Program evaluation

Correspondence, evaluations. Program evaluations determined the effectiveness of programs to improve the academic achievement of African American students.
C0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast- track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations
two reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. - All employment contracts. - Student assignment process. - Construction of Stephens. - Outsourcing support services. - Substitutes. - Special education. - Vocational education. - Incentive school scholarship program. - Academic progress incentive grants. - Library media services resurvey requirement. - Early retirement incentive program. Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to helpf^h^ program people in developing their material.We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process. If I can be of any assistance, just give me a call. Thanks.13 SO* 9J LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 7, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM
Estelle MatthnhrrSsw,, IInnterim Superintendent SUBJECT: Procedures to be Used for Fast Track Evaluation of Desegregation Plan The districts Program Planning and Budgeting document identified a number of activities that are to be implemented during the 1993-94 school year. An activity for August 1993 is for the Superintendent and the Cabinet to begin to identify programs for "fast track" evaluation. A fast track evaluation will not have as many dimensions or details as a regular evaluation, since the evaluative process is conducted in a reduced time frame. Evaluation of the districts program will provide the information that is needed for us to determine if programs are effective and that such implementation will assist us in meeting our commitment to our Court-approved Desegregation Plan. The following guidelines are to be used to conduct fast track evaluations of targeted programs. 1. Prepare a comprehensive program description for each area or component that is targeted for evaluation. 2. Identify program goals for each area or component of the program that is being evaluated. 3. Identify the evaluation criteria that is to be used to fast track evaluate each goal. Include all evaluative measures and instruments that will be used in this process. 4. Identify any obstacles or problems that were encountered that hindered or impacted the obtainment of program goals. 5. Given the results of your fast track evaluation, recommendations for program additions, deletions, and/or changes are deemed appropriate. This data can be extremely helpful as you develop a strong business case for making a major decision(s) regarding continued implementation of various programs in the Desegregation Plan. The format for a business 2 case is enclosed for your review as well as copies of the standard format that is to be used to fast track evaluate targeted programs. The following programs have been targeted for fast track evaluation: Targeted Program Person(s) Responsible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. All Employment Contracts Student Assignment Audit Construction of Stephens Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Early Retirement Incentive Program Substitute Teachers Recruitment Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams/Alice Stovall/Gene Parker Mark Milhollen/Brady Gadberry Brady Gadberry/Human Resources Director Jeanette Wagner/Becky Rather We need each program manager to submit your preliminary evaluation report to my office by November 15, 1993. The final report is due by December 15, 1993. All evaluation reports will be submitted to the Board of Directors during January, 1994. /Iks t i iFORMAT FOR PROGRAM EVALUATION PROGRAM DESCRIPTION GOALS / EVALUATION CRITERIA / EVALUATION RESULTS OBSTACLES TO GOAL ATTAINMENT RECOMMENDATION I Objective - (Evaluation Criteria, Expected Benefits) Impact Analysis Resources Analysis Force Field Analysis General Implementation Plan RECOMMENDATION II RECOMMENDATION III Recommendation(s) will be made if changes to the program are needed. Each recommendation should be supported by the information included in the business case. I IC0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast-track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations
two reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. Q All employment contracts. ^Student assignment process. ^Construction of Stephens. - Outsourcing support services. Q Substitutes. ^Special education. ^Vocational education. - Incentive school scholarship program. f Academic progress incentive grants. Library media services resurvey requirement. Early retirement incentive program. I Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to help The program people in developing their material. We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process.DESEGREGATION PROGRAMS Program Name: School Operations Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Program Evaluation Format Fall 1994 Your program evaluation should include the elements listed below. Please be succinct. The length of your program evaluation document will be dependent to some degree based on the extensiveness of the program. In general, however, each program evaluation should not exceed two pages. Program Description: Please describe your program. This description comes from the program description in the Program Budget Document (PBD). Evaluation Criteria: The program goal(s) taken from the PBD should be used as the evaluation criteria. In other words, the program goal(s) should be used to evaluate the effectiveness of your program. Summary: Provide a summary of the overall effectiveness of implementation of your section of the desegregation plan as per the goals. A similar summary of overall effectiveness should be provided as per the goals for the nondesegregation programs. Goal Attainment: Please identify and describe the factors that facilitated goal attainment. Evidence: Please provide or describe evidence (i.e., data, documentation, etc.) for which goals were or were not achieved. I <ggfraBHii 1 Little Rock School District December 11, 1995 RECESVEO DEC J 2 J995 MEMORANDUM Olfice of Desegregation Moruionny TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director Planning, Research, and Evaluation RE: Enclosed Reports u2i.O'. Ase!.S.m(n+'^ Please find enclosed a draft of the 1995-96 Needs Assessment document and a copy of the Extended Evaluations for the Little Rock School District. Please let me know if you have questions or need additional information. drg Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street Little Rock, Arkansas 72201 (501)324-20009 /CX/ i ODM Review of LRSD Extended Program Evaluations 1995-96 Program Name - Mann Arts and Sciences Magnet Junior High School Program Summary Mann Arts and Sciences Magnet School houses grades seven, eight, and nine in the only junior high to be included as one of the original six magnet schools. Established in 1987 with the interdistrict format, the school offers the arts and sciences specialties as two separate programs. Science magnet students are required to take the traditional and required core courses along with at least one science laboratory course each year. Arts students must select an area of concentration from visual arts, drama, dance, or music m addition to the traditional and required core courses. Eight hundred fifty students attend. Fifty-three percent are black. Evaluation Criteria 1. Sufficient program personnel are in place as measured by the monitoring instrument. 2. School climate survey will be used to measure parent, student and teacher perceptions. (The author of the extended evaluation appears to have mixed a process and an outcome.) Evaluation Processes Evaluators cite the LRSD Equity Monitoring Assessment and the school climate survey as the source of data used to draw inferences supporting the recommendations. Evaluation Results 1. There is a need for renovations of and additions to the building. 2. There is a need for new equipment, updated materials and computers, and program additions. 3.There is a need for additional personnel to staff 1 and 2 above. Recommendations 1. Modernize and expand science classrooms and laboratories, add one science classroom, enlarge dance and drama rooms, and provide additional storage space. A. Would not require plan modification. B. Major budget increases required for construction, remodeling, and equipment purchase.2. Extend the 7th grade science laboratory course from one semester to a full year and add courses in ceramics, crafts, and cartooning to the arts magnet program. A. Would not require plan modification. B. Would require one additional teacher - $31,000. 3. Establish teacher computer demonstration stations in all science classrooms, including equipment to go on line with Internet and install computer system in the piano lab. A. Would not require plan modification. B. Substantial budget increases for equipment and wiring in science classrooms. Piano lab costs - $4,000 plus. 4. Limit enrollment in science classes to 25. Create ensembles in music and dance. A. Would not require plan modification. B. Budget impact - one teacher for science recommendation, $31,000. For ensemble recommendation - $15,000 for materials (costumes and music). Total costs, all recommendations - $81,000 plus major construction and renovation. Evaluation Critique The evaluation consists primarily of perceptions and wishes of the staff. Little data support the recommendations, but they are comprehensive and probably reasonable if continued improvement in the magnet program is a viable option. The district will probably have to prioritize the requests and spend whatever it can afford.Program Name - Henderson Health Sciences Magnet Program Program Summary The Henderson Health Sciences Program was developed in 1992 to serve students rising from Carver, Romine and Washington Elementary Schools, which have science specialties, and to serve as a feeder school to Parkview Science Magnet. Because of the declining white enrollment at Mann, the districts planners believed the science program was needed because of the potential for desegregative effect. Evaluation Criteria A. Comparisons of enrollment data from 1992 - 1995 to determine desegregative effects. B. Costs of supplies, equipment, materials, and staff development related to benefits. Evaluation Processes The evaluator attempted to show that white students who transferred from out of the attendance zone to the magnet program had a desegregative effect and that the districf s failure to fally fund the program had impeded the potential effects. The evaluation builds a case for fall funding of the magnet program as originally conceived. Evaluation Results The results indicate that students who transferred to Henderson for the magnet program had a desegregative effect since the percentage white was greater in the transferring population than in the resident population. The data reflect 1995 expenditures of $244 ($58,958 budgeted) per magnet student for magnet programs including the purchase of an 18-station computer lab. It also includes a list of equipment and materials valued at $14,000 which had been included in the original plan but have never been purchased. The conclusion is that if the plan were fally implemented, the program could be more successful. Recommendations Though not stated as a recommendation, the clear intent is that the equipment and materials described in the original plan should be bought immediately. A. Would not require a plan modification. B. The budget impact is $14,000.Evaluation Critique The evaluation format leaves much to be desired, but the message that more money is needed comes through. The other conclusions are not clear
nor is the recommendation.Program Name - Central High International Studies Magnet Program Summary The Central High International Studies Magnet complements the international studies programs at Dunbar Junior and Gibbs Elementary in that it offers a logical culmination of studies started at lower grades. The program uses the highly academic atmosphere of the foreign language, social studies, and English classes to provide the core of international studies. The strong Advanced Placement programs match well with IS. Evaluation Criteria I. The magnet component will result in the further desegregation of the school by attracting M-to-M and out-of-zone students. 2, The costs of the magnet program are justified by the benefits. Evaluation Processes Evaluators identified the numbers of M-to-M and out-of-zone students by race who attend the magnet program and the school at large. The minimal costs of the magnet program were itemized. Benefits to students were subjectively described. Evaluation Results One hundred twenty-three students transferred from other attendance zones or districts to attend the International Studies Magnet in 1995-96. Seventy-eight per cent (96) are nonblack. The total school population is 37 per cent non-black. The magnet program clearly contributes to desegregating the school. One period release time for the magnet coordinator plus $1,990 for materials are the only costs identified for the program. Benefits were described as outstanding. Recommendations 1. That the IS program be established as a node on the Internet. 2. That the IS coordinator be given a ten month contract and three periods release time. A. Neither recommendation will require a plan modification. B. Costs are not described in detail but $9,000 for equipment and software plus $200 per month line costs is a fair estimate. Personnel costs will be an additional two periods per day release time, $12,000. Total - $23,400 (ODM estimate)Evaluation Critique The evaluation is not well done in format or content, and conclusions have little support. However, it does make the case for program improvement. Curiously, International Baccalaureate is not mentioned in the recommendations even though a business case has been presented recommending its implementation.Program Name - Dunbar Junior High School International Studies/Gifted and Talented Magnet Program Summary The Dunbar program offers the dual themes international studies and gifted and talented. All students are identified as magnet either in gifted or international studies because all students are required to take some foreign language. Other than languages, the only international studies course being taught in 1995-96 is African studies. Gifted students are enrolled in the gifted sections of the core courses. Evaluation Criteria The magnet program was evaluated by determining whether the out-of-zone and M-to-M students contributed to the desegregation of the school, and whether the benefits of the program outweighed the costs. Evaluation Processes Evaluators compared white and black enrollment differences before and after seven years of the magnet programs existence, and summarized magnet costs when considered in the context of student accomplishments. Evaluation Results Evaluators compared enrollment data that indicate the school has moved from 79% black in 1989-90 to 59% black in 1995-96. The change is attributed to the majority white enrollment of M-to-M and out-of-zone students which number 266 students, 28% of the total student body. Expenditures for the magnet program for 1995-96 total $76,809 or $289 per participant. The cost estimates are followed by a litany 17 different honors, contest winners, and awards bestowed on Dunbar students. Recommendations That the criteria for application to the magnet program be expanded to include black out- of-zone and M-to-M students who have been identified as gifted. A. Implementation of the recommendation would require a change in the M-to-M stipulation agreement as well as the LRSD student assignment regulations. The desegregation plans would require changes in areas that refer to the stipulation agreement. B. Budget increases would occur only as a result of an increase in student population.Evaluation Critique The evaluation is more clearly written than any of the other extended evaluations I have read, but the recommendation is probably a bad one. The magnet program was developed to attract white students. It is working as intended but has the down side of creating majority white classes in the gifted program. Opening the program to black students from outside the attendance zone would diminish success and, in the case of black students from outside LRSD, violate state law.APIG/Focused Activities Summary: Eval. Criteria: Eval. Process: This administrative summary provides a short history ot APIG/Focused Activities from their inception to the submission of the April 1995 business case that changed the basis of program funding. The history quotes program goals from the desegregation plan but doesnt provide insight as to the nature of the programs individual schools have implemented. The summary lacked evaluation criteria since no attempt was made to evaluate the program. The summary did not show evidence of an evaluation process. Results: N/A Recomm: Continue to give area schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. Opinion: Im not sure of the point here. This document is called an Administrative Summary and bears no resemblance to an evaluation. The recommendation is groundless in that it isnt based on ant type of evaluation of the program for the 1994-95 school year. Parkview Arts/Science Magnet Summary: The extended evaluation focuses on both the Parkview science and art components. Particular emphasis is placed on the facilities and equipment believed to be necessary for maintenance and expansion of the programs. Eval. Criteria: The two criteria were the school climate survey and monitoring reports competed by supervisors and assistant superintendents. The evaluation writer noted that the yearly Pulaski County Interdistrict Magnet School Evaluation was used as a reference. Eval. Process: Uncertain. The evaluation process was not described as part of the document. The narrative skipped from criteria to results without an explanation of process. Results: 1. Yearly departmental summaries revealed a need for repairs, equipment and/or renovations. 2. Information was collected through the Magnet Review Committee which was instrumental establishing a curriculum update and the enrichment of curriculum offerings.Recomm: Budget: Opinion: 1. Installation of hardware and equipment for establishment of Parkview being functional and on-line with APSCN. 2. Renovate Rm. 1-101 into a mini-theatre to greater accommodate small performances/presentations. 3. Purchase additional lab equipment to greater accommodate increased enrollment of science/art magnet students. 4. Purchase major instrument pieces to better equip the band/orchestra magnet program areas. Some equipment is in poor condition or outdated. $164,842 over a three year period The recommendations are justifiable
however, as I mentioned to you, the evaluation doesnt provide the type of substantial data needed to make the case. For example, the addition of equipment is justified by increased program enrollment, but the only year for which an enrollment figure is given is 1995-96. The evaluation does not describe the disadvantage the school suffers from not being on-line with APSCN. A simple chart of the current number of musical instruments and the ages of those instruments in addition to increased music program enrollment would have been ample documentation of the need for replacements and additional new instruments. McClellan Business/Communications Magnet Program Summary: Eval. Criteria: Eval. Process: Results: The evaluation is based on two program goals. 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program. 2. The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants. Criteria was whether each of the program goals could be affirmatively demonstrated. Use of enrollment data on M-to-M and out-of-zone students in addition to standardized achievement scores for McClellan students 1993-95. Related to the first goal, the data indicates that 22% of the 177 non-black students at McClellan are from other high school zones. Curiously, 98 out-of-zone black students are also attending McClellan. The evaluation claims that without the out-of-zone black students the McClellan black enrollment would be 78% instead of the current 80%. Related to the second goal, participation in the magnet program has increased from 57 in 1992 to 203 in 1995. The overall McClellan enrollment has been mixed, but has grown since the inception of the magnet program. McClellans overall SAT scores have improved since the 1992-93 school year. The evaluation attributes the improvement to the increased funding, class offerings, and equipment resulting from the magnet program. The magnet program teachers and students have been the recipients of numerous honors and awards at both the state and national levels. Obstacles: Recomm: Plan Mod: Budget: Opinion: The evaluation identifies the demographics of the McClellan attendance zone as an impediment to continued efforts to desegregate. The satellite zone is 100% black. Magnet courses such as Desktop Publishing I and II are now being offered at other LRSD high schools. These used to set the McClellan business program apart from others. The duplication lessens the magnetic appeal of the McClellan program. It is recommended that McClellans attendance zone be adjusted in such a way as to bring its black component into line with the attendance zones of the other LRSD area high schools. The LRSD should adopt a policy by which a new magnet course will be added to a schools magnet curriculum when one of their existing magnet courses is put into the general course offerings of the LRSD. The evaluation indicates that there is a need for a plan modification. Rather, I see the case being made for alteration of current attendance boundaries. No budget impact is indicated by the evaluation. I do wonder if the school will move to add new, more unique courses to the magnet program while retaining the ones now being duplicated at other area high schools. If so, the addition would seem to affect the budget - possibly through new equipment and additional staff. Overall, I believe the recommendations to be sound. Altering the attendance boundaries would further desegregative efforts and reward the community and school. It is also logical that the district adopt a policy on course offerings which will safeguard the uniqueness of the magnet programs. Once again, the evaluation itself had weaknesses. For example, no documentation was provided as to the increase in out-of-zone and M-to-M students resulting from the magnet program to address the first goal. In reference to the second goal, the achievement data didnt reveal a significant, sustained growth on the part of McClellan students. In addition, the goal regarding achievement was related to the program specifically. Yet, the evaluation did not separate out the achievement of magnet program participants.McClellan Community School Summary: Eval. Criteria: Eval. Results: The evaluation sought to measure the effectiveness of the McClellan Community School on a wide range of involvement from community involvement to affecting McClellan student academic achievement. The evaluator(s) used 1991-95 data to evaluate the program based on the following objectives: Enhancing the McClellan educational format and eradicating test score disparities. Expanding the participation on the Advisory Board Expanding use of the well-child clinic Enhance the Advisory Boards knowledge of school district policies Re-integrate older adults into community activities Inform the school population and community of school goals/objectives Expand the use of the school facilities Results regarding educational enhancements for McClellan students were sketchy. The evaluation only provided data on the number of students participating in the current Healthy Family Center After-School Tutorial and the ACT Lock-In of 1993-94. To expand the Advisory Board, new members were elected to fill vacancies on September 25, 1995. In addition, the evaluation mentions that the community school director has been involved in developing a strategy to survey the community. The evaluation notes that the well-child clinic serves an average of 20 students per day, but no comparative data is provided. The McClellan principal reports monthly to the Advisory board concerning issues pertaining specifically to the school and the district as a whole. In addition, other school district officials visit Advisory Board meetings and Advisory Board members also attend the LRSD school board meetings. Classes are offered to older citizens to help reintegrate them into the workforce. In addition, older citizens are encouraged to join the Community School Advisory Board. Community Education brochures are the most frequently distributed pieces of literature disseminated to the community. Other documentation offered as sources of information for the community: Advisory Board meetings, community school staff, McClellan faculty and staff, LRSD Communication, and the patrons of McClellan High School.McClellan is open to the community year-round. In addition to the courses oflfered the community school sponsors a summer camp, tutoring, and the ACT Lock-In. Additionally, local businesses and organizations use the facility for various activities. Recomm: Plan Mod: Budget: Opinion: It is recommended that a survey of the community be conducted to recapture community interest in the program. It is recommended that needed enhancements to the schools facility be made in order to better serve the educational needs of the school and community. The evaluation indicates a plan modification, but I dont see where any of the recommendations necessitate modification. The evaluation indicates that the recommendations will require a budget increase. The cost of enhancements is set at $25,000. The evaluation contains no information regarding the regular courses offered by the Community School (e.g. course offerings, enrollment trends, etc.). While the cost of enhancements is estimated to be $25,000, the evaluation lacks information about how this total was reached. Although a budget increase and plan modification were indicated, the writer also claimed that a business case was unnecessary - that doesnt make sense. In my opinion, the evaluation is very weak. Past program evaluations of the Community School, while at times fluffy, have made a better use of data than this attempt. The first recommendation is not founded in the findings of the evaluation. Otherwise, there would be more information regarding a lack of community enthusiasm, support, and participation in programs, documentation is provided to that effect. No Special Education Transportation Summary: Eval. Criteria: The evaluation attempts to ascertain whether the Special Education Transportation Program provides safe, efficient, and reliable transportation for students in the LRSD. A series of tasks listed in the PBD ranging from the signing of requisitions to the completion of summer check sheets. The writer of the evaluation acknowledges that the relationship of the tasks to an operational evaluation is weak since completion of the tasks is no indication of the quality of service provided. The writer indicates that in the future criteria such as percent of on-time arrivals, driver attendance, and the amount of training received by individual drivers should be developed and used. Eval. Results: Obstacles: Recomm: Budget: The number of buses is limited. For Special Education, no buses have been purchased since 1993. Manpower shortages taxed the resources of the Transportation Dept. Including the Special Education section. The fleet continues to age and no replacement plan exists. Buses continue to breakdown and require extensive maintenance not covered by warranties. Ideally, an organization should replace 5-8 buses per year for a fleet of 53 buses. The district meets state and federal regulations for Special Education transportation, but falls short of voluntary guidelines suggested by various agencies that exceed the state and federal minimums. Beginning in 1996-97, there will be no specific funding from state or federal government sources for transportation of special needs children. All costs will be paid from the districts general fund. Due to the age of the fleet and lack of a replacement plan, maintenance workers cant keep up with the repairs needed to keep a sufficient number of buses available to support the overall need. It is recommended that the district outsource the Special Education transportation to a private company. Make the Special Education Transportation Department a model system meeting all recommended (voluntary) guidelines for providing transportation to special needs children. Although no specific figures are given, the evaluation indicates that recommendation #1 would possibly save the district money over a three year period. In essence, the writer claims that outsourcing Special Education transportation would not cost the district any more than it would if a decision was made to continue the present service with the purchase of new equipment. The evaluation states that recommendation #2, the model program, is would cost in excess of $1.6 million with the purchase of all new equipment. If a replacement schedule is used, $250,000 per year should be budgeted for replacement of equipment. Additional personnel would cost at least $12,000 per person including all pay, and benefits. No preference for either recommendation is noted. The evaluator did not indicate the need for a business case.Opinion: The strongest aspect of the evaluation was that having to do with the age and condition of the fleet. The evaluation and recommendations have less to do with the eflflciency of service and patron satisfaction as they do with the cost of upgrading a fleet that the district has lacked the resources to upgrade or simply benignly neglected. Once again, as with facilities, a lack of foresight seems to have placed the district in yet another deep hole. On the other hand, it could be argued that if the current outsourcing of non-Special Education transportation works to the district s advantage, it would only make sense to outsource Special Education transportation in light of the lack of state and federal subsidies for the transportation of special needs children. 1.A Program
Booker Arts Magnet Focus: Support for and Expansion of Bookers Theme Evaluation Criteria: School Improvement assessment School-wide planning and addressing achievement disparity Ongoing staff development Evaluation Process: As part of their assessment for general school improvement the Booker team examined student achievement data, enrollment figures over the last three years, evidence of home/ school communication, student participation in extracurricular and co-curricular activities, recruitment efforts, inventories of band instruments, as well as other documents. After looking at all the information listed above, the evaluation team composed as "discussion" of the schools efforts toward school wide improvement and their recommendations for further improvements. Evaluation Results: The evaluation team found that enrollment at Booker was far below the schools capacity and attributed this to the failure of the school to grow and change since its establishment. The Booker proposal seeks to create additional support for the schools arts theme and expand their fine arts emphasis to also incorporate more performing arts. An ongoing goal of school improvement has been to increase participation, especially among minorities, in extracurricular and co-curricular activities. The evaluation documents that participation has increased over 100% in both orchestra and recorder, but it also shows that the school faces a severe shortage of band instruments. The orchestra has 215 enrolled, but only 60 instruments. In order to support the theme and guarantee equal access to all students, the school wants to purchase instruments, secure regular maintenance for them, and ensure secure storage for all instruments. Reconunendations: Incorporate drama in the Booker curriculum Purchase additional orchestra instruments Establish fund for yearly repair and maintenance Add a piano lab Expand the artists-in-residence program Develop new brochures and flyers to facilitate recruitment of new students Reinstate the 3-day preschool inservice to promote the integrated curriculum and sound instructional practices Update the computer labThese recommendations do not require plan modification. They do result in a budget increase. The total cost, which is spread over five years, is $292,05356 Evaluation Quality: This is not the best evaluation Ive ever read, but it is far from the worst. I did find it a little difficult to follow and some areas lacked sufficient detail (the section seeking $130,00 for computer updates is very vague). I think the authors of this evaluation did a good job identifying some of the problems the school faces. They concentrated a great deal of their resources on issues that address the low enrollment. I think the case they made for the added orchestra instruments and the piano lab is strong. The a school with and arts program should provide instruments for all the students. The free instruments coupled with the staffs outreach efforts ensure equal opportunities for all students to participate. I also had a favorable reaction to the proposal to add drama to the school. I think that a drama component is an integral part of any arts program. The addition of such a program would compete with the theme offered at Mitchell, but Booker might be able to recruit students whose parents would not consider the incentive school option. The $35,000 estimated to fund the position of drama instructor seems a little low, if it is to include salary and benefits. Also, the evaluation records this expenditure as if it occurs once, when it will be a recurring cost. The total costs for staff development are under $10,000. Little detail is provided about the training except to say that all teachers would receive training aimed at instructional effectiveness and a core group of 10 teachers would have an additional planning session devoted to the integration of arts into the curriculum. As I mentioned above, the final section on the computer lab updates is sparse. I can not determine whether they plan to buy new hardware, software, or both.Program: Carver Math and Science Magnet Focus: Developing a "state of the art" technology program Evaluation Criteria: School climate based on the belief that all children can learn. And provide the resources to support that belief. Develop policies that foster a positive school climate while addressing individual student needs and learning styles. To provide opportunities for all students to participate in extracurricular and co- curricular activities. Give principals authority and accountability for school improvement, making sure all students have the opportunity to succeed. Provide staff development. Evaluation Process: The evaluation team examined a variety of documents, data, and school procedures: student achievement records, enrollment records, discipline practices, recognition programs for good behavior, evidence of home/ school communications, current levels of technology usage, and Evaluation Results: After study of the various documents and school procedures outlined above, the Carver evaluation team came to the conclusion that the school needs to upgrade its technology to improve student performance and to continue to be able to attract white students to the school. The computer labs found at Carver are those established when the school opened eight years ago. The study mentions that, as a math and science school, they should be leaders in technology. The evaluation states that this technology "was needed yesterday." The current system does not have the memory necessary to allow students to use a computerized encyclopedia. The aged computers do not contribute to efficient, effective instruction. Reconuneudations: Select and install new hardware and software Conduct staff development training related to the new system These recommendation do not require a plan change but they will require and expenditure of $28,130 in each of the next five school years (the LRSD portion would be about $8400 per year). The total cost is estimated at $140,650. Evaluation Quality: This evaluation is very well done. It outlines the need for the technology upgrades and gives a detailed implementation schedule with a yearly budget. When reviewing this document, you can see what they plan to do, when tasks should be complete, and how much it will cost.Program: Gibbs International Studies Magnet Focus: Additional Support for the Magnet Theme Evaluation Criteria: The team preparing the Gibbs evaluation based their evaluation criteria around the school operation goal to provide equitable educational opportunities for all students in the LRSD. Evaluation Process: A variety of documents were examined including the School Improvement Plan, the School Climate Surveys, achievement data, enrollment data, magnet seat allotments by district, documentation of waiting lists from 1989 to the present, and the like. Evaluation Results: In analyzing the schools progress towards meeting a wide variety of educational objectives, the authors of the evaluation determined that the school had a long way to go before fulfilling the terms of those objectives. The report indicated that much of the schools operations had become static (and perhaps stagnate) since its founding. The report mentions that materials such as maps an globes have not been updated. The school does not offer modern technology, and the disparity in achievement between black and white students persists. When making same grade comparisons of test scores over time, you find a decline at every grade level. The decline ranges from 2.6 percentile points at the sixth grade level to 35.7 percentile points at the second grade level. The good news here is that childrens scores appear to improve as they remain in the school. Recouuiiendations: Recruit an International Studies Technology Specialist Update existing computer lab and include program designed for at-risk first graders Incorporate closed circuit TV Technology training for staff Replace out-of-date or worn globes, maps, and research materials Develop International Studies Staff Development Plan Purchase new materials to enhance the media center Install portable classroom to house the foreign language teachers Automate the media center and enhance materials, equipment, and resources in the media center The improvements to the Gibbs educational program would be instituted in five phases: Phases I, II Phase III Phase IV Technology International Studies (update resource, materials, and equipment) Foreign Languages (secure portable classroom for instruction of French, Spanish, and German)Phase V Enhance the Media Center Gibbs Extended Evaluation, continued No plan change is required. The total cost for each of the phases is as follows: Phase I, II Phase III Phase IV Phase V $68, 835. 10 ($38,805.10 of this would be a recurring expense, since it represents the cost of adding a technology specialist to the Gibbs staff.) While the proposal includes this recurring expense, the evaluation only mentions the first year cost. $17,341.86 No cost listed. The evaluation recommends relocation of an already-owned portable to the Gibbs campus. The authors of the evaluation must not have been aware that the relocation of a portable will cost several thousand dollars. $11,827 GRAND TOTAL $98,009.86 Evaluation Quality: The evaluation presents a great deal of good information, and it honestly examines the strengths and needs of Gibbs. As noted above, some of the figures require further examination. My biggest question regarding the evaluation is why werent some of these items purchased over the years with instructional money? I know the school has not had the funds for a technology update, but it seems that the standard instructional budget could have allowed for the update of globes and maps.Program: Williams Magnet School Focus: Educational quality and school climate Evaluation Criteria: To provide a climate based on the belief that all students can learn and to provide the resources necessary to support that belief To design a program that meet the needs of all children Monitor school climate and resource allocation To design a program which meets the specific need of the students Evaluation Process: The evaluation examined the successes of the Williams program and its current needs. The background information gives a good overview of investments made in the instructional program and physical plant over the last few years. This narrative makes reference to data gleaned from the School Climate Survey, student achievement data, the school profile, the mission statement, and the like. Evaluation Results: While the evaluation mentions the many successes and accomplishments of the Williams program, it also outlines the need for updated technology at the school. PTA contributions have begun to automate the media center, but could not be completed "because of LRSD systems requirements." Evaluators found that the Williams computer lab consist entirely of Tandy computers purchased about eight years ago. Other computers have been added to classrooms over the years, as funds allowed. The computers are not part of a network. Reconunendations: Purchase the hardware and software needed to update the lab and classroom computers. Automate the library system Connect with the Internet and network the computers within the building Purchase new printers Conduct staff development related to new technology None of these proposals would require a change in the desegregation plan. The total cost for the technology upgrade is $167,900. The cost would be spread over the period from August 1998 to August 2000. Evaluation Quality: This evaluation did not have the excruciating level of detail that some of the others presented, but I felt it gave a very good picture of the school and its needs. The evaluation also pointed out the efforts the school has made to upgrade technology within the annual budgets of the last several years. It also pointed out parental contributions to technology purchases. I found the evaluation to be quite adequate.Program: Four-Year-Old Focus: The programs progress towards meeting the commitments outlined in the desegregation plan. Evaluation Criteria: The evaluation examined the extent to which each of the provisions regarding the four-year-old program has been met. Evaluation Process: The provisions regarding areas such as curriculum, establishments of sites, racial balance, and the like were examined and discussed individually. Evaluation Results: The evaluation found that all objectives had been attained. This is not to say that no work remains in this area. Many of the early childhood plan obligations are ongoing. Only two problem areas were noted
the districtwide shortage of substitutes sometimes makes teacher release for staff development a problem, and the lack of any support staff for the Director of Early Childhood Education. The evaluation states that the effectiveness of the department is reduced because as a one-person operation a great deal of time is spent on clerical tasks. The IRC secretaries are available to help with early childhood chores, but they can do this only after they have fulfilled all the tasks assigned by their immediate supervisor. Recomiiieiidatious: Add one new position to the early childhood education department. This position could be either a secretary or an early childhood specialist. This would not require a plan modification, but it would increase the budget. No dollar figure is attached. The amount spent would depend on whether the district hired a secretarial or professional support person. Evaluation Quality: This is a very through evaluation of the early childhood program. The program objectives are tied directly to the desegregation plan.LRSD EXTENDED EVALUATIONS ALTERNATIVE LEARNING CENTER (ALC) Focus The evaluation covers five (5) areas: In-school suspension. Alternative Learning Center, Curriculum Offering, Attendance Pattems/Rates, and Behavior Modification procedures. Supposedly, the writer evaluated the program by examining seven (7) objectives. The document is poorly written and somewhat difficult to follow. I believe the writer wants the reader to believe that the alternative school is meeting all of its objectives, but with a little help (2 additional staff members), the staff could do a better job. Criteria The A-School evaluation relies on data that was written and interpreted by the director. 1. 2. 3. 4. 5. 6. 7. Number of reports submitted from ALCs office. Review of attendance rosters. The ALC Profile Book. Review of school-based objectives, policies, and procedures. Review of statistical information on race and gender for roll, grades, awards, discipline, and other areas. , , Evaluation of the number of reports of counseling interventions, parent involvement, and due-process procedures. Evaluation of curriculum offerings. Note: Evaluation is a very misleading term in this report. Nothing is evaluated. Process The only discernable process seems to be to say something is true, which then makes it true. The writer outlines or summarizes some general descriptions of the ALC program, regurgitates some highly suspicious data, and proclaims the program a success. Results According to the evaluation, the ALC is meeting all of its objectives. The ALC now submits reports to^all the junior highs, central office, and advisory board. Added to the recipients are the SAO Communication Office, and Special Education. The report shows an average attendance rate of 88% for the first 12 weeks of school (the goal was 75%). The director developed a nng binder library which covers 19 areas. The evaluation concludes that the ALC has proven effective because they publish the Alternative Learning Center Mission Package. The staff holds an intake conference on every enteringstudent, students participate in a three day orientation, teachers are prepared to provide individualized lesson plans, however, they provide no evidence that they do. Further, they have in-school detention and suspension for those who commit violations outlined in the Mission Package. Other students may take academically related field trips to Central Flying Service and Aerospace Education Center. The evaluation also claims that students can participate in several clubs, such as electronics, weight lifting, science, or Scrabble Club, among others. Finally, the evaluation claims a reduction in black enrollment from 85% to 77% and that at least four students a day receive counseling. Disciplinary sanctions remain high, but are less than past years. Students receive a basic curriculum, but the report states that they cannot provide much needed hand-on instruction because they do not have a qualified wood working instructor. Recommendations 1. 2. Hire an additional instructional aide to supervise the in-school suspension class. Hire an additional instructional aide to supervise wood working as an activity instead of a class (because the cost of a real teacher would add to the district s financial stress). Requires budget change, approximately $20,000 for both positions @ $10,000 each. Review Crap! Crap! Crap! O.K., I feel better now. This so-called extended evaluation neither extends information, nor evaluates any program. Although it has been a year since ODM monitored the alternative school, 1 sincerely doubt that the program is any better than what we found, and what we found stunk. In essence, the evaluation tries to substantiate a need for two additional instructional aides. One to supervise the in-school suspension class and the other to supervise a wood working activity or arts and crafts class. The justification for the in-school suspension aide is that evaluation of the behavior modification procedures indicates that by having two behavior level groups in one room (level zero and level one) too many disruptions occur and it is difficult to maintain order. Apparently, the loss of support from the Delta Service Project (a service provided by Americorps) has exacerbated the problem, but the evaluation does not make clear how. The evaluation claims an attendance rate over 80%. What the report fails to mention is the number of students attending compared to the number of students referred. Its easy to have good attendance rates when you drop students on a regular basis, make no attempts to locate noshows, and fail to account for all of your students. The staff has no clue as to what behavior modification means. Their idea of behavior modificationis to ask or tell a student to do something, and if he or she does it, then the behavior is modified. The school does not have a behavior modification program, and provides no competent group or individual counseling services. Parent involvement translates into a requirement that parents attend an in-take session or a re-entry hearing. Teachers receive no training in dealing with this population, all of the referrals are disciplinary in nature, and students do not have individualized contracts or plans for improvement. Unless things changed, the principal had stopped accepting ninth graders altogether. The evaluation lists 6 sections of a non-categorical special education class, but the principal informed me last year that he did not accept special education students. The little group counseling provided for these students came from a counselor-social worker assigned to the four restructuring schools. Students assigned to non-restructuring schools did not get even that little bit of additional help. Nursing services were almost non-existent. One part-time reading specialist visits the school. No speech therapist, social worker, music, art, or foreign language teacher is on staff. The school does not have a librarian or media specialist. The directors idea of hands-on teaching involves wood working or arts and crafts. This man does not have a clue! The school lacks a science lab and a computer specialist, yet the director wants to add an instructional aide to supervise a wood working activity! His idea of educational field trips is to visit the Central Flying Service to visit his buddy over there. Never mind that the students may have other interests. This proposal is a big waste of money!LRSD EXTENDED EVALUATION TEAMING IN NEW FUTURES RESTRUCTURING SCHOOLS Focus The evaluation focuses on how school restructuring, through teaming, affects achievement, school climate, and the development of appropriate educational environments for adolescents. Criteria Assessment of possible added personnel costs Assessment of student achievement Assessment of school climate in areas such as: discipline, parent involvement, faculty absentee rates, curriculum enrichment, incentives, and recognition of success as evidenced by participation in a Carnegie Grant. ProcessZResuIts The evaluators compared staffing levels at a teamed and a non-teamed school, with similar student populations, to determine the difference in FTEs. They found a difference of .8 FTE. When comparing the staffing ratios in all of the junior highs, they found no significant differences between them. The evaluation notes that the staff ratios of magnet schools to teaming schools is 15.4 to 14.5. Most important, the evaluation found no increased costs due to teaming. A three-year assessment of student achievement on reading and math tests in the participating schools using cohort student files from 1992-3-4 reveals a slight increase in reading scores for two of the restructuring schools, no change for one, and a decline of 2 NCEs at another. All of the districts JHs saw declining math scores over the three year period assessed, however, on average, math scores in the restructuring schools declined somewhat less than the others. An examination of discipline data for the districts junior highs indicate that magnet schools, which do not practice teaming, averaged 50 fewer suspensions and expulsions in the 1994-95 school year than the teaming schools. Therefore, the writers concluded that the use of sanctions in the schools did not significantly affect school climate. According to the extended evaluation, parent involvement increased in all of the restructuring schools. In some cases PTA membership increased, in other cases monthly volunteer hours increased. For instance. Southwest reported a 76.3% increase in volunteer hours for the 94-95 school year. With the exception of Cloverdale, the teaming schools had significant increases in PTA membership from SY 90 through SY 95. Absenteeism was lower at the restructuring schools than at the magnet schools. The authors concluded that job satisfaction, as manifested in attendance, is greater at the restructuring schools. The document does not evaluate enrichment/extension experiences in the restructuring schools, rather it lists some of the components of teaming and some of the programs and services provided at the schools. Key to the teaming concept is the development and implementation of interdisciplinary units. Other major features in the restructuring schools are requiring students to participate in two major educational activities, service learning projects, and advisory programming, to name a few. An evaluation of incentives for student achievement consists of a list of strategies and activities that have shown to have a positive impact on student achievement. Team leaders reward students with special activities such as homework bash, field trips, or team recognition assemblies. Students can earn additional percentage points for classroom participation
they can receive tutorial assistance at lunch and after school
or students can join special clubs such as the Young Professionals Club, Breakfast Club, and the Ladies or Gentlemens Club. The report concludes that middle level restructuring has been a success because Pulaski Heights JH has been designated as a Carnegie Foundation Systemic Change School by the ADE Carnegie Middle Grade School State Policy Initiative. The school accepted a grant from the ADECMGSSPI, and became one of only six schools in Arkansas chosen and one of only 90 in the U. S. To work on the advancement of middle level practices. Recommendations Implement middle school programming to provide a developmentally-appropriate educational environment for the academic success of adolescents. The evaluation makes no recommendation on plan modifications, asserting that district personnel are still making decisions based on the facilities study. Implementing the middle school concept will require some monetary investment for staff development needs. However, teachers and equipment are already available
most likely, some assignments and allocations would change. The evaluation indicates that more detailed information is included in a business case. This evaluation is more of an outline, than an evaluation. Unless one was very familiar with the middle school concept, this evaluation does not yield enough information to make an informed decision which would result in a radical change in the districts educational system. The business case is more comprehensive. I believe that approval of the recommendation would require some sort of plan modification, because grade configurations would change. Instead of junior highs, the district would have middle schools with a grade configuration of 6-7-8. All of the elementary schools would lose their sixth grade and all of the high schools would gain the ninth grade. Implementing the middle school concept will have the greatest impact on magnet schools. While the magnet schools will keep their themes, the district would have to make some accommodations for students already in their system when the change occurs. Some teachers would have to get additional certification, however, it is my understanding that ADE has already studied this matter and has a plan in place to ease certification requirements. As a member of the districts middle school task force, I endorse the recommendation.LRSD EXTENDED EVALUATIONS ACADEMIC SUPPORT PROGRAM (ASP) Focus The evaluation focuses on the ASP at the secondary level. Specifically, the following areas are addressed: degree of implementation at the secondary level administrative coordination external funding Criteria The extent to which the secondary schools are implementing the reading and language arts plus (LAP) and the math plus (MP) models. A listing of major program activities with a timeline and the person(s) who initiated or implemented the activity. A description of program components and the cost of each component for the 1995-96 SY. Process/Results Evaluators surveyed all of the LRSDs secondary schools to determine the total number of Language Arts Plus and Math Plus classes and the total number of students enrolled in each class. At the junior high level, they found that of the 352 LAP students, 27 were not being served by their own English Teacher. Of the 437 MP students, 80 were not being served by their own math teacher. Similarly, at the senior high level, 95 of 343 MAP students were not being served by their English teacher, and 2 of 72 MP students were not being served by their own math teacher. According to the tables on page 9 of the evaluation, much of the eligible population is not being served. Class enrollment in both programs is not to exceed 15 students, however, the average Lap Class has 9.5 students, and the average MP class has 9.8 students. Enrollment of eligible LAP students ranged from a high of 63.9% at Dunbar to a low of 12.5% at Cloverdale. In MP classes, enrollment of eligible students ranged from a high of 62.2% at Cloverdale to a low of 0% at Parkview. The evaluators examined the coordination of services and events that are required for full implementation of the two programs. They found 32 separate entries which they reduced to 7 function categories. They then took the categories and matched them with their corresponding departments in the district. Departments responsible for implementing the programs are: Federal Programs, Reading/Language Arts Department, Mathematics Department, AssistantSuperintendent of Secondary Schools, and building-level principals. Some events required coordination between two or more entities. Next, evaluators examined program administration. They looked at application preparation, student selection, monitoring, personnel and evaluation. Additionally, they looked at time lines for completion and persons responsible for task completion. The report indicates that in several cases the process broke down because of lack of coordination between program or resource managers. The system lacked continuity and as a result, students who should have been receiving services were often overlooked, not recommended but should have been, or their cases were mishandled because of a lack of follow through. Finally, after comparing the difference in funding levels between SY 95 and SY 96 for both programs, the evaluators found that funding levels had decreased a combined total of $572, 860. (Note: My calculations show a decrease of $507,140. I dont understand how they got their total.) The report also indicates that the senior high schools, along with Pulaski Heights JH were not eligible in SY 96. I assume they mean not eligible for Title I funds. The evaluation further states that Comp-ed funding would drop by $250,000 in 1997 and Title I funds could be decreased by 10% in that same year. With the decrease in funding came a drop in FTEs. The secondary programs lost a total of 20.8 FTEs between 1995 and 1996. LAP and reading lost 16 FTEs, and .MP lost 4.8 FTEs. Naturally, such a decrease in staff had a negative impact on services. Recommendations 1. 2. 3. All schools follow the model as it is written. Apparently, the secondary schools have pieced together LAP and readins programs as well as Math Plus Programs. In particular, one of the main features of the programs is that students would retain their regular subject area teachers. In that way, the teachers could reinforce earlier lessons, provide continuity with current curricula, and they would be familiar with the problems that initiated a students referral to a program. Instructional supervisors have a greater role in program design, implementation, staff development and related technical assistance. It seems that the right hand doesnt always know what the left hand is doing. According to the extended evaluation, even overlapping services arent coordinated very well. As a result many students who should be referred to the LAP and MP programs are not, thereby creating a service gap. Also, the people who actually deliver program services are left out of the design and decision making steps and program supervisors do not seemed to be adequately involved with building-level people. Investigate more cost efficient alternatives to the current ASP at the secondary level.Included in the recommendation is the suggestion that Math Plus at the 10th grade level be eliminated. The reasoning is that students in the MP population have the common denominator of having failed Algebra I in junior high. As a result, this homogenous group would just as easily benefit from extra attention and individualized instructional strategies from the senior high Algebra I teachers. The recommendation also suggests that similar alternatives could be explored for reading and language arts. 3-a. Explore consolidating resources at lower grade levels. This could be done by eliminating or reducing some services at the secondary level. This is by far the best e?rtended evaluation I have read of late. Although the evaluation doesnt go into great detail, it is succinct and to the point. Technically the recommendations do not require any plan changes or budget changes. The first two recommendations merely ask the district to implement the Language Arts/Reading Plus program and the Math Plus program according to their filing and in an efficient manner. The major change occurs in the third recommendation, eliminating Math Plus at the 10th grade level. The ASP submission of March 24, 1993 (which in itself was a plan change) does not identify individual grade levels, it only specifies elementary or secondary. More importantly, the document does not mention Math Plus. The submission identifies Language Arts Plus as a separate program. Other approaches to remediation mentioned include pairing language arts teachers with reading specialists (math teachers were already paired for instruction), so that teams could jointly plan appropriate whole group and small group instruction, as well as individual instruction, and utilizing math assistants to tutor math students. The evaluation clearly identifies the problems and offers reasonable solutionsSAMPLE DESEGREGATION PROGRAM EVALUATION of (Fill in name.) SCHOOL Date: Program Name: School Operations Name of School Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Principal's Name PROGRAM DESCRIPTION: School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff [and] principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. EVALUATION CRITERIA: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD
evaluation of the stated intent serves as the evaluation the case of this particular desegregation program evaluation, the foregoing statement applies specificallv to Pill in In the foregoing statement applies specifically to Fill in name of school. SUMMARY: (Using the objectives outlined in the Program Budget Document (PBD), write a summary of the overall effectiveness of goal results, as they relate to your school.) 1. Example of a summary beginning - Equitable educational opportunities were (or were not) provided for all students at (Name the school.) during the 1993-94 academic year. An organizational structure was in place which provided equal opportunity and access for parents, students, and staff. (Following these introductory sentences, either write how these opportunities were provided or explain why they were not. In the paragraphs that follow the summary of the overall effectiveness of the first objective, do the same for each objective listed. As you continue writing your summary, combine objectives, if you wish. year. (Following BODY OF SUMMARY Example of a concluding sentence - By implementing the strategies summarized above, or (because of the factors explained above which prevented the successful implementation of planned strategies,) equitable educational opportunities were (were not) provided to all students at (Fill of school.) It is possible that you may have a combination of strategies which were successfully implemented and ones which were not. If so, this combination should be reflected in your summary. in were not. 2 .Sample PBD Eval. Report Page 2 GOAL ATTAINMENT: The following list provides examples of factors that facilitated (or prevented) goal attainment
included in this list is the identification of the factor, along with its description. Factors and Descriptions PARENTAL INVOLVEMENT A cross-section of parents were actively involved in a variety of projects and in attendance at all functions and Beetinos. all functions and meetings. STAFF DEVELOPMENT Courses and/or workshops were provided for teacher development, to improve student achievement, etc. (Continue listing the factors and descriptions which cite as examples.) you choose to EVIDENCE: Evidence substantiating the summary and explanation o attainment may be found in total in the Program Budget Document, School Profile, and/or the Extended COE. - -- of goal examples of such evidence: Following are several the Factors and Evidence PARENTAL INVOLVEMENT P.T.A., Dad's Club, Biracial Committee, tutors, VIPS Open House, mentors Science Fair (Continue listing the factors and evidence which as examples.) you choose to citeTO: Little Rock School District 810 W. Markham Little Rock, AR 72201 Board of Education FROM: THROUGH
Dr. Kathy LeaaefAssistant Superintendent, PRE Dr. Ed Williams, Research and Evaluation Specialist, PRE Gamine, Superintendent ionnie Lesley, Associate Superintendent DATE: August 24, 1999 SUBJECT: Program Evaluation Plan According to Sec. 2.7 of the Revised Desegregation and Education Plan, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Section 2.7.1. states: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving A&ican-American achievement If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. The Superintendent and the Associate Superintendents have established the evaluation agenda for the 1999-2000 school year. Planning, Research, and Evaluation will be responsible for the program evaluation design and the program evaluation for the following programs: Title I/Elementary Literacy ELLA Success for All Direct Instruction Little Rock Partnerships for Mathematics and Science Achievement (LRPMSANSF Grant) English as a Second Language (ESL programs) Middle School Transition and Program Implementation wdU work in conjunction with Campus Leadership Teams, curriculum specialists, pnncipals, parents, teachers, and other interested parties as appropriate to design and implement these evaluations. Several meetings have already been held with , --O- - J MV'AV* miil our desegregation consultant, Dr. Steve Ross, from the University of Memphis. He is providing technical assistance to guide the development of our program evaluation components. Upon completion, results of these program evaluations will be presented to the Board,*An Individual Approach to a World of Knowledge February 21, 2000 Ms. Aim Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECSVBD MAR 10 OFRGEOf Dear Ann
I am sending to you a bundle of recent LRSD publications that I know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc: Junious Babbs Brady Gadberry 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax:501-324-2032 Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your February 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up. Sincerely yours, Ann S. Brown Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools: High School Curriculum Catalog 2000-2001 Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools: 6* Grade Standards, Benchmarks 7* Grade Standards, Benchmarks 8* Grade Standards, Benchmarks Middle School Curriculum Catalog 2000-2001 Guide to Learning in Middle School Elementary Schools: Kindergarten Standards, Benchmarks 1' Grade Standards, Benchmarks 2"'' Grade Standards, Benchmarks 3* Grade Standards, Benchmarks 4*** Grade Standards, Benchmarks 5* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Office of Desegregation Monitoring United Slates District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To
Bonnie Lesley From: Ann BrOy Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached. Their comments are unvarnished and strictly FYI, so take them or them, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a refrigerator curriculum?" Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refiigerator curriculum enables them to learn how to fix their refrigerator, or in the alternative we say its a curriculum their refrigerator can study in order to become a smart refrigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refrigerator curriculum is either. Another point of bewilderment has come to our attention. Many parents and students (and who knows, maybe teachers too) are very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to differentiate between the two terms and to widely broadcast definitions that will enable everyone to work from the same understanding. Review Questions 1. 2. 3. 4. 5. 6. 7. For which audience is the publication intended? What is the stated purpose of the publication? List the documents strengths in relation to its purpose. List the documents weaknesses in relation to its purpose. Overall, how well do you think the publication fulfills its purpose? Why'i What suggestions do you have for improving the publication so that it can better fulfill its purpose? Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.The document is sprinkled with items enclosed in boxes but the boxes do not signify a single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose? Why? If the guide fails to meet its purpose it will be because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort.Comments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended? Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance from staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title. Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only obsen able omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSDs instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD d"*, 7*, S"*, Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are learning at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfdls Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English?A Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum catalog. The question and answer arrangement should make the guide more user-friendly. Weaknesses: The pages aren t numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. In reality, the question and answer format is not as effective as it should be. The guide should have followed the format consistently rather than varying off into specific course descriptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and in English! In addition, the notice only offers oral translation as an option rather than a written version. The guide deals less with the middle school concept and environment than I thought it should. Fulfills Purpose: The guide does fulfill the purpose of clearly describing course offerings and requirements. Im not so sure it is user-friendly enough for many parents and students to make practical use of it. Suggestions: Although the guide does not claim to do so, I would still like to see more of an explanation of the benefits of middle school. The guide does give a description of interdisciplinary teaming, but it seems that the district should explain more and place those explanations near the beginning of the guide rather than near the end Additionally, the guide should follow a conversational format fully as if the reader were visiting a school counselor and discussing the school, course requirements, and scheduling options. A minor visual suggestion - on the front cover, separate the title A Parent and Student Guide to Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did receive a copy of this as a middle school parent. Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shopping. This document includes all relevant info on middle schools for fairly quick reference. Weaknesses: Minor point, but why are the page number positions alternated? At first, I thought the booklet was only numbered on every other page. Fuirdls Purpose: This is a good resource for staff"membersand possibly parents who know exactly what type of information they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts k READING Practice reading individually and in groups. Recognize and determine main idea and details in reading selections. Identify different purposes of reading and writing. Identify styles of authors. Follow written directions. Recognize difference between fact and opinion. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in reading material. , zi - Use information from previously learned information to evaluate new information, Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Lite . I Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaunjs, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use predicting, putting events in order, and skimming to increase understanding of reading material. Use examples to support opinions and conclusions about reading material. Use computers and library skills to find information. Read graphs, tables, maps, and diagrams. WRITING Write in personal journals for specific periods of time. Write about real world, personal, and classroom ex^periences. Write in complete sentences using varied patfem's including simple, complex, and compound, Use prewriting and beginning activities. Explain through writing what is learned in all subjects by use of outlines, categorizing, and writing directions. Create a first draft with paragraphs containing a topic sentence, supporting details, and logical organization. Use appropriate skills in mechanics, spelling, and usage in writing. Use a dictionary, thesaurus, and other appropriate resources to correct spelling, grammar, punctuation, and usage. Use computer and human resources to collect and organize information for writing. Edit and correct errors with Spell Check and Grammar Check on computers. r PHYSICAL SCIENCE Investigate the effects of magnets on each other. Know that the Earth is a magnet. Understand the operation of a compass. Use a coil of wire and an electric current to produce magnetism. Build a simple motor. Describe how an electric current can be made from using a coil of wire and a magnet LLiisstt tthhee mmaatteerriiaallss ffrrnomm whichn paanpoerr i ois made. Describe properties of paper and how they relate to its use. Make paper using the steps in papermaking. Identify paper as a major renewable resource. Pr- p^r noA c_ re > Describe the steps in designing different types of paper. . Observe, describe, and record test results on the strength, transparency, and absorption properties of paper. Vrcei crp P.-^pC 1 I , LIFE SCIENCE Describe the basic needs of plants. Identify the things that affect plant growth. Describe how plants reproduce. Describe how light and gravity affect the growth of a plant. Plant and care for plants. Control the environment and conditions when the seeds are planted and the plants are growing Obbsseerrvvee,, mmeeaassuurree, rdieessncrriihbAe, aannrdi record changes iinn plant growth. E EARTH SCIENCE Understand that time can be measured using the natural cycles of the sun and moon. Describe how shadows from the sun can be used to measure and predict the passage of time during a day. Describe how the phases of the moon can be used to predict the passage of time during a month. Understand that mechanical clocks can be constructed and used to measure specific intervals of time consistently. Social Studies CITIZENSHIP Describe political patterns in ancient civilizations. Describe the development of Greek and Roman democracies. Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE Explain the interdependence of ancient people with their environment Locate and describe ancient and early civilizations in Africa and Asia. Locate and describe life in ancient and early America. Analyze the impact of trade in ancient/early civilizations. Locate and describe the way of life in early Europe such as Greece, Rome, and Russia. Analyze the structure of feudalism. Explore current event issues in lands of ancient and early civilizations. Use various methods and processes to explore the interdependence of people of ancient and early civilizations. CONTINUITY AND CHANGE a_- . of- peopic. people Explain hew the development of agriculture impaated ancient and eariy people. Use various methods and processes to explore and explain changes in ancient and early civilizations. Describe the impact of the rise and fall of ancient and early civilizations such as Egypt, Rome, and Meso America. Evaluate the impact of change overtime. Investigate how political events have affected the way people live, such as their literature and language.CULTURAL PERSPECTIVES Use various sources to explore how ancient and early people transmitted their cultures. Compare and contrast various and diverse cultures of ancient and early people with respect to location, place, region, and how they interacted with each other and their environment. Compare and contrast the ways ancient and early people met their basic needs. Associate ancient and early group leaders with places of origin and beliefs. Describe contributions of ancient and early groups and individuals(t6s^Iei^ cca-rcM 5ccicU ? Describe the role ofthe church in early Europe. Read literature about people/events of ancient and early civilizations. SCARCITY AND CHOICE * Describe and analyze the economic patterns of early people. Analyze how ancient and early societies dealt with scarcity. Relate factors associated with economic development, such as technology, population growth, and resources. COOPERATION AND CONFLICT Describe the conflicts between early people, such as the Romans and Christians, and Christians and Muslims. Explain conditions and events that led to cooperation and conflict among ancient and early groups of people. A o t 2. Si Oz UIU X J Language Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes (literary, self-expressive, persuasive, and informative). Follow written directions. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material. Read graphs, tables, maps, and diagrams. V lV y- [
gjj dic'tioin-ary T Social Studies CITIZENSHIP Describe the difference between democracy and other forms of world governments. Compare and contrast the rights, privileges, and responsibilities of citizens in diverse political systems. Analyze the characteristics of citizenship as it relates to different countries. Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE 9 Use various geographic and reference materials to acquire, organize, analyze, and interpret geographic information and issues. Identify, locate, and describe physical regions, l^untries' and major cities of the U^A''Canada, Latin America, Europe, Ru^ia. Southwest and East AsiaTAfrica, and Australia. ~ Identify continents by outlines and compare and contrast physical features of continents. Describe ways people and nations interact with each other and with the environment. Read, and analyze current event global issues and problems. CONTINUITY AND CHANGE Describe and analyze the impact of human changes to the environment Demonstrate an understanding of technological changes and the impact on how people live. Relate an event in history with social change. Use a variety of processes and appropriate methods and tools to explore and understand continuity and change in the global society. CULTURAL PERSPECTIVES Describe the elements and factors that distinguish cultures. Compare and contrast cultural features of regions. Qj-cc-5 . of ccoA Identify and describe the major cultural regions of the U.S.A., Canada, Latin America, Europe, Russia, Southwest and East Asia, Africa, and Australia. Determine ways that culture influences peoples perceptions of places and regions. Identify and evaluate different viewpoints regarding the use of resources. Examine the relationship between historical events and cultural development. Demonstrate a respect for different cultural perspectives.COOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious groups of the world. Examine ways people attempt to combat world prejudice and discrimination. Identify and explain reasons for conflict within and between regions and countries. Give examples of global conflicts and cooperation. Relate competition for resources to conflict and cooperation between regions and countries. Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE Explore how factors such as technology, population growth, and resources are related to economic development of nations. Analyze the distribution of goods and resources among nations of the world. Describe major industries and businesses in the United States. Describe and compare the economic systems of the world. Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP Identify and explain the purposes of Arkansas government. Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation. Explain the historical and current impact of American public policy on Arkansas racial, religious, geographic, ethnic, economic, aTidJinguistic diversity ? Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government. Analyze the characteristics of effective leadership in Arkansas today and in the past. Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas. Describe and analyze the use, abuse, and limits of power and authority in Arkansas. Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state. Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system. Propose and evaluate alternative uses of environments and resources in Arkansas. Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT o' Demonstrate areas of inequity and discrimination based on race, sex, age, physical condition, and socioeconomic status in Arkansas. Examine the contribution ofthe arts, literature, media, technology, and languages in fostering cooperation and in causing conflict in Arkansas. Analyze how disparities in power and economic status lead to conflict. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict. Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE Analyze how decisions and events in Arkansas and the world affect each other. Use various methods to illustrate interactions between the people of Arkansas and their environment. Relate the evidence of historical and cultural languages to the development of the state. Analyze and evaluate the history, causes, consequences, and possible solutions to present-d^issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality. Understand spatial relationships and locate places on Arkansas, U.S., and world maps. Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture, and communications that affect Arkansas social and economic activity. Investigate how political events, technological changes, and cultural diffusion have affected literature, languages, and arts over time in Arkansas. Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and responsibilities overtime in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES Examine information and developments in Arkansas and explain how they may be viewed differently by people from diverse cultures. Analyze the historical perspectives that contribute to the development and transmission of Arkansas cultures through language, literature, the arts, architecture, traditions, beliefs, and values. Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other group characteristics contribute to developing an appreciation of Arkansas heritage. Identify and describe the various movements or periods of significant historical change within and across cultures. Explore ways that Arkansas natural and built environments interact with culture. Analyze and demonstrate the value of both cultural diversity and cohesion within and across groups. Examine and explain belief systems underlying Arkansas traditions and laws.LIFE SCIENCE Describe the major characteristics and activities of 9 of' monerans, protists, and fungi. * J monerans, protists, and fungi affect other living things DDeessccrriibbee tthhee rchhaarraarctoteHriesltiirces. oailll animals ih__a_v__e in c_ ommon. Classify animals using their characteristics. Explain the differences between sexual and asexual reproductions. Draw and eAxpp,lain,, tuh.ec saticaigyecss iInII tmhee lIilfiee ccyyccllee oorf aanniimmaallss ((ssuucchh as egg-caterpillar-butterflv and eoa tartnnio SS Jr rT examptes). Ple-frog). List the characteristics of plants. Describe the structure and function of roots, stems, leaves, and flowers Describe methods of reproduction in plants. Know how the ecology of the environment is organized, such as population>community>ecosystem>biosphere Describe how the amount of food, water, or other environmental factors affect Describe how different plants change in an area over time cZr, -**(-=> as mutuallsn, organisms. commensalism, parasitism). Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form the basis for Distinguish between velocity and speed. Distinguish between velocity and acceleration. Understand acceleration along curves. Calculate the acceleration of a falling object. Describe projectile motion. Describe how a satellite is a projectile in free-fall. Understand factors related to the motion of a pendulum. Describe the characteristics of waves. Identify the different types of waves (transverse and longitudinal). Explain the relationship between frequency, wavelength, and speed in a wave. Explain constructive and destructive wave interference. Describe how sound waves are formed, transmitted, and received. motion. * yo^uT'^^*^'^'^ Doppler Effect (such as how the sound changes as it comes towards you or goes away from Describe the waves caused by earthquakes. Identify how light travels. Describe reflection and refraction of light. Compare and contrast opaque, translucent, and transparent materials. Examine the visible light spectrum. Explain the differences between substances, elements, Describe the physical properties of matter. compounds, and mixtures. Distinguish between physical and chemical changes and properties * IU nderstand solution__s_ _a_n_dI fra. ct. ors t.h.a.t .a.ffe ct sol. ubility. r r Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. Language Arts READING Practice reading individually and in groups. Gain information from reading. Summarize, compare, and put into own words while analyzing reading material. Draw conclusions and make inferences in regard to reading material. Judge, critique, and defend opinions of reading selections. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes. Follow written directions with increasing difficulty and complexity. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Understand metaphor, simile, personification, and other figurative language techniques. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Use predicting, sequencing, and skimming to increase understanding of reading. Read graphs, tables, maps, and diagrams. WRITING Write in personal journals, logs, and in other assigned ways in both formal and informal assignments. Write in class for uninterrupted periods of time on topics from personal experiences and topics assigned in class. Use freewriting, brainstorming, and other methods for prewriting and beginning activities. Create a first draft with a central idea and with paragraphs containing a topic sentence, supporting details, and a closing sentence. Produce a longer, detailed paper using organization and details concentrating on a central theme. Use appropriate outlines and organizing methods to practice thinking and analyzing skills. Use appropriate skills in mechanics, spelling, and usage in writing. Vary sentence styles to include simple, complex, and compound. Proofread writing in peer groups and with teacher for information, organization, and style. Use a dictionary, thesaurus, and other resources to correct spelling, grammar, punctuation and usage. Use internet, reference books, library materials, and personal interviews to collect information. Produce polished pieces of writing to be shared or published and collected in a writing portfolio. Express awareness of varied cultures and universal issues in writing. Relate elements, atoms, molecules, and compounds. Explain the behavior of gases in terms of the particle theory of matter. Find the relationships involving pressure, volume, and temperature of a gas. Distinguish among metals, nonmetals, and metalloids. List elements that are classified as metals, nonmetals, and metalloids and give their uses. Recognize when chemical reactions have taken place. Write word equations for reactions. Describe how energy is involved in chemical reactions. Classify energy resources as either renewable or nonrenewable. Compare and contrast types of fossil fuels. Describe the benefits and drawbacks of using different energy resources. Describe the operation of a steam generator electric power plant. EARTH SCIENCE Name conditions that define minerals. List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture). Test minerals to identify them. Describe the value of minerals. Distinguish between a rock and a mineral. Understand the rock cycle. Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP Explain the philosophy of government expressed in the Declaration of Independence. Analyze foundations of the U.S. Constitution andjS^gnificance. ' Explain the major debates, compromises, and resolutions during the development of the Constitution. Describe the development of the two-party system. Outline the principles of federalism. Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states. Explain the responsibility of a free press and give examples. Practice the roles, rights, and responsibilities as participating citizens in a democracy. Participate in a project designed to serve the community.r INTERDEPENDENCE f Use diverse map skills and tools to locate places and gain infonriation associated with the growth and development ofthe U.S. Interpret various timelines related to American/U.S. history. Read historical documents and narratives of American/U.S. history up to 1914. Identify, analyze, and interpret primary sources and historical and editorial cartoons. Summarize the Exploration and Colonization Periods. Describe the role of early 20*^ century U.S. in world and domestic affairs. Identify major events in American/U.S. history up to 1914 and evaluate the causes, costs, and benefits. Read, interpret, and analyze current events. CONTINUITY AND CHANGE Describe the impact of change on places and the movements of people and goods. Understand the transformation and response to the Industrial Revolution. Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES Analyze the historical perspectives of different people and groups in American history, and explain factors that influenced them. Compare and contrast diverse cultures in American and U.S. history. Analyze the significance of the issue of slavery to society, politics, and economy. Outline the development and growth ofthe American education system. Recognize contributions of diverse individuals and groups such as African Americans and women to American life. COOPERATION AND CONFLICT Analyze the causes and consequences of wars involving the U.S. to 1914. Describe the critical developments during the Civil War and their impact. Outline the causes ofWorld War I. Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an, educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English.Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Second AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by tite -+<+(* such as president or proper name ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PLT<POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches of the U.S. government. oReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fourth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookins. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fifth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is it demonstrate really the best verb? Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS: nonetc received AUG 1 0 2000 OFFICE OF DESEGREGAPONMQIlTORjiijg Program Evaluation For Title I - PreK-3 Literacy Program School Year: 1999-2000 August 24,2000 Planning, Research, and Evaluation (PRE) Ish Instructional Resource Center 3001 S. Pulaski Street Little Rock, Arkansas 72206 501-324-2121 Executive Summary Learning to read and write is critical to a childs success in school and later life. One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. Although reading and writing abilities continue to develop throughout the life span, the early childhood years - from birth through age eight - are the most important period for literacy development. A lack of pre-school literacy experiences (storybook reading, daily living routines, listening comprehension, vocabulary, language facility) places a child at risk. Section 5.2.1 ofthe Little Rock School Districts Revised Desegregation and Education Plan relates specifically to reading/language arts at the primary level. Section 2.7 state that, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of 5? this revised plan
Section 2.7.1 specifies that: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. An assessment of programs outlined in Section 2.7.1 that were not successful in improving the academic achievement of African-American children was conducted by the Curriculum and Instruction staff during the 1998-1999 school year. This assessment included an examination of Title I schools. The results determined that many of the Title I schools had not met their improvement goals which were based on the following: SAT-9 Reading/Language Arts Grades 3 and Grade 5 - 1997
SAT-9 Grade 5 Reading/Language Arts - 1998
and Arkansas State Grade 4 Benchmark Examination Literacy - 1999. Assessment activities also identified the absence of or lack of consistent delivery of literacy content standards established by the District. These findings contributed to restructuring Title I to support implementation of the District literacy plan to address these problems. This restructuring effort impacted all of the elementary schools with the exception of four magnet schools (Booker, Carver, Gibbs and Williams), who do not receive Title I funding. The goal of Title I is to provide support so that all children can achieve the rigorous curriculum content standards established by the State and the District. In response to the Little Rock School Districts Revised Desegregation and Education Plan and the Districts Strategic Plan, and the finding of assessment of programs, the Board of Directors adopted the PreK-3 Literacy Program during the 1998-1999 school year. The primary goal of 08/10/00 1 4:52 PMthe PreK-3 Literacy Program is that each child learn to read by 3* grade. To measure this goal, the District administered the Observation Survey and the Developmental Reading Assessment as pre and post measures in the fall of 1999 and spring of 2000. K-2 students continue to take this assessment until promoted to 3'^'* grade in order to measure their growth in literacy. The Observation Survey is comprised of 6 literacy tasks. The tasks have the qualities of sound assessment instruments with reliabilities and validities and discrimination indices established in research studies. The Survey is based on the notion of controlled, systematic observation, when a teacher sets aside time from teaching to become a neutral observer of children and to objectively record exactly what a child does on a particular task. Training is considered important for teachers who attempt to use and interpret the observation task da
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.