupil ratio in the primary grades. Identify need based on course offerings and student enrollment. Interview and recommend from qualified pool. Assign teachers in their area of certification. o o 'S 3 b ZiH I (fQ 8.8- c?. 2:5 n S O n I I * n o 3 a (APDM Matrix - Cluster I) Sub Group ill "o n ire o 3 a FUNCTION Schedule Sl Calendar (District and Campus) DISTRICT/STATE Communicate State/District requirements and negotiate parameters. Schedule & Calendar Special Programs & Grouping COLLABORATION Compare and make sure calendars are compatible. CAMPUS Determine internal scheduling of staff and apply for district/state waiver of class or program requirements. ACCOUNTABILITY 73 o n o I ta CL CL CD 9 S' 3 (/) 3 5 C. on S a n I o c (A o' Q < O (Z) Special Academic Programs (AP, G/T, Spec. Ed., ESL, Title I, Early Childhood) Interpret and communicate mandates (federal, state, local policy) and recommend policy revisions. Agree upon waivers that will enhance student achievement. Initiate waiver and policy revisions in collaboration with campus team. Grouping (Organizational) Interpret and communicate district guidelines/ philosophy. Agree upon any exceptions to District guidelines and philosophy. Utilize flexible iinplcmcnialion of grouping with guidelines.PDM Matrix - Cluster D "X3 n Sub Group IV (kJ OQ a I a VO M Discipline rb o o I 2 m 3 p ex ex P FUNCTION DISCIPLINE DISTRICT/STATE Review Federal/Stale Mandates COLLABORATION CAMPUS ACCOUNTABILITY rt C. ^.2 3 Eslablish sludenl discipline policies and regulalions wilti slandardized componenis Review handbook revision and make recommendations Discuss and develop plan for disciplinary concerns Develop school-wide discipline plans Dcvclo|)/|)ost chissrooiii rules o 2. li I 1 3 o ra 2 o (A Cominiinicale policies Io DisIrici adminislralors Communicate policies Io patrons Coiniiiiiiiicnle policies Io slalT Teach and implement SRRH Io students Develop and implemenl Iraining for cerliricd/non- certifled stafT (i.e. sccurily, bus drivers, supervision aides, and subsliliile teachers I.RSD SlalT Dcvelopnicnl On-silc sl.-ifT dcvclopincitl Monilor and ensure compliance of policies Monilor and ensure compliance of policies Monilor and ensure compliance of policies Review and submit quarterly disciplinary dataFUNCTION PISTRICT/STATE Provide resources Io implement district-wide disciplinary plan A Alternatives Io suspensions B Student Assistance Program C. In-school Suspension D. Alternative Classrooms E. Alternative Learning Environments Provide Tinancial support for proactive school plans COLLABORATION Discuss and develop positive alternative learning solutions Io behavior problems Provide appropriate curriculum for specific needs relating to behavior problems District collaboration with campuses Io develop business partnerships CAMPUS Adhere Io established LRSD guidelines for administering disciplinary sanctions Tcacli/iiiiplciucnt behavior iiiodificalion and condicl management Develop proactive plan which provides incenlives/rewards for good behavior ACCOUNTABILITY T3 n (w S o M fT p o C! o p < D 1 g s' a o s TO a o o I rt 3 ex o g o' r* </) O n (/tFUNCTION niSTRICT/STATE ( lIKItIClII.IIM Adopt curriculum to include the following components. Standards- based objectives K-12 scope and sequence Assessment and Instruction framework to reflect national standards and best practices from research (hands-on science, ntath manipulatives and tlicmatlc instruction) PDM MATRIX - CLUSTER E COLLABORATION Serve on district committee to develop: Standards- based objectives K-12 scope and sequence Assessment and Instruction framework Monitor curriculum In the following areas: * Implementatio n District resources Assessment processes Transitions among campuses and between levels Conduct action research on Instructional strategies and programs (Collect and analyze data and make decisions based on II at the building level CAMPUS accountability "0 n BI UQ Recommend stalT to develop curriculum. Recommend new programs and/or extensions of existing programs. Use curriculum framework within which classroom teacher decide the following Information: Use of optional components Use of enrichment objectives Design of lesson plan content and activities Use of assessments within district framework. > Modiflcallon of curriculum for special needs students Strategies for Instructional delivery within district Damework. a p ex n a 5 Q n o I re 3 s o' 3 [n o IS n ft I a c </> S' a 3 < (/> DFUNCTION niSTRIC'r/STA'I'E COLLABORATION CAMPUS ACCOUNTABILITY T3 n Curriculum Re.murces Support and facilitate campus plans based on available resources. Define district and campus responsibilities fur materials, resources, and budget allocations. Organize resources at campus for accesslblllly to staff and programs. Delertnine and use resources for campus plan, Involving district personnel as needed. p (fQ a c I T3 a o I 2 P Cl. CL P a s 3- 3 a 3 S S. CZ5 S a JS- O I a g S' n n 3 n (/)FUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY -0 n CD P n 5 a bJ c n n o I Initruellonal Equity EstabliBh an equity fund. Review assesinient data and move resourcea/ataff to asalat where needed. Create plan to minimize atK-io-eeononilcea that effect achievement. r- 2 n 3 Ca (X ex 3. h: g -b o 3 C. t/l Cl I o U 5* o n 3 . < A (/>FUNCTION DISTRICT/STATE COLLABORATION CAMPUS accountability Data Ctdicclion Collect relevant data for diagnostic use for the campus and district. Student Achievement Drop out rales Student attendance data Teacher attendance data Customer service Index School Climate index Provide comparative data oh students, teachers, and Schools. Review/redefine district and campus goals to meet guidelines for data collection. Collect and analyze relevant diagnostics for: Utilization of data to support Individual Improvement plan. Develop plan to collect/revlew data on regular basis rather than annually. Provide current research information. Provide Staff Development on data collection. Individual students School District Planning, Research and Evaluation will work with Individual schools In data collection. Identify multiple data lources. Create time and climate that Is teacher friendly for collection. n p p W 3 ? r- p 3. o 3- 3^ I I fl I *0 g 3 n a 3 70 a n o I a 3 O. P o 3 (/) o t/1 D n UiFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITV Data Use <6 Analysis Provide (ethnical aupport. Develop communication plan for campus & district. Involve total stalT lit data analysis and Inform students, parents, and constituents. Use data analysis to drive decision-making for teachers, students, and parents. Use diagnostic tools to evaluate student placement. n o ! pj p ~ 5 rt -3 T3 hi c <T) 3 P 3. C?. 1 2 S- => K. Ui S. (n a a "s S' ?a s. t/l 5 D o I a s' o n 3 n UiFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY Textbooks Coordinate process and adopt textbooks using approved list. Maintain budget for adopted materials. Create and maintain budget for supplemental materials to be distributed among all schools. Request waivers. Make recommendations for stalling textbook committees. Use multiple committees for: revlew/evaluation of textbooks assure cluster representation Maintain inventory. Consider supplemental resources where appropriate. T3 O .g o! O\ (/> p o. o - 5' S' < a n I 3* O n 3 < a IZ) X n o o I (Ti CL o o' XI t/i oFUNCTION Homework DISTRICT/STATE Provide support and resources for campus plan. COLLABORATION Use collected data as the basis for planning. Structure technical assistance and/or availahlc resources to promote continuous Improvement on each campus In student achievement. CAMPUS Structure work of staff and resources to assess Individual and categorical levels of Improvement. Emphasis Is on student achievement. ACCOUNTABILITY Tj n p (W n NJ I T3 C a o o I a 3 P ex O. P CD 2. 2. 2 3' 3 Ei. w a _ 3 5' f" n I I S' o n 3 <5 t/iFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY T3 n Grading Develop and follow district policy on grading. Establish district committees to recommend policy, guidelines, evaluation, data (lollccliort, report card!, etc. Interpret and maintain p<dicy at Ilie campus. p R oo on n o I r~ n n 3 Provide for llexible conference limes Io keep parents abreast of student performance. Eiplore to Include explicit data on atudents' progress. Review feasibility of mailing Interim reports. The mailing should be to the students that are academically distressed. Ask parent Io give 3 stamps at the beginning of the program year for mailing purposes Develop a procedure on disiribullon and collection of Interim reports and report cards. StudenO return signed Interim reports. P O- P. P o S. ST. S 2 p' s. co Q n I a U s' o Q 3 <5 (/> aFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY 7? P UQ c M3 w I n o o I Accountaliilily/Student Achievement Provide support and resources for campus plan. Use collected data as the basis for planning. Structure technical assistance and/or available resources to promote continuous Improvement on each campus In student achievement. Structure work of staff and resources to assess individual and categorical levels of improvement. Emphasis Is on student achievement. r 2 P ex O. P o ff. 2 3- 3 3. VI a - _ o' 3 "S c- S' ?o S. CZl 5 n I a c tA 3* o O a (AFUNCTION DISTRICT/STATE COLLABORATION CAMPUS ACCOUNTABILITY Waivers Request waivers from Arkansas Department of Education and/or applicable governmental entity. Consider campus requests for waivers. Assist in evaluation of waiver if and when waiver Is approved. Initiate and Justify requests for waivers which must pnivldc strategies that support evidence of student achievement. o n u (0 a I o O i5 /O a o o I 2 n 3 Q. a. p II I S' n <9 3 n CARecommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 31 Background Information and Question and Answers - Campus Leadership Plan 1. 2. 3. 4. Why was the Campus Leadership system created? The Little Rock School District strategic plan was developed by a combination of staff and community. It was determined that site leadership was a reform movement which should be implemented. The plan is very inclusive based on the membership of not only staff, but parents, community members and business partners. The incentive plan is a positive form of campus accountability which places the emphasis on the group rather than individual. It is believed that rewarding improved student performance and empowering staff at the campuses will result in improved student performance. The overall plan is consistent with rewarding improvement based on the Total Quality precepts. Who developed the incentive system? The original philosophical basis of the plan was developed by Cluster B. The steering committee for the complete plan endorsed the recommended plan. A list of the schools and individuals is located on the last page of this monograph. What are the underlying beliefs of the proposed plan for campus leadership? On the first page of this document there are listed the expected results of moving to a campus leadership plan for the purpose of increased student performance. As such, there is also a strong belief that continuous improvement and total quality performance are major aspects behind the plan. How have campus leadership systems and incentive systems improved student achievement in other districts? School districts in Tennessee, Kentucky, Maryland and Texas have all reported positive gains in student achievement. These states all have statewide plans and they are encouraged to add local incentives. There are other examples but we concentrated on these four states.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 32 5. 6. 7. 8. 9. There are several terms used to describe the campus decision making process. What are the differences? The term Campus Leadership is utilized by the Arkansas Leadership Academy to describe the empowerment process. The Arkansas Leadership Academy was established by the Arkansas Legislature. The terms of sitebased decision making, participatory decision making and campus leadership may be utilized interchangeably. The final document will utilize one term, Campus Leadership. How was the membership of the campus team decided? There was a search of the literature regarding the composition of campus teams in various states. The committee felt that this would be the initial proposal but it could be made smaller or larger based on the evaluation after the implementation years. The committee wanted to be as inclusive as possible. How will the staff and the public be kept informed about this improvement initiative? The school district will report the degree of implementation annually as part of the District Report Card. Particular emphasis will be placed on improvement of the factors identified on the Quality Indicator Index. Campuses will make a similar report based on their individual initiatives and their specific report card. The results of the incentive plan and awards for progress will be reported annually at the beginning of the school year. How will the District measure growth? The District will be looking at the specific quality education indicators to measure a schools performance for incentive awards. The emphasis will be on improvement in student performance. We will look at the growth which occurred during the academic year. A student must be enrolled as of October 1 to be calculated in the growth index. Will special education students be part of the assessment? Yes, but we have not developed all the rules regarding required growth. We anticipate the special education students will be added the 2*** year of the plan.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 33 10. 11. 12. 13. 14. Why is the District considering mobility when measuring the growth of students: Research of student mobility maintains that: a) changing schools has a negative effect on an individual students learning
and b) highly mobile student populations adversely affect overall school and District performance. As both the nation and the states address issues such as school choice, curriculum reform, and accountability systems for schools and districts, the impact of student mobility must be taken into account. Why are students not being considered part of the plan who are enrolled prior to October 1? Several of the District schools have extremely high mobility rates and many times we are testing students who have not been part of the Little Rock instructional program. The students will be tested, but will not be part of the accountability measure which qualifies the campus for an incentive award. What tests will be used to assess student achievement gains? The District will utilize the state norm referenced test as one of the measures. We also will utilize criterion reference assessments, which will indicate mastery of the basic and grade level skills. What are Criterion Referenced Tests (CRTs)? Criterion Referenced Tests (CRTs) are tests designed by textbook publishers and others to measure the degree in which a student has met previously established standards. The level of expectation is based on the grade level and by academic core subject. What are Norm Referenced Tests (NRTs)? Norm Referenced Tests compare the performance of Little Rock students to the performance of students nationally. The Stanford 9 is currently being used by the State for this purpose.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 34 15. 16. 17. 18. Why are dropout rates and student attendance being included in the formula? Dropout rates and student attendance were selected, because of the consistent and accurate manner in which they are collected for each school. Although campuses do not have total control over these factors, data from research studies show that dropout rates decrease and attendance rates increase when appropriate classroom instruction and supportive school environment address the diverse needs of students. What other measures will be utilized? Arkansas has a very low college attendance rate. The emphasis on the ACT and college preparatory program will assist more of the Districts young people to qualify for college entrance. This will also assist in preparing more of the Districts students to qualify for higher level jobs in the future. Why was School Climate and Customer Service indexes used? A positive school climate is directly related to the quality and amount of learning that takes place on the campus. We ail are customers to some degree of the public education institution. Having knowledge of the perceptions of the customers and particularly those who employ the Districts students can be an excellent school improvement strategy. Who are the customers or stakeholders? Essentially, everyone who is in any way connected with the school organization is a customer. Students and their parents are the most obvious customers, but they are not the only customers. A student is the customer of the education system, the individual school and individual teachers. The teachers, as well as all other staff members, and even volunteers are also customers. For example, a third grade teacher is the customer of a second grade teacher, or junior level courses and instructors are customers of prerequisite sophomore level courses and instructors. As well, a middle school is the customer of an elementary school and a high school is a customer of a middle school, just as business and community are customers of the entire school system.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 35 19. 20. 21. 22. 23. How can schools appeal decisions pertaining to their growth? An appeals process will be established that will enable campuses to appeal various issues to the Superintendent. Issues that could serve as the basis of the appeal might be: missing the award by a fraction
school grade-level reconfiguration
having an extremely small number of students in a category, etc. Will schools be expected to demonstrate improvement? Each school will be expected to show growth. Schools whose achievement is below that of the expected norm will be placed on Warned Status and offered technical assistance. If improvement is not forthcoming the school will be placed on Probationary Status. Technical assistance with full evaluation of the school will be accomplished to assist the campus. Recognized educators will also be asked to consult with the campus staff. What happens if student achievement is still below expected norms and with little or no growth in student achievement? The school will be a candidate for reconstitution. Who will set the norms for expected improvement? A committee of teachers, parents, administrators and technical experts will establish reasonable standards for each of the areas identified by the Quality Indicator Index. Expected growth will also be calculated by identifying and quantifying the difference between where a school is currently with the expected standard for each area. The Board of Directors will have final authority to establish the standard and expected growth rate. Is the development of the campus leadership plan and the incentive plan finalized? This is a draft report and we anticipate additions and corrections to the current plan. The response form will be utilized to gain additional input prior to recommending the plan to the Board of Directors for approval. The plan calls for an in-depth evaluation to be completed after the 3"* year of operation. When will the incentives be available for distribution to the schools? The first incentives will be distributed to schools during the 1999-2000 school year.Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 36 Campus Leadership Response Form Name: Gender. Male___Female^ School Race: White (Name is not required) Black__Hispanic__Asian___Native American__Other___ Please indicate the primary group to which you belong or wish to be identified. Teacher___Other School Employee___Parent Student Business Representative___Community Citizen____ Note
you may give comments in the area below each question. Please be specific. 1. Using a scale of 1 to 5 where 1 means the quality of education is very poor and 5 means the quality of education is excellent, how would you rate the quality of education in Little Rock Schools? Very Poor 1 2 3 4 5 Excellent Comments/Altematives (Please print) 2. Do you agree or disagree that the proposed plan for campus leadership/participatory decision making will encourage improvement in student achievement within the Little Rock School District? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 37 3. Do you agree or disagree that the recommended Quality indicators will fairly measure learning occurring in the school district? Disagree 1 2 3 4 5 Aeree Comments/Altematives (Please print) 4. Do you agree or disagree that the recommended incentives will encourage improvement in student achievement in our schools? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print) 5. Do you agree or disagree that the recommended corrective action will help schools improve? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print) 6. Do you agree or disagree that every school should be expected to show continual growth? Disagree 1 2 3 4 5 Agree Comments/Altematives (Please print)1 Recommendations for LRSD Campus Leadership Initiative/Campus Incentives Page 38 7. Do you agree or disagree that clear parameters for campus decision making should be part of the campus leadership plan? Disagree 4 5 2 1 J Comments/Altematives (Please print) Agree 8. Do you agree or disagree that high priority should be given to the technical assistance and communication? Disagree 4 5 2 1 3 Agree Comments/Altematives (Please print) 9. What one comment concerning the proposed campus leadership / participatory decision making plan & proposed incentive system would you make? Thank you for responding. Please return by June 20,1998, to: Little Rock School District ATTN
Superintendents Office 810 West Markham Little Rock, AR 72201dr RECF Little Rock School District September 29, 1998 OCT 2 1998 OFFICE OF desegregation monitoring MEMORANDUM TO: FROM: Mrs. Anne Brown, Desegration Monitoring Sadie Mitchell, Associate Superintendent - School Services SUBJECT: Campus Leadership Thank you and your staff for all you have done to help the Little Rock School District move toward the 21* Century. Your support is appreciated and needed at such a critical time in the Districts progress. In my new position. Associate Superintendent of School Services, I am responsible for the implementation of the Campus Leadership Initiative. The School Services Department is also chairing the following clusters: Cluster Cluster C Cluster E _________Title Quality Index - Attendance & At-Risk Campus Leadership - Planning and Campus Goals Time/Date November 17, 1998 1:30 - 3:30 p.m. November 18, 1998 1:30-3:30 p.m. We would be most appreciative if you could provide technical assistance from your staff on each committee. The next round of cluster meetings will start in November. If you will submit names to me prior to the meeting, I will personally contact each one of them. I look forward to hearing from you soon. Cc: Brady Gadberry, Special Assistant to the Superintendent Junious Babbs, Associate Superintendent - Desegregation 810 West Markham street Little Rock, Arkansas 72201 (501)824-2000 J Little Rock School District November 16, 1998 Administrative Directive TO: All Principals FROM: SUBJECT: '^^Victor Anderson, Associate Superintendent, Operations C^Sadie Mitchell, Associate Superintendent, School Services Documentation of Involvement of Campus Leadership Team and School Community in the Development of New Work Project Lists During the November cluster meetings, principals will receive a memo from the Director of Facility Services requesting that schools review and revise lists of existing requests for new work for the school facility. This revised list will become the basis for projects for a millage campaign next fall. Review the existing lists carefully and delete any requests that are no longer desires. Add any requests for additions, modifications, or renovations to the school. These lists will not include requests for repairs. Those items that cannot be funded in the current fiscal year will be developed into another list at the Facility Services Department and will also be added to the list of projects for the millage campaign. The involvement of the Campus Leadership Team and representatives from your school community are critical to this task. Involve both groups in the discussions of which projects are to be included in the project list. Provide documentation to the Operations Division of the names of the individuals and their positions who participate in the decisions of which projects are to be included on the revised new work list. Be certain to include representatives from your PTA and from other support groups or organizations within your school community. If there is an active neighborhood association in your area, a representative from that group is also recommended for participation. At the high school level, student representatives are appropriate for participation. Return the revised new work lists to Mr. Eaton on or before December 14, 1998. Send the documentation of the participants in the project decisions to the Operations Division on the same date. Attachment C: Doug Eaton Frances Cawthon Marian Lacey 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 * / MEMORANDUM FACILITY SERVICES DIRECTORATE DATE: November 13,1998 TO: II Pnncip^l^nd Building Managers FROM: lOI IS . Eaton, Director of Facility Services SUBJ: New Work Lists Attached to this memorandum is a current listing of the new work projects that our records indicate we have received from your site. You are requested to review this listing, delete any items that you feel are no longer needed at the school, and submit work orders for any new work that you desire to be considered in new work planning sessions for possible funding the latter part of this year. New work consists of additions, modifications, or renovations to facilities that do not exist at this time, submitted at this time. Items needing repair or maintenance are not to be Please review your academic program to ensure that the facilities that you have meet the needs of your program now and in the future. These are the type projects that we are trying to identify as new work. Consideration should also be given support facilities such as driveways, parking lots, and play areas. You are requested to forward any new work requests to Facility Services by December 14, 1998. DCE/apl/newwork3Cl- received JUL 1 9 2000 OFRCEOF desegregation MOffiTORIHG LITTLE ROCK SCHOOL DISTRICT Campus Leadership Institute 2000 Sessions I & II, July 24-28, 2000 *List of Participants School: MITCHELL Name of Participant Address (include city/zip) Phone Number Position (Principal, Teacher, Parent, Broker, Business Partner, etc.) Mr. Darian Smith Ms. Alice Bradberry Ms. Patricia Brooks Ms. Kimberly Potter Ms. Veta Flanagan Mr. Rickey Jackson Ms. Connie Whitfield Ms. Sue Walls 3909 Cobb Little Rock, Ar 72204 2106 Raintree, Bryant Ar. 72022 1701 Westpark Dr. Apt 21 Little Rock, Ar 72204______________________________ 15 Lendl Loop Little Rock, 72207 6305 Longwood Rd., Little Rock, 72207 3434 S. Battery Little Rock, 72206 3023 S. Battery, Little Rock, 72206 3300 Foxcroft Little Rock, 72227 *Maximum number on team including principal - 8 565-3961 847-6018 663-2431 614-6656 614-6656 374-2130 372-0693 224-7266 Principal Teacher Counselor Teacher Teacher Parent Community Broker01/03/2001 16: 05 5016716207 HALL HIGH PAGE 02 HALL HIGH SCHOOL 6700 H STREET little ROCK, AR 72205 VERNON SMITH, JR. PRINCIPAL (501) 671-6200 PHONE (501) 671-6207 FAX January 3,2001 Dear Mrs. Powell, T an exceUent job with our Campus Leadership Team. I realize that this was not part of you regular duties, and you acceded this task on such short notice. Your service is greatly appreciated by the Campus Leadership Team and I am truly thankful for your assistance. me. Sincerely, Vernon Smith, Jr.MITCHELL ACADEMY RECEIVED 2000-2001 JUL 19 ZWO tXREE'QF SCHOOL IMPROVEMENT PLAN SUBMITTED BY DARIAN L. SMITHIntervention: Great Expectations of Arkansas Actions L Staff will attend the Great Expectations Summer Institute Person(s) Responsible Principal Staff Timeline July 2000 Resources x-i
J)i^trict {Budget Title 1 I APIG/Other BudgeG Budget J Parent Workshop/Conferences for students having behavioral difficulties The Family Support Team will meet weekly to identify students that need additional assistance. Institute a Friday Club Day to involve students in extra-curricular activities Implement the Getting Along piece of Success For All Staff will have a quarterly retreat/celebration gathering Principal Counselor Family Support Team Success For All Facilitator Principal Counselor Principal SFA Facilitator Principal Program Committee On-going On-going Bi-monthly August 2000 On-going Great Expectations Handbook GE Offices Parenting videos Speakers Success For All materials Staff SFA materialsSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 3: Improve the overall climate of the school. Supporting Data: School Climate Survey Goal(s): . Reduce the number of send homes and out-of-school suspensions to 5 /o. Build better staff cohesiveness. One-Year Benchmark(s): In 1998-99 Mitchell Academy had a send home and out-of-school suspension rate of 8.1%. We shall reduce our suspension rate to 5%.Intervention: Hiring a Curriculum Specialist 'Actions i Personas) r Responsible Timeline Resources Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Curriculum Specialist Counselor Family Support Team September 2000 February 2001 April 2001 V I i - i IRC Staff Current Research Videos District: Budget 1 Title 1 vfiudgct 1.-----L. $500 Provide students opportunities to respond to open-ended questions. Classroom teachers August 2000 - June 2001 TERC materials IRC Staff ACTAAP released items APIG/Othcr Budget Implement the use of a daily math problem. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Benchmark examinations Conduct summative evaluation of the plans implementation, make adjustments for following year. Classroom teacher September 2000 - May 2001 IRC Staff Workbook Campus Leadership Team Principal Cuniculum Specialist Classroom teachers August 2000 Ongoing $500 i Campus Leadership Team June 2001School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 2: Improve Student Achievement in Mathematics 83%ofthTfourth grade students scored at the below basic level on the grade 4 Benchmark Exam. 130/0 of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 7% of the fifth grade students scored at or above the 50th percentile on the SAT9. HXm of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. 90% of the students will perform at or above the proficient level in Mathematics each semester on the District adopted CRTs. 65% of the students will perform at or above the 50th percentile in Mathematics on the SAT9. One-Year Benchmark(s): 1999-2000 Mitchell Academy shall improve 10 points so that at least In 14% of the students (4% - 1998-99 performance + 10% - required improvement - 14%) at or having 7 students out of a possible 43 students score at ZX proficiXf1X1 on the grade 4 Benchmark Exam. This Benchmark will be achieved by or above the proficient level. In 2000-2001 Mitchell Academy shall improve 7 points so that at least required improvement = 14%) at or above the 50th percentUe on the SAT9. of a possible 46 students score at or above the 50th percentile on the SAT9. 14% of the students (7%- 2000-2001 performance + 7% -
This Benchmark will be achieved by having 7 students outBenchmark examinations. Conduct summative evaluation of the plans implementation, make adjustments for following year. Campus Leadership Team June 2001Intervention: Success For All Actions
Assign tutors to the bottom 30% of first grade students. f Person (s) y Responsible Principal SFA facilitator SFA tutor I Timeline V". Resources t District < J Budget Budget ,
iAPIG/Ofher I Biidgef> September 2000 - June 2001 SFA placement exam data Provide tutoring for an additional 100 students. Principal SFA facilitator Classroom teachers October 2000 - May 2001 VIPs Young Lawyers Association Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Counselor Family Support Team SFA facilitator September 2000 February 2000 April 2000 IRC Staff Videos SFA Assessment $500 Implement cooperative learning strategies to encourage a linkage between teacher-directed instruction and child-centered learning. _____ Principal SFA facilitator August 2000 - June 2001 SFA Assessment Early Learning Manual Self-Assessment Checklist Enhance the implementation of the Success For All reading program through staff development_______ Principal SFA facilitator Ongoing IRC Staff Title 1 Provide students opportunities to be assessed on a bi-weekly basis using open-ended questions. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Classroom teachers August 2000 - June 2001 ACTAAP released items Campus Leadership Team August 2000 $500 Principal Classroom teachers OngoingSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 1: Improve Student Achievement in Reading Supporting Data: tUp hplnw basic level on the grade 4 Benchmark Exam. 52% of the fourth grade students scored at the below basic levei on uiv gia 35% of the fourth grade students scored at the basic level on the grade 4 Benchnrark Exam. 4% of the fifth grade students scored at or above the 50th percentile on the SAT9. Goal(s): 100% of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. the District adopted CRTs. 90% of the students a perform at or above the profieient" level in reading each semester on 65% of the students will perform at or above the 50th percentile in reading on the SAT9. One-Year Benchmark(s): p., students fl3% . 1998 -99 performance + 9% - having 10 students out of a possible 43 students score at or above the proficient level. having 'rXX of a possible 46 students score at or above the 50th percentlie.Arkansas Democrat .^(fjazclk MONDAY, JUNE 22, 1998 LR student achievement plan put forth > BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE
-The Little Rock School Board will vote this week on a proposal to establish teams of staff, parents and community members to help improve student achievement. -ff adopted by the board, the tvvo-paragraph policy will be the first step in an effort to make schools more independent. Besides the campus leadership teams, the idea includes: Training for staff and parents. Quality indicators to evaluate J schools. Board Continued from Page 18 administrators, principals teachers later in the month. Rewards to schools where students progress beyond minimum levels, Corrective measures if a school doesnt meet expectations. The Campus Leadership Initiative is similar to site-based management or shared decision-making plans, that have become a relatively common element of school reform across the country. We have never really made such a drastic change like this, Assistant Superintendent Sadie Mitchell said last week. Its important that people fully understand what our goal is, and that is to increase student achievemenL Teachers and parents will have a greater role in the success or failure of a school as a result of the initiative, Mitchell said. At the same time, central office administrators and principals will have to adjust to changes in their roles in tlie operation of a school. The School Board will vote for the first time on the formation of the leadership teams at its meeting 6 p.in. Thursday. [The teams] will assist in the development and evaluation of campus goals and objectives through planning, budgeting, curriculum development, staff development and staffing needs. the proposed policy says. Tlmough consensus-based decisions, the campus teams will support the districts commitment to the sustained improvement of schools. If the policy is approved on its first reading, the board would likely vote on the proposal a second time in July, which would make the policy official and enable the district to begin training about 200 See BOARD,Page 38 and The summer training will focus on team building, how to reach consensus. how to assess a schools needs and an introductory session on a system for efficient and effective operations. Each school should have a campus leadership team in place by Nov. 1, according to the proposed leadership initiative developed by administrators and teachers during the past several months. the recommendations of their teams. "If they dont, what we will get is ineffective teams whose members wont want to work together and will consider this just anotlier case where the top is going to do what they want anyway, Mitchell said. That is not what we want. Its OK for parents and the community to be involved in schools, she added. A lot of times they can see the quality we are aspiring for much better than we can. Each team, which will meet at least four times a year. It will focus on the schools improvement plan. revising it if necessary and deciding how to accomplish its objectives, Each school will be evaluated based on indicators that include stu- dent achievement. attendance. dropouts. teacher attendance, customer sendee and school climate. Each school will be assigned points for progress made in each categoiy and rewarded if progress is sufficient. The School Board is being asked to include $225,000 in the 1998-99 budget for the incentive rewards. Mitchell said. The point system will be developed with the help of outside consultants, she added. Still to be decided is what will happen to schools that dont make acceptable progress. Mitchell said. The Campus Leadership Initia- Mitchell said. The work of the team five, or site-based decision making, will likely include deciding what was first envisioned for Little Rock staff training and other resources in 1995 by a committee that helped are needed, setting time lines to develop the districts five-year reach goals and even obtaining strategic plan for operation, waivers from district and state regu- That strategic plan and the eflations if those regulations hinder forts to design a site-based manage- c u._.---1- ment plan were set aside for more For example, Mitchell said, a than a year because of a change in team might decide it w'ould be best superintendents and a concentra- to reduce the number of faculty po- tion on revising the school districts sitions by one or two and use sav- desegregation plan. , ings to purchase materials for an af- dents and noncertified staff members ter-school program for students The initiative, which is much broader and more detailed than the proposed policy to be considered this week, will be submitted for school board approval later this year. Five to 10 certified teachers will ef- be elMted by the school staff to serve the school from reaching its goals, on the leadership team at each ~ ............................. school The principal, who will be the team chairman, will appoint two parents, a business representative and a community member to the team. Stu- Mitchell said work resumed on also may become team members, ei- ther by election or appointment One Or a team may e.xpress concerns to a principal about the job performance central office administrator will of a staff member, ICtchell said, serve on the team to provide training the site-based management plan earlier this year with encouragement fi-om Superintendent Les Carand to serve as the schools liaison to the administration. Team members will serve two-year terms. The team will actually be an ad- Those kinds of things will come up, and they will be discussed." Mitchell said. Ultimately, it will be nine, who was out of his office this week and couldnt be reached for comment on the proposed policy. ------- Virtually eveiy principal and up to the principal to carry through teacher representatives from each , . , , ,
With the teacher, but I think there school assisted with the develop- visoty body to the school pnncipal. will be a little more fire power be- ment of the leadership initiative but Mitchell said the principals will hind the principal with a team and plans for staff and parent train- be strongly encouraged to consider pushing him on. ing, Mitchell saidArkansas Democrat W(?>azcllc THURSDAY, JULY 29. 1999 LR school teams meet to set achievement goals Parents, teachers and staff gang up on problems BY CYNTHIA HOWELL ARKANSAS DrMCXTRAT-CAZErni schools went through the same exercises. Charged with improving student achievement at their schools, XU uciwccil Uia-teacher and parent members of cussions on aligning curriculum the Little Rock School Districts - The atmosphere Wednesday was lightliearted. In between disand student tests and on coping with different personality types, -- --------------------- educators and community mem-getner to set and meet school bers snacked on salsa, chips and goals.---------------------------------------------watermelon. new campus leadership teams are learning this week how to work to- On Wednesday, more than 200 They watched skits performed district employees, community by administrators and vied for members and parents who form door prizes of School District cof-the core of their school teams fee mugs and restaurant gift cer-gathered at the Greater Second tificates. They watched skits performed B a*p1t isrt Churc--h-- i-n-- -S-o--u-t-h--w---eBsty L Fitrtlieday, each school team Kock for the session that wont should have the skills and materi-conclude until Friday afternoon, als necessary to train the rest of Earlier this week, another group their teams and the school staff of 180 from district elementary See GOALS, Page 2B 3. Zl i
. Arkansas Damocral-Gazelle/STEPHEN B. THORNTON Hall High ScIimI A^istant Principal Judy Zink (left) and tteeaacchheerrss aanrxdl pprriinncciippaallss VWVeeddnneessddaayy aafftteerrnnoooonn iinn LLiilllliiee RRoocckk,. leacher Joan Best (right) place a paper collage of hands in During an opening exercise, team members wrote personal the center of their table during a Iraining session for parents, teaching attributes and then combined them symbolically. Goals. Continued Irom Page IB members who arent here, said Sadie Mitchell, associate superintendent for school services. "And, each team will have established at least one example of a goal for tlieir school. Tliey will have identified the tasks that would go along with the goal, the staff members who are responsible for tlie tasks and they will have set time Jines for the (asks, and a budget." Mitchell cited team work done by Dodd Elementary School earlier this week as an example of the kinds of work all the teams will do. The Dodd team agreed that one of its goals for the year should focus on improving reading skills among students. To do tliat, the number of employees who have been trained in the states literacy program for elementary students should be increased by five. Victor Anderson, the districts associate superintendent for operations, told tlie crowd that in a school year in which middle schools are being established to replace junior highs and ninth-graders arc moving into the high schools, it will be the new campus leadership teams that will bring about the greatest degree of change in the day-to-day operations of the schools. The campus leadership plan is the districts effort to decentralize school management. The teams were formed in Noventber 1998 either through princi* pal appointment or through election. The teams advise the scliool principal on issues such as student achievement, curriculum, budgeting, use of staff and staff training. Each school will be responsible for meeting state and district accountability slandaixls that focus on student achievement, graduation rales and attendance, among /r is II teamwork issue. You can organize for success. Les Camiiic other indicators. Schools that make progress toward the goals will be rewarded, while those that dont face state sanctions. The campus teams range in size from about 10 to as many as 22 at Central High, the districts largest school. The teams have met periodically since their formation but the Iraining sessions (his week are intended to help them focus on the issues that are must important for improving student achievement. Bonnie Ixcsiic, associate superintendent for instruction, told the group Wednesday that "if you teach the kids the tested curriculum, they will do better. Leslie said it is important that the teams set and strive for goals that mailer. She warned that campus leadership teams have not always been successful, according to research, because some teams never gel beyond discussing park-teaching attributes and then combined them symbolically. ing problems or the color of paint to be used in tlie teacher's lounge. The kids' math scores wont improve that way," she said. Instead, the focus must be on curriculum. teacher training, instructional strategics and assessing student achievement, she said. Les Gamine, the district's superintendent, also addressed the (cams Wednesday, describing for them many of the districts accomplishments in 1998-99. Those included an increase in the number of students successfully completing upper-level math courses, a dramatic reduction in the number of students who wore expelled or suspended, a decline in the student drop-out rale, an increase in participation in athletics, and increases in parent and community involvement in the schools as re-flccted in volunteer hours. The state and district accountability standards will require further hnprovemcnls, he said. "Youve got to plan for that gi'owlh." Gamine .said. It is eveiy- Ixxlys re.sjK)n.sibility. It is a teamwork issue. You can organize for success. Ive already shown you tliat the ball is rolling in your favor." This past year was a fabulous year and all the indicators for this coming year, which starts Aug. 24, point to an absolutely phenomenal year, he said. Everything is working for us if we can only grab it," he said. "We've waited a long time in this district to rise back up on top. The job is a big one but weve got it going our way."
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