STUDENT ACADEMIC IMPROVEMENT PLANS (SAIPs) -USING DATA TO IMPROVE INDIVIDUAL STUDENT PERFORMANCE0-1 ozo5o mm z o in Student Academic Improvement Plans (SAIPs)Using Data to Improve Individual Student Performance 1. 1. 3. 4. 5. 6. 7. 8. 9. Memorandum to Division of Instruction staff and others, Nov. 15,1999, providing information on new requirements from the state on a personalized education plan, appointing a committee to develop a plan, and stating the committee charge Memorandum to Board of Education, Aug. 24, 2000, requesting approval of the attached administrative regulations (IHBDA-R2) and review of other information E-mail to Dennis Glasgow, Patricia Price, and Suzi Davis, Sept. 15, 2000, requesting that they develop sample SAIPs for the teachers to use ''7 Memorandum in Sept. 20, 2000, Learning Links to all principals from Bonnie Lesley stating a philosophy relating to the SAIPs Memorandum in Sept. 20, 2000, Learning Links to elementary principals from Patricia Price clarifying the use of data in SAIPs and attaching sample SAIPs Memorandum in Sept. 27, 2000, Learning Links to all middle school principals from Suzi Davis providing information on SAIPs and attaching sample SAIPs Memorandum in Sept. 27, 2000, Learning Links to all middle school principals from Suzi Davis on how to use the SAIP form for parent conferencing Memorandum in Sept. 27, 2000, Learning Links to middle school principals on how to use the SAIP form for middle school mathematics, how to use the ALT data to interpret need, and including a sample SAIP E-mail to Bonnie Lesley, Sept. 21, 2000, from Lillie Carter expressing appreciation for the copy of the SAIP philosophy and the sample SAIPs 10. E-mail to Bonnie Lesley, Sept. 27, 2000, from Eleanor Cox expressing appreciation for the SAIP philosophy and for the sample SAIPs 11. E-mail to middle school principals, Sept. 29, 2000, from Suzi Davis providing more assistance with SAIPs 12. Memorandum to Pat Price, Pat Busbea, and Ed Williams, Apr. 3, 2001, with attached document from Connecticut on interpretation of the DRA and use of that data with SAIPs1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 November 15,1999 TO: Gary Smith (or designee) Mable Donaldson Patricia Price Leon Adams Karen Broadnax Eddie McCoy Vanessa Cleaver Linda Austin Sadie Mitchell (or designee) Everett Hawks Marion Baldwin Suzi Davis I FROM: SUBJECT: Dr. Bonnie Lesley, Associate Superintendent for Instruction Personalized Education Plan The states ACTAAP plan states the following: An academic improvement plan means a plan that details supplemental and/or intervention and remedial instruction in deficient academic areas. One shall be developed for each student no performing at the proficient level in every portion of the criterion - referenced examinations. Our 1999-200 Work Plan includes the following priority: 9. Develop Personalized Education Plan design for K-12 students for fall 2000 implementation. Dr. Carnine has stated more than once that'he envisions a personalized Education Plan for every student - not just those who are not performing at the proficient level. I think we can learn a lot about how to think about such plans from our colleagues in special education, so Dr. Smith may wish to add one or more to the committee. We should also add Clementine Kelly and other teacher representatives, and you need to be sure to include an ODM representative, plus some parents since the students plan development must certainly include parents. Personalized Education Plan Memo November 15, 1999 Page Two I request that Gary Smith call the first meeting, and then you all decide who should chair the greater committee. Your charge includes the following: 1. Determine the full committees membership. 2. Conduct research to determine what the critical attributes will be of the LRSD Personalized Education Plan. What are other Districts doing? 3. 4. 5. 6, 7. 8. 9. Will ADE publish a model? Review Mable Donaldsons directory of Personalized Education programs to consider available options/interventions. Consider how planning of electives at the middle school level fits into the plan. Consider how planning for graduation fits into the plan. What should the Boards policy say? The regulations? Design the process/procedures/forms. Design the training/professional development. Propose the necessary budget for implementation. 10. Lay out the plan to secure the support of teachers, students, and parents. 11 .Write a handbook for teachers and a brochure for parents. All this work must be completed by the end of June, but there's lots to do - especially communication to and from teachers - so we should get started now. I request that you provide me with frequent updates on how you are doing. Also, please let me know how you want me to help. Thanks to all of you in advance for the work youll do on this challenging project. We want to create processes that ensure the effectiveness of the PEP's not just create another paperwork exercise. BAL/rcm Cc: Les Carnine Kathy Lease Junious Babbs Suellen Vann Brady Gadberry Victor Anderson Linda Watson I2 TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 24, 2000 Board of Education ^r. Bonnie A. Lesley, Associate Superintendent for Instruction THROUGH: Dr. Les Gamine, Superintendent, Little Rock School District SUBJECT: Student Academic Improvement Plan Act 999 of 1999 requires that schools develop student Academic Improvement Plans for all students not performing at grade level (K-4), those not proficient" on any part of Benchmark examinations at primary (grade 4), intermediate (grade 6), and middle (grade 8) levels, and those not scoring at the "proficient" level on End-of-Course examinations in literacy, Algebra I, and Geometry. One of the priorities in the 1999-2000 work plan for the Division of Instruction was the development of a plan and process to comply with the mandate. Dr. Gary Smith chaired the committee (see names attached), and they involved a broader group of staff and parents in their design work. The administrative regulations (IHBDA-R2)to implement this plan are attached for the Board's review. Attachments BAL/rcm STUDENT ACADEMIC IMPROVEMENT PLAN (SAIP)- DRAFT COMMITTEE - Gary Smith, Janice Wyatt-Ross, Susan Colford, Eddie McCoy, Kathy Tatum, Everett Hawks, Mable Donaldson, Pat Price, Karen Broadnax, Leon Adams, Marion Baldwin, Jim Fullerton, Jim Fullerton, Ada Keown, Gail Bradford, Vanessa Cleaver, Linda Austin, Suzi Davis, Dennis Glascow, Gloria Billingsly, Joevelyn Elston, Cassandra Norman, Mona Briggs REGULATION - Act 999 of 1999 requiring Student Academic Improvement Plan for students not performing on grade level (K-4), not proficient on any part of Benchmark (primary, intermediate, middle), students not scoring proficient on End-of-Course exams in Literacy, Geometry, Algebra OUR CHARGE - To develop a plan and procedure to meet the requirements of Act 999. Specifically
CONSIDERATIONS___________________ 1. Determine critical attributes of a P.E.P. COMMENTS________________________ Must be skill specific. Use a pre-assessment/post-assessment process. Must be user friendly and not overburdening to teachers. Must identify deficits and develop goals with suggested strategies. 2. How do electives at middle school and graduation planning fit? Should augment strategies recommended in SAIP. 3. What should the regulations say? 4. Design a process, procedure, and forms 5. Design training and professional development 6. Determine budget See attached draft. See attached draft. See attached plan. See attached budget considerations.I TRAINING AND PROFESSIONAL DEVELOPMENT TRAINING NEED FOR TEACHERS Process and procedures of SAIP Interpretation of assessment Development of strategies RESOURCES AVAILABLE SAIP committee to train trainers to train school site teachers. _________________ Planning Research, and Evaluation staff to train trainers to train school site teachers. Curriculum specialists, Special Education teachers, GT specialists. Embed in all curriculum trainings. Include The Pre-Referral Intervention Manual (and other text resources) in schools professional libraries. Secure The Pre-Referral Intervention Manual computer version for access by teachers. Computer access to The Pre-Referral Intervention Manual and interactive WEB site for the posting and reading of strategies. Develop interactive WEB site for the posting and reading of strategies.________ Computer services to train trainers to train school site teachers in the use of software. BUDGET - APPROXIMATE ITEM SAIP forms in triplicate_ The Pre-Referral Intervention Manual The Pre-Referral Intervention Manual - computer version COST PER ITEM .10 $36.00 $190.00 QUANTITY 20,000 One per school (52 schools) One per school (52 schools) TOTAL COST $2,000.00 $1,872.00 $9,880.00 Additional costs to be identified: Development of interactive WEB site Materials for staff development Refreshments for staff development Stipends for teachers to attend ADDITIONAL CONSIDERATIONS Parents can be informed of the process for SAIP via District wide publications, WEB site, television station, PTA meetings, etc. Parent/Teachers conferences would need to be scheduled to assure time for teachers to have assessment results available to use in SAIP. Develop processes to produce individual student printouts of assessment results on a SAIP template and/or available on disk, allowing teachers to utilize computers to create computer documents of the SAIP. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IHBDA-R2 STUDENT ACADEMIC IMPROVEMENT PLAN (SAIP) In compliance with Act 999 of 1999, elementary classroom teachers and both middle and high school teachers of English language arts and mathematics will develop a Student Academic Improvement Plan (SAIP) for each student who is not performing on grade level (K-4)
is not proficient on any part of the states Benchmark examinationsprimary (grade 4), intermediate (grade 6), middle (grade 8)
and is not scoring proficient on End-of-Course examinations in literacy, geometry, and/or algebra. Grade-level performance in grades K-2 shall be defined as performing at or above the readiness level on the Developmental Reading Assessment. Grade-level performance in grades 3-4 shall be defined as performing at or above the national median on the Achievement Level Tests (ALTs) in reading, language, and mathematics. Schools and individual teachers are encouraged to develop plans for additional students who, in their judgment, require remediation or intervention. The Student Academic Improvement Plan (SAIP) will document a students achievement through District-adopted assessment tools, consideration of personalized education services (special education, English-as-a-Second Language, Title I, gifted programs, etc.) identification of areas of need, specific skills to improve, strategies that will be implemented (see IHBDA-R), and progress. The Student Academic Improvement Plan (SAIP) and the students progress toward grade-level or proficient performance must be shared with parents/guardians at the parent-teacher conferences that are regularly scheduled. If parents do not attend the scheduled parent-teacher conferences, alternate conference times may be scheduled or the form may be mailed. The principal must review and sign all SAIPs. The SAIP will be used to document parent-teacher conferences. Student Academic Improvement Plans are to be filed in the students permanent record folders at the end of each school year or when the student withdraws from the school. Current services -__IDEA 504 ESL T TITLEI OTHER-Little Rock School District - Academic Improvement Plan for Student - School year - Student: ID#: Grade: Teacher: School: Principal: Date developed: ASSESSMENT/ RESULTS __ Developmental Reading Assessment _ ALT Benchmark Exam End-of-Course-______________ AREA OF NEEDS SKILLS TO IMPROVE DATES REVIEWED Date Reviewed by: Results - (AREA) AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER STRATEGIES TO BE USED PROGRESS SIGNATURES - TEACHER PARENT STUDENT (IF APPLICABLE) PRINCIPAL WHITFCnPY -TFACHFRS WORKING COPY VFI I nW COPY - PARENT r9> mNFFRFNrFt PINK COPY -PAR PNT ir r-riNPPR cNrcr 1 3 LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Friday, September 15, 2000 12:17 PM GLASGOW, DENNIS
PRICE, PATRICIA
DAVIS, SUZI SAIP I promised the principals that we would do some sample SAIPs for them. We need to get them to them right away. Please work with your staff to generate a sample for K-2. another for 3-5, then 6-8, and 9-12 in both language arts and mathematics, please. You may need to get access to the book/CD that Gary Smith disseminated so that you will be working with the same resources we asked the schools to use. Each kid does not need a unique SAIP. Teachers can identify kids with similar needs and then duplicate the form for all that set of kids. SAIPs are mandated for kids in grades k-4 who are not performing at grade level, in grade 5 (after grade 4 benchmark), grade 7 (after grade 6 benchmark), grade 9 (after grade 8 benchmark), and high school after the end-of-course tests (whichever grade level is appropriate for individual kids). SAIPs should continue for students who do not reach proficient performance in one year. Please get these samples to me asap. We need toget them out to the schools! Those parent-teacher conferences are already occurring. 1 4 TO: FROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 15, 2000 All Principals Jt)r. Bonnie Lesley. Associate Superintendent for Instruction SUBJECT: SAIPsSome Philosophy I Ive been thinking about our discussion about the SAIPs at the Cluster Meeting last week, and I worry that we talked too much about compliance with the law and not enough about the potential benefits to our kids. One of the things, of course, that outrages really fine educators is for legislators and other lay people to micromanage our processes. For SAIPs to be mandated is very similar to the mandate I received last week from my insurance company to take another medication rather than the one prescribed by my doctor. Both actions ARE outrageous! We also resent unfunded and time intensive demands'on usas this new requirement certainly is. So our reactions to this new law should have been totally anticipated. Now the other side: Parents, legislators, and business people also become outraged when we educators fail, in their view, to take the leadership to initiate processes that seem to them to be commonsensical, to be reasonable if we truly want to improve learning. And, indeed, SAIPs are totally reasonable and even reflective of good practice. Think for a moment about the four principles of quality management that we have embraced: customer service, data-driven decisions, continuous learning, and continuous improvement. A good faculty meeting activity might be to reflect together on the ways that SAIPs fit into those four principles. So I invite you to put aside your outrage relating to this new mandate and to think about the ways that you can exploit the mandate and use it as an opportunity to do something good. The SAIP process has the potential to: prevent student failure improve academic performance of individual students improve students self-concept and their perceptions of school and education reduce the dropout rate educate and involve parents provide a focus for professional development I SAIPsSome Philosophy - Memo September 15, 2000 Page Two improve instructional practices start a dialogue among teachers on effective interventions provide a focus for budget prioritization inform the design of the Title I and School Improvement Plan create a commitment to develop a SAIP for all students etc., etc., etc. Now none of these good things will happen if we see the SAIP only as an exercise in paperwork, if we see it as an event that we have to get through and then file the documentation, if we only comply with the letter of the law. I hope you will all use the SAIPs in ways that serve children well, as additional sets of data to guide decision-making in the school, and as opportunities for reflective dialogue with parents and students about improved academic performance. Use them, in other words, as a quality management tool. Please let us know if we can assist you. BAL/adg 5 LL LITTLE ROCK SCHOOL DISTRICT EARLY CHILDHOOD/ELEMENTARY LITERACY DEPARTMENT 3001 South Pulaski Little Rock, AR 72206 Sqjtember 18, 2000 To: Elementary Principals From: Pat Price, Director of Early Childhood/Elementary Literacy Subject: Information regarding SAIP (Student Academic Improvement Plan) for Reading K-5 Please be sure to use the following data when filling out the Assessment Results on the SAIP: Developmental Reading Assessment A Student Academic Improvement Plan (SAIP) should be filled out only for Kindergarten children who are retained. If a student is retained in Kindergarten their score on the Spring DRA should be below a 2. A Student Academic Improvement Plan (SAIP) should be filled out for any First Grade student who scored below a 2 on the Spring Kindergarten DRA. A Student Academic Improvement Plan (SAIP) should be filled out for any Second Grade student who scored below a 16 on the Spring First Grade DRA. A Student Academic Improvement Plan (SAIP) should be filled out for any Third Grade student who scored below a 24 on the Spring Second Grade DRA. Achievement Level Test A Student Academic Improvement Plan (SAIP) should be filled out for any Fourth Grade student who scored below a 198 RTT score in Reading on the 3"* Grade Spring ALT. A Student Academic Improvement Plan (SAIP) should be filled out for any Fifth Grade student who scored below a 205 RTF score in Reading on the 4*** Grade Spring ALT. In addition, any student who scored Basic or Below Basic on the 4* Grade Benchmark Exam in Reading, must have a Student Academic Improvement Plan. Current services -IDEA 504 ESL G/T TITLEI X Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#: 100100 School: Main Street Elementary Principal: Mr. Morgan Grade: Kindergarten ASSESSMENT/ RESULTS X Developmentil Reading Assessment _ ALT __ Benchmark Exam End-of-Course________________ AREA OF NEEDS Letter/sound association (AREA) Results
Kindergarten Spring results DRA Level A Recognition of upper and lower case letters Recognizing rhyming words Constructing and writing words Concepts about print STRATEGIES TO BE USED The teacher will model and instruct the student in how to: Hear and record sounds in words through interactive writing Develop concepts about print, letter and Word recognition, and rhyming patterns through shared reading Develop the use of meaning structure and visual cues through shared reading The parent will: Listen to the child read Read to the child Discuss reading and writing assignments with child SIGNATURES - TEACHER PARENT f WHITE COPY - TEACHER'S WORKING COPY Teacher: Ms. Jones Date developed
10/4/00 SKILLS TO IMPROVE Phonemic awareness Letter recognition Using letter sound knowledge in writing Directionality One - to - one matching Date 10/4/00 10/4/00 DATES REVIEWED Reviewed by
Ms, Jones - Teacher Mrs. Smith - Parent AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER PROGRESS STUDENT (IF APPLICABLE) YELLOW COPY - PARENT (2" CONFERENqE) T PRINCIPAL PINK COPY - PARENT (l" CONFERENCE) Current services - IDEA 50 ESL G/T TITLEI X Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#
100100 Grade: 1st School: Main Street Elementary Principal: Mr. Morgan ASSESSMENT/ RESULTS X Developmental Reading Assessment . ALT __ Benchmark Exam End-of-Course________________ Results: (AREA) Kindergarten Spring results DRA Level A First Grade Fall results DRA Level 1 AREA OF NEEDS Letter/sound association Letter recognition Use of meaning, structure & visual cues in reading. Constructing & writing sentences Teacher
Ms. Jones Date developed: 10/4/00 SKILLS TO IMPROVE Independent writing Independent reading Writing vocabulary DATES REVIEWED Date I Reviewed by: 10/4^0 Ms. Jones - Teacher 10/4/00 Mrs. Smith - Parent AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER STRATEGIES TO BE USED PROGRESS The teacher will model and instruct the student in how to: Hear & record sounds in words through interactive writing Use meaning visual and structure cues through guided reading Provide literacy centers to reinforce letter identification, letter sound association and writing vocabulary The parent will: Listen to the child read Read to the child Discuss reading and writing assignments with child SIGNATURES - TEACHER PARENT STUDENT (IF APPLICABLE) PRINCIPAL WHITE COPY - TEACHER'S WORKING COPY YELLOW COPY - PARENT t:* CONFERENCE) PINKCOPY -PARNT(lCONFERNCE) Current services - IDEA 504 ESL G/T TITLEI X Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#: 100100 Grade: 2nd School: Main Street Elementary Principal: Mr, Morgan ASSESSMENT/ RESULTS X Devclopmenlil Reading Assessment _ ALT __ Benchmark Exam EDd-or-Courie________________ AREA OF NEEDS Vocabulary (AREA) Spelling pattom Results: Comprehension 1" grade Spring results DRA Level 12 Spelling & writing development 2"* grade Fall results DRA Level 14 Use of structure, meaning & visual cues when Reading STRATEGIES TO BE USED The teacher will model and instruct the student in bow to: Use known spelling patterns to spell and read new words Cross check meaning, structure, and visual cues in reading Use the writing process (edit and revise writing) The parent will
Listen to the child read Read to the child Discuss reading and writing assignments with child Teacher: Ms. Jones Date developed: 10/4/00 SKILLS TO IMPROVE Independent Writing Independent Reading Reading for Information I Date 10/4/00 10/4/00 DATES REVIEWED Reviewed by: Ms. Jones - Teacher Mrs. Smith - Parent AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER PROGRESS I I SIGNATURES - TEACHER PARENT STUDENT (IF APPLICABLE) PRINCIPAL WHITE COPY - TEACHER'S WORKING COPY YELLOW COPY - PARENT (2" CONFERENCE) PtNKCOPY . PARENT (I" CONFERENCE) Current services -IDEA 50 ESL G/T TITLEI X Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#: 100100 Grade: 3"* Grade School: Main Street Elementary Principal: Mr. Morgan ASSESSMENT/ RESULTS X Dcveiopmeotal Readiag Asseumeol _ ALT __ Beacbmark Exam End-of-Courae_____________ AREA OF NEEDS Teacher: Ms. Jones Date developed: 10/4/00 SKILLS TO IMPROVE DATES REVIEWED (AREA) Comprehension: Predicting Making inferences Reading for information Reading Comprehension Process Writing Date 10/4/00 Results: Second grade Spring DRA Level 14 Development of Spelling patterns for Reading and Writing Spelling Development Vocabulary Development 10/4/00 Reviewed by: Ms. Jones - Teacher Mrs. Smith - Parent Writing: Revising Editing STRATEGIES TO BE USED AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER PROGRESS The teacher will model and instruct the student in bow to: Use comprehension strategies to make meaning through guided reading, read alouds, and literature circles Use writing process to write narrative and expository texts, expand vocabulary and develop spelling The parent will: Listen to the child read Read to the child Discuss reading and writing assignments with child SIGNATURES - TEACHER PARENT STUDENT (IF APPLICABLE) PRINCIPAL WHITE COPY - TEACHERS WORKING COPY YELLOW COPY - PARENT (2 CONFERENCE) PINK.COPY -PARNT(l^CONFERENCE) I I I Current services -IDEA 504 ESL G/T TITLE I X Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#: 100100 Grade: 4th Teacher
Ms. Jones School: Main Street Elementary Principal: Mr. Morgan ASSESSMENT/ RESULTS __ Developmental Reading Assessment X ALT __ Benchmark Exam Eod'Of'Course_____________ AREA OF NEEDS Reading Comprehension: (AREA) Reading for meaning - fiction and non fiction text Results
Reading nanative and expository Date developed: 10/4/00________ SKILLS TO IMPROVE Reading: Monitor comprehension and use fix up strategies Writing: 10/4/00 10/4/00 DATES REVIEWED I Reviewed by: Ms. Jones - Teach Mrs. Smith - Parent Third Grade Spring results ALT - RIT score 190 Write paragraph with topic sentence supporting details Organize paragraphs to develop cohesive text AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER I pate., STRATEGIES TO BE USED PROGRESS The teacher will model and instruct the student in bow to: Model comprehension strategies through "think alouds", self-correct, reread, read on, self question, and summarize Use student conferences to discuss revisions/editing The parent will: Continue to read to and with child Discuss and work with child in various subject areas Encourage child to read-for " SIGNATURES - TEACHER PARENT STUDENT (IF APPLICABLE) PRINCIPAL WHITE COPY - TEACHERS WORKING COPY YELLOW COPY - PARENT (2* CONFERENCE) PINK COPY - PARENT (1" CONFERENCE) .a Bnsse-c I Current services -__IDEA Little Rock School District - Academic Improvement Plan for Student - School year - 2000-2001 Student: Tiffany Smith ID#: 100100 Grade: Sth G/T TITLEI X School: Main Street Elementary Principal: Mr. Morgan ASSESSMENT/ RESULTS __ Developmental Reading Assessment X ALT __ Benchmark Exam End-of-Course_____________ AREA OF NEEDS Reading Comprehension: (AREA) Reading for purpose Results: Use personal background to comprehend 4 th grade Benchmark Exam (ACTAAP) Reading - Below Basic 4'*' grade Spring ALT - RIT score 200 The teacher will: Read functional text Writing: Writing Process STRATEGIES TO BE USED Use activities to establish prior learning/predict new learning Have students read for a variety of purposes Conference student on writing to prompts/using writing process The parent will: Continue to read to and with child Discuss and work with child in various subject areas Encourage child to read-for' SIGNATURES - TEACHER PARENT Teacher: Ms. Jones Date developed: 10/4/00 SKILLS TO IMPROVE Reading Comprehension: Read and discuss inferential information Evaluate new information by Comparing Writing: Revise and edit writing for . content/mechanics I STUDENT,(IF APPLICABLE) DATES REVIEWED Date 10/4/00 10/4/00 Reviewed by: Ms. Jones - Teacher Mrs. Smith - Parent AT END OF YEAR - FILE IN PERMANENT RECORD FOLDER PROGRESS I I I PRINCIPAL WHITE COPY - TEACHER'S WORKING COPY YELLOW COPY^.Pjii^^(^ - .ri'"'* ' 5" \ v'jXs 6 LL ft. Secondary English/Foreign Languages Instructional Resource Center 3001 South Pulaski, Little Rock, AR 72206 Phone (501) 324-0510, 324-0513 Fax (501) 324-0504 To: From: Date: All Middle School Principals Suzi Davis September 21, 2000 Attached you will find the sample SAIP form for middle school reading, language arts, writing. Please read below carefully to understand the form and how to fill one out. Assessments Used: 6* grade
5* grade spring ALT Cut off RIT scores
Reading= 211, Language= 212 7* grade
6* grade spring ALT Cut off RIT scores: Reading=215, Language-216 6"' grade spring State Benchmark Test For Basic and Below Basic scores 8* grade: V'*" grade spring ALT Cut off RIT scores
Reading=220, Language-219 There^^e four areas or goal areas listed by the NWEA for ALT Reading tests, and three ^eas for ALT Language (which include writing skills). Under each of these goal areas are L- -- -------- ________ ran hp. determined which skills in which areas are weak. On the sample, which is a listed several skills. From the report of each child, it can be determined which skills in which areas are . 1 __ til____x1-KAaori' s^ple for reading SAIP only, you will see that in area one. Word Meanings, this student showed weakness skills co A -c were co skills in Uus firs, area wbreh need address.Sl* meanings. In the second area. Interpretive Comprehension, cre were also two remediations needed
one in Snee, and one in authors purpose. A third area and its skill are also listed, but since there is no mention of the fourth area (Literal Comprehension), we know that this child performed satisfactonly m that area and On SAIP, if necessary, a childs language needs and writing needs could be ad^essed. In the future when State Benchmark scores are available, a seventh graders SAIP should also reflect any needs identified by the sixth grade State Benchmark test. Strategies To Be Used: ., , . It has been suggested as a more efficient way of dealmg with this area. that a checklist could be made for skills with the specific needs checked off for each child and this checklist attached to the S^P^It ^uld tSe a team effort to prepare the initial checklist, but after the work is done once it would save time. This SAIP should be available for parent conferences. Progress: This area should reflect data to indicate student is practicing and acquiring skills needed. Notations should be added as the school year progresses. 1 5AmPlc Little Rock School District - Student
Tiffany Smith Cunenl services - _ IDEA 504 ___ESL _ G/T TITLE 1 X OTHER - Academic Improvement Plan for Student - School year ID#: 100100 Grade: 6th -^2000-2001 Teacher
R. Martin School: Hogwarts Middle School Principal: Dumbledorf Date developed: 10/4/00 ASSESSMENT/ RESULTS Developnieiitl Reading Assessment X ALT Benctiinark Exam End-of-Course _------------------ I area OF NEEDS 1. Word Meanings 1. (AREA) 2. Interpretive Comprehension 2. Results: 3. Evaluative Comprehension SKILLS TO IMPROVE Context Clues Multiple Meanings Inference Authors Purpose Date: 10-1-00 10-1-00 DATES REVIEWED Reviewed by
R. Martin, teacher B. Spears, parent 5i'* grade Spring ALT Reading RIT - 208 strategies to be USED rVrTviSrpmctke in predicting word meaning and identifying clues in context Provide students with word lists having multiple meanings and practice different context and meanings. . 2. Use short passages to practice inference and drawing conclusions when formation is not given. Teach purposes of literature and provide practice in identifying the purposes in several forms and identifying fact^ias. 3 Teach meaning and purpose c.----------- . Teach meaning of stereotypes and identify examples with studen . The parent will: 1. Read aloud to child and listen to child read aloud, noting words child has 2 child in all subject areas and the meaning of 3. Sse television and magazine advertisements to show bias and purpose of presented 3 material. Encourage the child to read for pleasure! SIGNATURES - TEACHER PARENT 3. Identify bias, stereotypes PROGRESS STUDENT (IF APPLICABLE) PRINCIPAL WHITE COPY - TEACHERS WORKING COPY YELLOW COPY - PARENT (2" CONFERENCE) PINK COPY - PARENT (1^^ CONFERENCE) ] Little Rock Public Schools Reading Achievement Level Test Goals 1. Word Meaning a. b. c. d. e. Phonetic skills Context clues Synonyms, antonyms, homonyms Component structure (prefix, suffix, origin, roots Multiple meanings 2. Literal Comprehension a. Recall/identify significant details b. c. d. e. Identify main idea Locate information Follow directions Sequence details 3. Interpretive Comprehension a. b. c. d. e. f. Inference Identify cause and effect Authors purpose Prediction Summarize Identify literary elements (character, plot, setting, theme, etc.) 4. Evaluative Comprehension a. b. c. d. e. Evaluate conclusions, validity (supporting context) Identify fact and opinion Identify literary techniques (figurative language, mood, tone, etc.) Distinguish text forms Identify bias, stereotypes Little Rock School District Language Usage Achievement Level Test Goals 1. Writing Process a. Prewriting skills b. c. d. e. f. Drafting and revising Editing/proofreading Choosing appropriate format Sentence choice appropriate to purpose Paragraph skills (topic and concluding sentences, indenting, etc.) 2. Grammar and Usage a. b. c. d. e. f. g-h. i. Sentence patterns Phrases and clauses Noun forms Verb usage: tenses, irregular verbs, subject-verb agreement Adjective forms Adverb forms Pronoun forms Pronoun antecedent agreement Negative forms 3. Mechanics a. b. c. d. e. f. g. h. End punctuation Commas Apostrophes Enclosing punctuation Titles Beginning Capitalization Proper nouns and adjectives Capital I I ! I 7I LL Secondary English, Foreign Languages I I f 5 Memo To: From
CC
Date: Re: Middle School Principals ^Suzi Davis September 26,2000 Parent Conferences for SAIP Attached you will find a copy of the information regarding use of the SAIP form for parent conferencing. Please note the part about mailing home the SAIP if the parent is unable to attend a conference or sign the form. I thought the information included in this page was important and might be helpful to you. Please let me know if there is more that you need. Page 1**4 , Ji / background - Act 999 of 1999 requires LRSD to develop a Student Academic ImnrtJ^lTpian for students not performing on grade level (K-4), not proficient ow XXXark (primary, intermediate, middle), ^d students ~ proficient on Cv XiXA*** J ) 7 f' Al K End-of-Course exams in Literacy, Geometry, Algebra PROCESS, PROCEDURE, AND FORM - DRAFT A Student Achievement Improvement Plan will be developed/revised for students who are not proficient according to the results of
. Observation Surveys (Grades K-Z"-*) conducted in September and April, . Achievement Level Tests (Grades 3"*-11*) conducted m August/September and . EnTo^f Course Exams (Algebra I, Geometry, Literacy) conducted in May, and _1_______1, i-n AAoV th 4' Quarter Benchmark Exams (3'^ -8') in May. The SAIP will document the consideration of cutreut personalized services (apecial Xato English as a Second Language, Title I, Gifted programs etc.) f areas of need, specific skills to improve, strategies that will be implemented. progress. The SAIP conferences in will be reviewed/revised with parents at scheduled in the Fall and Spring. The parent, teacher, and student (if applicable) will ies for the home and school, and discuss which area of needs will be addressed, sriategies The principal, or desi^ee will review and si^ dl P review progress. . _ are unable to attend the Parent Teacher Conference, a copy of the SAIP will be mailed to them. X form is to be used in heu of current Parent Teacher Conference form. The SAIP will be kept in the classroom during the school year as a working copy for the Al_ _ 0 A IIJ teacher. At the end of the school year. or if the student exits the school, the SAIP would SS iXXts permaneni record folder for review by fiiture teachers. ) I I Snecific strategies will be developed by the teacher, parent, and student (if applicable). IrXST^tegiescancom^ftomavari^ofs^^^^ knowledge and experience, student team meetmgs, or r. sessions. Some of the sources recommended are
school generated problem-solving . The Pre-Referral Intervention Manual by McCamey, Wunderlich & Bauer Second Edition, (see attached cover, index, and sample page) Cost - $36.00 Manual, $190.00 Computer version. District created interactive WEB site for posting and locating strategies that can S XsXstatf members. This would neeb to be developed. Cost unknown. . Imbed into all curricular suff development training specific strategies to address areas of need that are assessed. 1 s8 TO. FROM. LL little rock school district INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 September 27, 2000 middle school PRINCIPALS I^ENNIS GLASGOW. DIRECTOR OF MATH AND SCIENCE SUBJECT: SAIP Form The SAIP form for middle school mathematics will follow the same format as the iwuauw Tii> will find the sample SAIP form for middle readinq/language arts. Attached you will find the samples oMir ____and the areas and skills listed for the ALT. school mathematics and the areas Below you will find the cut off RIT scores for mathematics
1 I 6' grade
7 grade
s grade
5"* grade spring ALT 6* grade spring ALT 7 grade spring ALT Cut off RIT scores
Math = 215 Cut off RIT scores
Math = 220 Cut off RIT scores
Math = 227 I) Little Rock School District Mathematics Achievement Level Test Goals 1. Operations a. Whole number computation b. Fraction, decimal, mixed number percents computation c. Computation with positive and negative numbers d. Estimation and rounding e. Applications 2. Number Sense and Properties a. Identify numerical patterns b. Counting and recognition, odd-even, grouping c. Place value, expanded notation d. Powers of ten, factoring, prime numbers, multiples e. Exponents, squares, scientific notation, roots f. Whole and fractional concepts g. Number lines, coordinate graphs h. Applications I 3. Geometry and Spatial Sense i S Identify, describe, classify shapes, figures, and objects b. Classify and measure angles and triangles, Pythagorean Theorem c. Line segments, lines, rays, relationships (perpendicular, parallel, intersecting, etc.) d. Congruence, symmetry, translations (flips, slides, rotations) a. e. Circles (circumference, diameter, radius) f. Coordinates, ordered pairs O' Applications 4. Measurement I I a. b. Linear measurement Measure/estimate perimeter, area, mass, volume in standard and non-standard measures c. Time, rate, speed, ratio, scale d. Weight, temperature e. Units of money f. Conversion within a system g- Compare or convert between systems h. Applications 5. Data Analysis, Statistics, and Probability a. Analyze, interpret data displays b. Probability and prediction c. Measures of central tendency and distribution d. Applications 6. Patterns, Algebra and Functions Equations, variables, expressions b. Equalities and inequalities (=,>,<) a. c. Patterns and functions d. Applications Current services -__IDEA 504 ------ U/l iiiLbi AuinnK.- Little Rock School District - Grad^*^**^h Teacher
R. Martin Student
Tiffany Smith ED #
100100 School: Hogwarts Middle School Principal: Dumbledorf Date developed
10/4/00 ASSESSMENT/ RESULTS _ DevetopmenUl Rudins Asseument X ALT __ Benchmark Eim End-of-Coune________________ /JtEA OF NEEDS SKBXS TO IMPROVE ni\TES reviewed (AREA) I, Operations 2. Number Sense and Properties 1. Whole number computation Estimation and rounding Date
Reviewed by: Results
3. Geometry and Spatial Sense 2. Identify numerical patterns Whole and fractional concepts 10-1- 00 10 -1-00 R. Martin, teacher R. Snears, parent 5i'* grade Spring ATT Mathematics RIT - 3. Circles (circumference, diameter, radius) 208 STRATEGIES TO BE USED ^ctiK in whole number computation using a variety of resources including practice sheets, games and computer software^ resources including 2 Provide pracUce in estimation and rounding usmg a variety reso practice s.h eets, gam__e_s_ _a_n_d1 computer CsAoffttwwfalTreC. 3 Develop alternative algorithms for computation. 4 5. Use concrete activities to attributes of circles. and progress The parent will
1. Practice computation. 2. Discuss material read with child in in mathematics and the meaning of material. 3. 4. Provide opportunities to Use television and magazine advertisements to estimation skills (i.c.. shopping) ..ccH in show mathematical concepts used in real life. Encourage the child to have a positive attitude about problem solving! SIGNATURES - TEACHER parent STUDENT (IF APPLICABLE) PRINCIPAL TC acmpdo tvAoviKin rODV VT?T T rk/ /^ov DA Dwxrr r-** Drxtv rnDV DA D cxrr dp 9LESLEY, BONNIE From: lent: Subject: LESLEY, BONNIE Wednesday, September 27, 2000 6:28 PM CARTER, LILLIE RE: SAIP Thanks so much for this nice feedback, Lillie. And thanks for being our victim principal today. You're a great sport. Original Message From: Sent: To: Subject: CARTER>ltriE ) Thursd^September 21, 2000, LESLEvSOMMlS------ SAIP If52 PM Dr. Lesley, I just finished reading this week's Learning Links. Thank you so much for sharing your philosophy and for sending sample copies of the SAIP. Many years ago, we had to write a plan for students who did not pass the Arkansas M.P.T. (Minimum Performance Test). I know that you are very busy. I just wanted you to know how much I appreciate what you do for our district on a daily basis. This will be shared with my staff during grade-level meetings on Monday and Tuesday of next week. Lillie Carter 1 10 LESLEY, BONNIE From: bSent: To: Cc: Subject: LESLEY. BONNIE Wednesday, September 27, 2000 6:22 PM COX, ELEANOR PRICE. PATRICIA RE: SAIP'S Thanks so much for this feedback, Eleanor. I will pass it along to Pat as well. We appreciate your taking the time. Original Message From: Sent: To: Subject: cox, ELEANOR Friday, September 22, 2000 3:11 PM LESLEY, BONNIE SAIP'S I really appreciate your comments in the "Learning Links" regarding the SAIP mandate. I do not understand all the complaints or "disasterizing" as I call it. This is not anything new. The incentive schools have done this for years. I initiated a practice similar to this at every school I have been principal except Baseline. It does work and helps to keep teachers focused on what needs to be taught and how to use the benchmarks to accomplish these goals. I personally am thrilled about the process, and like you, outraged with the mandate. But, we ae living in different times and we have to go with the flow or find employment elsewhere. Tell Pat thanks for the examples of the SAIP's. Good move for us visual learner (Smile). 1 11LESLEY, BONNIE From: Sent
To: Subject: LESLEY, BONNIE Friday, September 29, 2000 12:43 PM DAVIS, SUZI RE: More SAIP help I'm free now. Original Message From: Sent: To: Subject: DAVIS, SUZI Friday, September 29, 2000 11:25 AM LESLEY, BONNIE FW: More SAIP help Maybe this has calmed the storm a little bit for Nancy. We have talked and I will go there next week and get them on task with SAIP. The testing problem I cannot help with much, but I perhaps can give them something. Meantime, I will be here all day as Jim Fullerton has moved me to Monday. So let me know when we can visit. Especially before you get out of here. Who is going with you to see "Grapes"? Original Message From: Sent: To: Subject: ROUSSEAU, NANCY Friday, September 29, 2000 10:59 AM DAVIS, SUZI RE: More SAIP help I am copying this and distributing it to all of my wonderful English teachers. Thank you, Suzi, for all that you do for the LRSD and my English teachers. You are a most competent, wonderful professional. We thank you here at PHMS - -----Original Message----- From: DAVIS, SUZI Sent: To: Friday, September 29, 2000 9:43 AM BUCK, LARRY
BLAYLOCK, ANN
FULLERTON, JIM
MOSBY, JIMMY
BERRY, DEBORAH
PATTERSON, DAVID
ROUSSEAU, NANCY
HUDSON, ELOUISE Subject: More SAIP help I will send you by email later this morning a checklist with strategies listed for ail the areas of the ALT tests, reading and language, that teachers can simply check the ones that apply to each student not proficient, and then staple to the SAIP form. It should make teachers' lives quite a bit simpler when filling these things out. I know it won't be a perfect list of strategies, but I wanted to do something to help as soon as possible. Look for it later this morning. 1 12 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 April 3, 2001 TO: FROM: Pat Price Pat Busbea Dr. Ed Williams ^r. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: DRA Please read the attached document carefully. Think about our own procedures, levels of readiness, SAIP requirements, etc. Lets meet to discuss Friday, April 6, at 1:30 in my office. Thanks! I BAL/adg Attachments I Connecticut State Department of Education An Act Concerning Educational Accountability Q&A Use of the Developmental Reading Assessment All Students Grades 1-3 Special Education Students Bilingual Education Students Additional Support for 4^*" Grade Students Scoring Below Intervention Level on CMT 1. How is the DRA used to meet the requirements of Public Act 99-288, An Act Concerning Educational Accountability? Public Act 99-288, An Act Concerning Educational Accountability, states that for each school year commencing on or after July 1, 1999, each local and regional board of education for a priority school district shall require the schools under its jurisdiction to evaluate the reading level of students enrolled in grades one through three, inclusive, in the middle of the school year and at the end of the school year. The legislation further states, a student shall be determined to be substantially deficient in reading based on measures set by the State Board of Education." On 12/1/99 the State Board of Education adopted the Developmental Reading Assessment [DRA] as the approved standardized assessment for identifying which students are substantially deficient in reading and in need of additional support for students in grades 1-3. 2. When mu^ the DRA be given as required by state legislation and which texts should be used for the assessment? To fulfill the legislative requirement the state-approved DRA must be administered twice a year to all students in grades 1-3. Based on previous assessments and the judgment of the teacher, the appropriate level text should be used for the assessment. If the student has met the standard on the state identified text or on texts beyond that level, the student will not be identified as substantially deficient in reading. If the student is not able to meet the standard on the state identified text or they can only be assessed on texts below the state identified text, they would be identified as substantially deficient in reading. 1Mid-year, priority school districts must select a four-week period in January-February in which to do the testing. At the end of the year, priority school districts must test during the last week in April and the first three weeks of May. 3. What are the levels at which a student will be considered substantially deficient? The following table provides the DRA substantially deficient standard level information. In order for a student to be considered beyond the substantially deficient level, s/he would have to achieve both of the following standards: The student would have to read the appropriate text with 95%-100% accuracy
and The student would have to receive a score of 3 or 4 on a 4-point rubric assessing the student's ability to comprehend and retell a story Grade Level 1 Mid-Year Level Level 6 Why Are We Stopping Level 14 The Wagon End of Year Level Level 10 Shoe Boxes" Level 16 The Pot of Gold" Level 20 <Green Freddie" Level 24 The Wonderful Day 2 3 4. How often can the DRA be used to assess students? The use of the DRA Kit should be limited for use in classrooms for the following-reasons
to determine base-line reading levels
for new students
for mid-year and end-of-the year state-mandated assessments
and to determine a satisfactory level of progress in reading for students for whom a reading intervention has been provided. The state-approved DRA should not be used to practice for future state-mandated assessments. District and school personnel are responsible to ensure that appropriate materials are provided for classroom teachers to continue on-going assessments throughout the school year. Alternate titles have been developed by the publisher of the Developmental Reading Assessment and may be used for on-going assessments. However, these alternate DRA texts at the substantially deficient standard" levels are not to be used for the state-mandated formal assessment at mid-year or at the end-of-the year. 2 The Developmental Reading Assessment was intended for use with students in grades K-3. It may also be used appropriately to assess students who are performing below expected reading levels in fourth grade. Assessments using the DRA should not take place with more frequency than a six-week interval. The state approved DRA should be used only for the purposes addressed in paragraph 1. Efforts should be made to keep the state approved DRA in a central location in the school and available to classroom teachers and personnel as needed for those stated purposes. 5. What services are required to be provided if a student scores below the substantially deficient level on the state approved DRA? The legislation requires that if a student is found to be substantially deficient in reading based on: 1. 2. 6. the middle of the year evaluation the school shall notify the parents or guardians of the student of such result." 'A District and school personnel should develop a letter to inform the students family about the students performance including the schools plan(s) for intervention and suggestions on what the family could do to assist the child Additionally we recommend that districts should: Develop a personal (individual) reading plan that outlines additional instructional support and monitors student progress. This instructional support may include but not necessarily be limited to tutoring, after school support, Saturday Academies as well as explicit instruction in small-groups. the end of the year evaluation the school shall develop a personal reading plan for each student. The personal reading plan shall include measures to improve the students reading level, such as tutoring, a transitional class, or a summer reading program ... and shall be maintained until the student achieves a satisfactory level of progress. If a student scores at or above the substantially deficient level does that mean the student is a competent independent reader? No. If the student has scored at the substantially deficient level, the student still requires a great deal of instruction to become a competent independent reader. The score only implies that the student needs intervention in reading. 7. Will bilingual students be assessed using the state approved DRA? I Yes. The legislation states that all students in the priority school districts in grades one through three, inclusive, must be assessed. This has been interpreted to mean that students in bilingual prograrhs will be assessed for their ability to read in English, as measured by the state approved DRA. Only after the English version of the state-approved DRA has been administered, the 3 Connecticut State Department of Education (CSDE) recommends that Spanish speaking students in bilingual programs be assessed for their ability to read and comprehend in Spanish using the Spanish version of the DRA, Evaluacidn del Desarrollo de la Lecture (EDL). The use of the EDL will allow teachers of bilingual students to plan instruction based on ongoing assessment. 8. How is the DRA also used to fulfill the P.A. 99-211, An Act Improving Bilingual Education, requirement for the annual assessment of academic progress for students in bilingual programs? To be eligible to exit a bilingual program or stop receiving bilingual support, a student in Grades K, 1,2 and 3 must meet the grade level standard on the DRA, in addition to meeting a linguistic standard (third grade students also have to score above the inten/ention level on the CMT). DRA Grade Level Standard K 1 2 3 Level 2 Level 16 Level 28 Level 38 I Can See The Pot of Gold You Dont Look Beautiful to Me Trouble at the Beaver Pond 9. When is the DRA administered to meet the requirements to annually assess students In bilingual programs? The results of the spring DRA assessment (last week in April through third week in May) can also be used to fulfill the assessment requirements for bilingual students. 10. If a student in a bilingual program is identified as substantially deficient in reading and the individual reading plan identifies the need for summer school, must the summer school instruction be provided in the students native language? Yes, if the individual reading plan indicates the need for continued literacy development in the students native language. 11. What is the districts obligation to include measures to improve special education students reading level, such as tutoring, transitional classes, after school and summer school when the student scores below the substantially deficient level? 4The Individuals with Disabilities Education Act (IDEA) requires that public agencies ...ensure that its children with disabilities have available to them the variety of educational programs and services available to non-disabled children in the area served by the agency... As such special education students who are substantially deficient on the state approved DRA must have the same access to measures to improve student learning as regular education students who also scored in the substantially-deficient range. 12.Will students in special education be assessed using the state approved DRA? Yes. ALL special education students in an academic program (1-3) should be assessed with all other students, and if they are not making sufficient progress towards learning to read they should have access to the extra help provided. As such, only severely cognitively impaired students in grades 1-3 who are participating in a functionally based program, which does not include reading should not participate. The Individual Educational Plans (lEPs) of students in this latter group should reflect how they would be assessed on appropriate developmental communication skills. Students who have not been tested using the state approved DRA should not be included in the number of students who are found to be substantially deficient in reading. 13. Do special education students with lEPs need a Personai/lndividual Reading Plan? Yes, every student who has been identified as substantially deficient" on the state-approved DRA must have a Personai/lndividual Reading Plan. School teams should review the lEPs of special education students who score in the substantially deficient range on the state-approved DRA. Appropriate components of the lEP may be copied and included in the students Personai/lndividual Reading Plan to ensure that the student has a comprehensive and coordinated reading program, with appropriate interventions in place. 14. Who should administer the state-approved DRA7 The classroom teacher is responsible for the administration of the state-approved DRA to all regular education students and bilingual education students. In the case of special education students, the teacher who has primary responsibility for planning and implementing the reading instruction program should administer the state-approved DRA. 5 15. What is the official state-approved DRA retelling rubric and what are the directions? DRA Retelling Rubric Teacher: start at the beginning and tell me in your own words what happened in the story. Teachier may add (ohl^ once)
Tell me more. Important note: No other prompts (questions) may be given to the student prior to scoring the students retelling. Assessors notes should reflect what the child tells the teacher. The assessor should use the story overview to underline phrases and words and to write pertinent words and phrases that the student uses- JPASS (score 3 or 4) ir' . . .< - U'.f i.'.zyrv,. V?, h. 4 Retelling reflects very good comprehension: Captures the essence of the story or information Sequential: includes important events/facts Includes important information about the characters and setting Refers to characters and places by name Reveals use of background knowledge to interpret 3 Retelling reflects adequate comprehension: Relates the gist of the story or information Sequential for the most part: 1 or 2 events/facts may be omitted Includes some information about the characters and setting Refers to most characters by name Literal interpretation FAIL? (score 2 or 1)1. w 2 Retelling reflects some comprehension: Relates pieces of the story or information Some events/facts omitted or out of sequence Mentions most of the characters Refers to 1 or 2 characters by name Some misinterpretation 1 Retelling reflects very little comprehension: Focuses on a limited part of the story or information Only 1 or 2 events/facts mentioned Some characters omitted Refers to characters in common terms (boy, girl, dog, he, she) Misinterpretation or incorrect information 16. Will the current state-approved rubric and standards be revised as a result of changes in Joetta Beavers newly published DRA? 6 After two years of use, we will re-examine the standards in light of our state results and in light of Joetta Beaver's changes. For the 2000-2001 academic year, these will be NO CHANGES. 17. What are the requirements for providing additional instruction to students in priority school districts who scored below the intervention level on the 4**^ grade CMT tests during the 2000-2001 school year? According to PA 99-288, the additional instruction should be geared to addressing the students' deficiencies and may include tutoring, after school or school vacation programs or weekend school programs. The additional instruction should be provided as soon as possible after the CMT student results are released. The Principal may waive the additional instruction based on the recommendation of the classroom teacher with documentation that the student has demonstrated significant growth in the subject tested and would not benefit from additional instruction. 18. If students scored below the intervention (remedial) level on more than one test, what is the priority for providing additional instruction? Since this is the first year of the requirement, priority should be given to providing additional instruction to students during the school year who scored below the intervention level in reading. If resources are available within the district, a comprehensive program of additional instruction should be provided to students who scored below the intervention level in writing and/or mathematics. 19. What are the summer school requirements for 4'* grade students in priority school districts who scored below the intervention level on the 4**^ grade CMT tests during the 2000-2001 school year? Again, priority should be given to students who scored below the intervention level in reading. These students are expected to attend summer school unless they are exempt by the Superintendent. Exemption from summer school may mean that there is supporting evidence to indicate that a student is performing above the intervention level. Decisions for exempting students from summer school should be made using only standardized procedures and assessment data established at the district level. It is recommended that additional student assessment data to document that progress in reading be obtained through the use of the school secure Reading Comprehension test of the CMT, the DRP, Level 40 {Old Ben Bailey Meets His Match) of the state approved DRA, local district assessments or other standardized reading tests. 20. What if summer school is offered to those students in priority school districts for whom an exemption is not recommended and they do not attend summer school? I Any student who scored below the intervention level on the reading 4* grade CMT in 2000-2001, who was not exempt from summer school and did not attend, shall not be promoted to 5'* grade. 7Where do I have information or questions answered? Name Organization Phone No. DRA Questions Linda Kauffmann CSDE 860-566-3135 Office of Priority Schools/ Implementation of DRA Barbara Beaudin CSDE 860-566-4306 DRA and accountability evaluation model Kristina Eiias^taron CSDE 860-566-1103 LA Consultant/Curriculum questions Nancy Stark CSDE 860-804-2021 Special Ed LA Consultant/Speciai Ed curriculum questions John Frolich Celebration Press/Pearson Learning 914-925-0346 FAX 914-925-0347 vm
800-435-3499 ext. 12021 Ordering Information H:\DRA MemostDRA - Q and A Revisions 01 -09-01 .doc 8 Curriculum Mapping (Examples) 1. 2. 3. 4. 5. 6. 7. 8. 9. Memorandum to Division of Instruction, Dec. 3, 1998, with agenda for Dec. 9 meeting
includes reports on District-Level Curriculum Maps Memorandum to Mona Briggs, July 16, 1999, with copy of a training notebook on curriculum mapping and with charge to put together a training program on curriculum mapping Memorandum to Division of Instruction, Aug. 30, 1999, with agenda for Sept. 1 meeting
includes discussion led by Mona Briggs and Eddie McCoy on Curriculum Mapping Project Memorandum in Nov. 9, 1999, Learning Links providing information on curriculum mapping with attached article Memorandum in Nov. 17, 1999, Learning Links to selected principals establishing training schedule for curriculum mapping training Memorandum in Dec. 1,1999, Learning Links to selected principals establishing training schedule for curriculum mapping Memorandum in Jan. 12, 2000, Learning Links to selected principals establishing training schedule for curriculum mapping E-mail to Mona Briggs, Eddie McCoy, and Kathy Lease, Jan. 18, 2000, requesting that they develop a plan for April inservice on curriculum mapping Memorandum in Jan. 19, 2000, Learning Links to selected principals establishing training schedule for curriculum mapping 10. Memorandum in Feb. 16, 2000, Learning Links to selected principals establishing training schedule for curriculum mapping 11. E-mail, Feb. 15-17, 2000, relating to training for curriculum mapping trainers 12. Memorandum in Apr. 5, 2000, Learning Links to Brokers and IRC Specialists establishing training schedule on curriculum mapping 13. E-mail to Mona Briggs and Marion Woods, Apr. 14, 2000, relating to additional curriculum mapping training 14. E-mail, Apr. 26-May 2, 2000, relating to plans for curriculum mapping 15. E-mail to Bonnie Lesley, June 6, 2000, with information on curriculum mapping16. E-mail to Bonnie Lesley, June 6, 2000, relating to results of curriculum mapping training LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 December 3,1998 TO
Dennis Glasgow Judy Teeter Marie McNeal Marion Woods Patty Kohler Dr. Kathy Lease Marion Baldwin Linda Young Debbie Milam Lucy Lyon Leon Adams Carol Green Catherine Gill Marian Shead-Jackson Pat Price Ann Freeman Vanessa Cleaver Paulette Martin FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: December 9 Division Meeting Please be reminded of our Division meeting on Wednesday, December 9, 9:00 - noon. Room 19 here at the IRC. Our tentative agenda follows: 1. Opening Remarks and Announcements Bonnie Lesley 2. Report on Status of CRTs Kathy Lease 3. Brief Reports on Status of Curriculum Maps, K-4 4. Smart Start Data Analysis Dennis Glasgow Marie McNeal Judy Teeter Pat Price Ann Freeman Please invite those members of your departments who should attend. BAL/adg LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 July 16, 1999 TO: Mona Briggs FROM: Dr. Bonnie Lesley,, AAssssociate Superintendent, for Instruction SUBJECT: Curriculum Mapping Attached is a copy of the training notebook that someone picked up for me at last summers training on Curriculum Mapping. Gene Parker has one. I am also attaching a copy of a newsletter article. Id like you and Gene Parker to collaborate on putting together a training package on Curriculum Mapping for, first. Division staff and other Brokers
for principals
and then perhaps a plan to train someone else at each school. I think we should leverage and exploit this new ACSIP expectation to take us to the next step of standards implementation. Lets meet to discuss - you. Gene, and me, on Tuesday, August 10, at 9:00, in Room 19. Attachments BAL/rcm cc: Kathy Lease Gene Parker LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 August 30, 1999 TO: Kathy Lease Mona Briggs Eddie McCoy Ed Williams Yvette Dillingham Marion Woods Patty Kohler Diane Rynders Dennis Glasgow Vanessa Cleaver Mable Donaldson Pat Price Marie McNeal Carol Green Sue Walls Pam Crawford Linda Austin Debbie Milam Paulette Martin Marion Baldwin Lucy Neal Selma Hobby Leon Adams Marian S. Jackson FROM: Dr. Bonnie Lesle' .ssociate Superintendent, for Instruction SUBJECT: September 1 Division Meeting I am looking forward to seeing you at the Sept.1 Division meeting - 9:00 am until Noon in Room 19 here at the IRC. Our tentative agenda is attached. Please let me know if there are topics or action items you would like to add. Attachment BAL/rcm Agenda, Division of Instruction September 1,1999 Discussion: 1999-2000 Work Plan Priorities Team Leaders Discussion and Reading Assignment Why Teams? Roles of Work Teams in School Improvement What Is Our Portfolio of Services? Guidelines for School Improvement Planning Discussion: Curriculmn Mapping Project ACC Curriculum/Assessment Professional DevelopmentScheduling Miscellaneous Bonnie Lesley Bonnie Lesley Kathy Lease Bonnie Lesley Mona Briggs Eddie McCoy Carol Green Kathy Lease Marion Woods All LL "/"l/H 7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 4, 1999 I TO: FROM
Everyone Dr. Bonnie LesleyrA^ociate Superintendent for Instruction SUBJECT
Curriculum Mapping I I The ACSIP process requires you to do curriculum mapping. A better reason is that it is a process that ensures that every teacher is aligning his/her lessons with the Curriculum Standards. It's a wonderful professional development actively, and it will move your school forward in being successful. Attached is an article that will be helpful. For more information, study Heidi Hayes Jacobs' book. Mapping the Big Picture. For even more information, call Mona Briggs or Eddie McCoy, 324-2120. I 1 1! Attachment BAL/rcm >1 / I { I -A 2 Lessons Learned from Curriculum Mapping By Charlotte Vlases aToya is excited. Her Sth grade class is planning a field trip to Chickamauga ___Battlefield, a local site made famous during the Civil War. LaToya had a great time when her 4th grade class toured the museum last yearshe even v/rote a paper on her visit. This year, she thinks, itll be a breeze. Theres no way shes going to tell her teacher shes been there beforeLaToya has always appreciated L an easy A.. Many teachers can see a truth reflected in the fictitious scenario above: That although we try to give our students rich learning activities, we sometimes forget that we re building on a childs entire educational experience. What happens, then, is that students like LaToya arent really challenged and dont really deepen their understanding. She may indeed have fun on that field trip. But how did her teacher make sure the trip was as intellectually rigorous as it was enjoyable? How did the teacher extend what LaToya learned during her earlier visit to Chickamauga Battlefield? Here at the Chattanooga School for the Liberal Arts (CSLA) in Chattanooga, Tenn., weve found a way to eliminate such repetitions, as well as gaps, in our curriculum. We map our curriculum so all of our teachers know what we want our students to learn, what they have learned in the past, and what theyll learn in the next gradeand beyond. Just as a road map shows where you are. the teachers within a grade level compared maps and together developed a map that represented the curriculum taught at that grade. These maps were first handwritten on large sheets of paper and posted on a wall in the office, where they remained for all teachers at every grade level to review before any changes were made. As we examined the maps, we began to see where repetitions and gaps occurred in the curriculum. Working together, we started making revisions that would ensure a logical and meaningful curriculum for all of our students. We have changed the maps several times and continue to refine them by adding essential questions, assessments, and lists of the precise skills we want students to acquire. Computer technology has made creating and revising where you've been, and where you are going, a curriculum map. gives the. sam. e information about what is occurring in a classroom, in a school, and in schools throughout a district. A Brief History of Mapping at CSLA Former principal Mary Ann Holt brought the idea of curriculum mapping to CSLA fac-ulty after reading articles by Heidi Hayes Jacobs, author of the 1997 ASCD book Mapping the Big Picture. Holt also attended workshops presented by Jacobs and was convinced that most teachers would find curriculum mapping to be a logical way to see exactly what would be taught each year within our building. What Teachers Say /Curriculum mappin gtakes time, effort.and .a wtaessTo / work witb coheagues to rret&finiee tteeaacchhjinngg^ ppllamnSs.
SSttiiUll,, .mmaaktiongg: fect.sehse to teachers. Tliey sayitbest: i'After having sperrt raanyhours trymglo rnd^i^ani^a curricuhimsfit theneedsof my:swdents,
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, ' - .f-'-^enni^H<mtkih,a}Tnputertec^ ?}: Curriculum inapping helps me -visualize what s bemg , taught , ASancy Huston^ foreign'Janguage Tt immediately rn^e sense fb me, because of how it . looks at chiidreris overall irarnmg frbm year to year, 5" ^dbecauM ofhbwit'cqririders eachteacher and each p>-
grade as'a^tal part of an.overall lemfeg process. _ : 7
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V \ It helps me focus on the objectives I want to teach. maps manageable. By keeping the maps on a database, teachers can easily share and review one anothers documents. At CSLA, our computer technology teacher created map templates for each teacher, making it simple for them to create, revise, and store the curriculum maps. cisms of their teaching plans personaUy. Everyone must be willing to work together. Teachers should never feel intimidated or judged. They must have the freedom to be completely honest when creating their first map so that it truly reflects the operational curriculum. If teachers describe their teach-ing the way they think it should be instead of Lesson Learned: A Collegial Environment Is Key Curriculum mapping isnt easy. Its time consuming and cannot be done alone. Teachers may naturally feel possessive of the units and the curriculum they have developed and perhaps taught for years. It can be difficult when a colleague suggests that a teacher give up a cherished piece of literature or a favorite activity so that someone else can use it. But those are the types of discussions that have to take place and the types of changes that have to occur to successfully implement curriculum mapping. To create a schoolwide curriculum that truly is best for students, teachers have to feel free to express themselves and not take criti-the way it actually is, then the maps will be flawed, and any revisions will be false. At CSLA, we always start the school year with a team-building activity that is fun, and not related to academics. This gives teachers opportunities to get to know one another outsidethe school setting. For example, one school year began with a white-water rafting adventure. Another year we tried a ropes course at a survival camp. The next fall we were sent on a scavenger hunt all around town, using only public transportation. Ismahen Kangles, our current principal, continued the tradition by taking the faculty to a secluded mountain cabin for some reflection time, followed by an outdoor ed a calendar-based map by listing the units lunch at a riverside restaurant. Such activities taught each month of the school year. Then We began slowly. First, each teacher creat 3 set the tone for the kind of camaraderie that must exist before the real work begins and continues. i r Lesson Learned: Support from Administrators Is ^sential To sustain a curriculum mapping approach, teachers must hear from those colleagues who have been there and are willing to share their experiences and results. Creating and refining the maps is a collaborative process that takes a substantial amount of time. Savvy administrators make sure teachers have that time. Here at CSLA, our principal devotes two faculty meetings each month to curriculum mapping work. According to Kangles, teachers need to be given time to revisit and revise their maps if they are to take an active role in bringing about curriculum mapping within their building. Training and time are important elements that an administrator provides, but equally important is the clear expectation set by the principalthat mapping willhe done. Both Holt and Kangles set deadlines for the completion of maps. When the principal sets the expectation that work will be accomplished by a specific date and then offers support, teachers get the message that mapping is a top priority and something that must be done. ! i f Personal Reflections The teachers at CSLA have accomplished a great deal in a fairly short amount of time. We began curriculum mapping with the support of knowledgeable administrators who shared a 'vision. We are committed to curriculum mapping because we are willing to do whatever it takes to create the best learning experience for our students, juh No More First-Year Jitters Preparing teachers for a successful first year of teaching sometimes seems a near-impossible task. Trying to bridge the gap between good theories in college and successful practices in the classroom is a complicated and enormous responsibility for first-year teachers. A new publication written by Amy DePaul and available from the U.S. Department of Education may be just the tool se/o\nm-/e tttefaacrhrieprrsc nnpepeHd tton nnnott oAnnl Vy ssuurrvviivvee' but also succeed in their first year. Entitled What to Expect Your First Year of Teaching, the book is a compilation of first-year teachers responses to questions about their first year of teaching. Among the issues the book addresses is What Colleges and Universities Should Know. This chapter includes teachers comments about how their education prepared or failed to prepare them for classroom experiences. Many of the respondents stated that they lacked adequate computer training and that they could have benefitted from spending more time in real classrooms and learning more about social problems affecting young people today. These observations relate directly to teachers suggestions on how colleges and universities could improve their education programs. Top among the-suggestions
Require student teachers to complete an internship at a crisis center to get experience with kids with social issues. The Wisdom of Experience Help student teachers make connections with students and faculty in local districts so they can connect what theyre learning to the reality of the K-12 school setting. Create mentoring programs so first-year teachers can share experiences and work with veteran teachers. The teachers who contributed to 'What to Expect Your First Year of Teaching also acknowledged that there were some experiences for which no college or university understanding the absolute commitment they must make to students. Respondents also felt that no teacher preparation program can adequately deal with the real-world challenges of social issues like gangs, violence, and abuse and the need to fill the many demanding roles of a teacher. The teachers whose responses are included in What to Expect were winners of the First Class Teacher Award, an award that honors the nations outstanding elementary and secondary first-year teachers. Other topics in the book include tips on having a successful first year, advice from veteran teachers on being a successful teacher, and what principals and administrators can do to help first-year teachers. H Laura Kelly Editors Note: The entire text 0/What to Expect Your First Year of Teaching is available on the Web at <.http:/fwww.ed .gov/pubs/FirstYear>. 5'S Editor's Note: Charlotte Vlasis is the library media specialist at the Chattanooga School for the Liberal Arts. As media specialist, I am a resource person. But I also serve as a curriculum coordinator because I plan with all teachers and work with everyones maps, she says. SiA
Awar^winningveteriiteathershave supplied a set oftips to p^s on to their .first-year colleagues.
Mai^ of these suggestiqiw^etips that all teachers would be. advisedto'fbliow. Heres a sampling: It's Vlasis'job to always have the big picture'' perspective, so it's also her responsibility to let teachers know when they're stepping on one another's toes. A lot of times it's easier for me to do that," she notes. "I help make sure that we are developing a curriculum that grows in a spiral and instead of just repeating things." Vlasis can be reached via e-mail at < Vlasis_char@al .cps.k-12.tn.us>. Be consistentdo what you say you are going to do at all times and with every child.
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. Source: From What to Expect Your TirstYear of Teaching,Try A DePaul Septmt b^^ 'T'998iJVasKn^n,L>C:tlJS.D^drfmehtofEducdtipil.'.... I ASCD Professional Development Newsletter 5
:!ggi856W^sda WE 1 t I t ( t t i 1 t T Curriculum Mapping: Charting the Course for Content T he Chattanooga School for the Liberal Arts is one of the schools featured in Curriculum Mapping: Charting the Course for Content, a new ASCD video-based staff development program designed to help educators explore curriculum mapping. The series consists of two videotapes and a Facilitator s Guide. The first program, The Essentials of Mapping, examines the purpose and possibilities of mapping and provides an overview of the mapping process as it has occurred in schools. The second video, Putting Mapping to Work, focuses on revising the maps using essential questions, developmental assessments, and computer technology. In bo programs, interviews and on-site observations offer perspectives of the many variables involved in curriculum mapping, including how to develop a school culture that supports mapping. The videos also describe how implementing curriculum mapping enhances student learning. The Facilitator's Guide includes detailed agendas and activities for six workshops three per videotapeas well as handouts, overheads, and additional readings and resources. Curriculum Mapping: Charting the Course for Content may be purchased for $326 (ASCD members) or $396 (nonmembers). For more information or to order, call the ASCD Service Center at 800-933-ASCD, then press 2. lilBa : i.^'f-' 1 :? A' >5. CTea.lmg and usmg curri^im' maps'ma^ lead to chmges in the way cur^culuni '., decisibnshremade? "S*'-'*' -r-.,. : i- Curriculum committees can be replaced with site-based councilsvwho use diejnaps r ftr.a clearpicture of the curriculum taught within the site aiidi^o make d^ioi^ ... .^^about issues that arise: Member of the site-based councils meet at the (U^ct level to. coordinate laues between feeder schools. 1 Task forces are formed to study iKUK that need further research at e site or.. - district level. They iare disbanded when they have completed the study and inade . Tecommendations. .Se>.- To (tteafe a school culture that enables effective mapping, teachers mustbe comfbriable working with one another and feel free to be open Md honMt about their operational curriculum..'._ .................... All decisions about the curriculum mustbe based on what is best for the leyher. Mapping improves student performance by providing a clear picture of what Aesm- dent actuaUy experiences in grades K-12. giving teachers an opportunity to refine the curriculum to best-meet thestudents needs. Source: From Curriculum Mapping: Charting the Course for Content, Facmtator s . Guide,^ 1999. Alexdndria,.Vd.:AssociationforSupervisionandG^^mDevelop^t^Ll I///7/9? Planning, Research, & Evaluation Little Rock School District To: Selected Principals/Schools (Carver, Cloverdale Elem., Geyer Springs, Gibbs, Hall, King, Mabelvale Elem., Meadowcliff, Pulaski Heights Middle, Cloverdale Middle, Southwest Middle, Badgett, McDermitt, Wakefield, Woodruff) From: Mona Briggs, Evaluation Through: Kathy Lease, Assistant Superintendent<X^Xs Re: Curriculum Mapping Training Date: November 8, 1999 As you know. Curriculum Mapping is a vital part of the school improvement process. Our field representatives from the Arkansas Department of Education will be expecting to see evidence of our mapping as they visit our schools, as this is part of the ACSIP requirement. Your school has been selected for the first round of training
a team from each school will participate in learning this procedure. It will enable you and your teachers to develop and use curriculum, maps. In order to provide your team with all the information and tools that will be needed to train the rest of your staff, we have scheduled one day and a half on January 11 and 12 at the State Police Headquarters facility at Geyer Springs and I-30. The first days schedule will be from 8:30 am until 4:00 pm
the second day will begin at 8:30 and will end at noon. Since teachers have had to be out of the building so much this fall for curriculum training, we are suggesting that a team be comprised of the administrator and two or three staff members who do not require substitutes. For example, a team might be a principal, a counselor, a media specialist, and a curriculum specialist. It is essential that an administrator be present
if the principal cannot be present, please permit and assistant principal to attend. The same participants must attend both days. You will be sent another notification of the training
however, I wanted to get this on your calendar well in advance so as to prevent possible conflicts. If you have any questions vvhatsoever, please feel free to contact me or Eddie McCoy. Cl LL Lt Planriing, Research, & Evaluation Little Rock School District To: From: Selected Principals/Schools ( Bale, Booker, Brady, Central High, Fulbright, Metro, Mitchell, Otter Creek, Rockefeller, Western Jiills, McDermott, Baseline, J. A. Fair, Dunbar) Mona Briggs, Evaluation SpecialistVy^ Through: Kathy Lease, Assistant Superintendent Re: Curriculum Mapping Training Date: November 19, 1999 1' 4 iiS As you know, Curriculum Mapping is a vital part of the school improvement process. Our field representatives from the Arkansas Department of Education will be expecting to see evidence of our mapping as they visit our schools, as this is part of the ACSIP requirement. i I< Your school has been selected for the second round of training
a team from each school will participate in learning this procedure. It will enable you and your teachers to develop and use curriculum maps. In order to provide your team with all the information and tools that will be needed to train the rest of your staff, we have scheduled one day and a half on January 18 and 19 at the State Police Headquarters facility at Geyer Springs and I-30. The first day's schedule will be from 8:30 am until 4:00 pm
the second day will begin at 8:30 and will end at noon. fj 'S? i Since teachers have had to be out of the building so much this fall for curriculum training, we are suggesting that a team be comprised of the administrator and two or three staff members who do not require substitutes. For example, a team might be a principal, a counselor, a media specialist, and a curriculum specialist. It is essential that an administrator be present
if the principal cannot be present, please permit an assistant principal to attend. The same participants must attend both days. You will be sent another notification of the training
however, I wanted to get this on your calendar well in advance so as to prevent possible conflicts. If you have any questions whatsoever, please feel free to contact me or Eddie McCoy. 9 LL l|P|av Planning, Research, & Evaluation Little Rock School District January 12, 2000 To: From
Selected Principals (Central, J.A. Fair, Dunbar, Baseline, Bale, Brady, Otter Creek, Rockefeller, Western Hills) , Mona Briggs, Evaluation Specialist Through
Kathy Lease, Assistant Superintendent RE: Curriculum Mapping Training Your school is scheduled on February 9 and 10,2000 to participate in Curriculum Mapping training. Our new ACSIP process requires this as part of the school improvement planning process. In order to provide you with the information and materials needed to present to your staff, please identify a team from your school consisting of an administrator and two or three other staff members who do not require substitutes. For example, a team might be the principal, a media specialist, a counselor, and a curriculum specialist. This will prevent you from having teachers out of the building. The same participants must participate both days. The training will be held at the State Police Headquarters. It is located off 1-30 at the Geyer Springs exit. The facility is located south of 1-30 on the access road. You will need to come through the main doors to the information desk. You will receive visitors' badges and will be required to sign in. The workshop is in Classroom A
the information desk clerk can direct you to the room. The first days schedule is from 8:30 a.m. until 4:00 p.m. The second day will begin at 8:30 and will end at noon. Have each team member bring a plan book from last year for use in applying the skills learned on day 1. The more detailed the planbook, the better it will be for you to do the mapping. Be sure and eat a hearty breakfast, as we are not permitted to bring food or drink into the classroom area. However, there is a break room where you can purchase drinks and snacks during the mid-moming and mid-afternoon break. LESLEY, BONNIE From: pent: To: Subject: LESLEY, BONNIE Tuesday, January 18, 2000 5:39 PM BRIGGS, MONA
McCOY, EDDIE
LEASE, KATHY R. Curriculum Mapping--April Inservice Please think through what the schools will need if we let them do Curriculum Mapping training on the April inservice day. I know the videos will be an issue. Can we get permission from ASCD to copy the tape for use that one day? I know we bought several tapes already, but we certainly don't have 50 for the schools to use. Should we combine some schools, perhaps? Let me know what you think. 1 To: u- 1 nloo t .1 1 I 1 I From: Through: RE: Planning, Research, and Evaluation Little Rock School District Instructional Resource Center Little Rock, Arkansas 72206 January 14,2000 Selected Principals (McClellan, Forest Heights, Henderson, Chicot, Dodd, Fair Park, Forest Park, Franklin, Garland, Jefferson, Fulbright, McDermott, Hall, Pulaski Heights Elementary, Mann Magnet) Mona Briggs, Evaluation Specialist Kathy Lease, Assistant Superintendent Curriculum Mapping Training Your school is scheduled on March 7 and 8,2000 to participate in Curriculum Mapping training. As you know, the states ACSIP process requires mapping as part of the school improvement planning process. In order to provide you with the information and materials needed to teach your staff, please identify a team from your school consisting of an administrator and two or three other staff members who do not require substitutes. For example, a team might be the principal, a counselor, the media specialist, and a curriculum specialist. This will prevent you from having a number of teachers out of your building You are encouraged to invite your broker to the training, as well. The same participants should participate on both days. The training will be held at the State Police Headquarters. It is located off 1-30 at the Geyer Springs exit. The facility is located south of 1-30 on the access road. You will to come through the main doors to the information desk. You will be given a visitors badge and will be required to sign in. The workshops is in Classroom C
the information desk clerk can direct you to the room. The first days schedule is from 8:30 a.m. until 4:00 p.m. The second day will begin at 8:30 a.m. and will end at noon. Have each team member bring a plan book from last fall or last year for use in applying the skills learned. The more detailed the plan book, the better it will be for you to do the mapping activities. Be sure and eat a hearty breakfast, as we are not permitted to bring food or drink into classroom area. However, there is a break room where you can purchase drinks and snacks during the mid-morning and mid-afternoon breaks. Please e-mail me when you have identified your school team. Call me at 324-2120 if you have any questions. f UL Planning, Research, and Evaluation Instructional Resource Center Little Rock, Arkansas To: Selected Principals (McClellan, Forest Heights, Henderson, Chicot, Dodd, Fair Park, Forest Park, Fulbright, Garland, Jefferson, Fulbright, McDermott, Mann, Pulaski Heights Elementary) /I From: Mona Briggs, Technical Assistance ^9^ Through: Dr. Kathy Lease, Assistant Superintendent for RE: Curriculum Mapping Training Date: February 14, 2000 This is just a reminder that your school is scheduled for March 7 and 8 to participate in Curriculum Mapping training. Please identify a team from your school consisting of an administrator and two or three other staff members. If you are experiencing difficulty in getting substitutes, you may choose to bring the counselor, media specialist, and a curriculum specialist. Some principals have felt strongly, particularly at the secondary level, at math and/or language arts teachers should be included. That decision is up to you
you may also invite your broker as weU. However, we wiU be doing training for brokers in April. The important thing is that the same participants attend both days. Don't forget, the training wiU be held at e State Police Headquarters, located at Geyer Springs exit. You must enter through the front entrance and check in at the front desk where you wUl be given a visitor's pass. The workshop will be held in Classroom C. Please arrive early enough to go through the check-in procedures and still be ready to work at 8:30. The first day is tightly scheduled. The first day's schedule is from 8130 until 4:00. The second day will begin at 8:30 and end at noon. Have each team member including yourself bring a plan book to use in applying the mapping skills. If you have questions, please call or e-mail me. I know this is a busy time of year, but earlier in the spring is always better than later when you consider aU the end of the year activities that you will be involved with. Thanks for your cooperation! LESLEY, BONNIE From: Bent: To: Subject: LESLEY, BONNIE Thursday, February 17, 2000 12:29 PM BRIGGS, MONA RE: CM You always make me smile. Thank you. Oh, by the way, I can pay the $4000 plus for the inservice day. Just send me the bill and don't bother the schools with that. Have you heard that we may use the April day for snow day make-up and then move the inservice day to the end of the school year? Does that make a difference in our licensing agreement? Whatever you decide about New Orleans is fine, but I have the money if you want to go. Original Message From: Sent: To: Subject: BRIGGS, MONA Thursday, February 17, 2000 12:10 PM LESLEY, BONNIE RE: CM Dear B, Having just read Gayle's request, Eddie and I think it would be great for Gayle and Cassandra to be able to go to the pre-conference. Gayle really wants to go and Cassandra did not even get to go to Wilson because of the money issue at that time. Eddie and I believe that the sessions are well presented
there is some resistance, as will always be the case when you move peoplej out of their comfort zone. Actually, the resistance has less than one would expect
that last session, one school had some "issues. II Gayle and Cassandra can bring back the information to us
spending that money on all of us would not be an efficient use of sorely limited funds. There's a lot we need to know about this, but we don't think we will get that kind of knowledge in a conference setting where we hear the overview from a speaker and just listen. However, we do think that a site visit at some pointperhaps in the summer when we have more timeto a school district that has been doing mapping for some year would be extremely beneficial for the "Bobsey Twins" aka AAONA and EDDIE! (smile) So, keep that in mind... 1MAE from PRE who are doing NWEA ASAP...yadda, yadda, yadda From: Sent: To: Original Message- Cc: Subject: LESLEY, BONNIE Thursday, February 17, 2000 12:00 PM BRADFORD, GAYLE
BRIGGS, MONA
STEELE, CASSANDRA
McCOY, EDDIE
McCOY, EDDIE
McNEAL, MARIE
GLASGOW, DENNIS: DAVIS, SUZI
CLEAVER, VANESSA GILLIAM, ANITA RE: CM If any or all of you would like to attend the ASCD pre-conference on curriculum mapping (see Gayle Bradford's appeal below), then I will fund it out of my budget. Please send your forms to Anita Gilliam for processing. From: Sent: Original Message- To: LESLEY, BONNIE BRADFORD, GAYLE Thursday, February 17, 2000 11:26 AM Subject: Importance: RE: CM High Sorry I missed you last night - I'll be at the NSF meeting at 8:30 tomorrow at Adult Leisure Center. Let me tell you what I wanted to discuss. I'm not sure but think that probably Kathy, Sadie or Mona/Eddie have told you what a fiasco we had in the last curriculum mapping training. There was much negativism on the part of one school in particular and comments as to lack of expertise on the part of the presenters. Well, we (in the opening portion of the workshop) explained that we were not experts and that we were learning along with everyone else but had been slated to deliver this information to them in an orderly fashion to assist them in training their teachers to do CM. We also explained that mapping is a state mandate and have no choice about implementing - however, noting that it was chosen by the state because it has been shown to be effective in increasing student achievement. Anyway, at the end of the session, the four of us met. I told them and later told Sadie and Kathy that I feel quite inadequate. I immediately got on the internet and found that there is a two-day session at ASCD this year (March 22/23) where Heidi Hayes Jacobs is doing CM. I asked Sadie about it - she suggested that I sit down and talk with you about it. I believe we need the training since this is a long-term commitment on our part - a multi-year process. I am requesting that we be allowed to get the training in March so that we can be ready for the rest of the training and implementing all seven phases of Jacobs' model - we're still at phase one but need the fine-tuned information from a training session on the model. We also need to visit a school (s) where the model has been implemented and "pick their brains" as to how their training took place, timelines for implementation of the seven phases, etc. Could you please send us to the training? I'm not the type person who feels good about doing half-ass work - presentations need to be good - I don't like to go before a group of folks and present information, let them know what we have lying ahead, and then can't field questions. PLEASE HELP! Gayle B. Bradford Little Rock School District 810 West Markham Street Little Rock, AR 72201 501.324.0568
fax: 501.324.2213 gbbradf@lrsdadm.lrsd.kl2.ar.us Original Message----- From: Sent: To: Subject: LESLEY, BONNIE Wednesday, February 16, 2000 10:02 AM BRADFORD, GAYLE RE: CM I'll be there for the Board meeting on Thursday and for the compliance meeting on Friday morning. Original Message From: BRADFORD, GAYLE 2 Sent: To: Subject: Tuesday, February 15, 2000 1:17 PM LESLEY, BONNIE CM Hi, Will you be coming over to this building in the next few days? I'd like to talk with you about CM training. I won't be in your shop for a number of days because of cluster meetings, etc. around here. Thanks. Gayle B. Bradford Little Rock School District 810 West Markham Street Little Rock, AR 72201 501.324.0568
fax: 501.324.2213 gbbradf@lrsdadm.lrsd.kl2.ar.us 3 DO Planning, Research, and Evaluation Little Rock School District March 27, 2000 To: Brokers/IRC Specialists From: Mona Briggs, Technical Assistance Through: Dr. Kathy Lease, Assistant Superintendent for P.R.E. I RE: Curriculum Mapping Training We are providing a one-day curriculum mapping training session on April 24, 2000, for Brokers and interested IRC Specialists who have not yet had the training. The training will be held at the State Police Headquarters, located at 1-30 and the Geyer Springs exit. You will be required to enter the front entrance and check in at the front desk where you will be given a visitors pass. The workshop will be held in Classroom C. The workshop will begin at 8:30 a.m. and will conclude at 4:00 p.m. Be sure and eat a hearty breakfast, as we are not permitted to bring any food or drink into the room itself. There is, however, a break-room where drinks and snacks can be purchased during morning and afternoon breaks. Please let me know if you are not going to be able to attend. You can telephone me at 324-2120 or e-mail me. If you have any questions, let me know. Thanks!LESLEY, BONNIE From: Sent: To: Cc: Subject: LESLEY, BONNIE Friday, April 14, 2000 10:40 AM BRIGGS, MONA
WOODS, MARION LEASE, KATHY R. RE
CM Day for High Schools The high schools have two and one half days of pre-school inservice. They must use one of those days to do curriculum mapping. Original Message From: Sent: To: Cc: Subject: BRIGGS, MONA Friday, April 14, 2000 10:25 AM WOODS, MARION LEASE, KATHY R.
LESLEY, BONNIE CM Day for High Schools M, Is there a way we can build in time during our summer pre-school days for the five high schools to inservice their staffs on Curriculum mapping? They cannot do it in June with everyone else due to CAP activities. They have concerns about how they are going to be able to do it. Let me know what you think. Thanks. Seek first to understand, then to be understood Mona mrbrigg@irc.lrsd.kl2.ar.us 1 LESLEY, BONNIE aFrom: lent: Subject: LESLEY, BONNIE Tuesday, May 02, 2000 3:24 PM BRIGGS, MONA RE
CM District Timeline See Anita for a time for us to meet. -Original Message- From: Sent: To: Subject: Importance: High BRIGGS, MONA Wednesday, April 26, 2000 5:09 PM LEASE, KATHY R.
LESLEY, BONNIE
McCOY, EDDIE
STEELE, CASSANDRA
BRADFORD, GAYLE FW: CM District Timeline Great minds run in the same vein...Eddie and I have been "saying" we have got to get this stuff nailed down. I gave Daniel the tapes to copy and he completed the taping and they are ready for June 5. We need to get a memo out to principals and yes, we need to determine expectations and a timeline...etc. Kathy and Bonnie: would you guys be willing to sit down with us for a few focused minutes and give us your input on our next steps? If so, give me some times and I will get with Gayle, Eddie, and Cassandra and set up the time and date. Let me know... MONA Original Message From: Sent: To: Subject: Importance: High BRADFORD, GAYLE Wednesday, April 26, 2000 4:36 PM BRIGGS, MONA CM District Timeline Mona, I am really antsy about getting our CM in focus for both now and the future -- we need to sit down with Kathy and Bonnie, plan/draft a timeline for the district and get their input as to implementation levels, etc. Remember, the principals and even the team members attending the training had the "need" to know where they are going -- our district's plan in getting the whole process implemented from the time the teachers map their lesson plans, take their individual maps on to their grade levels, and then on to the final stage of having those maps established -- posted in their buildings for all to see -- and then on a semester basis, reviewing the previous semester's map and modifying those areas they see where changes need to be made, etc. Sorry so long -- kind of thinking as I am typing. BOTTOM LINE -- PLEASE, LET'S GET INPUT FROM KATHY AND BONNIE. Bye, Gayle Gayle B. Bradford Little Rock School District 810 West Markham Street Uttle Rock, AR 72201 501.324.0568
fax: 501.324.2213 gbbradf@lrsdadm.lrsd.kl2.ar.us 1 LESLEY, BONNIE a From: lent: Subject: McCOY, EDDIE Tuesday, June 06, 2000 3:50 PM LESLEY, BONNIE RE: curriculum mapping models I checked this out and it's very interesting. I printed some of the grade levels in the areas of math and language arts. They did a good job of focusing on content, skills/concepts, and assessment. The Sth grade curriculum is divided into six units, each lasting four weeks. This example may be helpful to schools using thematic units. This can serve as a good example for those schools having difficulty with the mapping concept/process! Of course, they appear to be further along in the process than we are. Thanks for the "heads up." We have received a lot of positive feed-back on Monday's curriculum mapping activities! Original Message From: Sent: To: Subject: LESLEY. BONNIE Tuesday, June 06, 2000 8:36 AM BRIGGS, MONA
McCOY, EDDIE FW: curriculum mapping models Want to check this out? Original Message From: Sent: To: Cc: Subject: MADDOX, BEVERLY Friday, June 02, 2000 3:14 PM BUCK, LARRY
ROGERS, SHERRY
BOYKIN, PATRICIA BRIGGS, MONA
WILSON, VEKISSA
LESLEY, BONNIE
LACEY, MARIAN G. curriculum mapping models File
curriculum mappping.doc If this site is still active, it could contain some useful models. I'm going to visit it before Monday, if I have time. I know you would be interested. Beverly 1LESLEY, BONNIE From: pent: To: Subject: LESLEY, BONNIE Tuesday, June 06, 2000 12:06 PM BRIGGS, MONA RE: curriculum mapping models Great news! Pinch me tool Making taking the pressure off them helped. Now they are doing it because they want to-not because we said they had to. Original Message- From: Sent: To: Subject: BRIGGS, MONA Tuesday, June 06, 2000 10:36 AM LESLEY, BONNIE RE: curriculum mapping models Thanks! I have continued to get positive reports--from Rightsell, Baseline. Mann, and Southwest. They really got into it! My husband was mapping his physcial education classes and is gonna complete his map over the summer...pinch me now! Original Message- From: Sent: To: LESLEY, BONNIE Tuesday, June 06, 2000 8:36 AM BRIGGS, MONA: McCOY, EDDIE Subject: FW: curriculum mapping models Want to check this out? Original Message- From: Sent: To: Cc: Subject: MADDOX, BEVERLY Friday, June 02, 2000 3:14 PM BUCK, LARRY
ROGERS, SHERRY
BOYKIN, PATRICIA BRIGGS, MONA
WILSON, VEKISSA
LESLEY, BONNIE
LACEY, MARIAN G. curriculum mapping models File: curriculum mappping.doc If this site is still active, it could contain some useful models. I'm going to visit it before Monday, if I have time. I know you would be interested. Beverly 1
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