Compliance hearing exhibits, 39-45

HANDBOOK FOR CAMPUS LEADERSHIP TEAM July 1999I HAIVDBOOK FOR CAMPUS LEADERSHIP TEAM Table of Contents I Letter from the Superintendent Vision and Mission Statement Campus Leadership System Summary of Campus Leadership Plan Components Campus LeadershipBoard of Education Policy Campus Leadership Team^Administrative Policy Cluster Coordinating Committee^Administrative Policy ! Campus Leadership Team Tasks - Administrative Policy Cluster Coordinating Committee Tasks - Administrative Policy Leadership Team Expectations Campus Leadership Team - Administrative Policy & Team Matrix Cluster Coordinating Committee Membership Administrative Policy Board of Education Policy Waivers Campus Leadership Team Organizational Components Campus Leadership Team Calendar Campus Leadership Team Evaluation Planning & Decision Making Process Collective Responsibility for Student Achievement Reporting Responsibilities District Annual Performance Report School Performance Reports PAGE I ii 1 2 3 4 4 4 5 5 6 8 8 9 11 13 14 16 16 16 16Accreditation and Accountability Status PAGE 17 I iI Program Evaluations 17 I School Improvement Plans State Quality Indicators School Selected Indicators Additional District Selected Indicators and Value-Added Goals or Improvement Goals Indicators by School Level Rewards for Schools Rewards for Staff/Students Sanctions 17 18-19 20 20-23 23-45 46 47 Technical Assistance and Support for Schools Identified for Improvement Sanctions for Central Office School Role When Identified for Sanctions Definitions 48-52 52 53 53-54 Forms: Addendum a. Nomination Form - Recommendation for Individuals to be Appointed 55 j i b. Campus Leadership Team Nomination Form 56 c. Waiver Form 57 d. Customer Service/Learning Climate Surveys i 1. Parent 2. Teacher 3. Student 4. Administrator 61 62 63 64 i e. Functional Vocabulary 65 f. School Improvement Planner and Implementation Timeline 66 g- Arkansas Comprehensive Testing, Assessment and Accountability Program 69OFFICE OF THE SUPERINTENDENT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 (501) 324-2012 I July 1999 ! Dear Campus Leadership Colleagues: The Campus Leadership Program at the Little Rock School District uses an organization structure known as site-based decision-making which involves principals, teachers, auxiliary staff, parents, business leaders and community members. The purpose of the Campus Leadership Teams is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance. Involvement is the key component of the Campus Leadership Program. ! The Campus Leadership Plan is a commitment by each unique school campus and allows that unit to develop programs and strategies that best meet the needs of children served at that school. The District has made a renewed commitment to the neighborhood schools and will continue to maintain an outstanding group of magnet schools. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle which will ensure that a quality education program is available at all District campuses. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. Sincerely, Lesli\V. Gamine Superintendent of Schools i 1 I Vision Statement The Campus Leadership program in the Little Rock School District will work to ensure that all Little Rock School District students will graduate from high school. The diploma that graduates receive will represent: Mastery of all basic skills
Internalization of a liberal arts education
Understanding of the need to preserve the democratic way of life, including respect for the nations cultural diversity
Expertise in accessing and applying knowledge
and Confidence and competency in making career choices. LRSD Mission Statement I The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. ii Campus Leadership System The 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. 4. 5. 6. Commitment to improved student achievement for all students. 1 i ! 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 leadership 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. Statement of Purpose of Campus Leadership I I i 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. 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. Procedures for planning and evaluating student achievement goals and decision making process. 1I 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 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 Federal/State/District levels, those which are better made at the campus/classroom level, and finally those which are collaborative. 2LITTLE ROCK SCHOOL DISTRICT NEPN: CFD 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 of the sustained improvement of schools. 1 t Adopted: 07-09-98 Cross-Reference: Administrative Regulation CFD-R 3Campus Leadership Team - Administrative Policy Each school year the principal of each school campus, with the assistance of the campus leadership team, shall develop, review, and revise the campus improvement plan for the purpose of improving student performance for all students with respect to the Quality Index Indicators and any other appropriate performance measures for special needs populations. Cluster Coordinating Committee - Administrative Policy i The Cluster Coordinating Committee will meet on a regular basis with times and dates to be determined by the Superintendent. The purpose of the committee to advise the superintendent on policy and implementation of the campus leadership decision making model. The committee may from time to time address additional empowerment strategies and provide a communication link with each campus of the Little Rock School District. Campus Leadership Team Tasks - Administrative Policy The campus leadership team shall advise the principal in the following areas: development of the campus plan evaluation of the campus plan campus budget campus program and curriculum staffing patterns staff development* school organization at least one public meeting per year to discuss/review campus performance objectives. * The staff development plan must be approved by the campus leadership team and is coordinated with the campus plan. 4Cluster Coordinating Committee Tasks - Administrative Policy The following are identified tasks of the Cluster Coordinating Committee: advise the superintendent on implementation of the campus leadership plan assist in the areas of analyzing and updating the participatory decision making matrix assist with the assessment the development of Total Quality Schools model i assist with the assessment of the Customer Service and Learning Climate components of the TQS model design strategies for improving and maintaining initiatives for Customer Service and appropriate Learning Climate assist with the development and maintenance of marketing the Little Rock School District LEADERSHIP TEAM EXPECTATIONS 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 directly confront important issues make objective judgements based on facts display leadership in ways which contribute to the teams success respond constructively to feedback from 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 staff development communicate team goals and strategies to staff, students, administration, school board, parents and community. 5Campus 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 (Brokers) 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. 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. I 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. 6Vacancy: 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. 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. 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. i 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. i 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: I I a. b. c. d. e. f. planning budgeting curriculum staffing patterns staff development school organization i 7Cluster Coordinating Committee Membership Administrative Policy A Campus Leadership Team member and the campus principal will constitute the campus representatives. 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. I 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. 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), 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 March 1. 8Submission and Approval: The application shall be submitted to the superintendent no later than March 1 of the year 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 Arkansas State Board of Education action must be acted upon by the District Board before fonwarding to the Arkansas Department of Education. District Board action should be consistent with state and federal guidelines. Campus Leadership Team Organization Components This is an example of one way you could organize the team to fulfill the mission of the Campus Team. The basic components of the Student Success Model follow, and each becomes a subcommittee organizationally. Teachers, parents and community representatives work together to develop goals and objectives to enhance their school for the benefit of students. Development of strategies and crossdiscipline support are maximized by the membership of the committees. Members of the campus leadership team are the chairs, and encourage a broad range of talent to serve on the working committees that support the individual classroom teacher. 1. Skills and Knowledge Continuum a. b. c. d. e. f. g- Curriculum / objectives Materials / equipment to support curriculum Cross integration of curriculum to support core focus Example: Campus develops strategy for Math to support vocabulary building
music with similar strategies with reading supporting math/ science/social studies... th is is an example but there is strategy of support - a comprehensive curriculum. 2. Personalized Education Programs There are a number of individual initiatives, which the campus develops and supports to meet the individual needs of students. Examples of personalized education programs are: i a. Special Education b. Gifted and Talented Education c. Drop Out Reduction Programs d. Accelerated Learning LaboratoryRemedial and Academic Acceleration e. Students with children f. English as a Second Language (ESL) 9I 3. staff Development a. Focus on Campus Goals b. Teacher generated c. Inclusive 4. Community Support a. VIPS & PIE b. c. d. e. f. PTA Neighborhoods Senior Citizens Business State and local officials 5. Assessment 1 a. b. c. d. e. f. Individual and diagnostic program data analysis for focused instruction - SAT9, ACTAP, CRT alternative coordinated with core academic standards prescriptive 6. Communication a. b. c. Coordinated to allow all stakeholders to understand the mission & goals of the campus Creates a network beyond the campus of support for campus strategies Creates a network of support for individuals in support student achievement initiatives 10Campus Leadership Team Calendar The calendar is approximate of the activities that you consider as you work together to create a more effective school. The asterisk (*) denotes where a form or additional information exists to accomplish the task or confirm the activity. January Campus Leadership Team has initial meeting L* February March I i I April Ma a. b. c. d. Introduction to the process orientation activities for new members team expectations planning process reviewed Review and interim evaluation of campus plan activities. Consideration of modification to current year campus plan and submit to designated individual for review. Discuss plans for update of needs assessment. Campus Leadership Teams work with developing skills in problem solving and consensus building, conflict resolution and communication. Request specific type of technical assistance. Monitor and adjust campus plan* Draft action plan due to Assistant Superintendent Begin process of working with the campus community to address perceived needs of campus for following year Discuss and start evaluation of Campus Leadership Teams problem solving process and team effectiveness. Start Evaluation of current year campus plan and establish timelines for completion of evaluation and communication with stakeholders. Create strategy and set in motion the collection of published research and data collection requirements for discussion and analysis by Campus Leadership Team in preparation for next years campus plan. Evaluate assessment results Campus Leadership develops and communicates draft of focus areas based on assessment results. 11I June I Submit evaluation of campus plan (There is a recognition that current year results of ACT / SAT would not be available or certain other current year results. The incentive plan will indicate those particular areas and that the previous years results will be utilized in those cases.) July District-wide Campus Leadership Team Meetings Campus Leadership Team refines initial draft of campus goals and further starts development of action plans on determined focus areas. District wide Campus Leadership Team Meetings by Cluster August Opening of School Campus Leadership Team meetings with faculty on Campus. Share recommend goals for current year and draft of action plans. Confirm goals. Designate problem solving and action teams for accomplishment of goals September I I Communication with all stakeholders the goals of the campus*. Prepare final action plans and submit to Superintendent and Board for final approval. Acceptance or modification required goals and action plans. Hold public meeting and share results of previous years campus goals and action plans 1 October Inform public and staff of opportunities to serve on the Campus Leadership Teamshare Leadership Team membership expectations. Receive nominations for membership on the Campus Leadership Team for each membership category*. November Current Leadership Team checks on implementation of action plans. Problem solving teams Election of Leadership Team members* December Collection of data to ascertain effectiveness of action plans and problem solving teams Initiate mid year report of progress * Appointment of members to the Leadership Team ,* 12Campus Leadership Team Evaluation I i Officially the participatory decision-making model was implemented in the LRSD in the fall of 1998. It has been, in various ways, part of the school-based leadership design at several of the campuses prior to that time. This survey is to be utilized as a self-evaluation for the campus leadership team during the initial year of operation. In subsequent years, it is to be utilized with all campus faculty, parents, and a sampling of business and community members. Considerations: 1. 2. 3. 4. 5. 6. 7. While I obviously cant have a vote on every decision that is made in this school, I do feel that there are mechanisms that allow me to have input into the decision making process. (Note: There are evaluation instruments appropriate to the customer, staff, parent and community member. In many cases, the only change to the question would be a word change...directed to appropriate group of individuals.) The Campus Leadership Team has an established system of communication, both verbal and written, that ensures that all staff members are informed about Campus Leadership team decisions and plans. The school involves the total faculty in collecting, analyzing, distributing, and soliciting feedback on data related goals and objectives using a total quality school program. The organization and operation of the Campus Leadership Team, as it is currently designed, is becoming an effective process. The Campus Leadership Team develops and coordinates staff development plans consistent with the campus goals. The Campus Leadership Team is an advisory body to the principal in the areas of planning, budgeting, curriculum, staffing, and school organization. In your opinion, has the function of the Campus Leadership Team, as described, played a part in increasing student achievement. I i The Campus Leadership Teams parents, community members and business representatives are involved in contributing to the schools quality improvement goals. (School Climate, etc.) 138. Customer satisfaction has improved with use of home visits, parent surveys, parent conference days, Parent-Teacher Associations, Campus Leadership Team, written communiques, school newsletters and other communication and involvement activities. (Customize for customer group) I i 9. The entire faculty is involved in identifying specific strategies for measuring progress toward achieving quality goals. 10. The District Leadership is continuously involved in supporting Campus initiatives for improved student performance. Ratings could be Almost Never to Almost Always or similar format. PLANNING AND DECISION MAKING PROCESS I 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. i 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. I Plan: 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. The plan shall be prepared and submitted to the Superintendent by October 1 for transmittal to the Board. Staff Development: The campus team must approve the portions of the campus plan addressing campus staff development needs. 14I 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 (ACSIP) must: 1. 2. 3. 4. 5. 6. 7. 8. 9. Assess the academic achievement for each student in the school using the academic quality system. Set the campus goals based on the academic quality indicator system, including objectives for special needs populations. Identify how the campus goals will be met for each student. Campuses may select up to five goals for the Campus Improvement Plan. Determine the resources needed to implement the plan. Identify the staff needed to implement the plan. Set time lines for reaching the goals. Measure progress toward the performance objectives periodically to ensure that the plan is resulting in academic achievement. Include an annual report with results to be shared with the team, staff, parents and the appropriate assistant superintendent. 15Collective Responsibility for Student Achievement Definition of Collective Responsibility Collective Responsibility means that all the adults in the District and at each school hold themselves accountable for ail the students meeting the challenging behavior and academic content standards and benchmarks and other outcomes established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the collective responsibility for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff
annual work plans
District-level processes and school-level parameters for decision-making
personnel hiring, assignment, promotion, and evaluation systems
and the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities I The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the Districts progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. District Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the Quality Indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the Arkansas Department of Education. School Performance Reports The state-mandated School Performance Reports shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the Arkansas Department of Education, but also school data relating to the Districts Quality Indicators. 16School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the performance of the school and planned short- and long-range improvements. The District may disseminate school-level supplements to the School Performance Reports to include data relating to District-selected Quality Indicators. Accreditation and Accountability Status If a school has been identified for school improvement, as per Title I regulations and/or if the school is conditionally accredited or non-accredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the School Performance Report. I Program Evaluations The results of any internal program evaluation studies or evaluations of grant- funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. School Improvement Plans Although there are multiple state and local indicators, Campus Leadership Teams should select, based on their data analysis, three to five priority improvement goals as a focus for the School Improvement Plan. (See the Arkansas Comprehensive School Improvement Planning process.) I 17state Quality IndicatorsTier I The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators based on performance goals for Tier I: I 1 I =M^State?lndicatoi^^
l Performance on State- Mandated Criterion- Referenced Tests Performance on State- Mandated Criterion- Referenced Tests School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety >-^l-^rade*Leyel(sj5 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. 100% of a schools secondary students shall perform at or above the proficient level in Algebra 1. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. 100% of a schools secondary students shall perform at or above the proficient level in Literacy. At least 99% of secondary students will remain in school to complete the 12' grade. Average daily attendance rate will be at least 95%. 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. .'J. Grades 4, 6, 8 Secondary Grades 7-12 Grades K-12 Grades K-12 Grades K-12 Grades K-12 18 tfejGoal^f Definition)state Quality IndicatorsTier II The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators for Tier II. Tier II indicators are based on trend and improvement goals. Trend goals will be established for different cohorts of students, and improvement goals will be established for the same cohort of students over time. I i State Indicator Goal (Definition) Grade Level(s) Performance on State- Mandated Criterion- Referenced Tests The percent of students performing at or above the proficient" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. Grades 4, 6, and 8 Performance on State- Mandated Criterion- Referenced Tests The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficienf level in Literacy will meet or exceed the trend goal each year. Secondary 19Tier HSchool Selected Indicators (Schools Select Any 5) State Indicator Goal (Definition) Grade l-evel(s) Drop-outs Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Secondary Average Daily Attendance Schools will improve their average daily attendance rate. All levels Classes Taught by an Appropriately Licensed Teacher Schools will improve the percent of classes taught by an appropriately licensed teacher. All levels Professional Development Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. All levels School Safety Schools will be free of drugs, weapons, and violent acts. All levels Other School Selected Indicators Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. All levels Additional District-Selected Indicators The following additional academic indicators (based also on both performance and trend/improvement) have been established by the Little Rock School District. Value-Added Goals or Improvement Goals I The District-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured each semester. Only those scores of students who were in the school the previous test administration will be used in calculating value-added gains (or improvement). The purpose of this measure is to be able to determine the extent to which a school adds value through individual students gains. In other words, regardless of whether students attain the proficient level at any given grade, the District is interested in whether the students progressed toward proficiency during that year. Both trend and improvement data will be tracked as well. 20LRSD Indicator Goal (Definition) Grade Level(s) I I Performance on District- Adopted Kindergarten Literacy Test 90% of a schools students shall perform at or above the proficient level in literacy. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year. Kindergarten Performance on District- Adopted Grade 1 Literacy Test 90% of a schools students shall perform at or above the proficient level in literacy. The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year. Grade 1 Performance on SAT9, a Norm-Referenced Test 65% of a schools students in every sub-group of race and gender shall perform at or above the percentile in reading. The percent of students in every sub-group or race and gender performing at or above the 50 percentile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every sub-group of race and gender shall perform at or above the 50*' percentile in mathematics. The percent of students in every sub-group of race and gender performing at or above the 50*' percentile in mathematics will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. __________________ Grades 5, 7, 10 21I LRSD Indicator Goal (Definition) Grade Level(s) i i I Performance on SAT9, a Norm-Referenced Test At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. Grades 5, 7. 10 Performance on District-Adopted Criterion- Referenced Tests Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I by grade 8 Honors Seal on High School Diploma 90% of a schools students shall perform at or above the proficient level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics each quarter will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra 1 by grade 8 will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Grades 2-11 Grades 6-12 Grade 8 Grades 9-12 22{ t 1 LRSD Indicator Taking the ACT Performance on the ACT Taking Advanced Placement Examinations Performance on Advanced Placement Examinations Completion of Graduation Requirements GdaiHDefinitibn)
Gr^&lWel(s)? 65% of a high schools students will take the ACT. The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above will meet or exceed the trend goal each year. 65% of a high schools graduates will have taken at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high school's students taking AP examinations will score a 3 or above. The percent of students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year. 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony, The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. Grades 11-12 Grades 11-12 Grades 11-12 Grades 11-12 Grade 12 A schools performance on these District-selected indicators may be reflected in a local supplement to the state-mandated School Performance Report or as a part of the narrative in the Tier III report that becomes a part of the states School Performance Report. Indicators by School Level On the following pages are lists of the state and district indicators by school level. These indicators include the priorities established in the LRSD Strategic Plan, the Revised Desegregation and Education Plan, the National Science Foundation Project, Title I, ACTAAP, and ACSIP. Also included in the tables are the columns of data that will be used to determine a schools status. 23Quality Indicators for Elementary Schools Baseline. Year r '^r^* Level State Indicators Tier I 1998-99 4 Performance on State Mandated Criterion- Referenced Grade 4 Literacy Test_______ 1998-99 4 Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test___ 1999-00 K-5 Average Daily Attendance 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher ____ 1999-00 K-5 Professional Development 1990-00 K-5 School Safety ^-^Goal(D^ition)r<:
^.>fc Your 1- -s Results -Growth? ^Your i jGrowttf -Your Score 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficienf level in mathematics. Average daily attendance rate will be at least 95%. ______________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. ____________________ 1998-99 4 Performance on State- Mandated Criterion Referenced Grade 4 Literacy Test The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year._________ 24Quality Indicators for Elementary Schools (continued) Baseline Year 1998-99 Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 Grade Levels 4 Grade i Levels K-5 K-5 K-5 K-5 K-5 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test School-Selected Indicators Tier II (Select five) Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Other School Selected Indicators Goal (Definition) The percent of students performing at or above the proficient level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year. Goal (Definition) Schools will improve their average daily attendance rate. ________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually._____ Schools will be free of drugs, weapons, and violent acts. _______________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Your Results Growth Goal 14 Growth Goal Your Growth
Your Growth Your Score Your Score 25LRSD Elementary School Quality Indicators Baseline Year Grade Levels LRSD Indicators 7 Goal(Deflnition) 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test _________ 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test __________ 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test Your Score Your Growth Growth: Goal ' * 90% of a schools kindergarten students shall perform at or above the proficient level in literacy. The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year.__________________________ 90% of a schools grade 1 students shall perform at or above the proficient level in literacy.___________________________ The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year.___________ 65% of a schools students in every subgroup of race and gender will perform at or above the 50**' percentile in reading._____ The percent of a schools students in every sub-group of race and gender performing at or above the 50**' percentile will meet or exceed the trend and improvement goals each year.__________________________ 26LRSD Elementary School Quality Indicators (continued) Baseline Year Grade Levels LRSD Indicators ~ i Goal (Definition)' Your Results Growth Goal Your Growth Your Score 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.__________ 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test At least 90% of a schools students will perform above the lowest quartile in reading. 1998-99 5 Performance on SAT9, the Norm-Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year._________ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test 65% of a schools students shall perform at or above the 50 percentile in grade 5 mathematics. _____________ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test The percent of students performing at or above the 50' percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year.______ 1998-99 5 Performance on SAT9, the Norm-Referenced Mathematics Test At least 30% of a schools students will perform at the highest quartile in mathematics. 27 LRSD Elementary School Quality Indicators (continued) Baseline S Year 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels LRSD Indicators 2. * - Goal (peflnition) - >5 C' V, . Your Results Growth ? Your Goal Growth^ Your Score 5 5 5 2-5 2-5 2-5 Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test______ Performance on SAT9, the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ 90% of a schools students shall perform at or above the proficienf level in grades 2-5 reading each semester._____________ The percent of students performing at or above the proficient level in grades 2-5 reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year. 28LRSD Elementary School Quality Indicators (continued) Baseline Year 1999-00 1999-00 1999-00 Grade^. Lwels LRSD indicators
Your : ResuHs Growth Gbah^ 'ypur,^ -Growth Your Score 2-5 2-5 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test ______ Performance on District- Adopted Criterion- Referenced Mathematics Test ______ Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a schools students shall perform at or above the proficient level in grades 2-5 mathematics each semester. The percent of students performing at or above the proficient level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year. _________ 29( Quality Indicators for Middle Schools Baseline
Year
Grade
Levels State Indicators Tier r--
- - tZ'c Goal (Definition) 'ri Your Results Growth Goal Your Growth Your Score 2001-02 6 Performance on State- Mandated Criterion- Referenced Literacy Test 100% of a schools students shall perform at or above the proficient level in grade 6 reading and writing literacy. ___________ 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test 100% of a schools students shall perform at or above the proficient level in grade 8 reading and writing literacy. ________ 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test ________ 100% of a schools students shall perform at or above the proficient" level in grade 6 mathematics. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test _________ 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. 2001-02 7 (Dunbar) or 8 Performance on State- Mandated Criterion- Referenced Mathematics Test __________ 100% of a schools grade 7 or 8 students who complete Algebra I shall perform at or above the proficient level. 2001-02 8 (Dunbar) Performance on State- Mandated Criterion- Referenced Mathematics Test _________ 100% of a schools grade 8 students who complete Geometry shall perform at or above the proficienf level. 1999-00 7-8 School Dropout At least 99% of secondary students will remain in school to complete the 12** grade. i 30Quality Indicators for Middle Schools (continued) Baseline Year 1999-00 1999-00 1999-00 1999-00 Baseline Year 2001-02 1999-00 Grade Levels . 6-8 6-8 6-8 6-8 Grade
Levels 6 8 State Indicators- Tier i d Jr Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher ____ Professional Development School Safety State-Mandated Indicators Tier 11 Performance on State- Mandated Criterion- Referenced Literacy Test. Performance on State- Mandated Criterion- Referenced Literacy Test. - V Goal (Definition) Average daily attendance rate will be at least 95%. ________________________-___ 100% of a school's classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development.__________ Schools will be free of drugs, weapons, and violent acts^_________________________ Goal (Definition) The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year._________ The percent of students performing at or above the proficienf level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. Your Results Your Results i Growth Goal Growth Goal Your Growth Your Growth Your Score Your Score 31Quality Indicators for Middle Schools (continued) Baseline - Year Grade Levels State-Mandated Indicators Tier II M Goal (Definitjon) 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. _______________________ 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year.___________ 2001-02 7 (Dunbar) or 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. _____ The percent of students completing Algebra 1 performing at or above the proficient level will meet or exceed the trend goal each year. 2001-02 8 (Dunbar) Performance on State- Mandated Criterion- Referenced Mathematics Test. ___ The percent of students completing Geometry performing at or above the proficient level will meet or exceed the trend goal each year. Your Results Growth Goal Your ^Growth Your Score 32f Quality Indicators for Middle Schools (continued) , Baseline Year Grade Levels School-Selected Indicators 1999-00 6-8 1999-00 6-8 1999-00 6-8 1999-00 6-8 1999-00 6-8 6-8 Tier II (Select five) Drop-outs Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Other School Selected Indicators s Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Schools will improve their average daily attendance rate. _____________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually._________________________ Schools will be free of drugs, weapons, and violent acts. __________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Growth , . Goar^ Your Growth Your Score 33LRSD Middle School Quality Indicators Baseline-
^ -M aGradOisfti ^ALRSPIndic^brsS '^1 ajS6a
|(Peflnition) / Your Results Growth Goal.' Your Growth Your Score 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test_________ 65% of a schools students in every subgroup of race and gender shall perform at or above the 50** percentile in reading._______ 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test The percent of students in every sub-group of race and gender performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year.__________________ 1998-99 1 Performance on SAT9, a Norm-Referenced Reading Test_________ At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 7 Performance on SAT9. a Norm-Referenced Reading Test The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year.__________ 1998-99 7 Performance on SAT9, a Norm-Referenced Reading Test_________ At least 90% of a schools students will perform above the lowest quartile in reading. 1998-99 7 Performance on SATO, a Norm-Referenced Reading Test The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 34LRSD Middle School Quality Indicators (continued) Baseline Grade Year Levels LRSD Indicators Goal (Definition). Si Yours Growth Results Goal Your Growth Your Score 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50** percentile in mathematics. 1998-99 7 Performance on SATO, a Norm-Referenced Mathematics Test The percent of students in every sub-group of race and gender performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year.________________________ 1998-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test At least 30% of a schools students will perform at the highest quartile in mathematics. 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. 1998-99 1 Performance on SAT9, a Norm-Referenced Mathematics Test At least 90% of a schools students will perform above the lowest quartile in mathematics. 1998-99 7 Performance on SAT9, a Norm-Referenced Mathematics Test The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 90% of a schools students shall perform at or above the proficient level in reading each semester. 35LRSD Middle School Quality Indicators (continued) Grade | LRSD indicators Year Levels Baseline 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 1999-00 6-8 Performance on District- Adopted Criterion Referenced Reading Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1999-00 6-8 Performance on District- Adopted Criterion- Referenced Mathematics Test 1998-99 6-8 Enrollment in Pre-AP Courses 1998-99 6-8 Enrollment in Pre-AP Courses The percent of students performing at or above the proficienf level in reading will meet or exceed the trend and improvement goals each semester. ________________ The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. 90% of a schools students shall perform at or above the proficienf level in mathematics each semester. The percent of students performing at or above the proficienf level in mathematics will meet or exceed the trend and improvement goals each semester.______ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._______________________ 65% of a middle school's students will be enrolled in at least one Pre-AP course each year._______________________________ The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. Jour Growth. . Goal Your - "Growth wYour* jScoHi- 36LRSD Middle School Quality Indicators (continued) Baseline Year 1998-99 1998-99 Grade Levels 6-8 6-8 LRSD Indicators (Definition) II* Your Results Growth Goal Your Growth
Your Score Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. 37 Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Grade Levels^ 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators Tierl Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Algebra I Test School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Goal (Definition) "t. t 100% of a high schools students shall perform at or above the proficient level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high schools students shall perform at or above the proficient level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12* grade. Average daily attendance rate will be at least 95%. __ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and I violent acts.___________ Your Results Growth
Your - Goal, Growth -Your Score 38Quality Indicators for High Schools (continued) Baseline Year Grade Levels State-Mandated Indicators Tier II "ik. Your Results Growth Goal Your Growth 2001-02 9-12 Performance on State- Mandated Criterion- Referenced Algebra I Test The percent of students performing at or above the proficienf level in Algebra I will meet or exceed the trend goal each year. 2001-02 9-12 Performance on State- Mandated Criterion- Referenced Geometry Test The percent of students performing at or above the proficienf level in Geometry will meet or exceed the trend goal each year. 2001-02 11 Performance on State- Mandated Criterion- Referenced Literacy Test The percent of students performing at or above the proficienf level in Literacy will meet or exceed the trend goal each year. Your Score Baseline Year Grade Levels School-Selected Indicators 2001-02 9-12 2001-02 9-12 2001-02 9-12 i Tier II (Select five.)> Drop-outs Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher iltloi V' High schools will improve the percentage of students who stay in school to complete the 12*^ grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Your Results Growth Goal Your Growth Your Score 39 Quality Indicators for High Schools (continued) Baseline Year Grades#*?^ School-Selected Levels Indicators Tier II (Select five.) Goal (Definition) 't* ft riss* Your Results Growth Goal Your Growth 2001-02 9-12 Professional Development Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. 2001-02 9-12 School Safety Schools will be free of drugs, weapons, and violent acts. ____________ 9-12 Other School Selected Indicators Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. IL Your Score 40Baseline Yeari 2 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 10 10 10 10 10 10 10 ^-r9S? -LRSD Indicators LRSD High School Quality Indicators Your Results Growth Goal ? Your Growth - t - - Your Score Performance on SAT9, a Norm-Referenced Reading Test Performance on SATO, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a schools students in every subgroup of race and gender shall perform at or above the 50 percentile in reading. The percent of students performing at or above the 50* percentile in reading will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every subgroup of race and gender shall perform at or above the 50' percentile in mathematics. 41 LRSD High School Quality Indicators (continued) Baseline Year v 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00
Grade Levels- 10 10 10 10 10 9-11 LRSD Indicators Your Results Growth Goal Your Growth Your Score Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SATO, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of students performing at or above the 50* percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in mathematics. ______ The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ At least 90% of a schools students will perform above the lowest quartile in mathematics. The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.______ 90% of a schools students shall perform at or above the proficienf level in reading each semester. 42 LRSD High School Quality Indicators (continued) Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 , Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 LRSD indicators Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses * . ? Goal (Definition) The percent of students performing at or above the proficienf level in reading will meet or exceed the trend and improvement goals each semester. --3 The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. 90% of a school's students shall perform at or above the proficienf level in mathematics each semester. The percent of students performing at or above the proficient level in mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year. 65% of a high school's students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. Your Results Growth Goal
Your Growth Your Score 43 f LRSD High School Quality Indicators (continued) Baseline Year 2002-03 2002-03 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 12 12 11-12 11-12 11-12 11-12 11-12 11-12 11-12 i LRSD Indicat .5^ Honors Seal on High School Diploma Honors Seal on High School Diploma Taking the ACT Taking the ACT .. '' .Goal (Definition) <- - 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. 65% of a high schools students will take the ACT. The percent of students taking the ACT will meet or exceed the trend goal each year. Performance on the ACT Performance on the ACT Taking Advanced Placement Examinations Taking Advanced Placement Examinations Performance on Advanced Placement Examinations 90% of a high schools students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year. 65% of a high schools graduates will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high schools students taking AP examinations will score a 3 or above. Your Results Growth Goal Your Growth Your Score 445 i i I LRSD High School Quality Indicators (continued) Baseline
Year 1998-99 1998-99 1998-99 Grade Levels 11-12 12 12 LRSD Indicators Performance on Advanced Placement Examinations Completion of Graduation Requirements Completion of Graduation Requirements The percent of a high schools students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year. 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year.___________________ ^Reslilts Growth Goal Your Growth Your Score 45Rewards for Schools The District shall develop a system to reward (a) Quality Schools - schools absolutely meeting all the performance indicators established by the Arkansas Department of Education and (b) Improving Schools - schools demonstrating improvement, meeting a preponderance of the trend and/or improvement goals established by the Arkansas Department of Education and LRSD. The following points are established for each indicator. They will be added to determine a schools total score. 0 1 2 3 Declined in performance from previous year or semester Maintained last years performance and/or improved but did not meet trend/improvement goal Met trend/improvement goal Exceeded trend/improvement goal A definition of preponderance and the number of minimum points required for rewards will be established. Quality Schools and Improving Schools Quality Schools and Improving Schools may be recognized and rewarded in the following ways, as determined by the Superintendent: I a. b. c. d. e. f. A presentation will be made to the Board of Education on the schools achievements involving both staff and parents, a press release commending the schools performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. I As appropriate, the District will support a schools application for state and national recognition in the national Blue Ribbon School program. The District will collaborate with the community to identify other possible recognitions of the schools progress and achievement. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. Each school will receive a banner/flag that celebrates its success.Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and parent/community volunteers, as well as students who meet the performance goals. Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. I Each Arkansas school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations, as determined by the Arkansas Department of Education: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any sanction designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designation of Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identified for improvement by the Arkansas Department of Education. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multidisciplinary School Improvement department. A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the Arkansas Department of Education and the LRSD and as measured by the various performance, trend, and improvement indicators. The assignment of a Broker for each school is another level of support. 47I I The following technical assistance and support services are established for schools requiring improvements
Technical Assistance and Support for Schools Identified for Improvement I i I (f I Year/Stetus/iv Definition ' YEAR ONE: WARNED The first year that an LRSD school fails to meet its performance, trend, and/or improvement goals. LRSD Assistance/Support > J?/'
,., The Superintendent will ensure that staff are designated to: 1. 2. 3. 4. 5. 6. Ji Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to education its students. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school. Require the recommendations from the School Improvement Audit to be addressed in the following years School Improvement Plan, if not possible to do so immediately. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. . Assiigrted Responsibility Testing and Program Evaluation Team Technical Assistance Team
Curriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services Professional Development Team
Curriculum/ Instruction Team
Associate Superintendent for School Services 481 Year/Status/ Definition LRSD Assistance/Support Assigned ' Responsibility YEAR TWO: HIGH PRIORITY STATUS The Superintendent will ensure that staff are designated to: I I I i i I A school identified by ADE that for two consecutive years fails to meet the performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waives of any policies or regulations that impede the ability of the school to educate its students. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. Require that the recommendations from the Curriculum Audit be addressed in the following years School Improvement Plan, if impossible to do so immediately. Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. The District shall take corrective action during the High Priority Status Year through one or more of the following: (a) (b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team. (b) Require participation in remedial training or professional development, and then implementating the necessary changes. Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Replace the school principal. Testing and Program Evaluation Team Technical Assistance Team
Curriculum/ Instruction Team Curriculum/ Instruction Team
Planning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 49! Year/Status/ Definition LRSD Assistance/Support \ Assigned Responsibility 1 Year Three: Alert Status The Superintendent will ensure that staff are designated to: I i A school identified by ADE that for three consecutive years fails to meet the performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. i Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. Conduct follow-up or monitoring of implementation of School Improvement and Curriculum Audit recommendations. Mandate appropriate specific actions, professional development, and/or programs to address student needs. Continue to provide appropriate technical assistance as the school develops and implements its School Improvement Plan. The District shall take corrective action during the Alert Status Year through one or more of the following
(a) (b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team
Require participation in remedial training or professional development and then implementing the necessary changes
(Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Testing and Program Evaluation Team Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services 50 . X^Yeai/Status/ a ^^^Definition LRSD Assistance/Support 'W Assigned Responsibility i Year Four: Low Performing Status The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: A school identified by ADE that for four consecutive years fails to meet its performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services 51YearZStatus/ Definition LRSD Assistance/Support ILL Assigned Responsibility YEAR FIVE
ACADEMIC DISTRESS PHASE I STATUS The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Sanctions for Central Office Associate Superintendent for School Services Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services Effective Year Two, upon the Superintendents recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school services, administrative services, and technology, including members of the Superintendents Cabinet, shall also reflect the schools low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. Sanctions for the Superintendent will be determined by the Board of Education. 52School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement b. c. d. e. f. goals outlined in ACTAAP and the Quality Index. Align all the schools systems and resources behind the effective implementation of the plan. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development
or the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. Definitions ! School Improvement AuditThis audit will include a review of the meeting minutes of the Campus Leadership Team, the participation level of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc. If the school receives Title I funds, the audit will include determinations of the extent to which the school is in compliance with federal regulations and expectations. The audit team will be composed of staff from both the central office and campus levels. A written report will be compiled by the audit team and then approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for School Services. It shall be provided orally and in writing to the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 53Curriculum Audit^The comprehensive curriculum audit will include a review of the schools master schedule, its curriculum maps, its ACSIP plans and processes, observations of classrooms, the extent to which the District curriculum is being implemented, the professional development experiences of the staff, the quality and use of instructional materials, learning climate, academic guidance, etc. The audit will include interviews with most staff and representative numbers of students and parents. The curriculum audit team will be composed of both central office and campus-level staff. A written report will be compiled by the audit team, approved by the Associate Superintendent for Teaching and Learning and provided orally and in writing to the Associate Superintendent for School Services, the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 54! Nomination Form Recommendation for Individuals to be Appointed ! i I I Year Name Phone (Home) (Work) Mailing Address ! Representative Group on Campus Leadership Team Parent __Student Representative (Optional) (Optional) __Community Representative __Auxiliary Staff Representative __Business Representative __District Representative If applicable, name of person nominating or recommending
Appointee Acceptance: I hereby voluntarily accept the appointment to the Campus Leadership Team. I have read and understand the Leadership Team expectations and agree to work in the best interest of the campus and school district. Date Signature of Appointee 551 t Campus Leadership Team Nomination Form Year Name of Nominee Phone Campus Assignment I Representative Grouping on Campus Leadership Team __Classroom Teacher __Staff Member (Specify job title) I hereby voluntarily accept this nomination and will serve if elected to serve on the Campus Leadership Team. I have read and understand the Leadership Team Membership expectations and agree to work in the best interest of the campus and school district. Date Signature of Nominee Please return to the principal five working days prior to the election. I i j 56Little Rock School District Application for Local or State Waiver Name of school:________________________ Date of approval by Campus Leadership Team Principals Signature______________________ Date Waiver proposals are required if a school wishes to deviate in any way from federal or State regulations or from LRSD board policies and administrative regulations, including teacher contract or Board-approved curriculum for elementary, middle, or high school. Examples. To Title I schoolwide project without the required percentage of free/reduced lunch counts. To waive a state requirement relating to accreditation. To add a special needs/interests class, to waive a required course yet deliver it differently
to waive prerequisites or established credit or length of time taught
to combine courses into a new interdisciplinary course
etc.) Proposal Information: 1. What is the program/course for which a waiver is requested? (Example: To add a remedial reading program for grade 6 students) 2. Describe the specific student needs that this proposed program/course or proposed deviation from the approved curriculum will meet that are not being met. (Example. To provide phonemic awareness and decoding instruction for students who cannot yet decode fluently and to provide adequate on-level reading practice to develop automaticity and a significantly expanded vocabulary across the curriculum) i i 613. Explain how the proposed waiver will enable your school to improve student performance to meet the districts performance goals in the Strategic Plan, to address performance indicators in the Quality Index, to meet Title I performance expectations, and/or to address COE and Smart Start requirements. (Example: Thirty-seven of our incoming sixth graders are currently performing at the below-basic level on ACTAP and in the bottom quartile on the SAT9 in reading. By dividing these students into two or three smaller classes and providing targeted instruction to meet their needs, the Campus Leadership Team believes that the schools average performance will improve and the school will have fewer students performing at the lowest levels. I 1 I i 4. Briefly summarize the specific research findings upon which your proposal is based. (Example: The findings of Finnell, Lyons, DeFord, Bryk, and Seltzer in their 1994 study support the implementation of such programs as Reading Recovery, in large part due to the programs one-to-one tutoring and assistance. Etc. Or: Robert E. Slavin and Olatokunbo Fashola in their 1998 publication. Show Me the Evidence! identified four sets of conditions that are present in effective programs from a review of hundreds of research articles: (1) Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students progress toward the goals. (2) Effective and replicable programs have well-specified components, materials, and professional development procedures. (3) Effective programs provide extensive professional development. (4) Effective programs are disseminated by organizations that focus on the quality of implementation. ) Ii 3 ! I I 1 5 How, specifically, will you evaluate your success, both formatively and summatively? (Example: Formative Evaluation: We will monitor student performance in this new program on a weekly basis with teacher-designed assessments and the use of informal reading inventories. We will track these thirty-seven students grades in all their classes and intervene as necessary. Each student will keep a log of books read so that increasing levels of difficulty can be monitored. At least one parent conference will be conducted monthly to determine parents observations and to seek their assistance. Summative Evaluation: Students quarterly grades in all their classes, student performance on the SAT9 and ACTAP.) Formative: Summative: 6. Describe, if appropriate, the following: professional development plan
instructional . ____________________________AlzxnmAnt* materials to be used
curriculum planning and writing
assessment development
and/or other projected activities and/or costs that the proposal will entail. (Attach pages as necessary.) I !7. How will this proposed program be funded? (Example: Reallocated Title I dollars, grant revenue
etc.) Note- If this Waiver Application is approved, it is approved for one year only and must be renewed the following year. At the end of the second year, the renewed approval will be granted for a third year only if the results of the program evaluation are positive in improving student achievement outcomes. The following signatures signify approval of this Waiver Application by the principal and members of the Campus Leadership Team. Principal Central Office Use: I ___Approved ___Disapproved ___Approved ___Disapproved Asst. Supt. Assoc. Supt. Date Date ___Approved ___Disapproved Assoc. Supt.. Date ___Approved ___Disapproved Superintendent Date 60Ur School Climate Survey for Parents *SA= Strongly Agree A= Agree D= Disagree SD= Strongly Disagree DK= Dont Know *SA A D SD DK I 1. Teachers do whatever it takes to help students be successful. 2. Teachers grade fairly. 3. lam familiar with the goals of the school. 4. Teachers share their enthusiasm for learning with their students. 5. Parents and students feel safe while at school. 6. Students feel safe riding the bus to and from school. 7. The school campus is clean and welcoming. 8. School personnel ask my input concerning school goals. 9. I feel comfortable talking to school administrators. lO.Adequate help and guidance are readily available. 11 .Students sense a feeling of commimity and belonging within the school family. 12.1 support the school by attending meetings and events. 13.1 have been informed about the role of the Campus Leadership Team._____________________________________________ 14.The school reaches out to involve parents and community in school improvement efforts through the Campus Leadership Team. 15.The primary focus of the school is on student learning. 16.Students needing academic support or tutoring receive it. 17.Homework is reasonable and meaningful.__________________ 18.A wide variety of extracurricular activities are available to students.___________________________________________ 19.Transportation problems are resolved promptly. 20.Offrce personnel are courteous, friendly, and helpful. 21.All visitors are made to feel welcome by the school staff. 22.My students school offers me a variety of opportunities to be involved school improvement efforts.__________________ 23.Our school has extensive parent and commimity involvement. I 61 *SA= Strongly Agree A= Agree I>= Disagree SD= Strongly Disagree DK= Dont Know School Climate Survey for Teachers 1 *SA A D SD DK 1. The primary focus of the school is on teaching and learning.______________ 2. Adults and students feel safe while at school._________________________ 3. School buildings are generally well maintained._______________________ 4. Administrators encourage frequent and open communication with students, teachers, parents, and community._________ 5. Administrators clearly communicate the importance of high expectetions. 6. Administrators value the diversity of our school. ____________________ 7. Students know where to go for help with personal problems. 8. School personnel respond sensitively to the ethnic and cultural differences among the students in this school.___________________________ ____ 9. Students demonstrate concern and respect for each other._______________ 10. Students behave appropriately in the classroom setting.__________________ 11 I was asked for my input on school goals.____________________________ 12. Building administrators provide the support I need with student behavior problems.__ ______________________________________ _________ 13 A11 students have the opportunity to participate in extracurricular activities. 14. Office personnel are courteous, friendly, and helpful.___________________ 15. Resources needed for effective teaching are adequate. ________________ 16. Adequate personnel are available to meet the educational goals of the school. _______ ______________________________________ __ 17. Technology is used to meet the instructional goals of the school.__________ 181 feel comfortable sharing my concerns with building administrators. ~ 19. The district and my school provide adequate opportunities for professional growth in instructional strategies.__________________________________ 20. Professional development sessions are aligned with district and school goals for improved student achievement.___.______ 21. Teachers in this school know and apply effective teaching strategies.______ 22.1 understand the role and purpose of the Campus Leadership Team._______ 23.1 have sufficient autonomy to perform my job.________________________ 24.1 am kept informed about what is going on in the school._______________ 25. Communication between students and teachers is excellent._____________ 26. It is clear who is responsible for what in the school. ________________ 27. Discipline is fair and adequate in the school._____ ____________________ 28. Communication between teachers and administration is excellent. 29.1 engage in honest, respectful communication with students._____________ 30. Students in this school receive equal treatment regardless of race.________ 31. The curriculum is designed so that objectives, instruction, and assessment are aligned._________ __ ____________________________________ 32.1 am involved in developing school-wide strategies to reduce the incidences of drugs, weapons, and violent acts in my school.__________________ 62- School Climate Survey for Students *SA= Strongly Agree A= Agree 1>= Disagree SD= Strongly Disagree DK= Dont Know *SA A D SD DK i I 1. Teachers do whatever it takes to help me be successful._______ 2. Teachers grade fairly.___________________________________ 3. Teachers give frequent, positive feedback to motivate me. 4. Teachers expect everyone to participate in class.____________ 5. Learning is exciting at my school._________________________ 6. I feel safe at school,__________________________________ __ 7. I feel safe riding the bus to and from school.________________ 8. School buildings are well maintained and clean._____________ 9. The school grounds are clean and attractive._______________ 10. I receive help in goal setting and career planning.___________ 11. Help and guidance are available for all students in this school. 12. Concern is shown for ethnic and cultural differences in my school. _____________________________ 13. Students show concern and respect for each other. 14. I feel accepted in my school._________________________ 15. We make new students feel welcome in our school._________ 16. Students who need extra learning time or tutoring receive it. 17. Homework is reasonable and meaningful.________ 18. Extracurricular activities are available to the students at my school. __________ ___________ _________________ 19. Teachers encourage participation in extracurricular programs. 20. I am satisfied with my progress in school. ______________ 21. Computers are available for student use. *SA= Strongly Agree A= Agree I>= Disagree SI>= Strongly Disagree DK= Dont Know School Climate Survey for Administrators SA A D so DK 1. Teachers do whatever it takes to help students be successful. 2. Faculty and staff feel safe working in the building before and after school. 3. Students feel safe riding the bus to and from school. 4. I encourage frequent and open communication. 5. I have the necessary training to resolve conflict. 6. I encourage the valuing of diversity at my school. 7. Students receive adequate help in educational goal setting and career planning from teachers and counselors. 8. My staff and I have been successful in reducing the incidences of drugs, weapons, and violent acts in our school. _______________________ 9. My school has extensive parent and community support. 10. Community organizations actively recognize students achievement in both academics and extracurricular activities. 11. I have a plan to reach out and engage parents and community in school improvement efforts. 12. The primary focus of the school is on teaching and learning. 13. The vast majority of classroom time is devoted to instruction based on the school curriculum. 14. Interruptions to learning are kept to a minimum. 15. All staff participates in professional development that focuses on improved student achievement. 16. Students are encouraged to participate in a wide variety of extra curricular activities. 17. All students have the opportunity to participate in extra curricular activities. 18. Transportation problems are resolved promptly. 19. Office personnel are courteous, friendly, and helpful. 20. Technology is used to meet the instructional goals of the school. 21.1 have the training necessary to evaluate teachers who are working with new curriculum. 22. The district provides adequate professional development to help me be an effective instructional leader. 23. Students are treated in ways which encourage success rather than focusing on failure. 24. Teachers have the same expectations for academic achievement for students of all races. 25. Teachers use textbooks, materials, and different ways of teaching which are fair to students of all races and lifestyles. ________________ ___ ______________________ 26. Teachers are well trained and current in the subjects they teach. 1. Action Plan 2. Baseline 3. Benchmark 4. Brainstorming 5. Competitive Benchmark 6. Consensus 7. Consensus Decision FUNCTIONAL VOCABULARY Specific method or process to achieve results called for by one or more objectives. An objective assessment of an organizations true operational level. A measurable/performance-based statement. An idea-generating technique that uses group interaction to generate many ideas in a short period of time in a non-judgmental manner. Measuring products, services and processes against the toughest competitors. A state where everyone in the group supports an action or decision, even if they dont agree. A decision made after all aspects of an issue have been reviewed to the extent that everyone has participated in the decision. 8. Customer The person, group, or organization that uses the product, services or information you provide. 9. Improvement Plan 10. Indicators t I 11. Intervention A plan to determine what advice, assistance, training, materials or other resources you may need. They guide the team in determining schedules and identifying benchmarks. Measures of how well you are meeting customers needs and reasonable expectations. They are measures of the degree of conformance to valid requirements. A significant event or process to solve the problem. 12. Mission A statement of what an organization does and why. The actions for carrying out the vision of the organization. 13. Priority The highest need as indicated by supporting data. 14. Process A set of work activities that are characterized by a set of specific inputs and value added tasks that produce specific outputs.Updated Elementary School School Improvement Planner Date Mission StatementSchool School Improvement Planner Date Priority 1
Supporting Data
Goal: Benchmark
Intervention: Actions Person(s) Responsible Timeline (Startirig- Ending dates) Resources Source of Funds (enter amount) District TiUe I APIG i JI Annual School Improvement Plan Implementation Timelines Dates Activity 1. Each school will follow the State NCA/ COE Evaluation Planning Process Varies depending on cycle - but once every five years Person Responsible School Improvement Planning Team 2. Deletions to specific actions on 5-year plan 3. Additions to specific actions on 5-year plan 4. Draft plan with revisions submitted 5. Final copy yearly School Improvement Plan submitted 6. Brief narrative for revisions January 1 January 1 March 15 September 15 September 15 March 15 March 15 Campus Leadership Planning Team Campus Leadership Planning Team Principal Principal Principal *Additional Title I information may be required for the State Report.ARKANSAS COMPREHENSIVE TESTING, ASSESSMENT AND ACCOUNTABILITY PROGRAM Arkansas Department of Education Raymond Simon, Director June, 1999 1I FOREWORD I The following document outlines the provisions of the Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) that encompasses both Smart Start and Grades 5-12. It represents the culmination of twelve months of planning, discussion, and interaction with hundreds of administrators, teachers, and school patrons, as well as members of the State Board of Education, governors office, and legislature. The authority to implement ACTAAP is firmly established in legislation by Act 999 of 1999. These revisions to ACTAAP continue to build upon the progress made by the enactment of Arkansas Code Amiotated 6-15-401 through 6-15-407 (Supp. 1997) and 6- 15-1001 through 6-15-1006 (Supp. 1997) from previous legislative sessions. Act 999 of 1999 amends various sections of those statutes to put in place an expanded program. In addition, ACTAAP incorporates the findings of the Excellence in Arkansas Public Education Task Force as reported in October 1998 as well as Arkansas Code Annotated 6-20-1601 through 6-20-1610 (Supp. 1997) which provides for sanctions for school districts which fail to perform at the established achievement levels. Written comments should be directed to Dr. Charles D. Watson, Program Manager in the office of Public Relations and Special Projects, or sent via e-mail to: actaap@arkedu.kl 2.ar.us I 2 IINTRODUCTION The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), a comprehensive system encompassing high academic standards, professional development, student assessment, and accountability for schools and students, has the following purposes: To improve student learning and classroom instruction
To provide public accountability by establishing expected achievement levels and reporting on student achievement
To provide program evaluation data
and To assist policymakers in decision-making. Based on principles of rigor, clarity, and fairness, ACTAAP makes student achievement of the academic standards the shared priority of all public schools, school districts, education service cooperatives, and the Arkansas Department of Education (ADE). It will result in improved teaching and learning. It will identify successful schools and programs and encourage replication of those successes. It will encourage individual schools and school districts to reflect on their practices, take corrective actions, and receive support from state agencies. Finally, it will fulfill the requirements of various Arkansas statutes, including Act 999 of 1999, which mandates that all students in the public schools of this state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards, and assessments. 3 i iACADEMIC STANDARDS ) I The first component, a set of clear, challenging academic standards, defines what students should know and be able to do in the basic academic core. Arkansas academic standards are delineated in ten state curriculum framework documents. Written by Arkansas classroom teachers, the curriculum frameworks are revised on a five-year schedule to ensure that state learning expectations will prepare students to succeed in increasingly more demanding post secondary education and in an ever more competitive job market. As part of Smart Start and as a support and supplement to the curriculum frameworks, K-4 Benchmark documents in Language Arts and Mathematics have been created. These documents are examples of how a school district might implement the curriculum frameworks by grade level. The K-4 Benchmark documents also contain suggested instructional strategies, classroom assessments, and a grade-level skills checklist. Other supportive curriculum documents built around the academic standards are under development. I 4PROFESSIONAL DEVELOPMENT The second component, professional development, is a coordinated set of planned, research-based best practice, learning activities for teachers and administrators which are standards-based and continuous. It shall be tied with school improvement planning and with licensure renewal requirements. Thirty approved professional development hours annually will be require^foreach jellified employee in thcTscHool district. Bcginning in January 2002, thirty approved professional development hours annually over a five-year period shall be required to renew a teacher or administrator license. To be eligible, professional development activities must produce teaching and administrative knowledge and skills designed to improve students academic performance. Such activities may include approved conferences^ workshops, institutes,, individual learning, mentoring, peer coaching, study groups. National Board for Professional Teaching Standards Certification, distance i learning, internships, and college/university coursework. Approved professional development activities shalTfelate to the twelve areas adopted by the State Board of I A Education: content (Grades K-12)
instructional strategies
assessment
advocacy/leadership
systemic change process
standards, frameworks, and curriculum aligiunent
supervision
mentoring/coaching
instructional technology
principles of leaming/developmental stages
cognitive research
and building a collaborative learning community. All approved professional development activities, whether individual or school wide, shall be based on the improvement of student achievement on state- mandated criterion-referenced examinations and other related indicators as defined by ACTAAP. i i 5 I j 1STUDENT ASSESSMENT The third component is a student assessment program, which includes both criterion- referenced and norm-referenced tests in the academic core. Criterion-referenced tests are customized around the academic standards in the Arkansas Curriculum Frameworks and are developed by committees of Arkansas teachers. These criterion-referenced tests are administered to establish the level of student achievement of the state academic standards and to compare the level of student achievement with the expected performance levels set by the State Board of Education. Norm-referenced tests provide information to compare the performance of Arkansas students against the performance of a sample of students from across the country (norming/standardization group). Because norm-referenced tests are not built exclusively around Arkansas academic standards and because their purpose is to group students based on their performance relative to the norming group, they can best be used for assisting in broad program evaluation and in individual student diagnosis. Norm- referenced test data will not be a primary state-mandated indicator within the accountability component, but will be reported annually on the School Performance Report. State-Mandated Assessments The results of all assessinents should be used during the school improvement planning process to help the school focus on the Arkansas academic standards and the need to increase proficient student performance around those standards. State-mandated assessments shall be as follows: __________Assessments Criterion-Referenced Primary Benchmark Intermediate Benchmark Middle Level Benchmark End-of-Course - Algebra I End-of-Course - Geometry End-of-Course - Literacy Norm-Referenced Grade Level Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5,7, and 10 Month Administered April April April January/May January/May January/April September The Primary, Intermediate, and Middle Level Benchmark Exams, as well as the End-of- Course Exams, will be given late in the school year to allow maximum instructional time for covering the academic standards. Special provisions will be made for an alternate administration in January for those secondary students on a block scheduling system. The Literacy End-of-Course Exam will be given to students in Grade 11 to allow time for additional remediation, at the schools option, before graduation. These exams are tailored to Arkansas curriculum standards, and their performance levels are absolute and held constant over time. The results of the End-of-Course Exams shall become a part of each students transcript or permanent record. 6An academic improvement plan means a plan which details supplemental and/or intervention an ^remedial instruction in deficient academic areas. One_shall_be developed for eachj^dent not performing at the proficient level in every portion of the criterion-referenced examinations. I I i I I i The norm-referenced tests will be given in early fall of the school year in order to provide teachers with immediate and initial performance assessment data on students currently enrolled or newly enrolled in classes and content areas. The performance of Arkansas students taking the norm-referenced tests in the fall will be compared to the performance of a norming group who took the same tests during the same period in the fall, thus ensuring the reliability, validity and fairness of comparison. Score reports will be returned early in the school year for classroom teachers to use the testing information to address the individual student learning needs, and to modify the instructional program, teaching strategies, and/or classroom assessments as needed. Instruction then can focus fully on the Arkansas academic standards throughout the year and on increasing proficient student performance around those standards. Schools may request a waiver from the fall to a spring testing date. Such waivers will only be granted after a written plan is presented to the ADE and the schooT^gfees to the guidelines as established. The timifig'of sucKrequests must also fall wthin the deadlines as established by the testing company. As another part of the student assessment program for Grades K-4, schools shall select performance assessments or screening/diagnostic tools to assess primary grade students. Any student in Grades K-4 failing to perform at the proficient level in reading and writing literacy or mathematics shall be evaluated as early as possible within each of the Grades K-4 academic years. Those students shall be evaluated by personnel with expertise in reading and writing literacy or mathematics who shall develop and implement an academic improvement plan, using ADE sanctioned early intervention strategies for Grades K-1 students~and remediation ^ategies for Grades 2-4 students. These strategies should assist the students in achieving the expected standard. i Schools serving Grades 5-12 shall establish a plan to assess whether children are performing at the proficient level in order to help assure eventual success on every portion of the Intermediate, Middle Level, and End-of-Course Benchmark Exams. For accountability purposes, no points will be assigned for the results of these performance assessments or screening/diagnostic tools. 1 i Act 855 of 1999 mandates that students in Grades K-3 not performing at grade level during the regular school year shall participate in an ADE approved remediation program or a summer school remediation program to be eligible for promotion to the next grade. Those schools electing not to offer a summer school program shall offer an ADE approved remediation Crogram during the regular school year to students in Grades K-3 not performing at grade level. 7Optional Assessments I ! There are other assessments which are optional for student and school participation. These include the National Assessment of Educational Progress (NAEP), college entrance examinations (e.g., ACT and SAT), Advanced Placement testing, PLAN, EXPLORE, and others. Some of these may be included as indicators on the School Performance Report or in the aimual school report to the public. Note: Although NAEP is optional for individual school districts, state participation is mandated by Act 999 of 1999. I t 1 8i 1 ACCOUNTABILITY FOR SCHOOLS AND STUDENTS Accountability is a comprehensive, focused process designed to improve student learning. It is a shared responsibility of the state, school, district, public officials, educators, parents, and students. I The ACTAAP accountability model focuses on each individual school and is constructed around a three-tiered system that includes statewide indicators, individual school improvement indicators, and a locally-generated school accountability narrative. Once 1 appropriate time has elapsed to evaluate trends and improvement expectations in a sufficient number of indicators and a statistically defensible point assignment system can be developed, points for each of the'statewide and individual school improvement indicators will be given. This point system will form the basis for rewards and sanctions. I 1 These three tiers allow for meaningful and appropriate state and local involvement to implement accountability within clearly articulated parameters. ACTAAP encourages proactive corrections by individual schools and their local districts through the development and application of strategies using the school improvement process as a planning instrument. Performance Levels The primary goal of the accountability system is to assure that all students achieve grade-level performance. In this system, grade-level performance is defined as performing at the proficient or advanced level on state-mandated criterion-referenced tests. Four performance levels have been established for these exams: advanced, proficient, basic and below basic. The only test for which scaled scores defining these levels have been set is the Primary Benchmark Exam. Similar scales will be established by the State Board of Education as additional tests are completed and data become available. Performance Levels for the Primary Benchmark Examination i I Performance Level Advanced Proficient Basic______ Below Basic Scaled Score Ranges for Performance Levels for ______Mathematics____ 250 and above_________ 200-249______________ 155-199_______________ 154 and below Scaled Score Ranges for Performance Levels for Literacy 250 and above 200-249 179-199 178 and below (*Performance is subject to adjustment on a periodic basis due to statistical scaling and variability in the test.) 9Public Reportine 1 Each public school in Arkansas will have a School Performance Report that will be created through the combined efforts of the local school, school district, and the ADE. The School Performance Report will provide parents and the public data upon which to evaluate their schools and provide benchmarks for measuring school improvement. Although results from the schools performance on the three-tiered system will be the primary focus of the School Performance Report, other indicators may be included as determined by law or State Board of Education rules and regulations. I Although the same standards of student performance will be expected from all students, assessment data will be analyzed and reported separately for three student classifications: special education, limited English proficiency, and high mobility. The purpose of tracking performance of these student groups is to focus on narrowing the achievement gap between them and their normally higher performing peers. For purposes of this reporting, the following definitions apply: I I i Special education students are those determined to be eligible for special education services under the Individuals with Disabilities Education Act (IDEA) and who have an individualized education plan (lEP). The students lEP must stipulate that the student may participate in the mandatory assessments either with or without accommodations. Those unable to participate with or without accommodations will be referred to the Alternative Assessment program. Limited English proficiency students are those having a language background other than English and whose proficiency in English is such that the probability of academic success in an English-only classroom is below that of native English language students. The districts Language Assessment Committee must have determined that the students may participate in thFmandatory assessments either with or without accommodations. Those unable to participate with or without accommodations will be referred to the Alternative Assessment program. High mobility students are those who, at the time of spring testing, were not enrolled in the current school district on October 1 of the current school year or who, at the time of fall testing, were not enrolled in the current school district on October 1 of the previous school year. i Annual School Report to the Public
Each year, each school will prepare a report to the parents and community. This report will include a narrative description (such as prepared under Tier III indicators) that will highlight the schools improvement plan and indicate progress made in implementing the performance indicators within that plan. Arkansas School Information Site (AS-IS): The ADE plans to make school accountability data available statewide through the Departments World Wide Web - as-is.org. This Web site will display school data based on student performance and other selected indicators. 10Annual ADE Report to the Legislature: The ADE shall report to the members of the House and Senate Interim Committees on Education on the progress of ACTAAP. The report shall be due on September 1, 1999 and annually thereafter. School Improvement Planning As part of the states accreditation process, each school is required to engage in the development and implementation of a school improvement plan based on priorities indicated by student assessment and other pertinent data. This plan is designed to ensure that all students demonstrate proficiency on all portions of
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.