ASSESSMENT PLANNING/ TRAINING ACTIVITIESzm zmm CZ) on 1. 2. 3. 4. 5. 6. 7. 8. 9. Assessment Planning/Training Activities Memorandum from Bonnie Lesley to elementary principals, Oct. 20, 1998, providing information on Smart Start training on standards, assessments, and accountability Copy of handout from ADEs training for educators on Smart Start: Higher Student Achievement through Standards and Performance Assessment, fall 1998 Plan and Process Alignment for Improved Student Achievement, Little Rock School District (Matrix showing relationship of various required plans to District processes), created fall 1998 Invitation to meeting on Systemic Planning Session for Assessment and Program Evaluation, May 18, 1999 Agenda for Assessment and Program Evaluation Work Session, May 18, 1999 Portfolio of Services of Division of Instruction, 1999-2000 Agenda for Division of Instruction, June 17, 1999 meeting
presentation on the LRSD Assessment Plan Memorandum in July 28, 1999, Learning Links with attached article on Changing the Entitlement Culture -emphasis on results rather than process. LRSD Assessment Plan: Using Assessment to Enhance Student Achievement (PowerPoint presentation slides)presented to Board of Education in August 1999 10. Reading List prepared to distribute at the summer 2000 Campus Leadership Institute
section on Building and Maintaining Accountability Systems is about assessment and program evaluation 11. Transparencies used in July 19, 2000, Curriculum Day for principals, assistant principals, and brokers. 12. Notebook/handouts for July 19, 2000, Curriculum Dayfocus on quality management, data-driven decisions, and LRSD assessment programs 13. Memorandum in August 23, 2000, Learning Links with attached Primer on Assessment Literacy for distribution to Campus Leadership Teams 14. District Assessments: The Assessment Program for 2000-01 15. Memorandum to the Board of Education for July 26, 2001, agenda on Proposed Amendments to the Assessment Program y Il -fll^1 ^A7 ^1 LL Zo/ai/qs- LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 20, 1998 TO: Elementary Principals FROM: Dr. Bonnie Lesley,^Associate Superintendent for Instruction SUBJECT: Smart Start Training - Very Important! Please read the attaching several pages about Smart Start carefully. They describe the first training that ADE is providing for elementary principals and for one teacher/facilitator from each school. Note that you may choose to attend either I November 9-10 or November 10-11 or November 11-12 s r f E i Please call Regina Moore at 3121 in my office no later than Tuesday October 27, to let us know your choice of days and the same of your school facilitator. We know that substitutes will be a big problem, so please work with the human resource staff and your faculty to cover the teachers classes. I Smart Start includes standards, assessments, professional development, and accountability - all the stuff that we in Little Rock have already committed ourselves to do. Therefore, we are hopeful that we can fully participate in the ADE training, use our Campus Leadership Teams to plan for school improvement, implement the necessary changes, and step out to provide leadership and models for the rest of the state. We can leverage these opportunities to do what we want to do anyway: provide a first-rate education for all of our children. f. Ill look forward to hearing from you! Remember to call no later than next Tuesday. 'i Attachments BAL/rcm bsa JU y\riofis3s 9 DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 RAYMOND SIMON, Director MEMO TO: Superintendents m(^-4 Principals FROM: Raymond Simonff^ SUBJECT: Smart Start Summit DATE: October 20, 1998 The Arkansas Department of Education (ADE) has signed a contract with National School Conference Institute (NSCI) to provide unprecedented levels of training for all of our states 8^00 K-4 teachers, along with their superintendents, principals, and curriculum coordinators. Using a train the trainer model, NSCI will work with local educators over the next three years, assisting them in their efforts to assure that all children will meet or exceed grade-level requirements in reading and mathematics by Grade 4. Using actual data generated from their schools and classrooms, teachers will be shown how to incorporate Arkansas Curriculum Frameworks, the states standards for learning, into daily lesson plans. They will see how these standards relate to the mandated assessment (Grade 4 Benchmark Exam) and how that assessment can be mirrored in routine classroom activities from kindergarten through fourth grade. They will also be taught how to analyze actual assessment results and use that information to better focus instruction to minimize weaknesses and maximize strengths of their students performance. Enclosed you will find information and registration materials for the Standards and Accountability Summit, the first Smart Start intensive training opportunity for teachers and others. It is extremely important for all schools to be represented. Although four days have been reserved for the event, the structure is such that any individual may attend for a two-day period, either November 9-10, November 10-11, or November 11-12. It is not necessary for districts with multiple K-4 schools to send all personnel on the same two days. Every district choosing to participate must designate a facilitator who will have the primary responsibility for coordinating all local staff development activities with the ADE and NSCI. This facilitator must attend the summit and all other related training opportunities scheduled over the next few months. Superintendents, curriculum coordinators, and K-4 principals are also encouraged to attend. It is further recommended, but not required, that the superintendent designate one facilitator for each K-4 participating school rather than relying on one facilitator for the entire district. It is permissible for the superintendent, principal, or curriculum coordinator to serve as facilitator. Thank you for your willingness to join us in November as together we begin a new era in our work for improved academic achievement for the children of Arkansas. STATE BOARD OF EDUCATION: Ctairmaa - BETTY riCKETT.Oowiy Vie* CkairM* - JaNEU. CALDWELL, Bry**' Meoben EDWIN B. ALDERSON, JR., El DorxJo CARL L BAGGETT, Rave, MARTHA DKON, ArtWpfci. WILLIAM B, FISHEIL ParerHild LUKE GORDY, Vaa Bar*. ROBERT HACKLER, Mwaiala He JAMES MeLARTY UL Newport RICHARD C SMITH, JR.. McGebee I rwiR THOMPSON. JR.. Tmrtw ANITA YATES, BcBtMvtUc Ab Lqiul Opportaalty EnpioyerTo: Date: Re: Arkansas Superintendents K-4 Principals October 20,1998 Smart Start Participation |nsci| National School Conference Institute Greetings! Enclosed in this packet is information about the launching of Smart Start and the professional development partnership between the Arkansas Department of Education (ADE) and National School Conference Institute (NSCI). We are hoping for participation from 100% of Arkansas schools that include K-4 even though participation is optional. In order for the Smart Start initiative to be successful in your district, it must have your leadership, support, and commitment. Becoming a Smart Start school necessitates a commitment to the heartfelt belief that all children can learn as well as attendance to all relevant training sessions by the principal and/or facilitator. Attendance to training sessions by the superintendent and curriculum coordinator is strongly recommended. The role of the Smart Start facilitator is crucial to the success and effectiveness of implementation. Each participating school is strongly encouraged to select a facilitator using the enclosed criteria. If it is not possible to have a facilitator from each school, there must be at least one person designated as the district facilitator. The Smart Start initiative wiUJdck off with a Standards and Accountability Summit, which will take place at the Excelsior Hotel in Little Rock. A brochure which includes details about the Summit and registration form is included in the district (superintendent) packet. The invitation to attend the two- day training is extended to the following district personnel: Superintendent (Participation Strongly Encouraged) District Curriculum Coordinator (Participation Strongly Encouraged) Principal from Each K-4 School (Participation Strongly Encouraged) Facilitator from Each K-4 School or District Facilitator (Participation Required) The two-day Summit is only the beginning of the professional development opportunities that will be provided to your teachers, counselors, and administrators. Please note however, that the total capacity for the 3 two-day Summits is limited to 2,100 people. Please be assured that there are extensive plans to reach every staff member through this comprehensive professional development effort. It is imperative that schools bring their COE plans to the Summit
individual school data will be provided by the ADE. Both of these resources will be an integral part of the data-driven decisionmaking workshop training. The time frame for enrollment is short but necessary in order to get started right away. Please mail or fax the enclosed registration form by October 28, 1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 FAX: 501.705.8091 Phone: 501.754.4347Smart Start Standards & Accountability Summit October 9 & 10,1998 October 10 & 11,1998 October 11 & 12, 1998 8:30 - 4:00 Identification of needs based on data Content Creating school structures that support results-driven teaching Professional development aligned to Arkansas standards and to the work that students are expected to do Accountability structures Training for facilitation of adult learning School data review Goal setting based on specific needs for increased student achievement Implementation strategies Collaborative processes Identification of resources LITTLE ROCK, AR EXCELSIOR HOTEL K-4 Reading & Mathematics Smart Start Arkansas Department of Education and National School Conference Institute Invite Each Arkansas District Use of distance learning technologies Common elements for success L'se of multiple opportunities for student success Myths and realities Superintendent Curriculum Coordinator K-4 Principals Designated Facilitator from each K-4 School r Principles of data-driven decision making Mail or Fax Registrations by October 28, 1998! Development of standards-based classrooms, schools and districts Janice Peters Smart Start Coordinator 600 Stegall, Clarksville, AR 72830 Fax: 501-705-8091 Phone
501-754-4347 '3 Ml A r w y Smart Start Workshops 7'30 a.m. Registration & continental Breakfast 8:30 a.m. Session Begins Day One NSCI Smart Start Implementation Schools receive video and print resources Training for the facilitation of adult learning Use of distance learning technologies Development of Learning Teams Evaluation and Accountability Implementation Strategies National School Conference Institute 1 i Data-Driven Decision Making Day Two Schools bring COE plans ADE will provide Assessment data for each school School data review . Development of standards based classrooms, schools & districts Common elements for success Performance assessments as instructional tools Principles of data-driven decision making Dr. Douglas Reeves is the Director of the Center for Performance Assessment in Denver, Colorado. His practical approach to education has won praise from school leaders, teachers, parents, and students throughout the world. Dr. Peeves' engaging presentations carry a consistent message: successful school achievement in the 21st Century demands performance assessments based on high academic standards. The author of six books and numerous articles, Dr. Reeves is a frequent speaker in the U.S and abroad for education, business, and government organisations. I Smart Start Summit Registration Form Please mail or fax registration by October 28,1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 Phone: FAX: 501.754.4347 501.705.8091 District Phone Address FAX INDICATE FIRST (1) AND SECOND (2) CHOICE. Every attempt will be made to honor your first choice. November 9 & 10 8:30 - 4:00 Registration begins at 7:30 a.m. November 10 & 11 8:30 - 4:00 Registration begins at 7:30 a.m. November 11 & 12 8:30 - 4:00 Registration begins at 7:30 a.m. Participants are responsible for travel and lodging
continental breakfast and lunch will be provided each day. Attendees (please print) Superintendent Curriculum Coordinator K-4 Schools and Participants School School Principal Principal Facilitator Facilitator School School Principal Principal Facilitator FacilitatorSchool Principal Facilitator School Principal Facilitator School Principal Facilitator K-4 Schools and Participants (cont.) School Principal Facilitator School Principal Facilitator School Principal Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I I Facilitator Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I i Facilitator Facilitator II Criteria for Smart Start Site Facilitator The following are suggested qualities for the person selected as site facilitator for the Smart Start partnership: A member of the school district for three or more years Highly respected by fellow staff members An exemplary teacher in her/his selected area of instruction or An exemplary administrator, coordinator, counselor Effective oral and written communication skills Skillful in or willing to learn techniques for facilitation of adult learning Has a belief system in the importance of team/collaborative/cooperative strategies Interested in personal career development Interested and active in the positive development of the school and fellow staff members Operates from and believes in the truth that all children can learn Believes in high expectations for every child and teacherRole of the Smart Start Site Facilitator Attend statewide facilitator training, conferences and quarterly facilitator/principal meetings Receive materials from the Arkansas Department of Education and NSCI Distribute materials to staff Establish learning teams and meeting times Arrange for the room and refreshments on meeting days Assist in the development of site plans for standards- based instruction Facilitate adult learning before, during, and after each session Help participants integrate new ideas with current practices Encourage meaningful dialogue among participants to foster change Provide opportunities for reflection and evaluationIncentives for the Smart Start Site Facilitator 1. 2. 3. 4. 5. Personal and Professional Growth and Development Recognized leadership role Access to current research and tools Access to ongoing training opportunities Networking Opportunities With educators in Arkansas With educators throughout the United States With nationally recognized educational experts Support from NSCI Implementation Team Smart Start Summit and Getting Smarter Summer Conference Priority reservations at both the Summit and the Summer Conference Presentation of promising practices at Summer Conference Change Advocate Powerful advocate for positive school change within your site and district Recognition for Exemplary Implementation NSCI will showcase exemplary implementation practices at NSCIs National Conferences and distribute video presentations through the Arkansas interactive network and NSCIs Educators Edge satellite-delivered programming>4 ttkansas Compnehensfae Testing and Assessment pRognam Action Plan f To ensure maximum success from the m the recent rer^^^the Testing and Assessment Program (ACTAP), the folloyving actions will be taken, subject to legislative and regulatory changes where nec^sa^. O . J ..,44U tktO /A.M Those soecifically related to Smart Start are identified with the (SS) expected to begin during I99S-99 unless otherwise designation. All are noted. Sriidrt^^ri: Teaching is more for tomorrow than today. Unless all of us believe that all children can learn, we chart our future tethered to an anchor of mediocrity. The Smart Start initiative is based on the premise that 'ia ll chi,l,dren will meet or exceed mathematics^ These standards will be clearly commumcated to each school distn , administrators, teachers, students
parents
and-the voting public. - Smart Start represents a Tn ftillv realize and appreciate the potential impact of this program, it is necessary to view its s of/e intensive effons for Stese ftve g^des, bn. as one pan of a comprehensive program ffoorr pprree--kkiinndoeerrggaarnteenn tuharuouugguh twelfth grade. mathematics achievement is increased at the lower grade levels, the stage greater academic success through the middle and upper grades. When reading and will be set for The success of Smart Start necessitates the coordination of the following four areas: Standard - Represented by the Arkansas CCuurrrriiccuulluumm FFrraammeewwoorrkkss t(rFrraammcewwuoirNks ),,, .tUhe_s_e_ _s_ta_n_d_a_r_d_s_ w__il_l rcnonnttiinnuuee ttoo bbee rni.gBoorroouuss -a-n--d- -w--e-l-l -def ined. At Grades K-4, they wi serve as the basis for the expected levels of proficiency demanded^ in mathematics, including a very specific defimtion of what - " grade-level requirements in reading and mathematics by Grade 4. they become the bluepnnt tor c---------- foundation laid earlier in breadth and depth. is reading and meant by meet or exceed At Grades 5-12, enhanced student performance, increasing the basic - Focused on both teachers and administrators, all activities the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with 1 incorporation of a variety LkLu ^121 the Frameworks, analysis of assessment results, of instructional techniques, utilization of technology, distance learning, and other local district needs that might be identified. Student - i!n__s_ ttrAucctitnioon ,W ailnly testing will be understanding and application of knowledge. Clearly aligned with the Frameworks and classroom performance-based and will emphasize conceptual have been clearly communicated. :vmd7eliable, ZsVs^ents have been developed and administered, schools will be held accountable for student achievement. 2 agtap I 1 1 I I i f i i i The HSPE was piloted in the spring of 1996 and performance levels, which are being in during a five-year period, were adopted by the State Board of Education. Regular SStions of the exam occurred in the fall of 1996 and 1997. of litOTW (reading and writing) 44%, 49%, and 42% of students have met te sian'dati in each of th. tting periods
in th. area of i.n? and , The End of Level Exams in reading, writing, mathematics. In the area 18%, and 13%. social studies are yet to be developed. Results from both the NRT and CRT may be used in determining school districts placement on Academic Distress. of the HSPE in February of 1998 in response to the test. This review consisted of the following activities. r Observers test administrators, teachers, school 2 " Writien'feedbackwas ^hefe'dfron^ ndmimstrators. and students. received through multiple conversations during meetings. 3 Informatjonwas speaking engagements, telephone calls, letters, etc.. 4 -Testmg^tAmitteescommunicatedobservations, information, and reaction, 5: TheDireclor of the ADE met with representatives from Data Recognition Gozpora/Jon, the testing contractor, 1 8 9 common items from - reviewed for nhgnmentvath the Fram^orksby the Grade 1J Content Committees, ' - -A:r^view-ofperformance Standards Setting Committee, wdi conducted by a subcommittee of the scor^fiom ,he Ainincan CMge Tes, group of students who ipdk.f^^ ttii^ recent HSPE were compiled
and I conducted by Drs. John 'An ^efruil review ofthe mathematics section was Dossey and Gail Burhll, both former presidents of the National Teachers o/Mathematics 4Action Plein: f SS'. Three half-time Specialists in Reading/Early Childhood Curriculum currently assigned to the Cooperatives will be increased to full time.
SS i Fifteen K-4 Math Specialists will be hired and assigned to the Cooperatives. SS) The Accountability Section will be expanded to assist districts with data analysis and targeted techmeal assistance. Ten Secondary Math Specialists will be hired and assigned to university centers. An Educational Technology Unit will be established within the ADEs Information and Technology Section in orderto condnct-research-and monitor and assist local - No significant improvement in academic districts in the use of technology, j , achievement will occur without the appropriate infusion of technology into the instructional process. This unit will assume responsibility for coordinating all such efforts, taking advantage of the statewide network already in place and recognized as one of the premier such networks in the country. Teacher licensure requirements for those individuals entering the profession will be strengthened to better accommodate the higher demands of student achievement. The APrwill implement a complete analysis of historical data on a variety of assessments and educational programs in an effort to help schools more fully understand the most critical areas of need. This will help evaluate the relative effectiveness of the many initiatives currently ongoing within the state. Performance scales of Advanced, Proficient, Basic, and Below Basic have been created for the Benchmark Exams. End of Level Performance scales, consistent with the Benchtnark Exams will be developed. In defining these levels of performance, a distinction has been made will UV Alt ---- between adequate student possession of basic skills (Basic Level) and more complex variety of problem solving situations (Proficient Level). abilities to apply basic skills in a: , , .. information to students, parents, and educators and is Such a scale gives more more meaningful than the former designations, especially with the new emphasis on student mastery of core knowledge and skills. 6While awaiting the development of the algebra an ADEvwll issue directives to all distncts insisting that th assure Cf folToXnd will offer appropriate assistance to local educators to help assure be compliance. End of Level tests in biology and civics ot Ajnencan history will be added in 2000- 2001. time needed at high school. particularly snwe these.sludents.take a number of post-secondary admissions dt g seme period. will be continued during 1998-99. The Grade 4 and Grade 8 Benchmark Exams will be continue aunng _ l^mprehensive system of assessments built aromul the Frameworks must be m place f improved student performance to occur. fSS! n. Ode 4 Benctart is needed ,0 provide date toriSmW as well as to ensure that students are middle-level education. academically prepared for the transition into A (* Results of the Grade 4 Benchmark Exam have been analyzed and levels have been adopted by the Sute Board i the recommended performance of Education. - ^SetKral Perfcrmanc^befinitions well Adi^ancecd students,, demonstrate superior performance beyond proficient grade-level performance. They can apply Arkansass esublished reading, writing, and mathematics skills solve complex problems and complete demanding task on their own They can make insightful connections between abstract and ideas and provide well-supported explanations and concrete arguments. 9Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of Arkansass established reading, writing, schooling. They can use Arkansas s estaniisneu and mathematics skills and knowledge to solve problems and rompTXks on their own. Students can tie ideas together and explain the ways their ideas are connected. 8i 1 1 ActionPlan will determine the percent of students performing /cS i Bemnning in 1998-1999, the stote will determine the percent of students peno b beta ?aSel in reading or ntathentatics baaed on a gtttde eq-vatat sc^- =.O on t. c AT o o4/,^rPrnripipntl.evel nerformanceon the Grade4Benchmar . the Grade 5, SAT-9 and/or Proficient Level performance on of its students performing below (high priority school) will be Any school with 50 percent or more grade level in reading or mathematics Accountable for reducing the percent of such students by at least 5 percent each year. Any high priority school that fails to demonstrate the required reduction on the next administration of the appropnate exam(s) will De placed on Alert status. Any high priority school that fails to demonstrate the required .JV14UW1 -------- the second subsequent administration of the appropriate reduction on exam(s) will be placed on Low Performing sUtus. Any high priority school that fails to demonstrate the required reduction on the third subsequent administration of the appropriate exam(s) will be placed in Phase I Academic Distress. Once the gateway assessments are identified, the state may expand the criteria
include ,nn.fficien. by a eventual failure on the Grede 5, SAT-9 andZot Giade 4 Benchntarlt, Tlus would occur no later than 1999-2000. -----
^11 determine the number of students performing below ?he"Proficient Level on the Grade 8 Benchmark and End of Level Exams in reading, Beginning 1999-2000, the state ________AM* T ay/a1 writing, algebra, and geometry. Any school with an unacceptable number of its students performing below the Proficient Level in any of the designated Exams (high priority school) will^be such students by a ceruin amount each year. The will be accountable for reducing . measures of acceptable performance and annual improvemen determined prior to the first administration of the Exams. 1 Any high priority school that fails to demonstrate the required reduction the MiS administration of the Exams will be placed on Alert sUtus. Any high priority school that fails to demonstrate the required eduction jx-F-tKA "Will be olaced on on the second subsequent administration of the Exams will placed Low Performing status. 102 Higher Student Achievement -x r^^Through Standards <g^ h and Performance Assessment -5 j ~ J ft ft * U ' Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment ,Wig ft and ^National School Conferences Institute H I fca BEi i H H O <liMi. iiiu^ . ,^ijM. rW- [)y^ / 19^ ^AT^y^ ^*'- t' ' ^b\uiziK7>^ .^-iJ^v^liib!/ /zX^H, /}mU> /UhA6|Z- Jkidj . ,Dr. Douglas Reeves Dr. Douglas Reeves is the President of the Center for Performance Assessment. An innovator in the field of educational assessment and accountability systems. Doug consults with school systems, universities and other educational organizations on the development and application of assessment and accountability systems. His most recent book, Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School and District, is the result of his extensive work with thousands of teachers and school leaders. Dr. Reeves is a frequent speaker in the U.S. and abroad for education, business, and government organizations and is an internationally featured keynote speaker on standards and assessment for the National School Conferences Institute, National Satellite Network, Video Journal of Education, and many national and international professional organizations. In addition to his six books. Dr. Reeves has contributed a number of articles to the assessment field. His most recent articles include Defending Performance Assessment Without Being Defensive and Responding to the Rhetoric of the Radical Right, published in School Administrator Magazine, Practical Performance Assessment for Busy Teachers recently in Learning Magazine, and Holding School Leaders Accountable: Seven Keys to Effective Evaluation, in the October 1998 School Administrator Magazine. He is also active as a researcher and scholar in the areas of student mobility, accountability systems, urban education, and assessment. Beyond his work in large-scale assessment and research, Doug has devoted many years to classroom teaching with students ranging from 6' grade to doctoral candidates. He also serves as the Educational Assessment Expert - the Testdoctor - for America Online, the worlds largest internet service, and responds to hundreds of inquiries from students, teachers, and school leaders in more than 90 countries about educational assessment and test preparation. At the Center for Performance Assessment, Dr. Reeves is joined by a professional staff with extensive teaching and leadership experience. The professional staff includes broad expertise in technology, literacy, urban education, science, mathematics, social studies, and a variety of other areas. The Center has led educational improvement efforts on four continents and throughout the United States on a state, provincial, district, and school level. Center for Performance Assessment (800)844-6599 (303)504-9312 Fax: (303)504-9417 1660 South Albion, Suite 1110 Denver, Colorado 80222 www.testdoctor.com Higher Student Achievement Through Standards and Performance Assessment Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment Overview e I - Strengths and Challenges in Arkansas e II - Whats In It For Me? Advantages for Teachers, Students, Parents, and the Community e III - The Evidence - Is It Worth It? IV - What Do We Do With Kids WhAo Dont Meet Standards? Center for Performance AMeeamenl 2 STOP Technique S - STOP T - Think alone on the focus questions for 3 minutes O - Observe the Impact of the seminar on your individual circumstances P - Process with two or three colleagues for 3 minutes Center tor Performance Aaawamertt 3 Copyright 1998, Center for Performance Assessment (800-844-6599) 1 /uuuL^ ^duhtii> \Jli^)Li 4UiivV The STOP Technique is Imperative a Learning is Interactive, Not Passive a Observation of Your Individual Circumstances Is Respectful of Your Time a Processing With Colleagues Adds Depth to the Analysis C*nt*r (or Padormanct Auaumant 4 Part I -- Strengths of the Arkansas System -JfM' ' a Multiple Measurements - No Silver Bullet a glanced ApprqacfLtp Standards - Neither Micro-management nor Excessive Generality ~ Standards, Not Standardization a Creative and Specific Remedies Carrtar (or Parformartca Aaaaatmanl 5 Challenges of the Arkansas System Zklui' a Diversity of Students Requires Diversity of Assessment a High Stakes Assessments Require Legal Defensibility and Alternative Evidences of Proficiency 4 a Classroom Implementation Requires Improved Monitoring Techniques a Lessons of Other States Canter (or Parformanca Attaaamanl 6 \/^t\lMll>\l,- Copyright 1998, Center for Performance Assessment (800-844-6599) 2 Part II -- Whats In It For Me? Benefits for Leaders and Administrator Benefits for Teachers Benefits for Students Benefits for the Community Cntr lor Porfonnonco AtMumoni 7 Benefits for Leaders and Administrators mi MJ Specific Solutions, Not Platitudes Evidence, Not Rhetoric Consistent and Fair Accountability from Standards Greatly Improved Focus in Curriculum, Instruction, and Assessment Conlor lor Portonnanc* AasMSmont Benefits for Teachers 8 Clear Expectations Respect for Teacher Feedback Respect for Teacher Judgment on Curriculum Issues Relief from Activity-Driven Schedule- Standards, Not Standardization Confer for Porformonco AasoMmont 9 Copyright 1998, Center for Performance Assessment (800-844-6599) 3 More Benefits for Teachers a Objective Evaluation of Students a Stop Teacher Shopping a Fairness: K-12, Cross-Disciplinary Team Responsibility a Not Just Effort but Effective Effort C*ntr (or Portonnanco AuoMinonI Benefits for Students Clear Expectations 10 M '/^ 1^6^^ (hP. XJ i * ./L X ^5 J Measurement of Achievement, Not Speed a Acknowledgement of Differences in Learning Style and Pace a Second Wind Through Use of Feedback Contor (or Podomanco Aaaaaamanl 11 Benefits for the Community Clear Expectations Straight Answers to Direct Questions Students With Choices, Not Dead Ends Challenge the Stereotypes of Public Education Cantor tor Portonnanco Aaaaaamofrt 12 Copyright 1998, Center for Performance Assessment (800-844-6599) 4 uPart III -- The Evidence on Standards Standards Vocabulary 9 Academic Content StandardsV a Performance Standards a Scoring Guides Cntr tor Portormanc* AatMamant 13 Standards Vocabulary lliJ. ib, ACUUuidi) ib Academic Content Standards Few in number, general in scope. Performance Standards Scoring Guides / Greater in number, ^ore specific. Standards dont make sense without scoring guides! Many in number specific in Cantar tor Partormanea Aaaaaamant 14 What Standards Are Not a a Seat Time a Passing with a D a Non-Academic Subjects a Comparison to the Norm .A hjiZtVv^ Cantar 1or Partortwartca Aaaaaamant 15 Copyright 1998, Center for Performance Assessment (800-844-6599) 5 Accepting Standards Means Rejecting Norms llllllllll'lll ... ..................Ill ---- a Standards are Challenging a Norms are Dumbed Down C<rt*r tor Portormanc* AccMsmont 16 Standards Are Challenging - Norms Are Dumbed Down a Do you have students in the 60th percentile in English who do not write well? a Do you have students in the 70th percentile in math who cannot apply mathematical principles to unusual and unpredictable situations? a Do you have 3.6 GPA students bored? Cantor for Porformanc* Aaaaaamarrt The Evidence "S'90/90/90 Schools.... a 90% or more poverty level a 90% or higher minority enrollment a 90% or more students achieving or exceeding standards in math, science, reading, and writing Canlar tor Parformanca Auaaamant 18 Copyright 1998, Center for Performance Assessment (800-844-6599) 6 ICommon Elements of 90/90/90 Schools M Focus on Achievement Measurement - Honesty, Not Excuses Multiple Opportunities for Student Success Weekly Assessment Writing as Lever External Scoring Center (or Pertormence Aeeeeement 19 I I no. tJ 11.1 \ /i . I It ah/ Ih. A.... ... ^XiiiiJiili) < lUi/ ibM\^rK> 4
^/*^^^ The Power of External Scoring Teacher to Teacher School to School Student to Student Principal to Student ^iSjtuh < Center (or Pertormerxe Aeeeeewent 20 Unexpected Research Results 6)0 ///Xi) _____________________________ Frequent Performance Assessment Helps Traditional Test Scores Frequent Performance Assessment Reduces Random Guessing Frequent Performance Assessment Reduces Student Anxiety Center (or Pertorrnenee Aeeeeemenl 21 Copyright 1998, Center for Performance Assessment (800-844-6599) 1IDU "v -Ak/}^ I >J<f 'Id dd/hdv^'i^) b'^^^>'^'f'' Mut-^ a^-dUoTAj iMdti/dJ AJ-ii^ kH)'TPerformance Assessment for Excellence and Equity National Writing Test 96*97 80 75 sn: 78 74 w 74 0 Native Am. N > 27,000 Asian African Am. Hispanic While I Narrative Descriptive Informative I Cantsr tar Pertonnsnea Assssattrsnt 22 Implications for Arkansas 4ie^ut^ Iaup Mftk 4//Aii4JiJ More Writing in All Disciplines Consistent Messages to Students Elimination or Re-Focusing of Some Activities _)(- Cwrtf tor Pflenwnce Awsmenl 23 STOP -- Stop, Think, Observe, Process Weeding the Garden What activities can you stop doing that will not harm student learning? What are the common elements of these activities? What does that suggest for creating more time for effective instruction and assessment? CenW (Of Pwfonwoce Afmenl 24 Copyright 1998, Center for Performance Assessment (800-844-6599) 'jiiUuJij ) 8Part IV -- What Do We Do With Kids Who Dont Meet Standards? Curriculum Interventions That Work From Alternative Schools and Dummy Math to Meeting Standards Metaphor: Utility Infielder or ^5^mergency Room Physician"? Cerritr tor Prfonnnc AMosamorrt Intervention Models -- Elementary Transform Title 1 Schedule and Responsibilities -'Kxw Team Teaching 26 Floating Academic Crisis Manager4[(^^ Principal Grading and Portfolio Monitoring Contor for Porlonnsnco Auoumoni 27 Copyright 199?88,, Center for Performance AAsssseessssmmeenntt (800-844-6599) 9 Intervention Models -- Secondary Academic Boot Camp 30 Days Before School in August, or First 30 Days of School Objective - DE-Tracking - Back to Regular Classes in October Year-Long Coaching and Study * Behavior, Study Skills, Confidence, REAL Self-Esteem Cntr (or Porlormonco AuottmonI 28 Intervention Models -- Secondary Double Math in 9th Grade and Beyond (or Sth graders unprepared for algebra Literacy Skills - Additional 1-2 hours per day if necessary Increase Extracurricular Activities - Involve Academic teachers, Change Schedule Comer tor PortormarKO Auesement 29 Balancing Academic Freedom and Anarchy Is Brown v. Board of Education Optional?________ Neither are Best Practices Assessment and Instruction Teacher Participation in Curriculum Re-Design Teacher Participation in Limiting Objectives Center (or Pertormerwe Aeeoesment gut ________________ 30 Copyright 1998, Center for Performance Assessment (800-844-6599) 10 UiCd' 4/0^ Central Office Leadership Explicitly Reject Coverage Identify Specific Textbook Chapters Not Related to* Standards Identify Essential Standards Commonly Omitted Gather, Publish, and Praise Teacher Innovations Center (or Perfonnance Aueeament 31 Stop: Focus on Action ideas e 3 Minutes Alone e 3 Minutes in Groups Return to Seminar Center (or Pedormenee Aeeeumertt 32 Time - Where Does It Come From? 1) Less Teaching as Telling and More Educative Assessment e 2) Leverage ~ Interdisciplinary Lessons and Assessment - including secondary levels Center (or Pertormence Aeeeesment 33 Copyright 1998, Center for Performance Assessment (800-844-6599) 11 Time - m in 3) StandardsZCIass Matrix ~ Find the duplication (Holidays, Bulletin Boards, Activities) 4) Every staff member media center, music, art, physical education, technology, vocational ~ supports the High School Graduatioi Requirements iJtion^l Center for Performance Aaeeeement 34 Time >>'V^ 1^1) < e 5) Extracurricular activities - not a modest increase, but HUGE increase in peer expectations of academic performance e 6) Curriculum Choices - Strategy, not popularity ~ double math and double English when necessary Center (or Performartce Aeeeesmenl 35 Time 0. .. "I""" 7} MORE time for students in need - before, after, during school 8) INTENSIVE and FOCUSED intervention for mini-institutes - Boot Camp, Not Retention Center for Performance Aaaeaament 36 Copyright 1998, Center for Performance Assessment (800-844-6599) 12 STOP -- Stop, Think, Observe, Process But What Do I Do On Monday? Identify the practical implementation issues that have the greatest impact your individual circumstances Identify at least one new strategy that you will use to improve student achievement 37 Big Ideas Standards Are Fair and They Work Teaching Matters - More than Demographics Standards Are Not New - Careful Implementation With Good Assessment is Revolutionary Cntf tor Pwtonn^nc* A*twnt Big Ideas (continued) 38 Balance - Neither Standardization Nor Anarchy Teacher Discretion - Standards are Framework - Not Prescription Standards and Assessment Are Guiding Star - Curriculum and Daily Learning Activities Are Alternative Paths Conlor tor Portormonco AMOwnont 39 CwHf tof Ptlormanc* Af wntit Copyright 1998, Center for Performance Assessment (800-844-6599) 13 Central Theme: Teaching Quality is Critical Variable What explains variation in test scores? Economics, ethnicity, language ~ 24% Teaching qualification and practice - 49% Standards and Performance Assessments Work! CnUr tor Portormanca AasoMmont Unda Darling Hwnntond. 40 Special Addendum for Arkansas Assessment Share With Faculty Implications for High School Graduation Exam Strategies for Professional Integrity - - NotTest Prep C9f^ for Porfonnanc* AaMtamanl Test Format Multiple Choice Short Answer Extended Response - Essay Two hours for each test (reading, writing, math) - six hours total Canlar tor Partorwaooa Aaaawwant 42 Copyright 1998, Center for Performance Assessment (800-844-6599) 14 Test Preparation Writing Exercises Explain why answer is right Explain why other alternative answers are wrong Cross-Disciplinary Writing Particularly important in math ALL teachers in ALL subjects contribute to student preparation C*n<f Iw PertonwwK* Awmwit 43 Implications for Teaching Strategies e 1) staff Deveiopment - Standards- Based Instruction e 2) Incorporate Standards and Performance-Based Assessments into Classroom Instruction 3) Review and Revise High School Courses - Key to Opportunity to Learn Cntr for Pedonnanc* AaMaamonl 44 Implications for Teaching Strategies (continued) 4) Collaborative Review of Student Work ~ MUST Provide Consistent Message to Students on What Proficiency Means 5) Early Preparation - The High School Exam is a K-12 Responsibility 6) Focused Work in Reading, Writing, and Math Where Necessap Center for Performance Aaaeeament 45 Copyright 1998, Center for Performance Assessment (800-844-6599) 15 Implications for Teaching Strategies 7) Move Deadlines Back Two Weeks 8) Change Consequence for Bad Performance Not Low Grade, but MORE WORK A Cntf tof Pwrtonwnc* Awsmwti 46 Key Ideas Assessment Is Instruction You Cant Change Instruction Without Changing Assessment You Can Monitor Assessment Practices More Effectively Than You Can Monitor Teaching Practices Change Leadership Behavior to Change Teacher Behavior Cenler for Perlormsrtc* AMMsment 47 , First Things First --10 Action Ideas I""...... TIWI 1) Move Deadlines Back Two Weeks 2) Change Penalty for Poor Performance Yip if I 3) Standards/Class Matrix -100% Participation 4) District Scoring Guides for Informative Writing Cenif lof Perfortnuce AewvK 48 Copyright 1998, Center for Performance Assessment (800-844-6599) 16 Action Ideas e 5) Focus Meetings on Student Achievement, Not Announcements 6) Cancel At Least One Class That Doesnt Contribute to Standards e 7) Restructure Sub-Pool With AfK' *-------------------------------------------------------------------------- I _______ Permanent Subs Who Share Responsibility for Student Learning Center tor Pertormence Aseesernenl 49 Action Ideas 8) Identify Maximum of Five Essential Questions For Each Secondary Class 9) Identify the Students Facing May 1999 Failure By October 1st, 1998 - Go Directly to Structured Curriculum, Do Not Pass Go Center for Performance Aeeeeement 50 Action Ideas 10) Nurture Leaders, Principals, and Teachers Who Are Change Agents Recognition (Authorship of Best Practices Book) Professional Development Weekly Phone Call or Note From Superintendent to Champions Business/Community Recognition Center tor Perfonwence Aeeeeement St Copyright 1998, Center for Performance Assessment (800-844-6599) 17 Tools for Leaders Standards Implementation Checklist (attached) Arkansas Assessment Hot Line - (800) THINK- 99 (800) 844-6599 Help Through the Internet: www.testdoctor.com, follow prompts to Arkansas Assessment Hot Line' Cn1r tor Portormsnc* 52 Questions and Discussion Douglas B. Reeves, Ph. D. Center for Performance Assessment www.Testdoctor.com Testdoctor@aol.com (800) THINK - 99 Corrtar for PorformarK* A*M*rrtont S3 Copyright 1998, Center for Performance Assessment (800-844-6599) 18 Standards Implementation Self-Assessment Adapted from Making Standards Work by Douglas B. Reeves, Ph. D. Center for Performance Assessment (800) 844-6599 www.testdoctor.com Classroom Checklist: Professional Practice Exemplary Proficient Progressing Plan to Improve 1. Standards are highly visible in the classroom. The standards are expressed in language that the students understand._______ 2. Examples of exemplary student work are displayed throughout the classroom._____ 3. Students can spontaneously explain what proficient work means for each assignment. 4. For every assignment, project, or test, the teacher publishes in advance the explicit expectations for proficient work.___________ 5. Student evaluation is always done according to the standards and scoring guide criteria and never done based on a curve. 6. The teacher can explain to any parent or other stakeholder the specific expectations of students for the year._________ 7. The teacher has the flexibility to vary the length and quantity of curriculum content on a day to day basis in order to insure that students receive more time on the most critical subjects. _______________ 8. Commonly used standards, such as those for written expression, are reinforced in every subject area. In other words, spelling always counts - even in math, science, music and every other discipline. 9. The teacher has created at least one standards-based performance assessment in the past month._______________ Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 1 10. The teacher exchanges student work (accompanied by a scoring guide) with a colleague for review and evaluation at least once every two weeks._________________ 11. The teacher provides feedback to students and parents about the quality of student work compared to the standards - not compared to other students.______________ 12. The teacher helps to build a community consensus in the classroom and other stakeholders for standards and high expectations of all students.__________________ 13. The teacher uses a variety of assessment techniques, including (but not limited to) extended written responses, in all disciplines._____________ Other professional practices appropriate for your classroom: Exemplary Proficient Progressing Remarks 2 i Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems School Checklist: Professional Practice Exemplary Proficient Progressing Remarks 1. A Standards/Class matrix (standards across the top, classes on the left side) is in a prominent location. Each box indicates the correspondence between a class and the standards. Faculty members and school leaders discuss areas of overlap and standards that are not sufficiently addressed. 2. Standards are visible throughout the school and in every classroom.____________ 3. The school leaders use every opportunity for parent communication to build a community consensus for rigorous standards and high expectations for all students. 4. Information about rigorous standards and high expectations is a specific part of the agenda of every faculty meeting, site council meeting, and parent organization meeting.________ 5. The principal personally evaluates some student projects or papers compared to a school-wide or district-wide standard. 6. The principal personally evaluates selected student portfolios compared to a school-wide or district-wide standard.__________________ 7. Examples of exemplary student papers are highly visible.___________________ 8. Job interview committees explicitly inquire about the views of a candidate about standards, performance assessment, and methods for helping all students achieve high standards. 3 Copyright 1998 Center for Peiformance Assessment Permission for Reproduction Granted to School Systems 9. A jump-start program is available to enhance the professional education of new teachers who do not have an extensive background in standards and assessment 10. Every discretionary dollar spent on staff development and instructional support is specifically linked to student achievement, high standards, and improved assessment. 11. Faculty meetings are used for structured collaboration with a focus on student work - not for the making of announcements.____________ 12. The principal personally reviews the assessment and instructional techniques used by teachers as part of the personnel review and evaluation The principal specifically considers the link between teacher assessments and standards._____________ Other professional practices appropriate for your school: Exemplary Proficient Progressing Remarks 4 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems - "H
- r District/State/System Checklist Professional Practice 1. The system has an accountability plan that is linked to student achievement of standards - not to the competition of schools with one another._______ 2. The system has a program for monitoring the antecedents of excellence - that is, the strategies that schools use to achieve high standards. The monitoring system does not depend on test scores alone. 3. The system explicitly authorizes teachers to modify the curriculum guides in quantity and emphasis so that student needs for core academic requirements in math, science, language arts and social studies are met.___________________ 4. The system publishes the best practices in standards-based assessment on an annual basis, recognizing the creative efforts of teachers and administrators._____________ 5. The system has established an assessment task force to monitor the implementation of effective and fair assessments, and to distribute models of educational assessments for use throughout the year._________ 6. The system provides timely feedback on district-level assessments so that all assessments can be used to inform instruction during the current school year. Assessments that are not used for the purpose of informing instruction and improving student achievement are not used. Exemplary Proficient Progressing Remarks 5 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 7. The system reports to the public a comprehensive set of student achievement results throughout the year.__________ 8. The system uses multiple methods of assessments for system-wide assessments. It never relies on a single indicator or single assessment method to represent student achievement._______________ 9. There is a clearly identified senior leader at the system level who is responsible for standards, assessment, and accountability, and who communicates this information clearly to all stakeholders.____ 10. Commitment to standards is a criteria in all hiring decisions at all levels.________ 11. The system monitors the investment of resources - including staff development, technology, and capital expenditures - for a consistent and clear link to student achievement of standards. System leaders can provide explicit examples of changes in resource allocation decisions that reflect this commitment. 12. Evaluations of schools and of building leaders are based on student achievement - not based on competition or any other norm-referenced system. 13. The system does not take into account ethnicity and socio-economic level in determining its expectations of student performance. These variables, along with linguistic background, learning disabilities, and other factors, are included in resource allocation decisions and the development of instructional and assessment strategies. Exemplary Proficient Progressing Remarks 6 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems Exemplary Proficient Progressing Remarks 14. The system allocates resources based on student needs and a commitment to the opportunity for all students to achieve standards. Resources are not allocated merely on the basis of student population - the objective is equity of opportunity, not equality of distribution. Other professional practices appropriate for your system: 7 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems TEACHERS CONTRACT. state of arkan s. County of-this agreement, between. *8 Directors of the School District No. ------in the Countj of. State of Arkansas, and. ot the.,' a teacher who holds__ leenst .grade, and^ho agrees to teach a common School in said District, is as follows: r The said Directors agre^upan their part, in consideration of the covenants of said teacher, hereinafter contained, ro ezmpioy 'X the said Common School in said J>isCricc, for the term of___ ....months, commencing on the. of ....A. D., 19Z2,^ to pay therefor in the manner, and out of the funds pro^-ios. by a law, the sum of Dollars for each school month. Sard Directors furtheragree that all the steps required or allowed by law to be taken by said District and its o5=rrt. to secure the payment of teachers' wages, shall be so had and taken promptly, and the requirements of the law, in favor a: tie teacher, complied with by said District. The teacher on.. .part, agrees to keep__ , 2__ school open..yr .hours each scho.. -ay
keep carefully the register required by law: preserve from injury to the utmost of. .power the District prra^ gi\e said school, entire time and best efforts during the school hours
use.. -Utmost' influer.c*' parents to secure a full attendance of scimlars, and generally to comply with aU the requirements of the laws of this SSita: lation to teachers, to the best of.. 'Tf-ability. Signature: Directo.- tach-: - Date.. .2^............................ 190 Place, J 1 V. t (NOTESee Section 7043, page 37..1901, Digest School Laws.' I it- < o u 5 a a B fees "aS'" Z E 05b 5 V c ' e G Q is-! * A/ :7!
L 0 : sj fc 2 S -ft 5 s < Q Ui 8 a e e u V) 6 E t a I lu U c "5 U5 Q 1 1 -I Au .1 > i: -1 '. 't STAfip OF ARKAl^AS 3 0) O c ' 6'- '-ii 'iAi t/"- t TEACHERIS /LICENSE tj- s gigs /rf' *** abfjslb^ ^{fp,^hat 1'^ C
k rr-: = 73 * rn J 2 o" m 5 0 O ft Tl having presented examined in thi thereto,' in the' and^is hereby the limits of... term I s^3 V iU {..''I factory testimonials of g'bod moral character. ii. v ihis day been 2 Q) U-J ijii ^hes required' by law Jor a first-grade licensd^ttt^ ^IHIGH'SCHOOL SPECIAL BRANCHE^^ ' "1 . . . .pilMt a a> ' I.
C!i
in addition S 3 (0 tf) I 0 O' 2 0 a r a 0 0 to teaph the same in the Public Schools of'ft^State within i^?:^Z?Zj?S:^sZCounty, for the lice^gwhto te^h r I of TWO years ffom the date hereof. unDe^tmv bano, This day of 1 190 <(< .......... The standingfpf',each applicant in i. * ' Ceuni) County Examiner. each study MUST BE ENDORSED on the certificate, otherwj|s<^the certificate shall not be valid. The bearer hereof is not authorized to teach any^udies except those named in this license.Exlrac^ from School Laws. w 3 0 m 3 < (/I 0 a Qj ft !Q T (T rt a 0 I iss3 Plan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X XX X RDEP X X XX X OCR X X XX X Title I X X X XX X ACSIP X X X XX X ACTAAP X UPDI X NSF X X XX X CLP X X X XX X X X X X X X X X X X X X X X X X X X XX X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing. Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership Plan 4 Please mark on your Calendar! PRE would like to invite you to a Systemic Planning Session Regarding Assessment and Program Evaluation For the Little Rock School District Please join us in the Board Room from 8:30 to 3:30 If you cannot be with us, please call Irma (324-2121) Further information will be sent to you regarding the agenda.5 Assessment and Program Evaluation Work Session Agenda May 18, 1999 8:30-3:30 Board Room 8:30-8:40 WelcomeDonuts and Coffee/Cold Drinks 8:40- 10:00 Systemic Look at Assessment in the Little Rock School District 10:00-10:10 Break 10:10-11:30 What are the assessment and evaluation needs of the district initiatives? 11:30-12:00 Data Gathering in the Districtwho needs it, what do they need, and when? 12:00-12:45 Lunch provided 12:45-2:00 Program EvaluationDefining needs, establishing timelines 2:00-2:10 Break 2:10-3:30 Next StepsPrioritizing needs, identifying stakeholders to develop LRSDs comprehensive plan. 6 Support for School Improvement Services Little Rock School District, 1999-2000 Process Principal Evaluation Responsibility School Services Definition_______________________ Formative evaluation conferences Professional Improvement Plans Coaching and advising Summative evaluation Professional development opportunities * Broker School Services Cluster Organization Campus Leadership School Improvement Planning SIP Implemen-tation Program Evaluation Superintendent School Services Technical Assistance Team and Teaching and Learning Team School Services Testing and Program Evaluation Team *( Monitoring compliance___________ Coaching Advocacy_______________________ Collaborative planning for Campus Leadership implementation Professional development Communication of critical issues Coordination of implementation of Campus Leadership Plan *1Professional development for principals and brokers Critical Tasks Calendar Annual CLT Institute Publication of Handbook Support in design of School Improvement Plan *1Monitoring of successful implementation of School Improvement Plan_______________________________ Assessment services Reports on assessment results Interpretation of assessment results Dissemination of program evaluations Technical assistance in establishing school-level program evaluations Process Process Audits Responsibility Technical Assistance Team Definition____________________________ Analysis of effective implementation of Campus Leadership Plan (rubric) *1Review of School Improvement Grant-Funded Projects Planning and Development Team Planning processes (rubrics) Analysis of resource use (rubric) Analysis of quality of School Improvement Plan (rubric) Analysis of status of ACSIP planning Analysis of Title I compliance_______ Training and information on potential grants Strategic Plan and RDEP alignment Creating partnerships/coalitionsZ collaborations Technical assistance in proposal writing Curriculum Audits Teaching and Learning Team *1 * Review of performance data Analysis of master schedule Analysis of special programs 'Profile of instructional practices Analysis of curriculum maps 'Analysis of grade-level/team/ *1 * * department chair roles and effectiveness *1Identification of professional development needs for school staff Analysis of curriculum compliance issues District Curriculum Teaching and Learning Team Development of standards and grade-level/ course benchmarks Discipline/program-specific professional development In-class coaching Development of delivery standards and instructional framework Development of district-level curriculum maps *1Development of district-level curriculum documents *1Development of grade-level/course brochures for parents Administration of special programs 1 Process Accreditation/ Title I Responsibility Technical Assistance Team Definition k<Study groups Professional Development Professional Development Team Title I planning process/compliance ASCIP Curriculum mapping Action research Models for change Benchmarking the change process Tracking data for ACTAAP goals on professional development Teacher Induction Program *1Professional development coordination and calendars *1Resource library on school improvement topics Building Partnerships Parents/ Community Team *Technical assistance in developing meaningful parental involvement at the school level *Assistance in identifying school Corrective Actions School Services partnersPartners in Education School-Parent Compacts Title I Parent Involvement compliance Parent education opportunities Parent-teacher conferences Collaborative Action Team Coordination of VIPS Vital Link Community Education programs Adult Education programs____________ Decisions relating to corrective actions for schools failing to meet improvement goals over time. 7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 June 9, 1999 TO: I Dennis Glasgow Marie McNeal Vanessa Cleaver Gene Parker I Linda Young Kathy Lease Paulette Martiiv MaRerrBaldwin>4. Mahon-Woods Y Dobbie-MUam bocyXybh Mable-Donaldson Patty Kohler Leon Adams sX Ray Gillespie tZ FROM
Dr. Bonnie Lesley, AAssssociate Superintendent for Instruction SUBJECT: Division Retreat Please block out Thursday, June 17, for a full-day work session so that we can complete summer planning, assess our 1998-99 year, and celebrate our successes! Lunch will be served. Well meet in Room 19. tentative agenda follows: 1. Welcome 2. Assessment of June 2-3-4 3. Preliminary Planning for August Inservice (Marion, please bring copies of summer calendar, what is already scheduled for preschool, etc.) 4. Discussion of summer publications (Bring copies of what you have.) a. b. c. d. Grade - level lists of K-8 standards/benchmarks for teachers and principals Grade - level lists of standards/benchmarks for parents Course level lists of 9-12 standards/benchmarks for teachers and principals Curriculum Guides I Page 2 Memo - Division Retreat 5. 6. 7. 8. 9. July 23 Training for Principals (what else?) Dr. Steve Ross (1 hr.) - Programs That Work PreK-3 Literacy Plan (what principals need to know to ensure success) NSF Math/Science (what principals need to know to ensure success) Middle School ReadingAA/riting Workshop (what principals need to know to ensure success) K-12 Standards/Bench'marks ESL (what principals need to know) LRSD Assessment Plan - Kathy Lease LRSD Program Evaluation Plan - Kathy Lease Division Reorganization Plan - Bonnie Lesley End-of-Year Report on Work Plan Priorities - Bonnie Lesley 10.1999-2000 Work Plan Priorities - Bonnie Lesley BAL/rcm I ) 8 I LL LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 21, 1999 TO
Everyone FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT
Accountability Please read carefully the attached article on "Changing the Entitlement Culture" from the latest issue of the American School Board Journal. It will help you understand the job before us in changing culture. And we can do it! Things are falling into place! BAL/adg Attachments ACCOUNTABILITY I Changing the Entitlement Culture Why we v^ed to make performance our top priority BY PAUL McGOW AND JOHN MILLER Puts a high value on input and process D over outcomes and results. This means emands for change in public ed- uicre is an exaggeraieq emphasis on ucation are resulting in new budgets and on a staffs good inten-there is an exaggerated emphasis laws, regulations, and programs tions, hard work, and caring attitudes. that threaten to overwhelm the public but less emphasis on how those factors schools.'To date, 49 states have en- affect student achievement. It means ^ted education reform legislation. Al- that budgets, teacher contracts, sched-onaffect student achievement. It though many of these initiatives have ules, and facilities tend the potential to help, most fail to ad-to overshadow dress what we believe is a fundamental question: How can we improve the performance of the large, complex system that educators we call public education when its orga-discussions about student learning and the quality of instruction. that they deserve regular salary raises and good benefits because of the years they have spent in education. In most school districts, how long a teacher has servedrather than how well the teacher performsis the primary determinant of how much that teacher earns. Regardless of how much knowledge they possess or how well their students are doing, many teachers beThe entitlement culture also means nizational practices and culture deeply rooted in entitlement? are so operate on the belief around longer, that they have a right to their jobs and lieve they are entitled to bigger paychecks simply because theyve been likewise, school boards believe the Examples of what we call entitlement aren t hard to find. When its contract time, for example, teachers rally for higher raises regardless of whether student achievement is improving. And when mismanagement and lagging performance prompt state or municipal takeovers, board members and superintendents are reluctant to relinquish their powers. As school leadersT you areInTpoal tion to change this ingrained belief system what we call educations entitlement culture. We envision instead the era of the new advocate, a school leader who focuses on performance and its continuous improvement Process or results? The current culture of entitlement Entitled Organizations Reflect Performance Organizations Reflect Individuals who: Individuals who: focus on good intentions talk about how hard they work think about how many hours they work mention how many years they have been there feel they deserve certain things as a result of the above focus on accomplishments talk about effectiveness think .about what they are achieving communicate their present goals and objectives know their value and future rest on . .. awccuoiimiwpiliiosmhmtjceHnti ' . ' generally feel little need to change their behavior or approach embrace ongoing learning and change feel an urgency to meet the needs of all ? An organization that: An organization that: Paul McGowan ('psrncgow@aol.conU is the founder of Education Associates, a consulting firm in Ogunquit, Me., that works with local school districts and state departments of education. John Milter (jdnil@nantuckeLneU is a former teacher and elementary school principal from Nantucket, Mass. focuses generally on the number of "activities measures the amount of effort " talks about what if deserves - a: rejects the term customer sells, but does not market . we.': s pays
based on years of service! education, or title attends to the amount of input and the >process of doing work feels others should stay out of their business , Itolerates help works to maintain the existing system (discounts the valueof data gathering and outcomes THE AMERICAN SCHOOL BOAED JOURNAL focuses on outcomes and improving results measures impact related to goals talks about what it is learning ' J embraces the concept of customer or client markets and sells pays for performance, type of experience, and knowledge J : attends to goals, objectives, and ' outcomes welcomes people who build organizational effectiveness adapts and changes the system to be more responsive .> invests in data gathering, analysis, and I as keys tO: improvement \ AUGUST 1999 43 I I to^dd^s P''! improving instruction. And so tax dollars required to run fee schools holding annual pubUc meetin ' of how well those schools formance imorovement in hUw. some are i are doing. And students beHeve that if they attend school for 12 years without getting into trouble, they deserve a a youngster is entitled to a diploma after 12 years of school.) Howj^you get an organization to improve its performance when it ope-- a^from the assumption that it is enti- dgd tojts customers, jobs, budgets, fa- (^ties, and other necessary resources? the answer is feat its virtuafly fel^si- ble to mitiate change under those cir- cumstances. Instead, the challenge i
for leaders to change the culture. IS Focusing on performance Our society shares a strong convic- don that all children have the right uw UIUL dll cniioren nave to an education, but more and more voices are challenging the belief that public schools have an inherent right to provide that education. Consider
for ii -------- tuuvauuii. consioer
lor instance, that more than 1 million chil- dren are now home-schoofed fee her of cjmrter schools has mushroomed, and support for yoi^ers is niun- - -------oS on performance improvement to discuss year- to-year progress and strategies for im- provement imWe are heartened that such changes way public schools do business. Most knowand be able to do by the timp they complete elementary, middle, and high school? What percentage of our students meet these criteria? I / -Bg^value data gathering and alvsis rplafAd 1 r ' analysis Feiated to student learKh^'^ achievement, or do we discount simh efforts? Do we use the resulting information to improve classroom instnip- tion? ' I { ( ( public schools arTstiU ph-^^ acti^ut 4
ltoj?5^desyste_matic vehid^r Public schools must earn the right to provide education... they must focus attention on performance, not entitlement. In the late 1980s and early 90s. health care in this country was con- J VWIX' fronted by these same forces. Hosoi- tals. medical practices, and doctors tendons and hard work, facing fee demands for improved performance in terms of cost, quality of care, and ac- We believe this is a golden opportunity for public schools to assert thpm- --------of care, an acknowledging that public schools ] must earn the right to provide eduq^j- i tionthat, in essence, they must focus
ITdoc- parmi^In^iFIni^, andltudent feedback on our performance? J'esent the use of statewide test results as a key indicator of student learning but fail to cators? agree on local indiWe understand that transforming fee gitore of education does not happen Ygrnight. And we realize that there are risks involved in trying to change a culture of entitlement to one of perfor- mance. The most common fear when performance becomes a district's primary focus is that education will be- come too much like businesscaring only about fee bottom line as measured by test scores. Teachers and principals worry that the schools will simply teach to the test and that educators will be unfairly held accountable for poor results. Thats an understandable worry, but its one that can be over- come in part, by designing perfor- mance evaluation syst^s that rely more than just test scores. ^orienting education from on a culture ! /' / 1 I I I I I i ( / tor, or medical practice tharharnot h ShrTOfoHTaH^-......J been affected by fee cha^gTs Lt in mo- tion by this shift Similar shock waves onfe clSed know --------------------------- ----------- are now bearing down on nWh i eduspeak of creating attention on performance, not entitle- schools. Welong learners and the centrality of ment the classroom Tn ifc v_ _ I f To be sure, this is happening in some places. Some districts, for ouine oistncts, tor exam* pie, are developing overall perfor- mance assessment systems that include state achievement tests, local as- classroom. In its place will be giore focused What you can do Ho^_can you, as school leaders, re- achievemm spond to the pressure for change? How --------------- can you make performance the pri a commitment to how schools should improve student Such a renewed focusrather than I - -Aji.yvcu juLUb-rainer than a r'' P''-' defined commitmentwill also you. I. other words, mary focus among educators? sessments, and feedback from stu- community, ffom what we call an^e-^ Some have delineated what students "---------------------anenaued need to know and be able to do at each .-----------------------------organization to a performance organization? level, ag.ed on fee learning, and created an ongoing yourself some tough quesL^s Process for teachers to collaborate on a What do we expect our students to improve? classroom in^uc- inmeased confidence and tgjst in fee public schools among taxpayers L^her level of teacher satisfai^on Md increased parental invoivement In- evitably, this will result in hi^er ??? I i > I 44 AUGUST 1999 (Continued on page 51) 1 the AMERICAN SCHOOL BOARD JOURNAL II Accountability (Continued from page 44) i dent achievement Recently, the Washington Post conducted a study of student performance based on the standardized test scores of Maryland fifth-graders. As expected, the study found that poverty was a major determinant of how well students scored. However, the study also found several schools with large percentages of poor students who were making remarkable progress. These schools cited teamwork, coordination, and parental involvement as important factorT in their success. In other words, the schools that defied the odds were characterized by a schoolwide focus on per- i formance. Unfortunately, these schools were considered anomalies. We need to create an atmosphere in education where they are the nonm Changing such attitudes will be difficult, we know. In one district where we worked, school leaders and teachers repeatedly touted the official school motto that all children can learn_a worn cliche embraced by districts across the country. We suggested they be a little braver and upgrade the message to "all children will learn." But they refused. Their reason: There was no way they could guarantee that children will learn. Unfortunately, we-were not surprised. Making such a bold statement indicates a commitment to ! improving performancenot merely a belief that learning is possible. For too long, we believe, school leaders have blamed poor results on lack of funds, limited time, and the problems i seize the initiative. We need to remember that public education is not alone in this journey. Utilities, health care, business, and government are being transformed by this same fundamental shift to performance-oriented systems An understanding of how this shift is working in other areas will help education develop its own set of new strategies. Mwt important, educators need to em- _^ce a culture of performance as an opportunitynot fear it as a threat A performance orientation offers a new lens through which to view the true potential of our public schools. Let's begin looking through that lens We just might like what we see. kids bring to school. It is time to face up to these obstacles and stop abdicating our responsibility for improving schnnl performance. As a consequence of this defensiveness, legislators and outside interest groups have taken the initiative and are mandating tests, charters, and a smorgasbord of new requirements. Many critics have grave doubts that public schools can improve and propose dismantling public education as we know it with voucher proposals and privatization takeovers. It is tune for public school leaders to I I I i i 9 LRSD Assessment Plan SV Using Assessment to Enhance Student AchievementEssential Purposes of Assessment * Improvement of Student Learning Improvement of Instructional Programs Public Accountability, Confidence, and SupportThe design of our assessment plan is guided by the Revised Desegregation and Education Plan... 2.6 No barriers to participation by qualified African-Americans in extracurricular activities 5 AP courses, honors and enriched courses and the gifted and talented program 2.7 Improve and remediate the academic achievement of African-American students 2.7.1 Assess academic programs for effectiveness in improving African-American achievementif not effective, modify or eliminateRDEP, continued, Si 2,8 Promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students 5.2. La. By completion of the third grade, all students will be reading independently and show understanding of words on a pageRDEP, continued. 5.2.1 Primary Grades 5.2.1.d. Identify clear objectives for student mastery of all three reading cueing systems and of knowing-how-to-leam skills
5.2.1 .g. Monitor student performance using appropriate assessment devices
5.2.1 .h. Provide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of students
RDEP, continued... 5.2.2 Intermediate Grades 5.2.2.a. By completion of the sixth grade all ** students will master and use daily higher level reading comprehension skills for learning in all subject areas, for making meaning in real life experiences and for personal growth and enjoyment
5.2.2.e. Monitor student performance using appropriate assessment devices
5.2.2.f. Provide parents/guardians with better information about their childs academic achievement...RDEP, continued... 5.2.3. Secondary Schools 5.2.3.a. Adopt as a goal that upon graduation all students will read independently with comprehension in all subject areas and be proficient in language arts, as necessary to be successful workers, citizens, and life-long learners
5.2.3.f. Monitor student progress and achievement using appropriate assessment devices.* RDEP, continued. R'- 5.3 Mathematics 5.3.2. Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum.Other guiding documents that impact assessment decisions... Strategic Plan Title I/K-3 Literacy Plan NSF Grant ACTAAP (State Accountability Plan) - Benchmark exams - End-of-Course exams - SAT-9Proposed Modifications to the LRSD Assessment Plan: Individual pre- and post-assessments for Kindergarten and 1 st grade Individual pre- and post-assessments for 2nd grade with G/T sereening seeond semester (CRT and Raven) Pre- and post-eriterion refereneed tests to measure individual student growth from year to year (grades 3-11)LRSD Assessment Plan, cont d... State Required Assessments^ SAT-9 norm-referenced test for grades 5, 7, and 10 Primary benchmark exam (grade 4) Intermediate benchmark exam (grade bnot yet developed) Middle Level benchmark (grade 8) End-of-Course tests-Algebra I, Geometry, and LiteracyLRSD Assessment Plan, cont 'cl... District Coordinated Classroom Assessments Performance assessments aligned with Benchmark assessments and End-of-Course exams District developed CRTs measuring attainment of state standardsLittle Rock School District is committed to monitoring the individual academic growth of every student, and our assessment program must meet that need.Students use tests to ansyver these questions: Am I learning what Im supposed to learn? Can I do what Im supposed to do? Am I trying as hard as I can? Should I try harder?Teachers use tests to answer these questions: Is each child growing in what he or she knows and can do? Is my teaching/instruction helping this group of students to be successful? Do any of my students need assistance from a special program? What changes do I need to make in my instruction?Parents use tests to ansyver these questions: How is my child doing? How is my child doing compared with others? Has my child mastered his/her grade level skills?The Board uses tests to ansyver these questions: 5. Is the program of instruction working? Are our students meeting or exceeding the standards?Administrators use tests to ansy\^er these questions: > What staff development is needed? How and where should we allocate resources?State and community use tests to ansyver these questions? it How well is the district doing its job? How do our schools and district compare with others?What skills does our community expect our students to have? Literacy skills Problem solving skills Ability to work togetherSchool Report Cards.... High Stakes Accountability Accountability for individual schools Who is not achieving? - Identify by name all students who are below proficient level Why not? - Curriculum - Instruction - Assessment What are we going to do about it?Paradigm Shifts 1 Bell Curve - Normal distribution continues to fall into predictable patterns unless interventions are made. The New Paradigm - Standards-driven system - Smart Start belief systemWhat is a standard? What we want students to know and be able to do Common assessment of students performance: create tests worth teaching to Externally set criteria for passing (a rubric/scoring guide)Standards-Driven Belief System Effort-based achievement Clear expectations to students Clear content standards ra Alignment of assessment with curriculum and instruction Adequate amount of time Honest feedback about progress Multiple opportunities to demonstrate what students have learned.Teaching Toward Tests Worth Taking... Academic Content Skills - Charts, graphs, number line, value of money, fractions, addition, subtraction, estimation, measurement - Editing skills, specific content from reading material (3 types of texts), vocabulary, main idea, plot, character, setting, elements of style, using resource material (dictionary) Process skills - Drawing a conclusionbest answer/most reasonable - Probability-most likely what is missing/wh^j^ needed - Reading strategiescontext clues, drawing conclusions (main idea), inferring information
predicting, understanding why the author wrote the material, and sequencing events - Problem solving skills: organizing information from one or more sources/eliminating unnecessary information/defending a position (specific to material provided)/ comparing or contrasting - Writing process skills: prewriting/editing/revisionIB Childrens self-esteem gets better when they see themselves getting better. Heidi Hayes Jacobs.rw rr.T'
3^ "S' rr 'lU'xyM, What are the essential questions about assessment? R"
. What do we want to accomplish with our assessment plan? What is the purpose of the assessment system? What do we want to do with the information? How do we value the Benchmark exams?Essential Questions... continued What difference will the assessment sy^m make in the educational experience of the students? What difference will the assessment system make to the classroom teacher? Does the assessment system prepare students for high stakes exams? What skills are required for teacher and student success?7 Steps to Increase Student Achievement... 1. Aeknowledge where you are. 2. Analyze where you are. 3. Align teaching with assessment. 4. Assess in a manner that is the same as on high stakes testing. 5. Attitude is everything all the time. 6. Accentuate your focus on testing strategies. 7. Activate a plan that will meet the needs of your learners. Charity Smith, ADE10LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Tuesday, May 23, 2000 5:40 PM LEASE, KATHY R.
MITCHELL, SADIE Reading List Attached is a draft of the reading list that you all asked me to compile. See what you think. There is much I could add. of course, but I just arbitrarily stopped. Let me know. Recommended Reading for Campus... 1 Recommended Reading for Campus Leadership Teams Little Rock School District, 2000-2001 Leading and Managing Change Darling-Hammond, Linda. The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass Publishers. 1997. Evans, Robert. The Human Side of School Change: Reform. Resistance, and the Real- Life Problems of Innovation. San Francisco: Jossey-Bass Publishers. 1996. Fullan, Michael. Change Forces: Probing the Depths of Educational Change. New York: The Falmer Press. 1993. Fullan, Michael G. with Suzanne Stiegelbauer. The New Meaning of Educational Change. New York: Teachers College Press. 1991. Hord, Shirley, et al. Taking Charge of Change. Alexandria, VA: ASCD. 1987. Williams, R. Bruce. Twelve Roles of Facilitators for School Change. Arlington Heights, IL: Skylight. 1997. Building and Maintaining Accountability Systems Bernhardt, Victoria. Data Analysis for Comprehensive Schoolwide Improvement. Larchmont, NY: Eye on Education. 1998. Herman, Joan and Winters, Lynn. Tracking Your Schools Success: A Guide to Sensible Evaluation. Newbury Park, CA: Corwin Press. 1992. Holcomb, Edie. Getting Excited About Data: How to Combine People. Passion, and Proof. Thousand Oaks, CA: Corwin Press, 1999. Leithwood, Kenneth and Aitken, Robert. Making Schools Smarter: A System for Monitoring School and District Progress. Thousand Oaks, CA: 1995. Reeves, Douglas B. Accountability in Action. Denver, CO: Advanced Learning Centers. 2000. Schmoker, Mike. Results: The Key to Continuous School Improvement (2"** Edition). Alexandria, VA: ASCD. 1999. Deep Knowledge About Teaching and Learning Bruer, John T. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: The MIT Press. 1993. Cawelti, Gordon (ed.). Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Cole, Robert W. (ed.). Educating Everybodys Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: ASCD. 1995. Dalton, Stephanie Stoll. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998. Danielson, Carlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD. 1996. Glatthom, Allan A. (ed.). Content of the Curriculum. Alexandria, VA
ASCD. 1995. Howard, Gary R. We Cant Teach What We Dont Know: White Teachers. Multiracial Schools. New York: Teachers College Press. 1999. Joyce, Bruce R. and Calhoun, Emily F. Creating Learning Experiences: The Role of Instructional Theory and Research. Alexandria, VA: ASCD. 1996. Joyce, Bruce and Weil, Marsha. Models of Teaching. Englewood Cliffs, NJ: Prentice- Hall, Inc. 1986. Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass Publishers. 1994. Marzano, Robert J. A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: 1992. Marzano, Robert J. and Kendall, John. A Comprehensive Guide to Designing Standards- Based Districts. Schools, and Classrooms. Alexandria, VA: ASCD. 1996. Marzano, Robert J. and Kendall, John S. with Gaddy, Barbara B. Essential Knowledge: The Debate Over What American Students Should Know. Aurora, CO: McREL. 1999. National Research Coimcil. Bransford, John D., et al. (eds.). How People Learn: Brain. Mind. Experience, and School. Washington, DC: National Academy Press. 1999. Newman, Fred M.
Secada, Walter
and Wehlage, Gary G. A Guide to Authentic Instruction and Assessments: Vision, Standards and Scoring. Madison, WI: National Center for Educational Research. 1995. Reeves, Douglas B. Making Standards Work: How to Implement Standards-Based Assessments in the Classroom. School, and District. Denver, GO: Advanced Learning Systems. 1996. Rodriguez, Eleanor Renee and Bellanca, James. What Is It About Me You Cant Teach? An Instructional Guide for the Urban Educator. Arlington Heights, IL: Skylight. 1996. Stigler, James W. and Hiebert, James. The Teaching Gap: Best Ideas from the Worlds Teachers for Improving Education in the Classroom. New York: The Free Press. 1999. Tomlinson, Carol Arm. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. 1999. Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. 1993. Zemelman, Steven
Daniels, Harvey
and Hyde, Arthur. Best Practice: New Standards for Teaching and Learning in Americas Schools. Portsmouth, NH: Heinemann. 1998. Creating and Living the Vision and Mission American Institutes for Research. An Educators Guide to Schoolwide Reform. Arlington, VA: Educational Research Service. 1999. Bernhardt, Victoria. The School Portfolio: A Comprehensive Framework for School Improvement. Larchmont, NY: Eye on Education. 1999. Cawelti, Gordon. Portraits of Six Benchmark Schools: Diverse Approaches to Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Educational Research Service. Blueprints for School Success: A Guide to New American Schools Designs. Arlington, VA: Educational Research Service. 1998. Fitzpatrick, Kathleen A. Indicators of Schools of Quality: A Research-Based Self- Assessment Guide for Schools Committed to Continuous Improvement. Schaumburg, IL: National Study of School Evaluation. 1997. Ginsberg, Margery B
Johnson, Jr., Joseph F. and Moffett, Cerylle A. Educators Supporting Educators: A Guide to Organizing School Support Teams. Alexandria, VA: ASCD. 1997. Glasser, William. The Quality School: Managing Students without Coercion. New York
HarperCollins. 1992. Glasser, William. The Quality School Teacher: A Companion Volume to The Quality School. New York: HarperCollins. 1993. Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press. 1995. McCune, Shirley D. Guide to Strategic Planning for Educators. Alexandria, VA: ASCD. 1986. Newmann, Fred M. and Wehlage, Gary G. Successful School Restructuring. Madison, WI: Center on Qrganization and Restructuring of Schools. 1995. Building Collaborative Environments Calhoun, Emily F. How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD. 1994. DuFour, Richard and Baker, Robert. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. 1998. Fullan, Michael and Hargreaves, Andy. Whats Worth Fighting for in Your School. New York: Teachers College Press. 1996. Joyce, Bruce and Showers, Beverly. Student Achievement Through Staff Development. New York: Longman. 1988. Joyce, Bruce
Wolf, James, and Calhoun, Emily. The Self-Renewing School. Alexandria, VA: ASCD. 1993. Lambert, Linda. Building Leadership Capacity in Schools. Alexandria, VA: ASCD. 1998. Murphy, Carlene and Lick, Dale. Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning. Thousand Oaks, CA: Corwin Press. 1998. Sergiovanni, Thomas J. Building Community in Schools. San Francisco: Jossey-Bass Publishers. 1994. Sparks, Dennis and Hirsh, Stephanie. A New Vision for Staff Development. Alexandria, VA: ASCD. 1997.11 LESLEY, BONNIE From: Sent: To: Subject
LESLEY. BONNIE Tuesday. July 18. 2000 3:14 PM BABBS. JUNIOUS
FRANCES CAWTHON
GADBERRY. BRADY L.
HURLEY. RICHARD
Leslie Carnine
LINDA WATSON
MARIAN LACEY
MILHOLLEN. MARK
Sadie Mitchell
STEWART. DONALD M.
VANN. SUELLEN
Victor Anderson
ANDERSON. BARBARA
ASHLEY. VIRGINIA
BEARD. SUSAN
BRANCH. SAMUEL
CARSON. CHERYL
CARTER. JODIE
CARTER. LILLIE
CHEATHAM. MARY
COURTNEY. THERESA
COX. ELEANOR
DARIAN SMITH
DEBORAH MITCHELL
ETHEL DUNBAR
FIELDS. FREDERICK
GOLSTON. MARY
GREEN. CAROL
HARKEY. JANE
HOBBS. FELICIA L.
HOWARD. RUDOLPH
HUDSON. ELOUISE
JAMES. BRENDA
KEOWN. ADA
Lillie Scull
Linda Brown
MANGAN. ANN
MARY BARKSDALE
MORGAN. SCOTT
MOSBY. JIMMY
NORMAN. CASSANDRA R.
PATTERSON. DAVID
PETERSON. MICHAEL
ROUSSEAU. NANCY
SAIN. LLOYD
SHARON BROOKS
SMITH JR. VERNON
WORM. JERRY
ZEIGLER. GWEN S.
ADAMS. LEON
AUSTIN. LINDA
BRIGGS. MONA
CLEAVER. VANESSA
CRAWFORD. PAMELA
DAVIS. SUZI
DEBBIE MILAM
DILLINGHAM. YVETTE
DONALDSON. MABLE
GLASGOW. DENNIS
HOBBY. SELMA
LEASE. KATHY R.
MARION BALDWIN
MARTIN. PAULETTE
McCOY. EDDIE
McNEAL. MARIE
NEAL. LUCY
PRICE. PATRICIA
SMITH. GARY
WALLS. COLLEEN
WILLIAMS. ED
WOODS. MARION My Transparencies Many of the transparencies that you will see durii lul itioi e in your notebook, but I know that some of you will want all of them--ready to go and use with your'statf. Anticipating those requests. I am attaching the files so that you can print them-if you want them. Today's Objecttves.doc Standards. Inst., Assessment.d... Key Characteristics of the Cri... July 19 Presentation.doc 1 Todays Objectives 1. To make connections between the Quality Management model and our workespecially curriculum, 2. 3. 4. 5. instruction, and assessment. To acquaint everyone with the LRSD application for the Arkansas Quality Award. To provide us with some preparation for the site visit on August 16-18. To encourage everyone to think about how the District information applies at the school/ department level. To encourage schools and departments to apply for a Quality award in 2000-2001.6. To clarify content standards benchmarks, performance standards, assessments. 9 7. 8. 9. To examine the big picture of assessment. To consider the importance of assessment data quality. To understand the big picture of assessment of literacy, citizenship, mathematics, and science. 10. To connect with the Leadership Academy and the CLT Institute agendas. 11. To have some fun together!Thanks so much to Anita Gilliam, Regina Moore, Biondell Lee, Sharon Kiilsgaard, Doug Eatons staff. King Elementary staff, and all others who did a ton of work and preparation to ensure a quality environment, materials, and food for today! Thanks also to all the presenters! And thanks to you, the participants, for coming! We hope its a good day!Key Characteristics of the Criteria 1. The Criteria focus on business results. A. Customer focused results B. Financial and market results C. Human resource results D. Supplier and partner results E. Organizational effectiveness results2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe: specific tools, techniques, technologies, systems, measures, or starting points
that your organization should or should not have departments for quality, planning, or other functions
how your organization should be structured
or that different units in your organization should be managed in the same way.3. The Criteria support a systems perspective to maintaining organization-wide goal alignment. Embedded in Core Values and Concepts Embedded in the Criteria Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making.Four Stages of Learning Cycles 1. PLAN. Planning, including design of processes selection of measures, and deployment of requirements. 9 2. DO. Executive of plans. 3. STUDY. Assessment of progress, taking into account internal and external results
and 4. ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements.CORE VALUES AND CONCEPTS 1. Visionary Leadership Set directions Create a customer focus Create clear and visible values Create high expectations for performance Balance needs of stakeholders Ensure creation of strategies, systems, methods for achieving excellence Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees. Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition. Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization.2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting specifications, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity.3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: I a. It is a regular part of daily work. b. It is practiced at personal, work units, and organizational levels. c. It results in solving problems at their source.d. It is focused on sharing knowledge throughout your organization. e. It is driven by opportunities to affect significant change and do better. Organizational Learning Resnlts In: a. Enhancing value to customers b. Developing new opportunities c. Reducing errors, defects, waste, and related costs d. Improving responsiveness and cycle time performance I e. Increasing productivity and effectiveness in the use of all resources throughout the organizationf. Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient.4. Valuing Employees and Partners Major challenges: a. Demonstrating commitment to employees b. Providing recognition opportunities that go beyond compensation c. Providing opportunities for development and growth d. Sharing organizational knowledge e. Creating an environment that encourages risk taking.Internal Partners Labor-management High performance work teams Network relationships among schools/departments External Partners Customers (parents and students) Suppliers Education organizations Etc.5. Agility developing a capacity for rapid change and flexibility. shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future Long-term commitments to key stakeholders. Developing employees and suppliers. Seeking opportunities for innovation. Fulfilling public responsibilities.7. Managing for Innovation Making meaningful change Creating new value for the organizations stakeholders Leading organization to new dimensions of performance Important for all departments and processes. Must be a part of the culture and daily work of the organization.8. Management by Fact Must depend upon measurement and analysis for decision making. Must use many types of data and information. Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance.9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors.Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. lO.Focus on Results and Creating Value Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements.11. Sy stems Perspective Seven categories of criteria provide the building blocks of the system: a. Leadership b. Strategic planning c. Customer and market focus d. Information and analysis e. Human resources focus f. Process management g. Business resultsAlignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement.Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.PCL XL error Subsystem: KERNEL Error: IllegalTag Operator: 0x1b Position: 217 Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.Assessment System Multiple indicators of student performance: Teacher observations Formative grades (daily, homework) Summative grades (quarter/semester tests/grades) Unit/module criterion-referenced tests Criterion-referenced tests (pre- and post ALTs) State Benchmark tests (summative only) SAT9 (summative, norm-referenced) EXPLORE, PLAN, ACT (or PSAT, SAT) Advanced PlacementAssessments and Quality Enable us to do Management by Factto be Data- Driven Decision Makers Enable us to measure Organizational Effectiveness Enable us to be Continuous Learners Enable us to engage in Continuous Improvement Enable us to be responsive to Customer Requirementsto be accountable Enable us to diminish amount of re-work (remedial instruction, repeating courses, summer school costs, retention, dropouts, etc.)Importance of Data Quality Assessment Data Are Compromised When: Test security is violated. Absent students are not given make-ups. Some students are inappropriately exempted. Students are not taught the curriculum over which they will be tested. Students have not received some test-wiseness instruction so that they are familiar with the test format and expectations. The testing environment does not encourage students to do quality work. The school has not protected student distractions and/or fatiguesuch as scheduling conflicting co/extracurricular activities the night before or on the day of tests. Students do not complete the test. Answer sheets are not checked carefully to ensure that all have been collected, that they are scorable, etc. Tests are not administered on designated days or by the designated deadline. People violate the rules on security or fold to temptations to fudge. Answer documents are not turned in on time.The Assessment System Is Also Compromised When: Instructions on test administration are not clear. Inadequate quantities of testing materials are provided. Inadequate training is provided on test administration. Schools, teachers, students, and parents do not receive immediate feedback on the results, with guidance on interpreting results in user-friendly language. Customers do not receive accurate reports. Results are not used for decision-making, about instruction of individual and groups of students about program effectiveness, about teacher effectiveness, about professional development needs, about school performance, etc. 512 Agenda, Wednesday, July 19, 2000 Curriculum/Instruction/Assessment for Principals, Assistant Principals, and Brokers King Elementary School 8:008:30 Coffee, Food, Visiting, Fun 8:3010:30 Overview of the Day (Bonnie Lesley) A Walk-Through of the LRSD Application for the Level III Arkansas Quality Award 10:3010:45 Break (Suzi Davis, Pat Price, et al) 10:4511:45 The Big Picture of Assessment in LRSD 11:451:00 Lunch and Visiting and Fun (surprise) 1:001:45 Assessing Literacy and Social Studies 1:452:30 Assessing Science 2:302:45 Break (Debbie Milam, et al) 2:453:30 Assessing Mathematics 3:303:40 Technology News (Lucy Neal) 3:403:48 Fun (Winona, aka GS) 3:484:00 Wrap Up and All on the Wall Quality District Processes (Examples) Customer Service___________ Parent Program Restructuring Plan Web Page Newsletters Public information Training for clerical staff Volunteers in Public Schools Partners in Education Collaborative decisionmaking Access to technology Translations of key documents and for key meetings Personalized Education Plans School/Home Compacts Publication of refrigerator curriculum Student/parent handbooks Employee benefits program Responses to Climate Surveys Etc. Data-Driven Decisions *Assessment Results (DRA, Observation Surveys, CRTs, ALTs, State Benchmark Exams and End-of-Level tests, SAT9, Explore/Plan/ACT, AP, etc.) *Monthly fmancial/budget reports *Attendance reports *Suspension/expulsion reports *Dropout reports *Quarterly grade reports *Teacher attendance reports *Extracurricular participation reports School staffing reports Results of School Climate Surveys Polling on critical issues Program evaluations Staff performance evaluations District, school, and program audits Financial audits Equitable allocation of resources Etc. Continuous Learning_______ Training relating to implementation of new curriculum standards and appropriate instructional strategies Instructional technology training Learning to Cope with Differences training CLT Institutes Quality training for principals and brokers PathWise training for mentor and novice teachers Learning Links Professional development activities Subscriptions to professional journals Professional library Participation in professional organizations and networks Action research Tuition reimbursement Internet access Etc. Continuous Improvement *Analyses of data *Use of data to design improvement strategies *Guide to School Improvement Planning *Campus Leadership Plan *District Work Plan Priorities *Strategic Plan * Revised Desegregation and Education Plans *Title I Plans *ACSIP processes * School improvement planning *Grant proposals (Safe Schools/Healthy Students, National Science Foundation, Carnegie, Gear-Up, etc.) *Etc. |Key Characteristics of the Criteria] & 1. The Criteria focus on business results. A. B. C. D. E. Customer focused results Financial and market results Human resource results Supplier and partner results Organizational effectiveness results 2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe: specific tools, techniques, technologies, systems, measures, or starting points
that your organization should or should not have departments for quality, planning, or other functions
how your organization should be structured
or that different units in your organization should be managed in the same way. 3. The Criteria support a systems perspective to maintaining organization-wide goal alignment. Embedded in Core Values and Concepts Embedded in the Criteria Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making. Four Stages of Learning Cycles 1. 2. 3. 4. PLAN. Planning, including design of processes, selection of measures, and deployment of requirements. DO. Executive of plans. STUDY. Assessment of progress, taking into account internal and external results
and ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements. 1 CORE VALUES AND CONCEPTS 1. Visionary Leadership Set directions Create a customer focus Create clear and visible values Create high expectations for performance Balance needs of stakeholders Ensure creation of strategies, systems, methods for achieving excellence Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees. Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition. Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization. 2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting speciflcations, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity. 3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: a. b. c. d. e. It is a regular part of daily work. It is practiced at personal, work units, and organizational levels. It results in solving problems at their source. It is focused on sharing knowledge throughout your organization. It is driven by opportunities to affect significant change and do better. Organizational Learning Results In: a. b. c. d. e. f. Enhancing value to customers Developing new opportunities Reducing errors, defects, waste, and related costs Improving responsiveness and cycle time performance Increasing productivity and effectiveness in the use of all resources throughout the organization Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient. 4. Valuing Employees and Partners Major challenges: a. b. c. d. e. Demonstrating commitment to employees Providing recognition opportunities that go beyond compensation Providing opportunities for development and growth Sharing organizational knowledge Creating an environment that encourages risk taking. Internal Partners Labor-management High performance work teams Network relationships among schools/departments External Partners Customers (parents and students) Suppliers Education organizations Etc. '1 5. Agility -developing a capacity for rapid change and flexibility. -shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future -Long-term commitments to key stakeholders. Developing employees and suppliers. -Seeking opportunities for innovation. -Fulfilling public responsibilities. 7. Managing for Innovation Making meaningful change -Creating new value for the organizations stakeholders Leading organization to new dimensions of performance -Important for all departments and processes. -Must be a part of the culture and daily work of the organization. 8. Management by Fact Must depend upon measurement and analysis for decision making. Must use many types of data and information. Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance. 9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors. Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. 10. Focus on Results and Creating Value --Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements. 11. Systems Perspective Seven categories of criteria provide the building blocks of the system: a. b. c. d. e. f. g- Leadership Strategic planning Customer and market focus Information and analysis Human resources focus Process management Business results Alignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement. Attachment C: Oveiview of Best Practice STEPS FOR ENSURING DATA QUALITY Standards for Data Quality U.S. Department of Education 1. Are requirements known? 2. Is process well designed?--.. ^5- 3. Is process well documented and communicated? 4. Is prtices^wfeli implemented? iBW? Validity n Accuracy 5. Are data verified and compared? 6, Are data appropriately analyzed and-,
reported? ' Editing Reporting / Calculating Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Review design' by agencies, and staff. M
'sp'
p
"i" Preprint all available data.''Liniit
tfmS data are entered.
P .7#? Timeliness Provide training and certification for data providers. Train all new staff. M P Use checklists and sign-offs for key steps. P Riin sampie data and verify. P Run audit reports for review by experts with knowledge of reasonableness. M E Disclose fully conditions affecting interpretation - of the data. M P E Include data providers and data processors in decisions to establish what is feasible. M Use ijhbst automated/- validated levelWdata entry possible (e g selection from codes in ' an-autotnated application vs. filling in Provide documentation for data providers and data processors. M P Provide immediate help for data providers. M P Ensure problems are reported, documentedX^-, corre^tedi and ./'jA
Verify all calculations and conditional rules. M PE Review data with /- < providers andiothers with a stake in lhe> ',''3 results. ME , Follow an established change-management process. M P paper forms). P Use random Checlfi - - - during prddu^tiqiti P CObimuhicated back to the source of the problem or reporLM P " Compare data to past runs, standards, or similar groups. M P E iCsi
i^-' Ensure analysis " Comply with professional standards for data collection, analysis, and reporting. ME Automate Veriricatidn'ofi
entries at the ^Hiest y-f Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P #-1-3- Conduct on-site reviews during the process. M P' Check data exchanges, crosswalks, and translations for integrity. P techniques meet the . assumptions required v for proper use.-M E: Present conclusions ii
levels (e.g., upon key stroke Vs, from ptihie4 Pei-sons Primarily Respoii-sible for Data Qualify During Each Step: addit report). P< fairly within a contCxti^ for interpretation: M >X>ijt.'
Ensure people at all levels are knowledgeable, certified, trained, and competent for the tasks for which they are responsible. M E Run maintenance before all production. Verify-^*: off-hour maintepance/-^ add staff a vailability Bp^ 3?'S, Target date^are repsoitab^grid cl??r. M = Manager of the program P = Programmer or processor of the data Publish technical reports or make available data files with detailed data for'Verification of - analyse^-ahd statements:. ME E = Evaluator Protect the The provider of the data is responsible for conscientiously following flic prescribed process, reporting problems, and verifying the accuracy and completeness of all data submitted. confidentiality rights of-individuals (FERPA)
M e" AilachmcniC Pagel of? Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 1 Standards for Data Quality U.S. Department of Education 1. Are requirements known? Build and maintain documentation for all programmatic and professional reejuirements i
?. Yalidily Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Include data providers and data processors in decisions to establish what is feasible. M Follow an established change-management process. M I Comply with professional standards for data collection, analysis, and reporting. M E Ensure people at all levels are knowledgeable, certiHed, trained, competent, and energetic for the tasks for which they are responsible. M E Allachment C Page 2 of 7 t
.' Attend training or conference sponsored by controlling agency. 'Ac.' -T< '?^- r1 yg!}?' Vi
4: ?r'2S\Sc ,5? I.' r*^ ..cX^> s X?*-' Update files with copies of current/ revised policies, regulations, rules, or procedures. $ Update references with current, new, or revised professional standards. q
Compare latest documents with prior documents and verify any changes from prior year. iT Communicate with programming staff to determine the extent and feasibility of all changes required. 1^ J' ^
'V 3
'i' IS Complete a i -5* -r i Attend training or conference for professionals in this area. Z_______ 2: Communicate with data providers to determine the extent and feasibility of all changes required. , Program Change Request for programmer to update code. Follow established change management process to implement changes. k- Conduct an annual personnel evaluation of all staff to ensure required competencies and performance are present. Follow-up with improvement plans and annual goals as appropriate. asgol Create, review, or update job descriptions and competencies for each position related to this data area. Follow established procedures whenever a new employee is hired to ensure adequate qualifications. Evaluation Software Publishing, incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 2 Standards for Data Quality U.S. Department of Education 2
Is process well designed? I Validity Complete Step 1, Develop or review current process design aligned with I Accuracy current R^e^^esign by peers, agenci^ and staff. M l^nmtall availableiW'- Communicate with data providers to determine the extent and feasibility of all design changes required. requirements from Step 1. Incorporate validation processes into the design to ensure data integrity. IWeiMHMIBiiaMIHMmilU Access extant files to preprint all available data to eliminate entry errors by data providers. .ar^:^tered. p ? t Use most automated/ > validated level of data ' entry possible (e,g. > selection from codesi.fp'>''i an automated % application ill Communicate with programming staff to determine the extent and feasibility of all design changes required. Compare latest documents with prior documents and verify changes from prior year. Establish target dates for key actions and verify their reasonableness. Automate data capture and incorporate edit checks and validations at the time of data entry. .............................mil paper forins)^:
Fj Use raiidoinTdieck$
i?i during prd^iictionrr Review design with program management staff. AutonM^^iication of entriea^aDlie^arliest - Ievel8
(etgi^npon key stroke jTssppijii pointed audit reporf)jtP Runmaintdiance before all prSduetMiL Vefffy ofFtJipbr mi^teiiadte^^'. anA^iiff aVallabhfty. P-, iW Target dates are' reasonaBlfeapd cl^r.M Attachment C Page 3 of 7 Review design with officials in controlling agency. SaaBBBBBBMaBBBBI Complete a Program Change Request for programmer to update code. Follow established change management process to implement changes. Schedule maintenance of ail hardware and checks of all other systems prior to key actions. Schedule random checks during each phase of entry, processing, and production. nB Arrange for off-hour maintenance, on-call employees, and other back-up procedures during key activities. , Review design with professionals in other districts. Arrange for a hot back-up site for all operations in the event of failure of primary systems. Verify data at the earliest level
automate if possible. Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practicjs DATA QUALITY STEP 3 Standards for Data Quality U.S. Department of Education 3. Is process well documented and communicated? Provide training and certification for data providers. Train all new staff. M P Provide documentation for data providers and data processors. M P Provide immediate help for data providers, M P Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P Attachment C Page 4 of 7 J.?C4 .-Cl'I M . /I:/ *>5, 5 Complete Step 1 . i.- . . !< Complete Step 2. S Prepare, distribute, *>S^ .on S*- -S'-^V si and maintain a comprehensive guide for data providers. Update guide as changes occur. * ,1 i Identify all data providers
maintain a record of experience and training. p"--- ---- -------- Esiaolisn and " follow proper 3^' '^.- tfs at: -~i ieSi district protocol for communicating with data providers to establish the authority and priority for providing data in this area. f'" rS^' Provide training for data providers
document participation
measure skills and knowledge
issue certification of completion of training. w. .< x^' 7^'*i. X > 2'
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.