Compliance hearing exhibits, ''Dissemination of Assessment Result''

DISSEMINATION OF ASSESSMENT RESULTzoo mm z Vi Q n 1. 2. 3. 4. 5. 6. 1. Dissemination of Assessment Results Memorandum to elementary principals and teachers in Feb. 3, 1999, Learning Links, attaching the results for the second quarter reading and mathematics GRTs Memorandum to Les Gamine, June 1, 1999, providing status report on the development of the Quality Index and reporting on recommendations of Dr. Steve Ross relating to the assessment program E-mail to Gabinet, Sept. 28,1999, providing preview of grade 8 Benchmark examination results E-mail to middle school principals, Oct. 8, 1999, relating to dissemination of Benchmark results E-mail between Lucy Neal and Kathy Lease, Oct. 28-Nov. 2, 1999, relating to need for SAT9 scores to evaluate Title VI Memorandum to Judy Milam, Nov. 4, 1999, requesting report on quarterly SEA assessments Memorandum to Kathy Lease, Nov. 4, 1999, requesting report on DRA results for fall 6/ 8. E-mail to Kathy Lease, Dec. 3, 1999, advising her of Dr. Gamines request for results of climate surveys 9. E-mail to Bonnie Lesley, Apr. 3, 2000, with report on Advanced Placement scores 6/ 10. Memorandum to principals in Apr. 5, 2000, Learning Links providing information on packets being sent to schools on ALT results 11. E-mail to John Ruffins and Kathy Lease, Apr. 12,2000, requesting course enrollment data for NSF report ^7 12. Memorandum to principals and teachers in Apr. 26, 2000, Learning Links with comparisons of second quarter GRT results for 1998-99 and 1999-2000 13. E-mail to Diane Barksdale, Apr. 19, 2000, providing feedback on ALT scores *7/ 14. Memorandum to all principals in May 10, 2000, Learning Links providing information about a data interpretation workshop to be conducted by NWEA staff 15. Memorandum to counselors and ALT coordinators in May 10, 2000, Learning Links providing information about a data interpretation workshop to be conducted by NWEA staff 73 16. Memorandum to professional staff of Division of Instruction in May 10, 2000, Learning Links providing information about a data interpretation workshop to be conducted by NWEA staff 17. E-mail to Dermis Glasgow and Ed Williams, May 15, 2000, requesting a special report on the middle school ALT mathematics scores 18. E-mail to SEA principals. May 23, 2000, relating to training for SEA schools for improved academic achievement 19. E-mail to Virginia Johnson, May 19-23, 2000, relating to data collections for NSE evaluations and results of middle school student survey 20. E-mail to elementary principals, June 1, 2000, relating to results of 1999-2000 Developmental Reading Assessment 21. E-mail to Kathy Lease, June 7, 2000, requesting report on Science ALTs 22. E-mail to Virginia Johnson and Ed Williams, June 7,2000, relating to data requests from Dr. Camine 23. E-mail to Kathy Lease, June 7, 2000, requesting results of middle school student survey 24. E-mail to Bonnie Lesley, June 23, 2000, requesting interpretation of DRA results 25. E-mail to Les Camine, July 7, 2000, providing information on interpretation of DRA results 26. E-mail to Kathy Lease, Ed Williams, and Linda Austin, July 13, 2000, requesting data for Southwest Education Development Lab relating to implementation of the Collaborative Action Team 27. E-mail to Sadie Mitchell and Erances Cawthon Jones, July 14, 2000, relating to DRA interpretations 28. E-mail to Pat Busbea, Patricia Price, and Ed Williams, July 14, 2000, relating to interpretation of DRA results
attached document defines proficient 29. E-mail to Patricia Price and Pat Busbea, July 17, 2000, requesting correlation of teacher participation in ELLA training and student achievement 30. E-mail to elementary staff, July 21, 2000, attaching copy of presentation slides to the Campus Leadership Institute on DRA results 77 '75' 9? 30 5s3 31. E-mail to Leon Adams, July 28,2000, providing rationale from Mitchell Academy for the abandonment of Success for All, based on data analysis 32. E-mail to selected SFA principals, Aug. 8, 2000, with report on achievement of SFA schools as compared to others and with suggestions on possible abandonment of SFA based on data analysis 33. E-mail to Bonnie Lesley, Aug. 9, 2000, from Freddie Fields relating to possible modification of SFA and requesting ELLA training, based on data analysis 34. E-mail to Kathy Lease, Sept. 14, 2000, from Linda Austin requesting copy of LRSD Assessment Notebook 35. Memorandum to curriculum division, Oct. 25, 2000, announcing available reports on grades 4 and 8 Benchmark examinations 36. Memorandum to Board of Directors, Oct. 25, 2000, announcing available reports on grades 4 and 8 Benchmarks 3/ 37. Memorandum to Cabinet, Oct. 25, 2000, announcing available reports on grades 4 and 8 Benchmarks 38. Memoranda to selected principals, Nov. 3, 2000, congratulating them for achievement on grade 4 Benchmarks 9^- 39. E-mail to Kathy Lease, Nov. 6, 2000, requesting several sets of data to include in Compliance Report 40. E-mail to Patricia Price and Dennis Glasgow, Nov. 8, 2000, attaching spreadsheets on Benchmark data by SES status 41. E-mail to Kathy Lease from Tara Adams, Jan. 17, 2001, requesting information on interpretation of the ALT results 42. E-mail to principals and cabinet, Jan.l7, 2001, with attached reports on SAT9 scores, five-year comparison
SAT9, three-year comparison
and SAT9 quartile report. 43. E-mail to principals. May 30, 2000, with attached sample letter to parents that can accompany the ALT results 44. Document entitled Identified Issues from Data/Attendance Focus Group prepared by PRE 45. Document entitled Assessment Window prepared with advice from Focus Group /03. 46. Document entitled Assessment Advisory Committee, 2000-01 with names of advisory committee members 47. Copies of PowerPoint presentation to Board of Education, Nov. 16, 2000: A Quick Look at the 4* Grade Benchmark Exam and a Preview of the SAT-9 48. E-mail to Steve Ross, Nov. 20, 2000, including feedback to a draft plan he had written relating to loan forgiveness 49. E-mail to principals and Cabinet, Nov. 29, 2000, with information on how to access test data on the ADE web page 50. Memorandum to IRC Staff, Dec. 1, 2000, relating to available SAT9 and Benchmark reports 51. Memorandum to middle school principals, Dec. 11, 2000, attaching reports on assignments of eighth graders to high schools 52. E-mail to SEA principals and facilitators, Feb. 23, 2001, announcing training on the SEA Student Data Base 53. E-mail to Virginia Johnson, Mar. 14, 2001, relating to analysis of end-of-module test results 54. E-mail to Bonnie Lesley, Apr. 23, 2001, with attached information on the Duke Talent Search 55. E-mail to middle school principals, June 29,2001, reminding them of information sent to them earlier about how to access test data on the ADE web site 56. E-mail to principals, June 29, 2001, attaching copies of DRA test results /c/p no /Il IL /// 1TO: FROM: Re: MEMO Elementary School Principals and Teachers Plarming Research and Evaluation Dr. Kathy Lease Dr. Ed Williams LRSD CRT Test Results and Reminder for March Testing Attached are the District average scores for the 2"* quarter reading and math benchmarks. Each benchmark has four questions. _A score of three or above is considered proficient. There are ten benchmarks each for reading and math. The reading benchmarks correspond to the list of 2"'* quarter benchmarks for each grade level. Math benchmarks combine the 1* and 2"'* quarter benchmarks. For example: 3"* grade math benchmark Ml 1 means 1" quarter, benchmark, while M23 means 2"'* quarter, 3'* benchmark. Please contact our office if you have any questions, 324-2125. The 3"* quarter benchmark exams are scheduled to be given March lb*-18'*'. This memorandum is also to inform you of the procedures for the upcoming administration of the CRT. The grade levels to be tested are 2, 3, 4, 5 and 6. The subject areas that will be tested are mathematics and reading. The CRT is scheduled to be administered to one half of the schools on March 16-17, 1999
the remaining schools will test on March 17-18. Each school will test on the same sequence of days as the January CRT (i.e., schools which tested on January 6-7 will test on-March 16-17, and schools which tested on January 7-8 will test on March 17-18). If you have a conflict with your assigned testing dates please contact PRE and we will try our best to accommodate your schedule. As you are aware, the Little Rock School District (LRSD) Board of Education approved the administration of the CRT to measure student progress with the curriculum. It is for this purpose that we are conducting the third CRT in March of 1999 that will assess progress on the grade level benchmarks. This test will be machine scored by PRE in order to assist teachers with the grading. Therefore, it is necessary that the instructions and procedures for administering be followed exactly. Please remember that the results of this test must be incorporated into the third nine weeks grade. The value of the test and how it is incorporated may be decided at the building level. Please share the relevant information from this memo with your teachers. 3rd Grade, 2nd Quarter, CRT Results pjumber taking me test n Average score RD1 7555 2.2391 RD2 "7555 3.3038 RD3 2.1988 RD4 7555 2.0509 RD5 7555 2.6660 RD6 "7555 2.8563 RD7 7555 2.9242 RD8 7555 2.6681 RD9 7555 2.2794 RD10 "7555 2.4030 Number taking me test Average score_______ Mil 7555 2.8531 M12 -7555 3.1935 M13 2.5742 M14 "7555 2.6273 M15 i586 2.4910 M21 "7555 2.7078 M22 7555 2.4889 M23 7555 3.1098 IVI24 "7555 2.9602 M25 2.7057 4th Grade, 2nd Quarter, CRT Results Numoer taking me test Average score_______ RD1 755? 2.5783 RD2 -755? 2.4906 RD3 1859* 2.7310 RD4 1659 3.0941 RD5 "755? 2.7434 RD6 755? 2.0613 RD7 "755? 3.1834 RD8 "755? 2.1232 RD9 185& 2.3583 RD10 2.3986 Number taking me test Average score_______ Mil 1859 2.7827 M12 755? 2.8731 M13 755? 2.7138 M14 755? 3.2184 M15 "755? 2.4933 M16 "755? 2.6304 M21 "755? 2.8913 M22 "755? 2.5487 M23 755? 2.5336 M24 755? 2.6961 Sth Grade, 2nd Quarter, CRT Results Numoer taking me test Average score_______ RD1 "7757 2.8213 Numoer taking me test Average score_______ M12 "772T 2.2384 RD2 775T 2.7378 M14 "7727 2.4014 RD3 772T 3.1404 M15 T72T 1.9037 RD4 7727 2.5922 M21 7757 2.0505 RD5 "7727 3.5835 M22 7727 2.2807 RD6 "7727 2.1398 -M23 "7727 2.2454 RD7 "7727 2.8399 M24 7727 2.3643 RD8 "7727 1.6520 M25 "7727 2.0278 RD9 "T72T 2.4455 M26 "7727 1.8138 RD1O 2.7732 M27 772T 1.3840 6th Grade, 2nd Quarter, CRT Results Numoer taking me test Average score_______ RD1 "7557 3.4351 RD2 "7557 3.6688 RD3 "7557 2.9172 RD4 "7557 2.3965 RD5 TW 2.6145 RD6 "7557 2.4600 RD7 "7557 3.2879 RD8 7557 3.2245 RD9 "7557 2.8234 RD10 "7557 3.0810 Numoer taking me test Average score Mil 7557 2.7948 M13 "TUST 3.0414 M14 108^ 2.3891 M21 "7557 2.4821 M22 "7557 1.9954 M23 7557 2.3717 M24 7557 2.5713 M25 7557 2.2410 M26 wr 2.4839 M27 "7557 1.8896 Page 1 I 2 Division of Instruction Instructional Resource Center 3001 S Pulaski Little Rock, AR 72206 (501) 324-2131 TO: Les Camine, Superintendent FROM: Bonnie Lesley SUBJ: Quality Index DATE: June 1, 1999 I have been very concerned for several months about how to move forward with Cluster Bs assignment, given the following unresolved problems: 1. Decisions relating to the assessment plan, especially the need for annual tests at every grade level if we are going to emphasize value-added gains of individual students. 2. How to avoid two conflicting accountability systems: ACTAAP and the LRSD Quality Index. On Tuesday, May 25, Kathy Lease and I met with Dr. Steve Ross for several hours. We reviewed our progress since we had last met with him, and we sought his advice on several issues still to be decided. His advice on assessment follows
1. 2. 3. That we identify one test to administer annually at every grade and that we avoid any mix and match (such as two different tests at grades K-2
the SAT9 for state- mandated grade levels
and something else for other grades). The test we choose must, of course, be aligned with our curriculum standards and benchmarks and should, to the extent possible, be aligned with the States benchmark examinations. That Kathy Lease should investigate the availability of instruments, check with school districts that have used them, compare short- and long-range costs, and construct an assessment plan with all haste. He suggested that we look at the Terra Nova series, K-10, since this is the test used by Tennessee in their value-added system. That we test reading and mathematics only for the immediate future since they are the priorities and since it is more difficult to secure alignment of science and social studies instruments with local curriculum and those data dont tend to be useful. On the Quality Index, he made the following suggestions: Option 1. Drop the idea of a local system and use the state system, ACTAAP. The rationale includes the idea that if we align the local system with ACTAAP, we would need a correlation of at least .9. The question then becomes, why bother? Why have two separate systems that would serve to confuse principals, other staff, and the public? Another argument is that we could use the energy and resources that would be necessary to develop, communicate, maintain, and refine a local system to building the schools capacity to improve in ways to impact ACTAAP measures. We could go ahead and develop our local system of rewards/recognitions and sanctions. Quality Schools would be schools that achieve x percentage of state indicators, plus demonstrate an acceptable level of implementation of district reforms. I Option II. Adopt the ACTAAP system for local use. Then use other academic indicators to triangulate data, to find a preponderance of evidence that improvement has/has not occurred. Use a more qualitative approach to making decisions about rewards and sanctions. The qualitative analysis could be the text of the school narrative that must be provided in Tier 3 of ACTAAP. Option in. Adopt the ACTAAP for local use. Use our own system of rewards and sanctions. Include other desired indicators in the building-level report card, but not as part of the determination of accountability status. Option IV. Contact Dr. William Sanders, who developed the Tennessee system and see if he will contract with us in the development of out systemif we are determined to pursue a local system. Sophisticated statistical procedures are required to make it credible, and we need to be sure that we have the appropriate testing in place. Dr. Ross noted that when we began to create the Quality Index, the state system was not yet on the table. Its development is a strong reason for us to adjust and modify our plans since compliance with the state system will consume so much energy. The use of ACTAAP does not preclude our ability to include a value-added report to the community, either as a part of a report to the Board, in a press conference, or as a significant part of the building-level report cards that are to be distributed to every school community. I have devoted a considerable number of hours trying to complete the Cluster B report. I cannot, of course, complete the list of academic indicators until Dr. Lease finalizes the assessment plan since I must know what measures will be available at each grade level, and I must know how to include the value-added piece. The more I try to align the indicators with the state system, so as to avoid confusion and mixed messages to the school and to the community, the more convinced I am that we do not need two separate systems. I recommend that we consider some combination of Options II and III for the Quality Index. In this way, we still get what we want without creating a second accountability system. ACTAAP I have studied the latest draft of ACTAAP, and it seems clear to me that we need to move rapidly to realign some of our thinking so that we optimize the schools ability to do well on the measures that matter in the state accountability system. According to the February draft, the SAT9 scores will not count in the point system, and, indeed, ADE is phasing out norm-referenced tests. The Tier I indicators depend solely on the Arkansas benchmark examinations at grades 4, 6, 8, and the end-of-level tests at the high school level. If this draft is going to prevail, then we need to pay a great deal more attention to the use/ implementation of the Smart Start gateway examinations that have been provided by Doug Reeves through the ADE. We need also to place more emphasis on training all teachers how to teach writing in their disciplines
we need to require that nine-weeks and semester examinations be at least 60 percent constructed responses
and we need to train teachers how to develop their own performance tasks with assessments and rubrics. As some of us have said all year as well, the new curriculum that we are establishing in language arts, mathematics, science, and social studies calls for performance assessments, assessments that test whether students have learned the material beyond memorization or lucky guesses to the level of understanding. These approaches would support more vigorously what is happening at the state level and would enable us more quickly to show improvement on those important examinations. Finally, I have spent the last month reviewing and synthesizing several instructional framework models and cognitive science research for the presentation that I will be making to high school teachers on June 4. After doing so, I am more and more convinced that performance assessments are more appropriate measures of student achievement than the SAT9 and similar examinations. I do not object to the administration of a norm-referenced test, but I think we as leaders should down-play its importance in favor of a more performance-based measure. Next Stens As you can see, the basic assumptions that we have been working on all year in planning the assessment system and in the Cluster B assignments seem to have changed as we have learned more about what the state plans are and as we have thought through what we need to be doing. We need, I think, to have a real discussion of these issues at least at the Cabinet level and then to make appropriate adjustments to our planning so that we can move forward. Right now we are stuck. 3 LESLEY, BONNIE From: Sent: To: Subject: LEASE. KATHY R. Tuesday, September 28,1999 5:21 PM BABBS, JUNIOUS
CAWTHON, FRANCES H.
GADBERRY, BRADY L.
HURLEY, RICHARD
LESLEY, BONNIE
CARNINE, LESLIE V.
WATSON, LINDA
LACEY, MARIAN G.
MILHOLLEN, MARK
MITCHELL, SADIE
VANN, SUELLEN
ANDERSON, VICTOR Benchmark Exams-8th grade-98-99 Heres a quick preview of our S grade benchmark exam results. We can talk about these further later. We will schedule a meeting with all middle school principals and go over these results. We are then going to volunteer to work with teachers at each school to talk about these results and what they mean. If you have any questions, give me a call. Benchmark Grade 8 charts 98-99.. Kathy Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: krieaseig)irc.lrsd.k12.ar.us 1 100% 90% 88% 80% 70% -- 63% 60% 50% 40% 30% -- 2 3% 20% 10%-/^ 0% i% Cloverdale Dunbar Grade 8 Benchmark (2/99): Math, All Students W%- 65% 2 3% 73% 72% 52% 48% Below Basic Basic Proficient Advanced :3% :2% 2 3% 2 2% Hr 2% % 2% 3% %% Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 4LESLEY, BONNIE From
Sent: To
Cc: Subject
LEASE, KATHY R. Friday, October 08, 1999 11:09 AM BERRY, DEBORAH
FULLERTON, JAMES
HUDSON, ELOUISE
JAMES, BRENDA
BUCK, LARRY
MOSBY, JIMMY
PATTERSON, DAVID
ROUSSEAU, NANCY BRIGGS, MONA
DILLINGHAM, YVETTE
McCOY, EDDIE
JOHNSON, VIRGINIA
TRUETT, IRMA
WILLIAMS, ED Benchmark Scores Importance: High Dear Middle School Principals: We are very sensitive to number of times that we ask you to come out of your buildings for meetings, but we know that you want your benchmark data as soon as possible. Weve come up with an idea that might work. You are supposed to be in a meeting with Dr. Lesley on school improvement plans on Oct. 14'^ at 10:30. Could you meet with PRE at 9:30 in the superintendents conference room? We will give you your scores and the released items, and answer questions about strategies to improve scores. Ed has done a bar graph that you may find helpful. Let me know if this plan will not work for you. Thanks, Kathy Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: krleaseig)irc.lrsd.k12.ar.us 1 5 LESLEY, BONNIE From: Sent: To: Subject: LEASE, KATHY R. Tuesday, November 02,1999 1:19 PM TRUETT, IRMA FW: Title VI Evaluation Can you get this to Lucy once we get the 99's are finished? Make me a copy, too. KL Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District Phone: 501-324-2122 3001 S. Pulaski st. Little Rock, AR 72206 Fax: 501-324-2126 Email: krlease@irc.lrsd.k12.ar.us -----Original Message----- From: NEAL, LUCY Sent: Monday, November 01, 1999 8:14 AM To: LEASE, KATHY R. Subject: RE: Title Vl Evaluation I think it is December 1. I'll check with Leon. Original Message From: Sent: To: Cc: Subject: LEASE, KATHY R. Sunday, October 31, 1999 11:21 PM NEAL, LUCY WILLIAMS, ED RE: Title VI Evaluation The 99 SAT-9's just came in. We are verifying hard copy scores with our computer program. We'll get your scores to you. What is your deadline? KL Original Message From: NEAL. LUCY Sent: Thursday, October 28,1999 2:12 PM To: LEASE, KATHY R. Subject: Title Vl Evaluation Last year I got a little Title VI money for library books at the middle schools and one of the evaluations we put down was SAT-9 scores. Haven't heard anybody say we have them for this fall yet, but here is what I need if you can point this request to the right person in your shop. Fall 98 Stanford scores for grade 7 on Reading/Language Arts Fall 99 Stanford scores for grade 7 on Reading/Language Arts I don't even need it broken down by school. I hope you can help me and please let me know if you need more information. Thank you to the department that lives to serve. Lucy M. Neal, Director, Technology and Media Services Little Rock School District 3001 S. Pulaski Street Little Rock, Arkansas 72206 501.324.0577 (voice) 501.324.0504 (fax) 1 6 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 November 4, 1999 TO: Judy Milam FROM: Dr. Bonnie Lesley^^^i isociate Superintendent for Instruction SUBJECT: Eight-Week SFA Assessments Please provide me quarterly with an analysis of each SFA schools progress as revealed in the assessment data. We can monitor progress using this information. BAL/rcm 1 Cc: Pat Price 7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 November 4, 1999 TO: Dr. Kathy Lease, Assistant Superintend, Planning Research & Evaluation FROM: Dr. Bonnie Lesley 'Associate Superintendent for Instruction SUBJECT: K-2 Observation Surveys I am eagerly anticipating the results of our initial assessment of K-2 children. When can I expect these data? What is the process for establishing performance levels? BAL/rcm 8 LESLEY, BONNIE From: Sent: To: Subject: LEASE, KATHY R. Tuesday, December 07,1999 10:56 AM TRUETT, IRMA FW: Reports to Dr. Gamine Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski SI. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: kriease^irc.lrsd.kl 2.ar.us Original Message- F ro m: __5AVAGE, KEN iT -riday, December 03^ ffo: LEASI :14 PM Reports to Dr. Gamine Thanks for the advance notice that Dr. Gamine would be looking for me-he did today at lunch. It seems he was VERY interested in having the overall results for the parents and for the teachers. I just delivered the reports that he asked for with the latest data. I am attaching copies of the reports to this email. One note, youll notice a number in the box with each question. That number is the total percentage of respondents who either marked "Strongly Agree" or "Agree for that question. ParenlA Table 12-3.xls Parents Table 12-3.xls Teacher Table 12-3.xls ENJOY! Ken. 1 9 LESLEY, BONNIE From: Sent: To: Subject: DONALDSON, MABLE Monday, April 03. 2000 3:33 PM LESLEY. BONNIE RE: AP Scores I just faxed the information to 324-0504. Did you get the fifteen pages? Original Message From: LESLEY, BONNIE Sent: Monday, April 03, 2000 3:09 PM To: DONALDSON. MABLE Subject: RE: AP Scores Right! Thanks. 324-0567 (fax) Original Message From: Sent: To: DONALDSON, MABLE Monday, April 03, 2000 2:19 PM LESLEY, BONNIE Subject: RE: AP Scores Yes I can. You are talking about the full report of scores, right? Original Message From: LESLEY, BONNIE Sent: Monday, April 03, 2000 1:42 PM To: DONALDSON, MABLE Subject: AP Scores Thanks for getting the report to me. In the copy for 1999 that you gave me earlier, I could not read the last couple of columns~cut off by copy machine, I think. Can you fax me another copy of that report? Thanks. 1 10 Planning, Research, & Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72201 DD To: From: Date: Re: rincipals
athy Lease, Asst. Supt, PRE April 3, 2000 Achievement Level Test Results ^^1 Enclosed in the packets being sent to you by school mail you will find the Class Reports for teachers that show the Achievement Level Test results, for students by class and preliminary reports on data by subject and grade. When you review the reports, remember that the emphasis is on the RIT score, which will be the baseline score that we will use to monitor the growth of students. M i? w I Pr0<^ Retest results are on separate sheets because system software is programmed to combine the two reports only when retest results from all schools are entered. Three schools did not meet the deadline, so it is not possible to complete the remaining reports at this time. As soon as these schools turn in their retests, they will be scanned, and the process of generating school reports, individual student reports and parent reports will begin. PRE will work as quickly as possible to get these results to you. Those of you who honored test deadlines are appreciated. Many worked very hard to complete the testing on time. S' PRE will be scheduling a workshop on interpreting ALT test data
however, we have several time constraints centering around requirements for the Benchmark and End of Course testing. Videos will also be available for use with staff and parents
we are doing some editing on the videos at this time. The goal is to have videos delivered to you in time to use as you interpret your data. 0w fi
H w I As each of you review test results, please note any errors, omissions, or questions, and call, fax, or email us. We appreciate receiving this input in writing so that we can have a record of concerns and be able to track the resolution to the problem. We cant thank you enough for your efforts in the initial implementation of this phase of the districts new assessment program. The only piece that is still to be administered is the science test. We will communicate with you shortly on the proposed timeline for that test. The data from math and science tests will be essential to our ability to track our progress with the NSF grant. I 11LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Wednesday, April 12, 2000 4:56 PM LEASE, KATHY R. RE: NSF Report I think one problem is that she reported every single math course as a gate-keeping course, but she didn't get the total enrollment included since she didn't aggregate the various versions of a course. Original Message From: Sent: To: Cc: Subject: LEASE, KATHY R. Wednesday, April 12, 2000 3:43 PM LESLEY. BONNIE RUFFINS, JOHN
SAVAGE. KEN
JOHNSON. VIRGINIA
CARNINE. LESLIE V. RE
NSF Report Virginia is going through the data that has already been pulled. She was originally told to pull the gatekeeping courses, so we will request from John whatever courses are missing from your list. KL Original Message From: Sent: To: Cc: LESLEY, BONNIE Wednesday, April 12, 2000 10:50 AM RUFFINS, JOHN
LEASE, KATHY R. CARNINE, LESLIE V.
JOHNSON, VIRGINIA Subject: NSF REport I just returned from a meeting with the NSF program officer, and he is requiring us to submit to him THIS WEEK a ton of information in order to justify our continued funding. I MUST have immediately the following: disaggregated by school, race and gender, the enrollment this year (October 1?) in every mathematics and science course. Please get someone on this TODAY, or we will not have the time we need to convert it to our tables and do the analysis and interpretation. THANKS. The numbers follow: Mathematics MATH 111000 112000 112001 112002 112004 112006 112008 113001 113002 113003 113004 113006 113008 114000 114002 115000 115002 115004 115006 ALGI ALGIl ACT PREP:MATH ALG 11 PRE-AP GEOMETRY GEOM PRE-AP CONCEPT GEOM PRE-CALC A PRE-CALCULUS PRE-CAL B U TRIG/ADV ALG TRIG PRE-AP STATISTICS CALCULUS APPL OF MATH STATS AP CALC AB AP CALC BC AP CALC AB APU Algebra I Algebra II ACT Preparation: Mathematics Algebra II Pre-AP Geometry Geometry Pre-AP Concepts of Geometry Pre-Calculus A (Hall only) 9-12 10-12 10-12 9-12 10-12 10-12 10-12 11-12 1 1 /2 1 111 1/2 Pre-Calculus Pacesetter Mathematics (Hall, McClellan, Parkview Only) 11-12 Pre-Calculus B U (University Studies
Hall only) Trigonometry/ Advanced Algebra Trigonometry/ Advanced Algebra Pre-AP Statistics Calculus Applications of Mathematics (Fair only) Statistics AP Calculus AB AP Calculus BC AP Calculus AB APU (University Course) (Hall 11-12 11-12 11-12 12 11-12 11-12 11-12 12 11-12 11 11 1111 1 Only 11-12 1 1 1 Course # MS MATH 116002 116004 116010 116100 117002 117004 117006 117010 117012 117100 118002 118004 118006 118008 118010 118100 Abbreviation Title Grade(s) Credit PLATO LAB-MATH MATH 6 MATH 6 PRE-AP MATH 6 GT MAP 6 MATH 7 MATH 7 PRE-AP ALG 1 PRE-AP INTL MONEY MATH 7 GT MAP 7 MATHS MATH 8 PRE-AP ALG 1 PRE-AP GEOM PRE-AP ALG 2 PRE-AP MAP 8 Mathematics 6 Mathematics 6 Pre-AP Mathematics 6 GT (Dunbar only) MAP 6 Mathematics 7 Mathematics 7 Pre-AP Algebra I Pre-AP (Dunbar only) International Money (Dunbar only) Mathematics 7 GT ([Dunbar only) MAP 7 Mathematics 8 Mathematics 8 Pre-AP Algebra I Pre-AP Geometry Pre-AP (Dunbar only) Algebra II Pre-AP MAPS 666 6777 7-8 7 $ 8 88 88 119000 119002 119004 ALG I PLTO ALG II PLTO GEOM PLTO Algebra I (Plato Lab) (Central, Fair, McClellan) Algebra I (Plato Lab) (Central, Fair, McClellan) Geometry (Plato Lab) (Central, Fair, McClellan) Science SCIENCE 131000 131002 Deleted ESL PHYS I ESL Physics I (Hall Only) PHYSICS I 131004 131006 131008 131010 132000 132002 132004 133000 133002 133004 133006 PHYS 1 PRE-AP 9-12 Physics f 1 PHYSICS I ESL ACT PHYS ACTIVE PHYS ESL BIOL 1 BIOLOGY 1 BIO 1 PRE-AP ESL CHEMI CHEMISTRY I CHEM 1 PRE-AP ANAT&PHYS 1 1 1 1 111 1 1 I 1 11 11 9-12 10-12 11-12 1 9~12 111 1 Physics I Pre-AP (Students may take this course instead of Active Physics or in addition to Active Physics) 9-12 Physics I ESL Active Physics (Hall only) Active Physics ESL Biology 1 (Hall Only) Biology I Biology I Pre-AP ESL Chemistry I (Hall Only) Chemistry 1 Chemistry I Pre-AP Human Anatomy and Physiology 11-12 9-12 9-12 9-12 10-12 10-12 9-12 11-12 11-12 11-12 1 11 11 11 11 1 2 Course # J33008 Deleted Abbreviation Title AOysa RSRCH Grade(s) Credit 133010 133101 133103 133104 133105 133107 133109 133110 133111 134000 135001 135002 135004 135006 135008 135010 135012 135014 135016 MS SCI 136000 136002 136004 136006 136008 136010 136012 136014 136016 136018 137000 137001 137002 137003 137004 137006 137008 137014 137016 137018 138000 138001 138002 138004 138006 138008 138014 138016 138018 138020 ADV RSRCH MICROBIO QUAL ANALY PHYSICS I PRE-AP STATS/WRTG ENV HEALTH ANAT&PHYS PHYSICS I PRE-AP ORG CHEM GEOL/SPACE BIO lAU PHYS 2 AP PHYS 2 APU BIOL 2 AP CHEM 2 AP ENV SCI AP BIOL 2 APU BIO 11 AP PHYS I PRE-AP U Advanced Science/ Theoretical Research Pre-AP Advanced Science/ Theoretical Research 11-12 1 PLATOLAB SCIENCE ESL SCI 6 SCIENCE 6 SCIENCE 6 PRE-AP HEALTH SCI 6 HLTH SCI 6 PRE-AP SCIENCE/HEALTH 6 SCI/HLTH 6 PRE-AP LAB SCIENCE 6 LAB SCI 6 PRE-AP SCIENCE 6 GT ESL SCI 7 SCI ILLUS SCIENCE 7 TECH WRTG SCIENCE 7 PRE-AP HEALTH SCI 7 HLTH SCI 7 PRE-AP LAB SCIENCE 7 LAB SCI 7 PRE-AP SCIENCE 7 GT ESL SCI 8 SEM HLTH SCI SCIENCE 8 SCIENCE 8 PRE-AP HEALTH SCI 8 HLTH SCI 8 PRE-AP LAB SCIENCE 8 LAB SCI 8 PRE-AP SCIENCE 8 GT SEM HLTH SCI 139000 139002 BIOG I PLTO CHEM I PLTO Microbiology (Parkview Only) Qualitative Analysis (Parkview Only) Physics I Pre-AP 11-12 11-12 11-12 11-12 A A 1 1 Applied Statistics and Technical Writing (Parkview Only) 11-12 Environmental Health (Parkview Only) 11-12 Human Anatomy and Physiology (Parkview Only) Physics I Pre-AP (Early Bird) Organic Chemistry (Parkview Only) Geology and Space Science 11-12 11-12 12 Biology lA U (University Studies
Hall only) 11-12 Physics II AP Physics II APU (Hall Only) Biology n AP Chemistry II AP Environmental Science AP Biology II APU (University Course) (Hall Only) Biology II AP (zero hour) 12 Physics I Pre-AP (University Studies
Hall only) ESL Science 6 (Cloverdale and Dunbar) Science 6 Science 6 Pre-AP Health Science 6 (Henderson only) Health Science 6 Pre-AP (Henderson only) Science/Health 6 (Mann only) Science/Health 6 Pre-AP (Mann only) Laboratory Science 6 (Mann only) Laboratory Science 6 Pre-AP (Mann only) Science 6 GT (Dunbar only) ESL Science 7 (Cloverdale and Dunbar) Scientific Illustration (Henderson only) Science 7 Technical Writing (Henderson only) Science 7 Pre-AP Health Science 7 (Henderson only) Health Science 7 Pre-AP (Henderson only) Laboratory Science 7 (Mann only) Laboratory Science 7 Pre-AP (Mann only) Science 7 GT (Dunbar only) ESL Science 8 Seminar in Health Science (Henderson only) Science 8 Science 8 Health Science 8 (Henderson only) Health Science 8 Pre-AP (Henderson only) Laboratory Science 8 (Mann only) Laboratory Science 8 Pre-AP (Mann only) Science 8 GT (Dunbar only) Seminar in Health Science (Henderson only) 12 12 12 12 11-12 'A 11-12 1 '/a 1 /a 11111 12 1 11-12 Vi 1 1 6666666666 7 7-8 7 7-8 7777778888888888 1 11 11 I I 11 11 /a 1 '/a 11 11 1 I 1 /a 1 1 1 II 1 1 1 Biology I (Plato Lab) (Central, Fair, McClellan) Chemistry I (Plato Lab) (Central, Fair, McClellan) 10-12 11-12 I I Special Education Mathematics 191004 Math 1 RR 191006 PhysSci RR 191008 Biology RR 191010 Health Science RR 191104 Math 1 SC 191106 Phys Sci SC 192004 Math 2 RR 192012 Earth Sci RR 192104 Math 2 SC 192016-Biology SC 193004 Math 3 RR 193104 Math 3 SC 193106 Health Sci SC 194004 Math 4 RR 3 194104 Math 4 SC 194106 Earth Sci SC 196004 Math 6 RR 196006 Sci 6 RR 196104 Math 6 SC 196106 Sci 6 SC 197004 Math 7 RR 197006 Sci 7 RR 197104 Math 7 SC 197106 Sci 7 SC 198004 Math 8 RR 198006 Sci 8 RR 198104 Math 8 SC 198106 Sci 8 SC The numbers that I have given you include some new numbers that have been added for next year, but almost all were in existence in 1999-2000. 4 12MEMORANDUM LITTLE ROCK SCHOOL DISTRICT Planning Research & Evaluation April 18,2000 To: Principals and Teachers fFrroomm
: )Dr. Ed R. Wvviullniaamiuss,, oSitaautissLtiicuiiaann aannud rRveesbeeaarrcchn oSppecialist, P ' ThroughKathy Lease, Assistant Superintendent, PRE Re: Comparing 2"' QT CRT results, 1998 v. 1999 Attached are two documents containing 2"'^ QT CRT from the 1998-99 and 1999-00 school year. The first attachment: Compares the same grade year to year Reports the percent correct on each of the Benchmarks and total percent correct for the Reading test. Total percent correct is reported for the Math test. Since different Benchmarks were measured on the two Math tests, year-to year comparison is not appropriate. Same grade comparison data is helpful to determine the success of benchmark mastery, instructional methods, and curriculum implementation. In the reading test, 3^', 4*, and 5* grades demonstrated a total score gain of 1% while the 6* grade had a decrease of 3%. In the math test, 4* and 5* grade had gains of 1.5% and 18.8%, while 3"* and 6* grades had a decrease of 3.4% and 4%. The second attachment: Reports year-to year growth Reports only percent correct on the entire test, since the benchmarks change from one year to the next Year-to-year growth is an indicator of chaining. That is, how well did students build on the learning principles learned in an earlier grade level. Except for growth figures for the math test, 6* grade to 7'* grade, all students demonstrated growth in scores. In reading, 6* grade students in 1998 demonstrated the greatest amount of growth moving from 75% correct in 1998 to 83% correct in 1999. In the math test, 1998 5* grade students demonstrated the greatest amount of growth moving from 52% correct in 1998 to 57% correct in 1999. Test Description. The 1998 and 1999 reading tests had 40 questions each and measured 10 benchmarks. Thel998 math tests had 40 questions and measured 10 benchmarks, but 1999 tests ranged from 16 to 36 questions and did not measure as many benchmarks as the 1998 tests. If you have any questions, please feel free to call me at 324-2125. k i 2nd Quarter Reading CRT Results for the 1998-1999 and 1999-2000 School Year 3rd grade 3rd grade 1998 1999 % + or- 4th grade 4th grade 1998 1999 % + or- Benchmark % correct % correct Benchmark % correct % correct Total 1 2' 3 4 5 6 7 8 9 10 56% 83% 55% 51% 67% 71% 73% 67% 57% 60% 64% 58% 83% 58% 48% 68% 74% 70% 74% 59% 59% 65% 5th grade 5th grade 1998 1999 Benchmark % correct % correct Total 1 2 3 4 5 6 7 8 9 10 70% 68% 79% 65% 90% 60% 71% 41% 61% 69% 67% 73% 70% 82% 60% 92% 55% 70% 43% 62% 73% 68% 2% 0% 3% -3% 1% 3% -3% 7% 2% -1% 1% Total % + or- 3% 2% 3% -5% 2% -5% -1% 2% 1% 4% 1% 1 2 3 4 5 6 7 8 9 10 64% 62% 68% 77% 69% 52% 80% 53% 59% 60% 64% 67% 63% 70% 61% 87% 18% 83% 57% 63% 64% 65% 6th grade 6th grade 1998 1999 Benchmark % correct % correct Total 1 2' 3 4 5 6 7 8 9 10 86% 92% 73% 60% 65% 62% 82% 81% 71% 77% 75% 85% 93% 74% 57% 54% 55% 80% 79% 67% 76% 72% 3% 1% -16% 18% -34% 3% 4% 4% 4% 1% % + or- -1% 1% 1% -3% -11% -6% -2% -2% -4% -1% -3% 2nd Quarter Math CRT Results for the 1998-1999 and 1999-2000 School Year 3rd grade 3rd grade 1998 1999 % + or- 4th grade 4th grade 1998 1999 % + or- Total Total % correct % correct I 69.3% 1 65.9%| -3.4% Sth grade Sth grade 1998 1999 % + or- % correct % correct I 52% I 70.8% I 18.8% Total Total % correct % correct I 68% I 69.5% 1 1.5% 6th grade 6th grade 1998 1999 % + or - % correct % correct I 61% I 57% I -4% 13 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Tuesday, May 02, 2000 4:32 PM BARKSDALE, MARY D. RE: ALT Results Thanks for this invite. I wish I could have been there. Last week was one of those weeks from hell for me. I wrote the District's application for the Quality award, and it was really, really hard. I prayed the kids would do their best last week. We really need to look good on this. Original Message From: Sent: To: Subject: BARKSDALE, MARY D. Wednesday, April 19, 2000 7:13 PM LESLEY, BONNIE RE: ALT Results Thank you for the wonderful news. I only hope that the team effort will pay off next week in Benchmark results. We have developed a rubric for participation for next week and a reward/incentive of Fourth Grade Field Day Friday afternoon. Craig O'Neal is coming Friday Morning at 9:30 for a rally. You are invited to bothwhy not come and get out of the IRC for a few minutes. We would love to have you. Bring anyone else you can get your hands on-ya'll need some fun time also. DBarksdale Original Message From: Sent: To: BARKSDALE, MAiBXDr Subject: ALT RySulIT I've had a quick look this morning of the ALT scores, and your school apparently did greatl Congratulations! This is wonderful. I know that your whole team worked really, really hard this year. 1 14 I I To: From: Through: Subject: LL Sbofoo Planning, Research, & Evaluation Ish Instructional Resource Center Little Rock, Arkansas 72206 All Principals May 7, 2000 Dr. Kathy Lease, Assistant Superintende
Mona Briggs, Evaluation Specialist'Zb^ Sadie Mitchell, Associate Superintendent NWEA Training This is to inform you that we are scheduling a data interpretation training session regarding the Achievement Level Test information. A consultant from NWEA out of Portland will be with us. This session will be geared specifically for principals. We will be meeting on May 25 from 8:30 am until 3:30 pm in room 18 here at the IRC. At that time you will receive your ALT test results. This should be a very beneficial meeting for you as you begin the process of using your ALT data. Cc: Dr. Les. Camine Dr. Bonnie Lesley J. Babbs15 w t?o Planning, Research, & Evaluation Ish Instructional Resource Center Little Rock, Arkansas 72206 May 7, 2000 To: From: Through: Subject: Counselors & ALT Coordinators v Mona Briggs, Evaluation Specialist />/> Dr. Kathy Lease, Assistant SuperintendeQ,^^^ NWEA Training This is to inform you that we are scheduling a data interpretation training session regarding the Achievement Level Test information. A consultant from NWEA out of Portland will be with us. This session will be especially helpful for counselors and testing coordinators. We will be meeting on May 24 from 8:30 am until 3:30 pm in the Board Room at the District Office. This should be a very beneficial meeting for you as you begin the process of using your ALT data. Cc: J. Babbs J. Elston16co TO: FROM: THROUGH: SUBJECT: Planning, Research, and Evaluation Ish Instructional Resource Center Little Rock, Arkansas 72206 May 8, 2000 Professional Staff of Division of Instruction Mona Briggs, Evaluation Specialist Dr. Kathy Lease, Assistant Superintendent NWEA Training / This is to inform you that a data interpretation training session regarding the Achievement Level Test information has been scheduled for this month. A consultant from NWEA out of Portland will be with us. We believe you will find this session especially informative and helpful to you. We will be meeting at the IRC, room 18 on Tuesday, May 23 from 8:30 a.m. until 3:30 p.m. We hope that you can make arrangements to join us for this very informative session. MB/adg 1 I I '1 f Little Rock School District NORTHWEST EVALUATION ASSOCIATION Using Data to Make a Difference Interpreting Level Test Reports May 23-25, 2000 8:30 Agenda Welcome and introductions Intended Accomplishments Workshop participants will... Understand the Level Test administration process including locator tests, retest issues, and logistics Read and interpret Achievement Level Test reports Use data to focus instruction and evaluate programs Communicate data to parents and students 8:45 Level Test Administration Locator tests Why retest? Adjusting the levels and reducing retest rates Logistics - tips to make test administration more efficient Test environment - Language shapes your future 10:00 Break 10:15 How to read and interpret reports - Class reports Parent report Longitudinal report District goal summary report 12:00 Lunch 1:00 1:30 Communication with students and parents Using the RJT chart to communicate Setting classroom and individual student goals Interpreting your own data Data analysis assignment Investigating the data 3:15 Debrief assignments ! Questions and answers 17 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Monday, May 15, 2000 2:14 PM GLASGOW, DENNIS
WILLIAMS, ED Middle School Math I need a report, by teacher and by school, of the middle school math scores on the ALT. I need to know which classes are regular and which are Pre-AP. We need to know exactly what is happening in those classes. Even though our current controversy is only at grade 6, I'd like to see all three grade levels. Thanks! 1 18LESLEY, BONNIE From
Sent: To: Cc: Subject: LESLEY, BONNIE Tuesday, May 23, 2000 5:06 PM KEOWN, ADA
COX, ELEANOR
SMITH, DARIAN
WORM, JERRY
FIELDS, FREDERICK
BRANCH, SAMUEL
SCULL, LILLIE
WILSON, JANICE M. ADAMS, LEON
MILAM, JUDY
MITCHELL, SADIE
CAWTHON, FRANCES H. SFA I asked for a meeting today with the SFA folks from Memphis to talk about next year and the kind of support that you all need to be even more successful. I was delighted to learn that all except one school was greatly improved this year in terms of their evaluation of the site visits, and I am so very pleased. Thanks for your hard work. I asked specifically about the family support component and why we are not getting that here. It is an option, they told me, and they will be happy to add it to the contract of any school that wants it. If you are interested in knowing more about that, in adding more professional development for your school to meet specific needs, or in any other of the services that they have available, then please call Betsy or, of course, Judy Milam, and they will answer your questions. As I understand the situation, the Title I office negotiates the basic contract, but you may certainly use your Title I funds to add to that basic contract for additional training or programs or materials-whatever you need to support your teachers. You can amend your Title I plan if you need to so that it includes the additional contract components. Keep Mr. Adams informed if you need to do that. Again, I feel much better at the end of this year than I did after the report I received at the end of last year. I know you have worked hard to get your school to a higher level of implementation, that your teachers have had more training this year, and that generally you have had more information. Congratulations. We are improving, and that is what we all want to see! 1 19LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Tuesday, May 23, 2000 12:33 PM JOHNSON, VIRGINIA RE: SECME EVALUATION When can I see the results of the kid survey on middle school? Original Message From: Sent: To: Subject: JOHNSON, VIRGINIA Monday, May 22, 2000 9:19 AM LESLEY, BONNIE FW: SECME EVALUATION I appreciate the way you are handling this. I admire the outcomes of your administrative style. FYI. Related to evaluation of the academic enrichment initiatives (see list), I got data last Thursday and Friday from 179 participants (Elementary, Middle, and High Schoolers) in the Summer Science Club Program at their final meeting. The final version of the program evaluation report for this initiative will be ready to distribute at our project meeting next week. In addition, I hope to have the report for the UALR Summer Science Institute done and ready to distribute at that time. 1. 2. 3. 4. 5. 6. 7. Museum of Discovery After School Science Club Program University of Arkansas at Little Rock Summer Science Institute Philander Smith College Summer Algebra Readiness Program(SARP) Algebra Summer Math Advanced Readiness Training (SMART) SECME Thrive Algebra Community-based Family Math and Science Thank you again. -----Original Message From: LESLEY, BONNIE Sent: Friday, May 19, 2000 9:16 AM To:CLEAVER, VANESSA Subject: RE: SECME EVALUATION No-I just wondered if you were thinking we should evaluate the program Jo Evelyn is doing. --Original Message From: Sent: To: Cc: CLEAVER, VANESSA Thursday, May 18, 2000 3:36 PM LESLEY, BONNIE JOHNSON, VIRGINIA Subject: RE: SECME EVALUATION Dr. Lesley, I simply would like to know what impact SECME is making on our students. How are we measuring that impact to 1 justify our continued support? Virginia did an evaluation of the After School Science Club program. She correlated the program activities to the standards and benchmarks. I'd like to do the same for SECME. I'm not worried about our project evaluation - this is just information that I'd like to have about this particular program. I'll be happy to sit down with you and discuss this further. Original Message From: Sent: To: CLEAVER, VANESSA LESLEY, BONNIE Wednesday, May 17, 2000 11:47 AM Subject: RE: SECME EVALUATION I don't understand what this is about. Are you intending to use Jo's evaluation as a supplement to the one that Virginia is doing? Are you worried about our project evaluation? I don't understand. Original Message From: Sent: To: Cc: Subject: CLEAVER, VANESSA Wednesday, May 17, 2000 9:54 AM JOHNSON, VIRGINIA LESLEY, BONNIE SECME EVALUATION I would like to meet with Jo Evelyn to take a look at her evaluation plan for SECME. We need to know if it will meet our needs. I've requested a copy of the evaluation plan from the project director of Prince George's County Public Schools (they are a CPMSA site). When are you available? I can arrange for Jo Evelyn to come over here. Vanessa E. Cleaver Project Director - LR CPMSA (501) 324-0522 2 20LESLEY, BONNIE From
Sent: To: Subject: LESLEY, BONNIE Tuesday, June 06, 2000 8:34 AM BARKSDALE, MARY D. RE: K-2 Literacy Thanks, Diane. Hope you all had a good last day yesterday! Original Message From: Sent: To: Subject
BARKSDALE, MARY D. Sunday, June 04, 2000 6:55 PM LESLEY, BONNIE RE: K-2 Literacy Wow, what an upper. Thanks to you and your leadership we have all been focused in the right direction and hopefully are going to make progress withALL kids. Diane Original Message From: Sent: To: lesle
Thi Al way, June 01,2000 10:45 lERSON, BARBABAHASfffEY, VIRGINIA
BRANCH. SAMUEL
CARSON, CHERYL
CARTER, LILLIE
CHEATHAM, MARY
Cc: Subject: ---CUORTnEY, THERESA
COX, ELEANOR
DARIAN SMITH
DEBORAH MITCHELL
ETHEL DUNBAR
Faith Donovan
FIELDS, FREDERICK
GOLSTON, MARY
HARKEY, JANE
HOBBS, FELICIA L.
JONES, BEVERLY
KEOWN, ADA
MANGAN, ANN
MARY BARKSDALE
MENKING, MARY
MORGAN, SCOTT
NANCY ACRE
OLIVER, MICHAEL
PHILLIPS, TABITHA
SHARON BROOKS
TUCKER, JANIS A.
WARD, LIONEL
WILSON, JANICE M.
ZEIGLER, GWEN S. MITCHELL, SADIE
CAWTHON, FRANCES H.
LACEY, MARIAN G.
BABBS, JUNIOUS
ANDERSON, VICTOR
STEWART, DONALD M.
MILHOLLEN, MARK
VANN, SUELLEN
HURLEY, RICHARD
WATSON, LINDA
ELSTON, JO
CARNINE, LESLIE V.
ADAMS, LEON
AUSTIN, LINDA
BRIGGS, MONA
CLEAVER, VANESSA
CRAWFORD, PAMELA
DAVIS, SUZI
DEBBIE MILAM
DILLINGHAM, YVETTE
DONALDSON, MABLE
Eddie McCoy
GLASGOW, DENNIS
GREEN, CAROL
HOBBY, SELMA
LEASE, KATHY R.
MARION BALDWIN
MARTIN, PAULETTE
McNEAL, MARIE
NEAL, LUCY
PRICE, PATRICIA
SMITH, GARY
WALLS, COLLEEN
WILLIAMS, ED
WOODS, MARION K-2 Literacy I am sitting here with tears of joy rolling down my face. We have the first run of the reports on the K-2 Literacy exams, and the kids are WAY UP at all three grade levels, particularly in vocabulary. I am so happy and so grateful-on behalf of all those kids you all taught so well and on behalf of their parents and the greater community. We don't have the individual school scores yet, but we'll get them to you as soon as possible. CONGRATULATIONS TO ALL OF YOU AND TO YOUR SPLENDID TEACHERS. WE DID IT! These are our first true growth scores-from fall to spring. THANK YOU for hanging in and working so very hard! CELEBRATE! 1 21 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Wednesday, June 07, 2000 9:24 AM LEASE, KATHY R. Science ALT When can I expect to see the reports on the Science ALTs? 1 22 LESLEY, BONNIE From: Sent: To: Subject
LESLEY. BONNIE Wednesday, June 07. 2000 10:31 AM JOHNSON. VIRGINIA
WILLIAMS. ED FW
Academic Progress Heads up! Note the data requests. In Kathy's absence, will you see what you all can do to gather this stuff up? I have written Hall for the University Studies info. Original Message From: Sent: To: Cc: Subject: CARNINE, LESLIE V. Wednesday, June 07, 2000 9:41 AM LESLEY, BONNIE
McNEAL, MARIE
DONALDSON, MABLE
GLASGOW, DENNIS
PRICE, PATRICIA
DAVIS, SUZI
CLEAVER, VANESSA
GREEN, CAROL LEASE, KATHY R.
WILLIAMS, ED
BABBS, JUNIOUS
MITCHELL, SADIE
GADBERRY, BRADY L.
CAWTHON, FRANCES H.
LACEY, MARIAN G.
VANN, SUELLEN Academic Progress As you know one the primary goals has been to improve academic achievement. I have been attempting to create a comprehensive look at this issue and the following are the factors, which I thought should be considered. For report purposes we will want a racial breakout of statistics. 1. 2. 3. 4. 5. 6. 7. 8. State of Arkansas 4th Grade Bench Mark Test(s) 1998-991999-2000 Numbers of Students successfully completing Algebra 1997-981998-19991999-2000 (Biology should also have a comparison and what other subjects?) Enrollment in AP courses & successful completion of AP Courses 1997-981998-19991999-2000 (Inclusion of UALR courses at Hall into AP designation) ACT Exam data & Scores for the three mentioned years and % of seniors participating College Scholarship Data-number of students and amount Developmental Reading Assessment K-2 Data Number of student qualifying for Duke University Talent Program ? These are examples and hope you will recommend other measurements that you think may be more valid and predictive. This is for the annual report and I would like to have agreement before the week is out. Also remember we need to think about does this give us the evidence that we are making progress with the various commitments we have with the Deseg. Plan, NSF Grant, etc. Obviously it will take a couple of days for the statistics to be generated. 1 23 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Wednesday, June 07, 2000 9:23 AM LEASE, KATHY R. Middle School Study Survey When can I expect to see the results and analysis of this survey? 1 24LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Friday, June 23, 2000 8:48 AM CARNINE, LESLIE V. RE: Developmental Reading Assessment 1 am going to wait untii Pat Price gets back to answer some of these questions. One thing: This was our first year of the program impiementation, and some teachers weren't trained until late in the first semester. I am thrilled with the results as I've been able to study them so far, but there are more things I want to look at. From: Sent: To: Cc: Original Message Subject: CARMINE, LESLIE V. Friday, June 16, 2000 12:56 PM PRICE, PATRICIA
WILLIAMS, ED LESLEY, BONNIE
MITCHELL, SADIE
CAWTHON, FRANCES H.
LEASE, KATHY R.
MILAM, JUDY
HUFFMAN, KRIS
TEETER, JUDY Developmental Reading Assessment I finally had time to look at the data and I have the following questions. What caused the difference in enrollment numbers and students tested? Did you isolate those k kids who have had a prek program vs. those who did not have a prek educational experience? The report uses proficient but isn't this really basic under the old system? And that would not necessarily suggesting at grade level but the child will or could benefit from and participate in that grade level? As I looked at the data the difference in the beginning or initial readiness between black and white suggested that on this test was factor of .67. At the end of 1st grade it had dropped to .37 which is a remarkable make up of readiness ground and /or vocabulary. At the end of 2nd grade there again had been significant growth and the gap had been reduced to a differential of .25. I think I am right but isn't this the 2nd year for the program which suggests that next year the 2nd grade gap could possibly be further reduced? If I am reading this correctly including the assumption about proficient and basic, the instructional issue is not remedial but acceleration of vocabulary / language development. Have I missed something or is the proper way to read the differential. Congratulations the numbers look great! 1 25 LESLEY, BONNIE From: Sent
To: Subject: LESLEY, BONNIE Friday, July 07, 2000 4:41 PM CARNINE, LESLIE V. RE: July Board Agenda Items I've spent a ton of time analyzing the DRA results, and it is clearer in my head now than when we have talked earlier. I have requested another report that will show us the PERCENT of kids at each level who are performing at or above the cut-points. After talking with Pat Busbea and reading some stuff on the DRA, I think I would feel more comfortable calling those cutpoints "Readiness Level," rather than "Proficiency Level." I don't think we can use these DRA results at all to correlate with this year's grade 4 exams. We cannot expect grade 4 kids to do as well after only a partial year of instruction (some teachers didn't get trained until up in the fall) as we will expect them to do when they have had two, three, four, and five years of good literacy instruction. We won't know if the K- 2 program really has improved grade 4 results until we can compare grade 4 scores in four years. The only thing we have to measure K-2 program implementation is these K-2 DRA results. But I agree to delaying the report. I want to look at the results more. -Original Message- From: Sent: To: Cc: Subject: CARNINE, LESLIE V. Friday, July 07, 2000 11:01 AM LESLEY, BONNIE GRIFFIN, BEVERLY July Board Agenda Items Reports: I would concur with the briefing on the Carnegie Grant...It will be on the Report Agenda. I would like to hold the Literacy Report until we have the 4th Grade Benchmark results. I think it will be much more powerful if are projections are on target. If they are not we can show as what the future holds. Action Agenda: Home Schooling Policy and Regulations And lets hope we can recommend a Director for Safe Schools. Since we will not have the Mablevale position finalized I will recommend that we suspend the rules for approval on the 27th. I have briefed Mrs. Strickland. 1 26 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Thursday, July 13, 2000 8:25 AM MILAM, DEBBIE
WILLIAMS, ED
LEASE, KATHY R.
AUSTIN, LINDA RE: SEDL request for information Kathy-will you be sure that Debbie gets this info for SEDL? I think we already have the reports. It's just gathering them up. Thanks. Original Message From
Sent: To
Cc
Subject: MILAM, DEBBIE Thursday, July 13, 2000 7:41 AM WILLIAMS, ED
LEASE, KATHY R.
AUSTIN, LINDA LESLEY, BONNIE SEDL request for information SEDL has requested the following information on our district. We need to provide this as our part of the partnership we have with SEDL. 1 wasn't sure who who would have it so I'm sending this to all of you. Little Rock Attendance rate 98-99 district 99-00 district, state Completion (graduation rate) 98-99, 99-00 district, state Dropout rate 98-99, 99-00 district, state Suspensions/Expulsions 98-99, 99-00 district, state Norm-referenced test (Stanford 9 all grades given) 98-99, 99-00 district, state Criterion-referenced test (ACT-AAP) 99-00 SESl (% ffee/reduced lunch) 98-99, 99-00 SES 2 (% economically disadvantaged children) 98-99, 99-00 Thanks for helping us with this. Debbie Miiam Volunteers in Public Schools 1 27 LESLEY, BONNIE From: Sent
To: Subject: MITCHELL, SADIE Friday, July 14, 2000 10:11 AM LESLEY, BONNIE RE: Great News We have a lot to celebrate. I was so proud of our principals this week. They did a good job and they are growing. They showed strong abilities to process and apply skills that we have been teaching them all year. We have a long way to go though. Sadie Mitchell smmitch@lrsdadm.lrsd.kl2.ar.us Original Message From
Sent: To: Subject: LESLEY, BONNIE Friday, July 14, 2000 10:09 AM MITCHELL, SADIE RE: Great News Note that right here in River City we have 90-90-90 schools (a la Doug Reeves). 90% minority, 90% poor, and 90% proficient! Praise God! I am thrilled to death with ail this, and I want to buy a big billboard to celebrate! Original Message From: Sent
To: MITCHELL. SADIE Friday, July 14, 2000 10:05 AM LESLEY, BONNIE Subject
RE
Great News There is a God Sadie Mitchell smmitch@lrsdadm.lrsd.kl2.ar.us Original Message From
Sent
LESLEY, BONNIE Friday, July 14, 2000 9:34 AM To
MITCHELL, SADIE
CAWTHON, FRANCES H. Subject
Great News As I told you, I asked for another report on the K-2 scores-this time telling us what the percent of kids is at each grade level who achieved proficiency. For instance, what percent of kids in kindergarten who scored at or above a 2-since this is the way the state reports out the scores. We'd be more consistent. Attached is the analysis I did last night. Do you love it? File: DRA Percent Proficient 1999-2000.doc 128LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Friday, July 14, 2000 2:24 PM BUSBEA, PAT
PRICE, PATRICIA
WILLIAMS, ED Definition of Proficiency Please critique this attempt to define "proficient" as it appears on the DRA. Or should we stick to the term "readiness"? Proficient Definition.doc 1 Developmental Reading Assessment, Grades K-2 Definition of Proficient The Arkansas Department of Education has defined performance at four levels: Below Basic, Basic, Proficient, and Advanced for the Benchmark examinations that are administered at grades 4, 6, and 8 and the end-of-level examinations for designated high school courses. Proficient is the performance standard that all students should achieve. The ADE definition follows: Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of schooling. They can use Arkansas established reading, writing, and mathematics skills and knowledge to solve problems and complete tasks on their own. Students can tie ideas together and explain the ways their ideas are connected. The Developmental Reading Assessment allows us to assess reading levels of students through a one-on-one test reading conference between teacher and student. Teachers observe student performance during the test, make notes on reading behaviors, and score the performance as they go along. To gauge which level on the DRA is equivalent to how Arkansas defines proficiency, the staff used national reading standards for each grade level and then identified the DRA level that corresponds to that specific performance. Standards and DRA equivalents by grade level follow: Grade Level Kindergarten Reading Standards______________________ Children at the end of kindergarten should understand that every word in a text says something specific. They can demonstrate this competence by reading Level B books that they have not seen before, but that have been previewed for them, attending to each word in sequence and getting most of them conect. Grade 1 By the end of the year, we expect first-grade students to be able to
read Level 16 books that they have not seen before, but that have been previewed for them, with 90 percent or better accuracy of word recognition (self-correction allowed). When they read aloud, we expect first graders to sound like they know what they are reading. Fluent readers may pause occasionally to work out difficult passages. By the end of the year, we expect first-grade students to be able to independently read aloud from Level I books that have been previewed for them, using intonation, pauses and emphasis that signal the structure of the sentence and the meaning of the text. DRA Level_____________________________ Assessment texts A through 2 consist of a repeated word or sentence pattern with natural language structures. The simple illustrations include animals and objects familiar to primary children and highly support the text. One or two lines of text appear on the left page and are large and well spaced so that children can point as they read. The number of words in the texts ranges from ten to thirty-six._______________ Assessment texts 16 through 28 are stories with begirmings, middles, and ends, throughout which problems are presented and resolved. The characters are either imaginary (giants and elves) or animals with human characteristics. The content begins to move beyond childrens personal experiences and builds a basis with which to compare and contrast other stories. Literacy language structures are integrated with natural language. Some description of characters and setting is included. Illustrations provide moderate to minimum support. The text may be three to twelve lines above or beneath the illustrations, or a full page. The number of words in these texts starts at 266 and increases with each level of difficulty. Grade 2 By the end of the year, we expect second-grade students to be able to independently read aloud unfamiliar Level 24 books with 90 percent or better accuracy of word recognition (selfcorrection allowed). Assessment texts 16 through 28 are stories with beginnings, middles, and ends, throughout which problems are presented and resolved. The characters are either imaginary (giants and elves) or animals with human characteristics. The content begins to move beyond childrens personal experiences and builds a basis with which to compare and contrast other stories. Literacy language structures are integrated with natural language. Some description of characters and setting is included. Illustrations provide moderate to minimum support. The text may be three to twelve lines above or beneath the illustrations, or a full page. The number of words in these texts starts at 266 and increases with each level of difficulty. 29 1^^LESLEY, BONNIE From: Sent
To: Subject
LESLEY. BONNIE Monday. July 17. 2000 12:14 PM PRICE. PATRICIA RE: Effect of Professional Development No big rush--but I'll need by Thursday. Original Message From: Sent: To: Subject
PRICE, PATRICIA Monday, July 17, 2000 12:12 PM LESLEY, BONNIE RE
Effect of Professional Development I will have it this afternoon. From: Sent
Original Message- LESLEY, BONNIE Monday, July 17. 2000 9:31 AM To: PRICE. PATRICIA
BUSBEA, PAT Subject: Effect of Professional Development Is it possible to put together some info on the number/percent of teachers by school who participated in the ELLA training? How many days did they attend? I think that might give us some needed insight on the scores. We may also need this for grade 4. 1 30LESLEY, BONNIE From
Sent: To: Subject: LESLEY. BONNIE Friday. July 21,2000 12:22 PM DAVIS. SUZI
PRICE, PATRICIA
FREEMAN, ANN
BUSBEA, PAT
HUFFMAN, KRIS
TEETER, JUDY
MILAM, JUDY
WILSON, LEV ANNA
BRIGGS, MONA
GLASGOW, DENNIS
PERRITT, YORIKO
MITCHELL, SADIE
CAWTHON, FRANCES H.
BFtANDON, BARBARA
BRANDON. BARBARA
KILLINGSWORTH. PATRICIA DRA Scores-Percent Proficient Here's the report that I will use in Monday's presentation for the CLTs. DRA Percent Readiness. 1999-20... 1 31 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Saturday, July 29, 2000 9:34 AM WILLIAMS, ED FW: Success For All Importance: High Both Wakefield and Mitchell have made the decision to bail out of SFA--two examples of abandoning programs that are not working for African American children. You may want to put that in the PreK-2 evaluation report. Original Message From: Sent: To: Cc: Subject: Importance: SMiiy,.eRlAN^ ^ii^July 28, 2000 4:^ ADAMS, LEON CAwmowrrR: Success For All High 'M (NCES H.
LESLEY. BONNIE Mr. Adams, The Mitchell Academy Campus Leadership Team had a very intense discussion concerning the achievement of our students in reading. This discussion began last March. Throughout the discussion, the team looked at the test data and the cost of the Success For All Program. The CLT took its concerns to the entire staff and the staff agreed to end the use of the Success For All Program last May. Dr. Lesley reported that she was seeing growth in achievement from grades 2'^^ - 5**^. After further review, this growth was simply the increase from 2"'* - 5* grade because the students were so low at 2"' grade. We have a 3-year goal of seeing significant growth in our students achievement and believe that at this time, the Success For All Program and its cost is not the way. With that said. Im requesting for an extension on the deadline for our Title I Plan in order to make the necessary adjustments to include a change in our program. 132LESLEY, BONNIE From: Sent: To: Cc: Subject: LESLEY, BONNIE Tuesday, August 08, 2000 12:24 PM KEOWN, ADA
COX, ELEANOR
FIELDS, FREDERICK ADAMS, LEON
MITCHELL, SADIE
CAWTHON, FRANCES H.
PRICE, PATRICIA Continuation of SFA I continue to be very concerned about the performance of some SFA schools, especially in reviewing the DRA data. Your SFA schools performed significantly less well than most ELLA schools with similar characteristics. See the attached score analysis. DRA. SFA Schools.doc Another concern that I have is that we are equipped and funded to coach teachers, to provide professional development, and to otherwise support ELLA/Effective Literacy. We cannot do that at such an intense level for SFA since those programs are funded solely from your Title I budgets and since we have to rely on the University of Memphis to train and coach. One thing we noted in our data analysis is that SFA teachers typically received last year much less professional development than ELLA/Effective Literacy teachers, and that variable in itself will make a major difference in student performance. SFA is much more expensive than ELLA/Effective Literacy. That expense is especially a problem when you are not getting results. I told you all my first year here that I knew that SFA could work and that we needed to give it a chance. I told you last year and again in the fall that if you didn't get improvements this year (that was your chance), you definitely had to make a change. It is time for most of you to make that change, and that is my strongest recommendation. Please meet with your teams and do a thorough data analysis. I know that we need State Benchmark scores to make a determination about grades 3-4, but the DRA data for K-2 and the ALT data for 2-5 give us a lot of indication that SFA is not working. It may not be the program itself. It may be, as I told you last year that the Univ, of Memphis trainers said, that we have not implemented it appropriately. It may be that your teachers just are not committed to its success. Whatever the reason, at this point, I think you and your staff need to make a convincing argument to be allowed to continue SFA. If you are going to make a change, you need to inform Leon Adams immediately since he is putting the finishing touches on the Title I plan to submit to ADE. You should also consult with Ms. Mitchell or Ms. Jones in making your decision since it will also affect your School Improvement Plan. Finally, if you are going to make a change, you need to let Pat Price know immediately so that she can arrange for your teachers to have the necessary training to implement ELLA/Effective Literacy. You will note that I have not directed you to make a change. I am, instead, giving you my best advice. Also, I stand ready to assist you in your school improvement efforts. Let me know. 1 33 LESLEY, BONNIE From: Sent: To
Subject: LESLEY, BONNIE Wednesday, August 09, 2000 5:13 PM MITCHELL, SADIE
PRICE, PATRICIA FW: Continuation of SFA Look! They are thinking as weli! Original Message From: Sent: To: Subject: LESLEY, BONNIE Wednesday, August 09, 2000 5:12 PM FIELDS, FREDERICK RE: Continuation of SFA Yea! I think having a control group would be a wonderful idea. Do it! I can help you set up the study. Don't ever worry about bugging me. I am here to help you all, and the principals have not used me nearly enough. I want to help. All of us are in this game for the same reason. We care about the kids. I cannot realize my goals without you, so I'll be there to help. Original Message From: Sent: To: Subject: FIELDS, FREDERICK Wednesday, August 09, 2000 4:02 PM LESLEY, BONNIE RE: Continuation of SFA Thank you for your reply. I will go back to the CLT with this information and If their feelings are still the same, then I will give the program one last try. I am excited about the massive amount of data that you have taught us how to use. It has helped me to understand what we need to do. I am committed to this. I will wait on ELLA if you don't think I should combine the two. I completely trust your advice. By all means, you will get tired of me bugging you this year. These children will achieve. I will be seeking your assistance all year long. Thank you in advance for being there. Lastly, what do you think about having a control group, perhaps the two new teachers that I have hired (1st and 2nd grade). I was thinking about letting them implement ELLA and after the potpourri of test, look at the data and see which implementation will show the most growth? Original Message From: Sent: To: Cc: LESLEY, BONNIE Wednesday, August 09, 2000 3:55 PM FIELDS, FREDERICK PRICE, PATRICIA Subject: RE: Continuation of SFA I understand your reluctance to change, but I felt strongly that I should give you all the benefit of my advice, for I know that everyone wants to perform well. Remember that I didn't tell you what to do. I just gave you advice. Unless you are planning to move toward ELLA implementation, my advice is that you NOT engage your teachers in the ELLA training. Instead, buy more SFA training. The two programs are very different in their execution, although not so different in their research base. I don't think teachers can blend them successfully, and I am sure that the Memphis people would tell you the same thing. Think through this carefully. If you want SFA to be successful, you all have really got to get your heads around SFA-know it better than you do your heart beats-and be as committed to its success as you can be. I believe that teachers can make almost anything work-if they want it to work. The issue is not really which program to do. The issue is making a commitment to kids' success and then delivering on it. Let me know how you want me to help. Original Message From: Sent: To: LESLEY, BONNIE FIELDS, FREDERICK Wednesday, August 09, 2000 2:35 PM Subject: RE: Continuation of SFA Dr. Lesley. I have read your email and shared it with the majority of my campus leadership team. I expressed some major 1 concerns es it relates to how our students are not achieving as well as comparable students in other schools. We have decided to continue the program for another year and focus on 100% implementation and monitoring of the program. We have also decided to include ELLA training as a major staff development component early on this year. I have discussed this with Pat Price and she has offered valuable advice that I will begin to put in place. I feel that if my teachers are trained in ELLA and we implement those strategies in conjunction with SFA, any data that will be used will show growth. I am truly concerned about the education and success of my children at Cloverdale. I take this job seriously and want to make decisions that are in the best interest of the students. I have seen children that could not read successfully master that task. My only fear is that I know you are very smart and you have always offered sound advice I don't want you to think I don't value your opinion. I am not blind, according to the tool of measurement that was used, we have not measured up. Please afford me one more year to get it right. I am sure that the scores will be up considerably. Thank you in advance for understanding and taking the time to read my reply. Respectfully, Freddy Original Message From: Sent: To: Cc: Subject: LESLEY, BONNIE Tuesday, August 08, 2000 12:24 PM KEOWN, ADA
COX, ELEANOR
FIELDS, FREDERICK ADAMS, LEON
MITCHELL, SADIE
CAWTHON, FRANCES H.
PRICE, PATRICIA Continuation of SFA I continue to be very concerned about the performance of some SFA schools, especially in reviewing the DRA data. Your SFA schools performed significantly less well than most ELLA schools with similar characteristics. See the attached score analysis. File: DRA. SFA Schools.doc Another concern that I have is that we are equipped and funded to coach teachers, to provide professional development, and to otherwise support ELLA/Effective Literacy. We cannot do that at such an intense level for SFA since those programs are funded solely from your Title I budgets and since we have to rely on the University of Memphis to train and coach. One thing we noted in our data analysis is that SFA teachers typically received last year much less professional development than ELLA/Effective Literacy teachers, and that variable in itself will make a major difference in student performance. SFA is much more expensive than ELLA/Effective Literacy. That expense is especially a problem when you are not getting results. I told you all my first year here that I knew that SFA could work and that we needed to give it a chance. I told you last year and again in the fall that if you didn't get improvements this year (that was your chance), you definitely had to make a change. It is time for most of you to make that change, and that is my strongest recommendation. Please meet with your teams and do a thorough data analysis. I know that we need State Benchmark scores to make a determination about grades 3-4, but the DRA data for K-2 and the ALT data for 2-5 give us a lot of indication that SFA is not working. It may not be the program itself. It may be, as I told you last year that the Univ, of Memphis trainers said, that we have not implemented it appropriately. It may be that your teachers just are not committed to its success. Whatever the reason, at this point, I think you and your staff need to make a convincing argument to be allowed to continue SFA. If you are going to make a change, you need to inform Leon Adams immediately since he is putting the finishing touches on the Title I plan to submit to ADE. You should also consult with Ms. Mitchell or Ms. Jones in making your decision since it will also affect your School Improvement Plan. Finally, if you are going to make a change, you need to let Pat Price know immediately so that she can arrange for your teachers to have the necessary training to implement ELLA/Effective Literacy. You will note that I have not directed you to make a change. I am. instead, giving you my best advice. Also, I stand ready to assist you in your school improvement efforts. Let me know. 234 LESLEY, BONNIE From: Sent: To: Subject: LEASE. KATHY R. Thursday, September 14, 2000 7:05 PM TRUETT, IRMA FW: Request Assessment Notebook Irma, Please get a notebook ready for Linda. We need to add the high school and middle school stuff and check it for anything else that might be missing. We also need to send the high school and MS stuff to New Futures. The ALT Science data also needs to be added. We can start this as soon as the tests are in the schools. Kathy Original Message From: Sent: To: Cc: Subject: LEE, BLONDELL Thursday, September 14, 2000 11:40 AM LEASE, KATHY R. AUSTIN, LINDA Request Assessment Notebook I am requesting a copy of your most recently updated Assessment Notebook for Linda Austin. Dr. Lesley referred you as the source for obtaining this information. This is Carutha. I'm at Blondell's desk while she is on medical leave. If I need to come to your office to pick this up, please let me know when it is ready (2112). Thanks for your help. Linda will be back in her office tomorrow, September 15. Carutha Braden (For Linda Austin) 1 35Planning, Research, and Evaluation Ish Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To
Curriculum Division From: Through: Dr. Kathy Lease, Asst. Supt., PRE Dr. Bonnie Lesley, Associate Superintendent Date: October 25, 2000 Re: Grade 4 and Grade 8 Benchmark Data i Please find enclosed the following Benchmark Data reports: District comparison of 98-99 and 99-00 results for mathematics and literacy 1 - District comparison with state results for 99-00 District comparison with state results for 98-99 Grade 4 comparisons by school, subject, and year showing changes Two year comparisons for each elementary school (Grade 4) Comparison by middle school (Grade 8) to district average and state average District comparison to state (Grade 8) for mathematics District comparison to state (Grade 8) for literacy School comparisons to state (Grade 8) for mathematics and literacy Additional reports will be prepared based on requests. If you have questions, please do not hesitate to call me at 324-2122. 36Planning, Research, and Evaluation Ish Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: Board of Directors From: Through: Dr. Kathy Lease, Asst. Supt., PRE Dr. Bonnie Lesley, Associate Superintendent Date: October 25, 2000 Re: Grade 4 and Grade 8 Benchmark Data Please find enclosed the following Benchmark Data reports: District comparison of 98-99 and 99-00 results for mathematics and literacy District comparison with state results for 99-00 District comparison with state results for 98-99 Grade 4 comparisons by school, subject, and year showing changes Two year comparisons for each elementary school (Grade 4) Comparison by middle school (Grade 8) to district average and state average District comparison to state (Grade 8) for mathematics 0 District comparison to state (Grade 8) for literacy School comparisons to state (Grade 8) for mathematics and literacy Additional reports will be prepared based on requests. If you have questions, please do not hesitate to call me at 324-2122. 37Planning, Research, and Evaluation Ish Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: Cabinet From: Through: Dr. Kathy Lease, Asst. Supt, PRE Dr. Bonnie Lesley, Associate Superintendent Date: October 25, 2000 Re: Grade 4 and Grade 8 Benchmark Data Please find enclosed the following Benchmark Data reports: District comparison of 98-99 and 99-00 results for mathematics and literacy ] District comparison with state results for 99-00 District comparison with state results for 98-99 Grade 4 comparisons by school, subject, and year showing changes * Two year comparisons for each elementary school (Grade 4) Comparison by middle school (Grade 8) to district average and state average District comparison to state (Grade 8) for mathematics District comparison to state (Grade 8) for literacy * School comparisons to state (Grade 8) for mathematics and literacy Additional reports will be prepared based on requests. If you have questions, please do not hesitate to call me at 324-2122. 38LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 TO: FROM: Mary Smith, Principal - Rightsell Elementary Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET------- ---- LITTLE ROCK, AR 72206 November 3, 2000 TO: FROM: Barbara Anderson, Principal - Bale Elementary ^^Sr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg LITTLE ROCK SCHOOL DISTRICT INSTRUCTIO N AL RESO O RCE C ENT E R _3fljO4^BULASKI^TREEX. LITTLE ROCK, AR 72206 TO
FROM: November 3, 2000 Diane Barksdale, Principal - Carver Elementary ^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Literacy Benchmark Exam As you can guess, 1 was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! 1 am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratuiations on your achievement. BAL/adg LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER . - . 3001 RULASK1 STREET LITTLE ROCK, AR 72206 November 3, 2000 TO: FROM: SUBJECT: Theresa Ketcher, Principal - Forest Park Elementary ^
^-Dr. Bonnie Lesley, Associate Superintendent for Instruction Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! 1 am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my ^warmest congratulations on your achievement BAL/adg LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER LITTLE ROCK, AR 72206 November 3, 2000 TO: FROM: Deborah Mitchell, Principal - Fulbright Elementary ^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! 1 am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my v/armest congratuiations on your achievement. BAL/adg TO
FROM
LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER -300-1 PULASKISTREET LITTLE ROCK, AR 72206 November 3, 2000 Ethel Dunbar, Principal - Franklin Elementary ^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER w^OO/l'^RULASKI-STREET-LITTLE ROCK, AR 72206 November 3, 2000 Felicia Hobbs, Principal - Gibbs Elementary ^Dr. Bonnie Lesley, Associate Superintendent for instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, 1 was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! 1 am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER _______ .300-1.-P.ULASKI ST-REET LITTLE ROCK, AR 72206 November 3. 2000 Tabitha Phillips, Principal - Mabelvale Elementary Vk)r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER ._----.-3001 P-ULASKI-STREET - LITTLE ROCK, AR 72206 November 3, 2000 Jerry Worm, Principal - Meadowcliff Elementary y^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratuiations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 300-1-PULASKI.STREET LITTLE ROCK, AR 72206 November 3, 2000 Janis Tucker, Principal - Otter Creek Elementary fe^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER _ 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Lillie Carter, Principal - Pulaski Heights Elementary ^ior. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001-PULASKI-STREET -. LITTLE ROCK, AR 72206 November 3, 2000 Nancy Acre, Principal - Terry Elementary \^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER -----------3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Michael Oliver, Principal - Watson Elementary ^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, 1 was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratuiations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM
LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Scott Morgan, Principal - Western Hills Elementary ^^r, Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Janice Wilson, Principal - Woodruff Elementary ^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Gracie 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3. 2000 Mary Golston, Principal - Badgett Elementary ^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Literacy Benchmark Exam As you can guess, I was absolutely delighted that our District improved ten points on the Grade 4 Literacy Benchmark Exam. Congratulations to you and your school for your achievement! I am so proud of you all - you, your teachers, your students, and their parents. I Please take some time to reflect upon what you think you did that made the biggest difference. Then send that list to me via e-mail. We want to pass that along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3. 2000 Ada Keown, Principal - Brady Elementary \^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Diane Barksdale, Principal - Carver Elementary ^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Gracie 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Faith McLaughlin, Principal - Dodd Elementary {^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my v/armest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Deborah Mitchell, Principal - Fulbright Elementary fe^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM
LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Tabitha Phillips, Principal - Mabelvale Elementary ^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO
FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Virginia Ashley, Principal - McDermott Elementary \|or. Bonnie Lesley, Associate Superintendent for instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM
LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Janis Tucker, Principal - Otter Creek Elementary ^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg i TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Lillie Carter, Principal - Pulaski Heights Elementary '^^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Grade 4 Mathematics Benchmark Exam j Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Scott Morgan, Principal - Western Hills Elementary ^Ur. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3. 2000 Beverly Jones, Principal - Wilson Elementary ^jj-Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3, 2000 Janice Wilson, Principal - Woodruff Elementary Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Gracie 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3. 2000 Mary Golston, Principal - Badgett Elementary i^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Grade 4 Mathematics Benchmark Exam Congratulations on the achievement of your school on the Grade 4 Mathematics Benchmark! As you probably know, your school either improved as well as or better than the District as a whole. We are very pleased about that - and so proud of you, your teachers, your students, and their parents. Please take some time to reflect upon what you think were your most successful initiatives and e-mail these to me. We want to pass them along to the other schools, and we in the Division of Instruction want to learn from you as well. Again, my warmest congratulations on your achievement. BAL/adg 39 LESLEY, BONNIE From: Sent: To: Cc: Subject: LESLEY, BONNIE Monday, November 06, 2000 12:04 PM LEASE, KATHY R. TRUETT, IRMA
MOORE, REGINA Test Results I need the following asap: 1. Copies of the general population District and each school reports on grades 4 and 8 Benchmark tests--copies of the state reports, not your typed reports. 2. Copies of the Executive Summaries for the District and each school of the SAT9 results, grades 5,7, and 10-again, the Harcourt reports, not just your typed reports. 3. Copies of the DRA results for fall 2000 for the District and by school. Please do these reports at least: A. Reports by race and total of average results (display fall 1999, spring 2000, fall 2000). B. Reports by race and total of growth from fall 1999 to 2000 of cohorts (e.g., fall 1999 kindergarten and fall 2000 grade 1) I may need more information later. If you need help getting them copied, Regina or Anita will be happy to do that. Dr. Bonnie A. Lesley, Associate Superintendent for Instruction Little Rock School District 3001 S. Pulaski Little Rock, Arkansas 72206 501/324-2131 501/324-0567 (fax) 1 40LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Wednesday, November 08, 2000 2:55 PM PRICE, PATRICIA
GLASGOW, DENNIS FW: Benchmark data by FAR You all take a look at these spreadsheets. They show grade 4 scores by SES. FAR means "free and reduced" lunch. Original Message From: Sent: To: Cc: Subject: SAVAGE, KEN Wednesday, November 08, 2000 2:06 PM LESLEY, BONNIE
LEASE, KATHY R. WILLIAMS, ED Benchmark data by FAR Good afternoon, folks. Please find attached an Excel workbook with two sheets. The data contained on these sheets is the SY99-2000 4th grade General Population Benchmark Math and Literature strands disaggregated by current Free and Reduced (FAR) Lunch program enrollment. (Whew, that was a mouthful.) The original download from the ORME website contained data on 1699 students. Of these 1699,1 was not able to find current student ids for 29-they were here last year and took the test
however, that are not currently enrolled. Additionally, I have been advised to mention that due to the dynamic nature of the FAR program, this information is subject to change (hence the 11-8-2000 date in the header.) I wouldn't expect great changes but certainly some. DR311_01 Strands by FAR.xls Enjoy! Let me know if you need anything else, Ken. 1 41LESLEY, BONNIE From: Sent: To: Subject: LEASE, KATHY R. Wednesday, January 17, 2001 9:32 AM TRUETT. IRMA FW: Irma, Could you fax Tara one of those NWEA charts that shows the expected RIT Scores? She is at Mann. I think. I put it in your chair. KL Original Message- From: Sent: To: Subject: ADAMS, TARA A. Wednesday, January 17, 2001 8:26 AM LEASE, KATHY R. Hi Kathy I don't have this chart, if you could fax me one I would appreciate it. This is an excerpt from your email of what I need. My fax number is 324-2496. Thanks Tara Adams Horace Mann Middle School "Monitoring Growth in Student Achievement that has the median scores expected on each test fall and spring and the expected amount of growth in the second chart on the bottom. Call or email me if you don't have one and I'll fax it to you. 1 42 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE, KATHY R. Wednesday. January 17, 2001 4:29 PM ANDERSON, BARBARA
ASHLEY, VIRGINIA
BRANCH, SAMUEL
CARSON, CHERYL
CARTER, LILLIE
COURTNEY, THERESA
COX, ELEANOR
DARIAN SMITH
DEBORAH MITCHELL
ETHEL DUNBAR
Faith Donovan
FIELDS. FREDERICK
GOLSTON. MARY
HALL. DONNA
HARKEY. JANE
HARRIS. HENRY
HOBBS. FELICIA L.
JONES. BEVERLY
KEOWN. ADA
Lillie Scull
MANGAN. ANN
MANNO. ROBERTA
MARY BARKSDALE
MENKING. MARY
MORGAN. SCOTT
NANCY ACRE
OLIVER. MICHAEL
PHILLIPS. TABITHA
SHARON BROOKS
SMITH, DARIAN
SMITH, MARY A.
TAYLOR, LESLIE B.
TUCKER, JANIS A.
WILSON, JANICE M.
WORM, JERRY
YOUNG, KRISHNA
ZEIGLER, GWEN S.
CARTER, JODIE
HOWARD, RUDOLPH
Linda Brown
NORMAN, CASSANDRA R.
SMITH JR. VERNON
BERRY, DEBORAH
BLAYLOCK, ANN
HUDSON, ELOUISE
JIM FULLERTON
Larry Buck
MOSBY, JIMMY
PATTERSON, DAVID
ROUSSEAU, NANCY
BABBS, JUNIOUS
FRANCES CAWTHON
Gadberry, Brady L.
Hurley, Richard
LESLEY, BONNIE
Leslie Camine
MARIAN LACEY
Milhollen, Mark
Sadie Mitchell
STEWART, DONALD M.
Vann, Suellen
WATSON, LINDA DILLINGHAM, YVETTE
HUFFMAN, MAC
JOHNSON, VIRGINIA
McCOY, EDDIE
SUMMERVILLE, ROSALYN P.
TRUETT, IRMA
WILLIAMS, ED Assessment Reports Dear Principals and Cabinet, Attached are several assessment reports that you might find interesting. I am sending the 5-year comparison and 3- year comparison of SAT-9 by school, a 3-year district comparison by quartiles, and a district summary. You can print copies of these at your leisure and add them to your data notebook. As we prepare additional reports, we will forward them to you. If you need a special report or if you have questions, please let us know. Thanks, Kathy SATS Five year comparison.xls SATS Three year companson.xls... SAT9 District Five Year Compar... SATS quartile report 88-01 -Xls... Kathy Lease, Ed.D. Assistant Superintendent Planning, Research, and Evaluation 3001 S. Pulaski Little Rock, AR 72206 501-324-2122 (VM) 501-324-2126 (Fax) krlease@irc.lrscl.kl2.ar.us 1 43 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE. KATHY R. Tuesday, May 30, 2000 1:16 PM ANDERSON, BARBARA
ASHLEY, VIRGINIA
BEARD, SUSAN
BRANCH, SAMUEL
CARSON, CHERYL
CARTER, LILLIE
CHEATHAM. MARY
COURTNEY. THERESA
COX. ELEANOR
SMITH. DARIAN
MITCHELL. DEBORAH
ETHEL B. DUNBAR
DONOVAN. FAITH
FIELDS. FREDERICK
GOLSTON. MARY
HALL. DONNA
HARKEY. JANE
HARRIS. H. TYRONE
HOBBS. FELICIA L
JONES. BEVERLY
KEOWN. ADA
SCULL. LILLIE
MANGAN. ANN
BARKSDALE. MARY D.
MENKING. MARY
MORGAN. SCOTT
ACRE. NANCY
OLIVER. MICHAEL
PHILLIPS. TABITHA
BROOKS. SHARON A.
SMITH. DARIAN
TUCKER. JANIS A.
WARD. LIONEL
WILSON. JANICE M.
WORM. JERRY
ZEIGLER. GWEN S.
CARTER. JODIE
HOWARD. RUDOLPH
BROWN. LINDA
NORMAN. CASSANDRA R.
SMITH. VERNON
BERRY. DEBOFiAH
FULLERTON. JAMES
HUDSON. ELOUISE
JAMES. BRENDA
BUCK. LARRY
MOSBY. JIMMY
PATTERSON. DAVID
ROUSSEAU. NANCY MITCHELL. SADIE
CAWTHON. FRANCES H.
LACEY. MARIAN G. Cover letter for ALT reports Dear Principals. At your request is the attachment that contains a sample letter to parents that can accompany the ALT results. Please edit it as you choose. This is only a suggestion. Thanks so much for all of your help this year. I think when we step back to look at our work, we will be pleased! Call us when you need us. Kathy ALT Principal letter to Parent... Kathy Lease, Ed.D. Assistant Superintendent Pianning, Research, and Evaiuation 3001 S. Puiaski Littie Rock, AR 72206 501-324-2122 (VM) 501-324-2126 (Fax) krlease@irc.lrsd.kl2.ar.us 1 Planning, Research, and Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 June 1,2000 Dear Parent or Guardian: Enclosed with your students report card is the parent copy of your students score report from our new Achievement Level Test. This test is based on the curriculum of the Little Rock School District and reflects the standards we have set for our students. It is designed to measure student growth in mathematics, reading, language usage, and science. The Achievement Level Test (ALT) is designed to measure the improvement of your student as he or she progresses through our schools. The ALTS will be given both fall and spring so that we can adequately monitor the progress of your child. Once the third administration of the test is given in 2001, you will receive a cumulative report that charts the growth of your child. The tests are given in levels that do not relate to grade level. Each level should be challenging to your child. If it is too easy, your child will be retested with a more difficult level. If a level is too hard, your child will be retested at a level where he or she can be successful. The Planning, Research, and Evaluation department will produce a program this summer for the districts television station that gives additional information about the ALTS and how to interpret them. Principals and counselors have also received training on how to interpret the test scores. In addition, each school has a set of videotapes that can be used for teacher and parent meetings. We are very excited about our new tests and the information that they will give us on the progress of your child, and we look forward to visiting with you about your childs test results. Sincerely, 44 Identified Issues from Data/Attendance Focus Group Have homebound and day treatment kids been extracted Dropped kids/kept schedules Set up specific criteria for printing documents Problem: Students dropped school to school. Schedule shouldn't be active September will be Hard for accurate data If kids aren't properly dropped, they roll over to next year Check attendance law/policy Confusion on when to count kids absent and when to drop Students should be counted absent from day 1- it's not being done Clear guidelines for principals "Grade Quick" used for attendance Day treatment kids have to have a "seat" when they return Day treatment report not happening One person monitor these unusual agency, etc. homebound, juvenile justice kids-large group of kids Communicate in Nuts & Bolts(Principals) What about technology? Those we have carried and we know they are not in district, can we delete? YES! "Cheat" sheet for attendance clerks ,Homebound teacher name and social security numbers can be reported at school level Gary Smith's office was to provide attendance/grade sheets: process has broken down Ken provide scan sheet on missing kids-registrars involved will check attendance clerks need to be involved Identifying "short term" and "long term" as it relates to placement in alternative education programs Listed below are the Alternative Education Program: Accelerated learning Program Evening Learning Program Alternative Forest Heights Alternative Learning Center Arkansas State Hospital Bridgeway Charter Hospital C-Step Centers for Youth & Families Florence Crittendon Home Job Corp Juvenile Justice Facility(Step One) Penick Boys Club Pinnacle Point Philander Smith Recovery/Baptist Hospital Rivendale Step Up Center Youth Challenge/Camp Robinson 45 TEST Grade District Assessments: The Assessment Program for 2000-01 K 1 2 3 4 5 6 7 8 9 10 11 12 DISTRICT PERSPECTIVE: Mastery of State benchmarks/standards as measured by District level tests LRSD 1st and 3rd Quarter Achievement Level Test (ALT) Reading, Language Arts, Math, & Science LRSD 2nd Quarter Open-ended Test Math, Reading/Language Arts, & Science LRSD 4th Quarter Benchmark Math, Reading/Language Arts, & Science LRSD Observation Survey behavioral observation of literacy skills Sept. & April Sept. & April March Sept. & April Aug/Sept & March Dec. April/May STATE PERSPECTIVE: Mastery of State benchrnarks and standards State Benchmark objective and performanced-based: Math & Literacy End of Course Algebra I objective and performanced-based End of Course Geometry objective and performanced-based End of Course Literacy objective and performanced-based NATIONAL PERSPECTIVE: National comparison information SAT-9 objective test PLAN EXPLORE PSAT NAEP (randomly selected schools) 7/11/01 Aug/Sept & March Dec. April/May Last week of April Feb Aug/Sept & March Dec. April/May MidSept. Revised DRAFT Aug/Sept & March Aug/Sept & March Aug/Sept & March Aug/Sept & March Aug/Sept & March Aug/Sept & March Dec. April/May Last week of April Dec. Dec. April/May April/May Last week of April May May May May May May May May May May May May MidSept. Oct^ Feb Feb Mid-Sept. Oct & Nov Oct (practice) Oct Feb Assessment Window Code B G Keep Change Z Z Comments Have fall testing first week in August II W Y G W B B B B B z z z Retesting of students is difficult. Use certified person with a duty period for retesting, at a different time spaced out a little more Z Z do one in Sept, and one in October spaced out a little more ALT one week and SAT9 the next Separate State Assessments and ALT B B ALT great tool for truly finding out what children are learning. Definitely give at different times Schedule for Sth graders at this school involved testing every day for a week. They were totally drained! 46Assessment Advisory Committee 2000-2001 Name Sharon Brooks Dr. Linda Brown Felicia Hobbs Nancy Rousseau Karen Broadnax Suzi Davis Dennis Glasgow Randy Glenn Marie McNeal Pat Price Shirley Davis Hazel May______ Pat Pennington Alma Smith Arthur Olds Muneerah Qaasim Kitty Sanders Dr. Ed Williams Yvette Dillingham Gayle Hoffman Dr. Kathy Lease _______Position______ Principal____________ Principal____________ Principal____________ Principal____________ ESL Coordinator_____ Director LA/FL_______ Director Math/Science Exceptional Children Director Social Studies Director Early Childhood/Reading Counselor___________ Counselor___________ Counselor ALT Coordinator_____ Teacher_____________ Teacher_____________ Teacher Specialist___________ Specialist___________ Coordinator_________ Asst. Superintendent School/Division Stephens_________ Parkview Gibbs Pulaski Heights MS Curriculum Curriculum_______ Curriculum Curriculum_______ Curriculum Curriculum Woodruff Central Mabelvale Forest Heights MS Dunbar Forest Park Hall_____________ PRE____________ PRE____________ School Services PRE 47R Quick look it the M Irt i BiMliiM A Biii hJ i PMiw if tti SAT-9 Board of Education Presentation November 16, 200012% ACTAAP Grade 4 Literacy Benchmark Exam Comparison in Growth Points: LRSDand State Little Rock School District 1999-2000 Literacy Benchmark Exam Comparison LRSD to State Averages by Race 100% 4th Grade 90% - Lower is better Hi?her is better 80% - 60% 58% 70% - > LRSD ACTAAP Grade 4 Literacy Benchmark Comparison: 1999 to 2000 100% Little Rock School District Literacy Benchmark Exam Comparison SY98-99 to SY99-00 4th Grade 90% - 4 Lower is better > Higher is better 80% - 70% - ^00/ 60% 58%____ 58% Planning, Research, and Evaluation Ish Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: Board of Education From: Through: Dr. Kathy Lease, Asst. Supt., PRE Dr. Leslie Carnine, Superintendent Date: November 21, 2000 Re: Assessment Data I Enclosed are the bar graphs that contain the corrected data from our 4*^ Grade Benchmark scores. Please destroy the graphs that were given to you at the Board meeting. The data reports comparing both 98-99 and 99-00 performance and LRSD performance against the States performance had errors. You received an email forwarded to you earlier regarding the problem we experienced with the Excel program that lead to the error. The email also contained an explanation of how we will prevent that problem from occurring again, and what we learned from it. We deeply regret any inconvenience that this has caused, and we have taken measures to improve our processes so that it does not happen again. We are also still receiving data from Harcourt on our SAT-9 test results. We will have to produce that comparative report manually at this point because Harcourt is having problems with the program that they usually send us to produce quick graphs about our results. We are also carefully comparing what they sent us on our data compact disc with what they sent us in hard copy. We want to be sure that there are no errors. We are also currently proofing a five-year comparison report on SAT-9 scores by school, race, and subtest. We will forward those reports to you as soon as they are finished. Please dont hesitate to call me (324-2122), if you have questions. ACTAAP 2000 Benchmark ExamsGrade 4 Literacy Girls who scored Proficient or Advanced grew from 38% in 1999 to 46%'in 23000 Boys who scored Proficient or Advanced grew from 28% in 1999 to 36% in 2000 All ethnic groups improved ^25 out of 35 elementary schools'improved m Literacy (* ,*i4s . iA J . 'J -A*?' 4? .:3U'z<>uaFzv.-, reS
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r 3 Grade 4 Literacy 5'.
I-* f Ite 1 i / f'.ii-' o' ?*Our growth was 10 points in the Proficient and Advanced categories vOldfiiOfetes growth was 3 points f ? ^ 5 schools had at least 50% of their students in the^Proficieht or Advanced categories in 1999 while 12 reached that level in^OOO ^2 schools had less than 10% of their students in the Proficient or Advanced categorie%in 1999 while none did in 2000 ** TGrade 4 Literacy 16 schools had double-digit gains ill the percentage of students in the Proficlerit and Advanced categories < of this total, 4 schools grew 20 or more percentage points the most improved school gained 30 percentage points in Proficient and Advanced^ categories
17 r' S?" jfe/' > ''?C?t !? ii?^. Grade 4 Math W' i \^v
s Girls who scored Proficient or Advanced grew from 20% in 1999Jo 27% in 2000 A '^''
Boys who scored Proficient or Advanced grew from 24% in 1999 to 31% in 2000 ^All ethnic groups improved = it
fe-, ^23 out of 35 elementary schools improved in Matha4fc*. Grade 4 Math ^Ou
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.