Date: June 16, 1999 To: All Associates From: Re: LRSD Collective Responsibility Proposal Attached is a draft document that Bonnie Lesley would like for us to look over. She wants our feedback, but would like for us to keep the document in-house since its only a draft at this point. Her proposal is in response to Dr. Carnines request that Bonnie develop accountability processes, standards, rewards, and sanctions for the LRSD. Hes on a value-added kick (business buzzword that the business world is about tired of but the education world is just now discovering), which youll note in the document. Bonnie tried to weave in the state accountability standards to avoid duplication or conflicts, thereby hopefully forestalling those annoying feelings of confusion and overload that are on the loose in the LRSD these days. Bonnie welcomes all comments, questions, etc. When you have a chance, just type up any comments and 111 put them all together and give them to her with no names attached. Thanks.?-i5 --1 Collective Responsibility for Student Achievement definition of "Collective Responsibility" "Collective Responsibility" means that all the adults in the district and at each school hold themselves accountable for all the students' meeting the challenging behavior and academic content standards and benchmarks established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the "collective responsibility" for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff
annual work plans
District-level processes and schoollevel parameters for decision-making
personnel hiring, assignment, promotion, and evaluation systems
and the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the District's progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. district Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the quality indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the State of Arkansas. 1Building-Level Report Cards Building-Level Report Cards shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the State of Arkansas, but also school data relating to improvement gains and to other quality indicators not included by the State. School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the performance of the school and planned short- and long- range improvements. Accreditation and Accountability Status If a school has been identified for "school improvement," as per Title I regulations and/or if the school is conditionally accredited or nonaccredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the building-level report card. Program Evaluations The results of any internal program evaluation studies or evaluations of grant-funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. Academic Quality Indicators The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following academic indicators based on the State's criterion-referenced tests: 2Indicator____________ Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)______________ 100% of a school's students shall perform at or above the "proficient" level in reading and writing literacy. The percent of students performing at or above the "proficient" level in reading and writing literacy on the criterion- referenced tests will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the "proficient" level in mathematics. The percent of students performing at or above the "proficient" level in mathematics on the criterion-referenced tests will meet or exceed the improvement goal each year. Grade Level(s) Grades 4, 6,8 Performance on State- AAandated Criterion- Referenced Tests 1007o of a school's secondary students shall perform at or above the "proficient" level in Algebra I. The percent of secondary students performing at or above the "proficient" level in Algebra I will meet or exceed the improvement goal each year. Secondary 3100% of a school's secondary students shall perform at or above the "proficient" level in Geometry. The percent of secondary students performing at or above the "proficient" level in Geometry will meet or exceed the improvement goal each year. 100% of a school's secondary students shall perform at or above the "proficient" level in Literacy. The percent of secondary students performing at or above the "proficient" level in Literacy will meet or exceed the improvement goal each year. J Additional District-Selected Indicators The following additional academic indicators have been established by the Little Rock School District: Indicator Performance on bistrict-adopted kindergarten literacy test Goal (Definition)______________ 100% of a school's students shall perform at or above the "proficient" level in literacy. Grade Level(s) Kindergarten The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year, 4Performance on district-adopted grade 1 literacy test 1007o of a school's students shall perform at or above the "proficient" level in literacy. Grade 1 Performance on SAT9, a norm-referenced fest The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year.________________ 1007o of a school's students shall perform at or above the 50 percentile in reading. .th Grades 5, 7,10 The percent of students performing at or above the 50 .th percentile in reading will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the bO^ percentile in mathematics. The percent of students performing at or above the 50 percentile in mathematics will |th meet or exceed the improvement goal each year. 5Performance on district-adopted quarterly criterion- referenced tests 100% of a school's students shall perform at or above the "proficient" level in reading each quarter. Grades 2-11 The percent of students performing at or above the "proficient" level in reading each quarter will meet or exceed the improvement goal. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 100% of a school's students shall perform at or above the "proficient" level in mathematics each quarter. The percent of students performing at or above the "proficient" level in mathematics each quarter will meet or exceed the improvement goal. The percent of students demonstrating gains from the pre-test to the post-test will meet or exceed the improvement goal each year. 6Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I in grade 7 or 8 Enrollment in Foreign Language in Grade 8 1007o of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course each year will meet or exceed the improvement goal each year.____________________ 1007o of a middle school's students will be enrolled in Algebra I in either grade 7 or 8. The percent of students enrolled in Algebra I in grades 7 or 8 will meet or exceed the improvement goal each year.________________ 1007o of a middle school's students will enroll in Level I or Level II of a foreign language in grade. The percent of students enrolled in Level I or Level II of a foreign language in grade 8 will meet or exceed the improvement goal I each year. Grades 6-12 Grade 7 or 8 Grade 8 7Honors Seal on High School diploma 1007o of a high school's students will complete the requirements to earn the Honors Seal on their diplomas. Grades 9-12 Taking the ACT The percent of students completing the requirements for the Honors Seal will meet or exceed the improvement goal each year.____________________ 100% of a high school's students will take the ACT. Grades 11-12 Performance on the ACT The percent of students taking the ACT will meet or exceed the improvement goal each year. 1007o of a high school's students will earn a score of at least 19 on the ACT. Grades 11-12 Taking Advanced Placement Examinations The percent of students earning a score of 19 or above will meet or exceed the improvement goal each year.____________________ 100% of a high school's seniors will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the improvement goal each year. Srades 11-12 8Performance on Advanced Placement Examinations Completion of Graduation Requirements 1007o of a high school's students taking AP examinations will score a "3" or above. The percent of students earning a score of "3" or above on AP examinations will meet or exceed the improvement goal each year. 1007o of a high school's seniors will complete all the graduation requirements prior to participation in the graduation ceremony, Grades 11-12 Grade 12 The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the improvement goal each year, A school's performance on these district-selected indicators may be reflected in a local supplement to the state-mandated Building-Level Report Card or as a part of the narrative in the Tier III report that becomes a part of the state's Building-Level Report Card. Improvement Goals Every year, each school's goal for annual rate of improvement will be determined by dividing the total percent of students below the desired performance level by 10. "Value-added" improvement goals will be established based on statistical information provided by the testing vendor(s). Value-Added Gains The bistrict-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured annually. Only those scores of students who were 9in the school the previous test administration will be used in calculating value-added gains. The purpose of this measure is to be able to determine the extent to which a school adds value" through individual students' gains. In other words, regardless of whether students attain the "proficient" level at any given grade, the District is interested in whether the students progressed toward proficiency" during that year. Rewards for Schools The District shall develop a system to reward (a) schools absolutely meeting all the State's performance indicators and (b) schools demonstrating improvement: meeting a preponderance of the improvement goals established by the State of Arkansas and LRSD. The District shall determine a point system and a definition of predonderance." Quality Schools and Improving Schools Quality Schools and Improving schools may be recognized and rewarded in the following ways, as determined by the Superintendent
a. A presentation will be made to the Board of Education on the school's achievements involving both staff and parents, a press release commending the school's performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. b. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. c. As appropriate, the District will support a school's application for state and national recognition in the national Blue Ribbon School program. d. The District will collaborate with the community to identify other possible recognitions of the school's progress and achievement. e. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. f. Each school will receive a banner/f lag that celebrates its success. 10Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and parent/community volunteers, as well as students who meet the performance goals. 11Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. Each LRSD school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any santion designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designationof Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identifed for improvement by the State. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multi-disciplinary School Improvement department composed of four teams: (a) Testing and Program Evaluation
(b) Professional Development
(c) Technical Assistance (COE and Title I)
and (d) Planning, Development, and Accountability. These teams will be supplemented by three additional teams 12 in the Teaching and Learning department
(a) Curriculum and Instruction
(b) Special Programs
(c) VIPs and Parent Involvement, A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the State of Arkansas and the LRSD and as measured by the various performance indicators. The following technical assistance and support services are established for schools requiring improvements: First Year
High Priority Status A school identified by ADE as High Priority Status" is a school that for two consecutive years has not met the expected improvement goals. The Superintendent will ensure that staff are designated to
1. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. 2. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to educate its students. 3. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school (meetings conducted, participation of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc.). 4. Require that the recommendations from the School Improvement Audit be addressed in the following year's School Improvement Plan, if not immediately. 5. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. 136. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. Year Two: Alert Status A school identifed as "Alert Status" is a school that failed to make necessary improvements after identification as "High Priority Status." The Superintendent will ensure that staff are designated to: 1. Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. 2. Conduct a comprehensive Curriculum Audit, including interviews with most staff and representative numbers of students and parents. A written report will be compiled by the audit team, approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for Teaching and Learning and provided orally and in writing to the Associate Superintendent for School Operations, the Assistant Superintendent for School Operations, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the school's improvement efforts. 3. The School Improvement Plan for the following year, if not immediately, must address the recommendations from the Curriculum Audit. 4. Provide appropriate technical assistance as the school develops and implements its School Improvement Plan so that it addresses specific elements of student performance and includes waivers of any policies or regulations that impede the ability of the school to educate its students. At this stage, the District may mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. 5. The District shall take corrective action during the Alert Status year through one or more of the following
a. Decrease the decision-making authority of the Campus Leadership Team
14b. Require participation in remedial training or professional development and then implementing the necessary changes
c. Reflect the school's low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Year Three: Low Performing Status A school identified as "Low Performing Status" is a school that failed to make necessary improvements after its identification "Alert Status." If a school fails to make acceptable progress within its third year of sanctions, then the District shall apply < or more of the following sanctions: as one a. b. c. d. Revoke the authority of the school to design its School Improvement Plan and budget. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance of the school. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Year Four: Academic Distress Phase I Status If a school fails to make acceptable progress within its fourth year, then the District shall apply one or more of the following sanctions: a. Revoke the authority of the school to design its School Improvement Plan and budget. b. Require participation in remedial training or professional development and then implementing the necessary changes. c. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance of the school. 15d. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Sanctions for Central Office Upon the Superintendent's recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school operations, administrative services, and technology, including members of the Superintendent's Cabinet, shall also reflect the schoools' low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement goals outlined in ACTAAP and the Quality Index. b. Align all the school's systems and resources behind the effective implementation of the plan. c. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. d. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. e. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. f. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development
or the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made 16by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. 17C
Page 1 of2 From: To: Date: LESLEY, BONNIE <BALESLE@IRC.LRSD.K12.AR.US> 'asbrown@aristotle.net' <asbrown@aristotle.net> Tuesday, July 13, 1999 2:47 PM Subject: Collective Responsibility Thanks to all of you for your feedback. You'll see much of it incorporated into the attached latest draft. We appreciate the time that everyone took to review this lengthy document. Many of your comments were very helpful and have made it stronger. One problem, it was clear, is that some of you have not seen the state ACTAAP plan, and you wrote all over the state portions without undersanding that we can't change those. The state's indicators were copied verbatum, as were the names of the levels, of sanctions. What we did was take the state system and then build around it our own local indicators and local systems of support, rewards, and sanctions. You may want to review the ACTAAP plan on the ADE web page. It will make our plan much more understandable. There have been multiple revisions to the draft that I gave to you. We received feedback from Dr. Steve Ross, from the Cabinet, from the Supt., and last Thursday from board members, in addition to your comments, so this new draft reflects all those suggestions. You all used the following words to describe our inclusive goals of 100% (some of which are from the state and cannot be changed): "artificial, "airheaded," "diminishing the value of honors," "not realistic," "incongruous," "premature," "set up for failure," "dream on," and so forth. Many of us are very uncomfortable with a goal statement reflecting fewer than 100%, however, for we fear that some will interpret that to mean that II tl tl II we have differentiated expectations for students. We are especially uncomfortable if anyone interprets those differentiated expectations to be racial-for we believe exactly the opposite! We feel strongly that if we do not aim high and inclusively, then we will continue to get the same poor results. We especially believe that high goals are important on CRTs. And we do not want anyone to ask, "Whose kid are you giving up on?" ill You will note that the new draft, nevertheless (and against my personal better judgment), changes many of the percentages to reflect those in the Strategic Plan--65% above grade level, for instance, on the SAT9, and 90% mastery of CRTs since one of the goals says 9 of 10 will meet standards. In truth, we are most interested in schools' progress toward meeting the goals, not that all the schools will absolutely perform at the goal level. See what you think. The suggestions that you all made that were the most helpful were as follows: * use a chart to display the actions to be taken each year of sanctions and to assign responsibility for each action. *clarify that the ADE, not the State of Arkansas, has done or will do certain things. define the various kinds of goals earlier in the document-before the tables rather than after them. 7/13/99*be more Page 2 of 2 specific about when sanctions will be applied to central office clarify the definitions of "Quality Schools" and "Improving Schools. Again, thanks to all of you for your help. 1 am attaching a copy of the latest draft--the one that will be presented to the board next week. Collective Responsibility for Student Achievement.doc 7/13/99Collective Responsibility for Student Achievement Definition of Collective Responsibility Collective Responsibility means that all the adults in the District and at each school hold themselves accountable for all the students meeting the challenging behavior and academic content standards and benchmarks and other outcomes established by the Board of Education, by the state for accreditation, by federally funded programs, and by external funders of reform initiatives approved by the Board of Education. District-level staff share with school-level staffs in the collective responsibility for school improvement. This critically important attitude is developed and nurtured through professional learning communities established by the District and each school. In addition, the Superintendent shall ensure that all job descriptions of appropriate District-level and building-level staff
annual work plans
Di strict-level processes and school-level parameters for decision-making
personnel hiring, assignment, promotion, and evaluation systems
and the professional development programs are results-based and aligned with the improvement indicators established in the Quality Index. Reporting Responsibilities The Superintendent shall report to the Board of Education annually on progress related to the implementation of the Strategic Plan and the Revised Desegregation and Education Plan. In addition, so that the community is also informed on the Districts progress in meeting expected improvement goals, the following reports must be submitted to the Board of Education in open sessions. District Annual Performance Report The Annual Performance Report is to be submitted to the Board of Education no later than August 30 annually. It shall include data relating to each of the Quality Indicators, including the baseline year data so that progress can be identified. The Annual Performance Report shall also include the accreditation status and accountability status for each school, as determined by the Arkansas Department of Education. School Performance Reports The state-mandated School Performance Reports shall be published and distributed to parents and other interested patrons annually. These report cards shall include the data mandated by the Arkansas Department of Education, but also school data relating to the Districts Quality Indicators. School principals shall disseminate these reports to all the staff members and parents in their school community and make them available to interested patrons. At least one parent meeting shall be conducted annually by the Campus Leadership Team and the principal to discuss the 1performance of the school and planned short- and long-range improvements. The District may disseminate school-level supplements to the School Performance Reports to include data relating to District-selected Quality Indicators. Accreditation and Accountability Status If a school has been identified for school improvement, as per Title I regulations and/or if the school is conditionally accredited or nonaccredited, then the designation and an explanation of its implications, as well as the accountability status of the school as defined by the State shall be included in the School Performance Report. Program Evaluations The results of any internal program evaluation studies or evaluations of grant-funded projects are to be provided to the Board of Education within a month of their submission to the Superintendent and/or to the funding organization. School Improvement Plans Although there are multiple state and local indicators, Campus Leadership Teams should select, based on their data analysis, three to five priority improvement goals as a focus for the School Improvement Plan. (See the Arkansas Comprehensive School Improvement Planning process.) 2State Quality IndicatorsTier I The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators based on performance goals for Tier I: State Indicator Performance on State- Mandated Criterion- Referenced Tests Goal (Definition)______________ 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. Grade Level(s) Grades 4, 6, 8 100% of a schools students shall perform at or above the proficient level in mathematics. Performance on State- Mandated Criterion- Referenced Tests 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. Secondary 100% of a schools secondary students shall perform at or above the proficient level in Geometry. School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety 100% of a schools secondary students shall perform at or above the proficient level in Literacy. At least 99% of secondary students will remain in school to complete the 12* grade._________________ Average daily attendance rate will be at least 95%.________________ 100% of a schools classes will be taught by an appropriately licensed teacher._______________________ 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.__________ Schools will be free of drugs, weapons, and violent acts. Grades 7-12 Grades K-12 Grades K-12 Grades K-12 Grades K-12 3State Quality Indicators^Tier II The Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) establishes the following indicators for Tier II. Tier II indicators are based on trend and improvement goals. Trend goals will be established for different cohorts of students, and improvement goals will be established for the same cohort of students over time. State Indicator Performance on State- Mandated Criterion- Referenced Tests Goal (Distlrtition)______________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion- referenced tests will meet or exceed the trend and improvement goals each year. Performance on State- Mandated Criterion- Referenced Tests The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the proficient level in Literacy will meet or exceed the trend goal each year. Grade Level(s) Grades 4, 6, and 8 Secondary 4Tier 11School Selected Indicators (Schools Select Any 5) State indicator Drop-outs Average Daily Attendance_________ Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety Other School Selected Indicators Goal (Definition)_______________ Secondary schools will improve the percentage of students who stay in school to complete the 12* grade. Schools will improve their average daily attendance rate.____________ Schools will improve the percent of classes taught by an appropriately licensed teacher._______________ Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts._______ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Grade Levet(s) Secondary All levels All levels All levels All levels All levels 5Additional District-Selected Indicators The following additional academic indicators (based also on both performance and trend/improvement) have been established by the Little Rock School District. Value-Added Goals or Improvement Goals The District-adopted criterion-referenced tests for grades K-11 will be administered to provide pre- and post-test scores so that gains of individual students may be measured each semester. Only those scores of students who were in the school the previous test administration will be used in calculating value-added gains (or improvement). The purpose of this measure is to be able to determine the extent to which a school adds value through individual students gains. In other words, regardless of whether students attain the proficient level at any given grade, the District is interested in whether the students progressed toward proficiency during that year. Both trend and improvement data will be tracked as well. LRSD indicator Performance on District- Adopted Kindergarten Literacy Test Goal (Definition)______________ 90% of a schools students shall perform at or above the proficient level in literacy. Grade Level(s) Kindergarten Performance on District- Adopted Grade 1 Literacy Test The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the trend goal each year. 90% of a school's students shall perform at or above the proficient level in literacy. Grade 1 The percent of grade 1 students demonstrating gains from the pretest to the post-test will meet or exceed the trend and improvement goals each year. i 6LRSD Indicator Performance on SAT9, a Norm-Referenced Test Goal (Definition) 65% of a schools students in every Grade Level(s) Grades 5, 7, 10 sub-group of race and gender shall ,th perform at or above the 50 percentile in reading. The percent of students in every sub-group or race and gender performing at or above the 50^ percentile in reading will meet or exceed the trend and improvement goals each year. 65% of a schools students in every sub-group of race and gender shall perform at or above the 50'^ percentile in mathematics. Performance on SAT9, a Norm-Referenced Test The percent of students in every sub-group of race and gender performing at or above the 50'^ percentile in mathematics will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in reading. The percent of a schools students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. 30% of a schools students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. 7LRSD Indicator Performance on SATO, a Norm-Referenced Test Goal (Definition) _____________ At least 90% of a schools students will perform above the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a schools students will perform above the lowest quartile in mathematics. Grade Level(s) Performance on District-Adopted Criterion-Referenced Tests The percent of a schools students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year.________________ 90% of a schools students shall perform at or above the proficient level in reading each semester. The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year. Grades 2-11 8LRSD indicator Gc^l (Definition) ___________ 90% of a schools students shall perform at or above the proficient level in mathematics each semester. Grade liMt(s) Enrollment in Pre-AP and/or AP Courses Enrollment in Algebra I by grade 8 Honors Seal on High School Diploma The percent of students performing at or above the proficient" level in mathematics each quarter will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the pretest to the post-test will meet or exceed the improvement goal each year._________________________ 65% of middle and high school students will be enrolled in at least one Pre-AP or AP course each year. The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 90% of a middle schools students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. 65% of a high schools students will complete the requirements to earn the Honors Seal on their diplomas. The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Grades 6-12 Grade 8 Grades 9-12 9IZRSD Indicator Taking the ACT Gd^i (Deflhitlon)_______________ 65% of a high schools students will take the ACT. Grade Level(s) Grades 11-12 Performance on the ACT The percent of students taking the ACT will meet or exceed the trend goal each year.________________ 90% of a high schools students who take the ACT will earn a score of at least 19. Grades 11-12 Taking Advanced Placement Examinations The percent of students earning a score of 19 or above will meet or exceed the trend goal each year. 65% of a high schools graduates will have taken at least one AP examination. Grades 11-12 Performance on Advanced Placement Examinations The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high schools students taking AP examinations will score a 3 or above. Grades 11-12 Completion of Graduation Requirements The percent of students earning a score of 3 or above on AP examinations will meet or exceed the trend goal each year._________ 100% of a high schools seniors will complete all the graduation requirements prior to participation in the graduation ceremony, The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. Grade 12 A schools performance on these District-selected indicators may be reflected in a local supplement to the state-mandated School Performance Report or as a part of the narrative in the Tier III report that becomes a part of the states School Performance Report. 10Indicators by School Level On the following pages are lists of the state and district indicators by school level. These indicators include the priorities established in the LRSD Strategic Plan, the Revised Desegregation and Education Plan, the National Science Foundation Project, Title I, ACTAAP, and ACSIP. Also included in the tables are the columns of data that will be used to determine a schools status. 11Quality Indicators for Elementary Schools Baseline Year 1998-99 1998-99 1999-00 1999-00 1999-00 1990-00 1998-99 1998-99 Grade Levels 4 4 K-5 K-5 K-5 K-5 4 4 State Indicators - Tier I - Performance on State Mandated Criterion- Referenced Grade 4 Literacy T est Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety Pedormance on State- Mandated Criterion Referenced Grade 4 Literacy Test Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test Goal (Definition) 100% of a school's students shall periorm at or above the proficient" level in reading and writing literacy. 100% of a school's students shall perform at or above the proficient" level in mathematics. Average daily attendance rate will be at least 95%._________________________________ 100% of a school's classes will be taught by an appropriately licensed teacher. 100% of a school's certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. The percent of students performing at or above the proficient" level in reading and writing literacy on the criterion-referenced test will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient" level in mathematics on the criterion-referenced test will meet or exceed the trend and improvement goals each year. Your Results Growth Goal Your Growth Your
Scoire 12Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Deiinltion> ' Your Results Growth Goat Your Growth Your Score 1999-00 K-5 1999-00 K-5 Classes Taught by an Appropriately Licensed Teacher Professional Development Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. 1999-00 K-5 School Safety 1999-00 K-5 Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD Elementary School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 K Performance on District- Adopted Kindergarten Literacy T est 90% of a school's kindergarten students shall perform at or atxive the proficient level in literacy. Your Results Growth Goal Your Growth Your Score 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 1999-00 1 Performance on District- Adopted Grade 1 Literacy Test The percent of kindergarten students demonstrating gains from the pre-test to the post-test will meet or exceed the trend goal each year. 90% of a school's grade 1 students shall perform at or above the "proficient level in literacy. 13Bas^ine Year 1999-00 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 1 5 5 5 5 5 5 5 LRSD Indicators Performance on District- Adopted Grade 1 Literacy Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9. the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Mathematics Test Goal (Definition) The percent of grade 1 students demonstrating gains from the pre-test to the post-test will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender will perform at or above the 50'" percentile in reading. The percent of a school's students in every sub-group of race and gender performing at or above the 50'" percentile will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in reading. The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform atxjve the lowest quartile in reading. The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students shall perform al or above the 50'" percentile in grade 5 mathematics. Your Results Growth: Goat Your , Growth Your Score 14Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 5 5 5 5 5 2-5 2-5 2-5 LRSD Indicators Goat {Definition} Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SATO, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on SAT9, the Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Readinq Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test The percent of students performing at or above the SO' percentile in grade 5 mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in mathematics. The percent of a school's students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement qoals each year. 90% of a school's students shall perform at or above the "proficient level in grades 2-5 reading each semester. The percent of students performing at or above the "proficient" level in grades 2-5 reading will meet or exceed the trend and improvement qoals each semester. The percent of students demonstrating gains from the grades 2-5 reading pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth ,Your Score 15Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1999-00 2-5 1999-00 2-5 1999-00 2-5 Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Mathematics Test 90% of a school's students shall perform at or above the proficient" level in grades 2-5 mathematics each semester. The percent of students performing at or above the "proficient" level in grades 2-5 mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the grades 2-5 mathematics pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 16Quality Indicators for Middle Schools Baseline Year Grade teweis 2001-02 6 1999-00 8 2001-02 6 1999-00 8 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) 1999-00 7-8 State Indicators Tier I Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Literacy Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test Performance on State- Mandated Criterion- Referenced Mathematics Test School Dropout Goal (Definition) 100% of a school's students shall perform at or above the proficient" level in grade 6 reading and writing literacy. 100% of a schools students shall perform at or above the proficient" level in grade 8 reading and writing literacy. 100% of a school's students shall perform at or above the "proficient" level in grade 6 mathematics. 100% of a school's students shall perform at or above the proficient" level in grade 8 mathematics. 100% of a school's grade 7 or 8 students who complete Algebra I shall perform at or above the "proficient" level. 100% of a school's grade 8 students who complete Geometry shall perform at or above the proficient" level. 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher At least 99% of secondary students will remain in school to complete the 12' grade. Average daily attendance rate will be at least 95%. 100% of a school's classes will be taught by an appropriately licensed teacher. Your Results Growth Goal Your GrciWttt your 17Baseline Year Grade Levels 1999-00 6-8 State Indicators Tier I Professional Development Goal (Definition) 1999-00 6-8 School Safety 100% of a school's certified staff will complete at least 30 hours of approved professional development. Schools will be free of drugs, weapons, and violent acts. Your Results Growth Goal Your Growth Your Score Basetine. Year Grade Levels 2001-02 6 State-Mandated Indicators .Si
, Tier II ' Performance on State- Mandated Criterion- Referenced Literacy Test. Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 8 Performance on State- Mandated Criterion- Referenced Literacy Test. 2001-02 6 Performance on State- Mandated Criterion- Referenced Mathematics Test. 1999-00 8 Performance on State- Mandated Criterion- Referenced Mathematics Test. The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient" level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. The percent of students performing at or above the proficient level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. 18Baseline Year Grade Levels 2001-02 7 (Dunbar) or 8 2001-02 8 (Dunbar) State-Mandated Indicators Tier II Performance on State- Mandated Criterion- Referenced Mathematics Test. Performance on State- Mandated Criterion- Referenced Mathematics Test. Goal (Deflnlllon) Your Results Growth Goal Your Growth Your Score Baseline Year Grade Levels 1999-00 e-8 SchodhSeteMd Indicators Tier tl (Select five,) Drop-outs 1999-00 6-8 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development 1999-00 6-8 School Safety 6-8 Other School Selected Indicators The percent of students completing Algebra I performing at or above the proficient" level will meet or exceed the trend goal each year. The percent of students completing Geometry performing at or above the proficient" level will meet or exceed the trend goal each year. Goal (Oalinition) Secondary schools will improve the percentage of students who stay in school to complete the 12'" grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. Your Results Growth Goal Your Growth Your Score 19LRSD Middle School Quality Indicators Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 Grade Levels 7 7 7 7 7 7 1 LRSD Indicators Goal (Deiinition) Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'" percentile in reading. The percent of students in every sub-group of race and gender performing at or above the 50'" percentile in reading will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in reading. The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in reading. The percent of a school's students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'" percentile in mathematics. Your Results Growth Goal Your Growth Your Score 20Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 7 7 7 7 1 6-8 6-8 6-8 LRSD Indicators Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Performance on District- Adopted Criterion Referenced Reading Test Goal (Definition) The percent of students in every sub-group of race and gender performing at or above the so'" percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in mathematics. The percent of a schools students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 90% of a school's students shall perform at or above the proficient" level in reading each semester. The percent of students performing at or above the proficient" level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year. Your, Results Growth, Goat Your Growth Your Score 21Baseline: Year 1999-00 1999-00 1999-00 1998-99 1998-99 1998-99 1998-99 Grade Levels 6-8 6-8 6-8 6-8 6-8 6-8 6-8 LRSD Indicators Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Enrollment in Pre-AP Courses Enrollment in Pre-AP Courses Enrollment in Algebra I by Grade 8 Enrollment in Algebra I by Grade 8 Goal {Definition) 90% of a school's students shall perform at or above the "proficient" level in mathematics each semester. The percent of students performing at or above the proficient" level in mathematics will meet or exceed the trend and improvement goals each semester._____ The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a middle school's students will be enrolled in at least one Pre-AP course each year. The percent of students enrolled in at least one Pre-AP course will meet or exceed the trend and improvement goals each year. 90% of a middle school's students will be enrolled in Algebra I by grade 8. The percent of students enrolled in Algebra I by grade 8 will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 22Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Grade levela 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators TIeri Performance on State- Mandated Criterion- Referenced Algebra I Test_______________ Performance on State- Mandated Criterion- Referenced Geometry Test_______________ Performance on State- Mandated Criterion- Referenced Algebra I Test_______________ School Drop Out Average Daily Attendance_________ Classes Taught by an Appropriately Licensed Teacher____________ Professional Development School Safety Goal (Definition) 100% of a high schools students shall perform at or above the proficient level in Algebra I. 100% of a high schools students shall perform at or above the proficient level in Geometry. 100% of a high school's students shall perform at or above the proficient" level in Reading and Writing Literacy. At least 99% of secondary students will remain in school to complete the 12'" grade. Average daily attendance rate will be at least 95%._________________________________ 100% of a schools classes will be taught by an appropriately licensed teacher. 100% of a schools certified staff will complete at least 30 hours of approved professional development annually. Schools will be free of drugs, weapons, and I violent acts. Your Results Growth Goal Your Growth Your Sodre 23Baseline Year Grade Levels 2001-02 9-12 2001-02 9-12 2001-02 11 State-Mandated indicators Tier 11 Performance on State- Mandated Criterion- Referenced Algebra I Test Performance on State- Mandated Criterion- Referenced Geometry Test Performance on State- Mandated Criterion- Referenced Literacy Test Goal (Oellnition) The percent of students performing at or above the "proficient level in Algebra I will meet or exceed the trend goal each year. The percent of students performing at or above the proficient" level in Geometry will meet or exceed the trend goal each year. The percent of students performing at or above the proficient" level in Literacy will meet or exceed the trend goal each year. Baseline Year , Grade Levels 2001-02 9-12 SchookSetected indicators Tier II (Select live.) Drop-outs Goal (Definition) 2001-02 9-12 2001-02 9-12 2001-02 9-12 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development High schools will improve the percentage of students who stay in school to complete the 12" grade. Schools will improve their average daily attendance rate. Schools will improve the percent of classes taught by an appropriately licensed teacher. Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Your Results Your Results Growth Goal Growth Goal Your Growth Your Growth Your Score Your Score 24Baseline Year, , Grade Levels 2001-02 9-12 9-12 School-Selected Indicatora Tier II (Set^ live.) School Safety Goal {Deiinition) Your Results Growth Goal Your Growth Your Score Other School Selected Indicators Schools will be free of drugs, weapons, and violent acts. Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. LRSD High School Quality Indicators Baseline Year Grade Levels LRSD Indicators Goal (Definition) 1998-99 10 1998-99 10 Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 65% of a school's students in every subgroup of race and gender shall perform at or above the 50" percentile in reading. The percent of students performing at or above the 50 percentile in reading will meet 1998-99 10 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test or exceed the trend and improvement goals each year. At least 30% of a schools students will perform at the highest quartile in reading. 1998-99 10 Performance on SAT9, a Norm-Referenced Reading Test The percent of a school's students performing at the highest quartile in reading will meet or exceed the trend and improvement goals each year. At least 90% of a school's students will perform above the lowest quartile in reading. Your Results Growth Goat Your Grdvrth Your Score 25Baseline. Year 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 Grade Levels 10 10 10 10 10 10 10 9-11 LRSD Indicators Performance on SAT9, a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9. a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on SAT9, a Norm-Referenced Mathematics Test Performance on District- Adopted Criterion- Referenced Reading Test Goal {Definition) The percent of a schools students performing above the lowest quartile in reading will meet or exceed the trend and improvement goals each year. 65% of a school's students in every subgroup of race and gender shall perform at or above the 50'" percentile in mathematics. The percent of students performing at or above the 50'" percentile in mathematics will meet or exceed the trend and improvement goals each year. At least 30% of a school's students will perform at the highest quartile in mathematics. The percent of a school's students performing at the highest quartile in mathematics will meet or exceed the trend and improvement goals each year. At least 90% of a school's student's will perform above the lowest quartile in mathematics. The percent of a school's students performing above the lowest quartile in mathematics will meet or exceed the trend and improvement goals each year. 90% of a school's students shall perform at or above the proficient" level in reading each semester. Your Results Growth Goal Your Growth Your Score 26Baseline Year 1999-00 1999-00 1999-00 1999-00 1999-00 1998-99 1998-99 2002-03 2002-03 Grade Levels 9-11 9-11 9-11 9-11 9-11 9-12 9-12 12 12 LRSD Indicators Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Reading Test Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Performance on District- Adopted Criterion- Referenced Mathematics Test_________________ Enrollment in Pre-AP and/or AP Courses Enrollment in Pre-AP and/or AP Courses Honors Seal on High School Diploma Honors Seal on High School Diploma Goal {Definition) The percent of students performing at or above the proficient level in reading will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the reading pre-test to the post-test will meet or exceed the improvement goal each year._________________________________ 90% of a schools students shall perform at or above the proficient" level in mathematics each semester. 1 The percent of students performing at or above the proficient" level in mathematics will meet or exceed the trend and improvement goals each semester. The percent of students demonstrating gains from the mathematics pre-test to the posttest will meet or exceed the improvement goal each year._________________________ 65% of a high school's students will be enrolled in at least one Pre-AP or AP course each year._____________________________ The percent of students enrolled in at least one Pre-AP or AP course will meet or exceed the trend and improvement goals each year. 65% of a high school's students will complete the requirements to earn the Honors Seal on their diplomas._________________________ The percent of students completing the requirements for the Honors Seal will meet or exceed the trend goal each year. Your Results Growth Goal Your Growth Your Score 27Baselirie Year 1998-99 Grade Levels 11-12 LRSD tndioators Goal (Deltnition) Taking the ACT Your Results Growth Goat' Vour Growth 1998-99 1998-99 11-12 11-12 Taking the ACT Performance on the ACT 1998-99 11-12 Performance on the ACT 1998-99 11-12 1998-99 11-12 Taking Advanced Placement Examinations Taking Advanced Placement Examinations 1998-99 11-12 1998-99 11-12 Performance on Advanced Piacement Examinations Performance on Advanced Piacement Examinations 65% of a high school's students will take the ACT._________________________________ The percent of students taking the ACT will meet or exceed the trend goal each year. 90% of a high school's students who take the ACT will earn a score of at least 19. The percent of students earning a score of 19 or above on the ACT will meet or exceed the trend goal each year. 65% of a high school's graduates will take at least one AP examination. The percent of students taking at least one AP examination will meet or exceed the trend goal each year. 90% of a high school's students taking AP examinations will score a "3" or above. Your Score 1998-99 12 Completion of Graduation Requirements 1998-99 12 Completion of Graduation Requirements The percent of a high schools students earning a score of 3" or above on AP examinations will meet or exceed the trend goal each year. 100% of a high school's seniors will complete all the graduation requirements prior to participation in the graduation ceremony. The percent of seniors meeting all graduation requirements prior to participation in the graduation ceremony will meet or exceed the trend goal each year. 28Rewards for Schools The District shall develop a system to reward (a) Quality Schools: schools absolutely meeting all the performance indicators established by the Arkansas Department of Education and (b) Improving Schools: schools demonstrating improvement: meeting a preponderance of the trend and/or improvement goals established by the Arkansas Department of Education and LRSD. The following points are established for each indicator. They will be added to determine a schools total score. 0 1 2 3 Declined in performance from previous year or semester Maintained last years performance and/or improved but did not meet trend/improvement goal Met trend/improvement goal Exceeded trend/improvement goal A definition of preponderance and the number of minimum points required for rewards will be established. Quality Schools and Improvina Schools Quality Schools and Improving Schools may be recognized and rewarded in the following ways, as determined by the Superintendent: a. b. c. d. e. f. A presentation will be made to the Board of Education on the schools achievements involving both staff and parents, a press release commending the schools performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. As appropriate, the District will support a schools application for state and national recognition in the national Blue Ribbon School program. The District will collaborate with the community to identify other possible recognitions of the schools progress and achievement. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. Each school will receive a banner/flag that celebrates its success. Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and 29 parent/community volunteers, as well as students who meet the performance goals. Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. Each Arkansas school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations, as determined by the Arkansas Department of Education: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any sanction designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase 1, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designation of Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identifed for improvement by the Arkansas Department of Education. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multi-disciplinary School Improvement department. A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the Arkansas Department of Education and the LRSD and as measured by the various performance, trend, and improvement indicators. The assignment of a Broker for each school is another level of support. The following technical assistance and support services are established for schools requiring improvements: 30Technical Assistance and Support for Schools Identified for Improvement Year/Status/ Definition Year One: Warned LRSD Assistance/Support Assigned Responsibility The Superintendent will ensure that staff are designated to: 1. The first year that an LRSD school fails to meet its performance, trend, and/or improvement goals. 2. 3. 4. 5. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to education its students. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school. Require the recommendations from the School Improvement Audit to be addressed in the following years School Improvement Plan, if not possible to do so immediately. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. Testing and Program Evaluation Team Technical Assistance Team
Curriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services 31Year
Status/ Detlnttion LRSD Assistance/Support 6. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. Assigned Responsibliity Professional Development Team
Curriculum/ Instruction Team
Associate Superintendent for School Services 32Year/Status/ Definition LRSD Assistance/Support Assigned Responsibiiity Year Two: High Priority Status The Superintendent will ensure that staff are designated to: 1. A school identified by ADE that for two consecutive years fails to meet the performance, trend, and/or improvement goals. 2. 3. 4. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waives of any policies or regulations that impede the ability of the school to educate its students. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. Require that the recommendations from the Curriculum Audit be addressed in the following years School Improvement Plan, if impossible to do so immediately. Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. 5. The District shall take corrective action during the High Priority Status Year through one or more of the following: Testing and Program Evaluation Team Technical Assistance Team
Curriculum/ Instruction Team Curriculum/ Instruction Team
Planning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 33Year/StatusZ Definition LRSD Assistance/Support (a) Decrease the decision making authority of the Campus Leadership Team, (b) Require participation in remedial training or professional development, and then implementating the necessary changes, (c) Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school, (d) Replace the school principal. Assigned Responsibility 34Year/Status/ Definition Year Three: Alert Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to: 1. Assigned Responsibility A school identified by ADE that for three consecutive years fails to meet the performance, trend, and/or improvement goals. Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. Testing and Program Evaluation Team 2. Conduct follow-up or monitoring of implementation of School Improvement and Curriculum Audit recommendations. Technical Assistance Team
Curriculum/ Instruction Team 3. Mandate appropriate specific actions, professional development, and/or programs to address student needs. Associate Superintendent for School Services 4. Continue to provide appropriate technical assistance as the school develops and implements its School Improvement Plan. 5. The District shall take corrective action during the Alert Status Year through one or more of the following: (a) Decrease the decision-making authority of the Campus Leadership Team
(b) Require participation in remedial training or professional development and then implementing the necessary changes
(c) Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services 35Year/StatusZ Definition LRSD Assistance/Support (d) Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Assigned Responsibility Year/Status/ Definition Year Four: Low Performing Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: 1. Assigned Responsibility A school identified by ADE that for four consecutive years fails to meet its performance, trend, and/or improvement goals. Revoke the authority of the school to design its School Improvement Plan. Associate Superintendent for School Services 2. 3. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. 4. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. 5. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Associate Superintendent for School Services Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services 36Year/Status/ Definition Year Five: Academic Distress Phase I Status LRSD Assistance/Support The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: 1. Assigned Responsibility A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or improvement goals. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Associate Superintendent for School Services Associate Superintendent for School Services Technical Assistance Team
Curriculum/ Instruction Team Associate Superintendent for School Services Sanctions for Central Office Effective Year Two, upon the Superintendents recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school operations, administrative services, and technology, including members of the Superintendents Cabinet, shall also reflect the schoools low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. Sanctions for the Superintendent will be determined by the Board of Education. 37I School Role When Identified for Sanctions Each school identified for sanctions shall: a. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement goals outlined in ACTAAP and the b. c. d. e. f. Quality Index. Align all the schools systems and resources behind the effective implementation of the plan. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title I funds (if received) shall be committed over a two-year period to professional development
or the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. Definitions School Improvement AuditThis audit will include a review of the meeting minutes of the Campus Leadership Team, the participation level of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc. If the school receives Title I funds, the audit will include determinations of the extent to which the school is in compliance with federal regulations and expectations. The audit team will be composed of staff from both the central office and campus levels. A written report will be compiled by the audit team and then approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for School Services. It shall be provided orally and in writing to the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 385013744187 UlfiLKER LAW FIRM 528 P02/02 JUL 21 99 11:35 John W. Walker, P.A. attorney Ai Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 R4X (601) 374-4187 JOHN W WALKER RALPH Washington MARK BURNETTE AUSTIN PORTER. JR. Via Facsimile - 324*2146 July 21. 1999 Dr. Leslie Camine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr, Camine
Please reserve a space on tomorrows agenda before the Board for us to have a discussion about the subject of remediation of achievement disparities and about the Hall High School situation of last year. We have arrived at the tentative conclusion that Dr. Bonnie Lesleys approach to remediation has been ineffective and, with the line-up that she, with your approval, has in mind for implementing new policies is doomed to repeat past failures. We have further tentatively concluded that people like Ms. Gayle Bradford, as we have noted to you repeatedly, appear to be favored in face of if not because of, their treatment, mistreatment, or omissive treatment (newly created word by me) of African American people. As I have reminded you, when Ms. Bradford was at Cloverdale she sent black students on scores of occasions home without behavior documents. There were other complaints from her staff of a racial nature. She was promoted. Now the same scenario has repeated itself at Hall High School. She has been promoted again to be your special assistant. Something is remiss here and I bdievc that the Board should be made aware of it from my perspective as counsel for the Joshua Intervenors. You may share this letter with the Board members, Dr. Lesley and Ms. Bradford. Thank you for your attention to this matter. Sincerely, / 1 John W. Walker JWW
js CC-. Mr. Chris Heller Ms. Ann Brown NOV 17 1999/^ Si- CfflCEOF \ DESEGHEGATiONMOSITORIi The Little Rock School District Board of Education invites you to attend A Status Report: Student Achievement in Little Rock and a Design for Improved Performance. The program will be held at the Statehouse Conference Center in the back of the Excelsior. A question and answer session will follow the presentation. Monday, Nov. 22, 1999 6:30 p.m. RECEIVED i STUDENT ACHIEVEMENT DATA LITTLE ROCK SCHOOL DISTRICT AUG - 4 2004 Grade 4 Mathematics Benchmark Examination OFFICE OF DESEGREGATION MONITORING Percent Performing at Proficient/Advanced LevelsStudents Little Rock School District, 1998-99 through 2003-04 Target Score - 40.16 School 1998- 99 1999- 00 2000- 01 2001- 02 2002 -03 2003- 04 Change State of Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright______ Geyer Springs Gibbs Jefferson King__________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_______ Rockefeller Romine Stephens_______ Terry__________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 34 22 16 11 24 6 32 10 4 19 10 52 2 29 12 49 63 31 0 23 0 4 17 35 12 36 35 4 34 6 22 6 7 48 6 12 41 30 11 12 29 22 54 6 10 27 0 55 10 42 7 49 55 30 22 43 28 9 57 44 41 34 32 0 38 3 28 8 25 45 16 24 48 30 30 35 37 14 44 11 11 10 18 57 24 53 12 46 64 37 20 46 9 6 39 42 30 32 28 0 48 9 24 9 16 52 6 21 55 38 38 50 49 12 64 26 20 28 32 65 22 66 17 48 68 41 15 53 21 20 38 69 27 45 21 17 41 21 34 17 33 66 15 24 76 49 27 40 51 27 48 19 60 60 33 71 23 59 54 77 69 54 47 78 51 17 47 69 43 37 52 17 67 38 45 19 39 75 33 30 71 54 41 78 59 16 71 57 76 58 42 73 23 72 52 79 83 54 45 63 42 19 58 78 35 43 58 24 74 59 45 23 38 67 33 29 +37 +32 +25 +67 +35 +10 +39 +47 +72 +39 +32 +21 +21 +43 +40 +30 +20 +23 +45 +40 +42 +15 +41 +43 +23 +7 +23 +20 +40 +53 +23 +17 +31 +19 +27 +17Grade 4 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 Target Score - 40.16 School 1998- 99 1999- 00 2000- 01 Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King________ Mabelvale McDemott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 9 8 15 13 2 0 16 4 4 13 0 18 2 9 13 6 30 12 0 11 0 4 0 11 12 25 18 0 9 0 4 6 3 33 7 4 14 15 4 11 18 15 31 0 11 23 0 18 8 25 8 15 21 13 16 32 11 10 21 17 41 25 16 0 15 3 13 8 19 29 14 20 18 16 22 32 23 12 22 12 10 6 7 20 22 10 8 15 26 20 18 20 9 6 23 27 30 4 27 0 25 9 11 9 12 36 0 19 IM 24 24 30 45 31 13 49 24 24 22 25 27 22 40 14 26 35 21 4 40 19 22 18 30 27 22 12 15 24 21 23 14 18 51 12 18 1- 2002- 03 2003- 04 Change 38 35 29 31 30 21 26 14 45 45 28 33 23 35 47 50 42 45 45 68 45 14 31 42 44 23 44 14 50 36 27 19 34 66 31 29 43 43 29 76 46 6 51 50 75 61 30 50 23 63 52 64 61 36 55 58 36 19 48 59 35 28 52 24 52 59 33 24 33 50 32 29 +34 +35 +14 +63 +44 +6 +41 +46 +71 +48 +30 +32 +21 +54 +39 +58 +31 +24 +55 +47 +36 +15 +48 +48 +13 +3 +34 +24 +43 +59 +29 +18 +30 +17 +25 +25School Grade 4 Mathematics Benchmark Examination Percent Performing at Below Basic Level^All Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999 -00 2000- 01 2001- 02 2002 -03 2003- 04 Change Arkansas_____ LRSD_______ Bale________ Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright____ Geyer Springs Gibbs Jefferson_____ King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 41 59 71 75 57 77 46 76 84 52 65 27 81 53 70 41 26 49 81 48 85 83 67 35 70 40 39 89 46 82 44 87 68 21 69 76 39 55 83 67 49 60 35 89 73 58 93 34 78 34 79 29 31 51 67 43 50 81 32 40 35 46 44 88 35 85 58 83 58 40 71 68 i 33 51 47 45 38 67 38 79 52 76 65 29 64 26 74 29 14 37 66 42 71 74 39 40 50 36 60 91 33 77 57 78 61 30 62 66 26 42 52 41 25 62 24 51 57 43 56 30 52 21 56 33 15 37 79 17 53 67 40 23 48 42 63 63 29 60 49 67 32 14 71 50 17 32 45 34 24 56 38 46 14 33 47 10 37 20 27 13 23 26 32 6 28 57 33 20 32 42 22 69 19 46 32 64 35 11 57 41 16 29 38 11 21 58 14 19 6 23 38 11 60 19 27 13 5 31 30 18 41 66 27 13 43 39 32 59 17 18 29 55 56 15 41 54 -25 -30 -33 -64 -36 -19 -32 -57 -78 -29 -27 -16 -21 -34 -43 -28 -21 -18 -51 -30 -44 -17 -40 -22 -27 -1 -7 -30 -29 -64 -15 -32 -12 -6 -28 -22School Grade 4 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker______ Brady_______ Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin_____ Fulbright_____ Geyer Springs Gibbs Jefferson King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens Terry________ Wakefield Washington Watson Western HiUs Williams Wilson Woodruff 72 74 70 77 80 88 71 82 83 60 75 55 82 77 70 71 61 74 76 63 89 83 92 58 70 54 50 92 76 91 64 88 79 28 67 81 71 69 88 67 65 65 55 95 71 62 100 63 79 54 83 60 58 68 75 55 64 81 58 63 35 57 58 88 50 87 74 83 61 62 71 69 66 65 52 46 51 71 55 76 55 75 71 60 65 58 75 52 20 54 76 73 69 74 64 56 50 52 64 93 54 79 73 79 73 43 66 77 54 55 58 45 39 68 40 52 54 44 67 73 52 44 61 52 40 55 96 20 56 64 59 60 48 59 72 64 40 59 60 70 39 26 73 57 41 42 43 41 40 59 53 49 15 45 50 25 37 39 33 28 42 37 33 10 32 59 41 37 33 50 31 71 31 50 43 63 39 17 62 42 37 37 39 12 25 61 23 21 6 23 45 25 62 21 29 18 13 42 25 29 46 68 35 25 43 52 36 59 32 19 36 55 61 26 42 54 -35 -37 -31 -65 -55 -27 -48 -61 -77 -37 -30 -30 -20 -56 -41 -53 -48 -32 -51 -34 -43 -15 -57 -33 -27 -2 -14 -33 -44 -72 -28 -33 -18 -2 -25 -27Grade 6 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelAll Students Little Rock School District, 2000-01 through 2003-04 Target Score - 29.42 School 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest XI 10 2 15 8 1 13 22 2 36 16 2 32 20 6 6 29 23 6 40 20 4 35 17 11. 11 35 31 5 47 26 6 30 26 17 10 44 41 17 Change +30 +16 +4 +13 +11 +9 +9 +31 +19 +15 Grade 6 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelBlack Students Little Rock School District, 2000-01 through 2003-04 Target Score - 29.42 School 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 3 2 1 2 5 6 0 1 1 2 11 7 2 13 9 5 3 14 4 5 12 8 3 11 6 7 4 20 10 4 18 15 6 13 19 14 5 32 16 16 Change +15 +13 +5 +11 +14 +8 +5 +31 +14 +14 iGrade 6 Mathematics Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 2000-01 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 46 66 87 59 63 65 86 48 51 73 32 59 86 36 57 72 71 34 49 77 27 55 77 41 . 54 66 65 31 43 76 Change 20 39 67 32 36 41 59 19 31 41 -26 -27 -20 -27 -27 -24 -27 -29 -20 -32 Grade 6 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 2000-01 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 76 79 87 79 82 72 87 65 81 75 64 72 87 50 75 77 77 49 75 77 61 68 80 60 68 72 72 44 67 77 45 49 66 44 43 43 69 25 52 43 Change -31 -30 -21 -35 -39 -29 -18 -40 -29 -32Grade 8 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelAll Students Little Rock School District, 1999-00 through 2003-04 Target Score - 29.42 School 1999-00 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 16 9 1 14 14 8 5 17 10 1 21 17 2 23 18 10 3 29 32 5 24 15 1 18 22 7 9 18 30 4 26 16 3 23 22 11 2 23 32 2 Change 37 21 3 33 27 11 15 27 41 3 +21 +12 +2 +19 +13 +3 +10 +10 +31 +2 Grade 8 Mathematics Benchmark Examination Percent Performing at Proficient/Advanced LevelBlack Students Little Rock School District, 1999-00 through 2003-04 Target Score - 29.42 School 1999-00 2000-01 2001-02 2002-03 2003-04 Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 3' 2 0 1 4 4 4 6 3 0 4 4 1 0 6 8 1 11 1 5 4 1 4 1 5 5 5 6 3 5 4 3 5 5 1 0 1 2 3 10 8 4 10 15 8 8 9 13 4 Change +1 +6 +4 +9 +11 +4 +4 +3 +10 +4Grade 8 Mathematics Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1999-00 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Maim Pulaski Heights Southwest 37 58 83 55 56 60 60 35 53 80 37 55 77 53 54 57 69 31 42 76 30 51 74- 47 46 60 54 31 32 73 24 44 60 40 36 44 56 27 32 61 23 47 66 34 45 50 55 34 28 71 Change -14 -11 -17 -21 -11 -10 -5 -1 -25 -9 1 Grade 8 Mathematics Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1999-00 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 71 72 86 73 74 67 65 51 68 81 70 72 81 83 70 63 83 46 70 79 62 64 74 72 63 61 59 45 57 74 55 55 62 56 51 50 61 37 56 63 53 59 66 50 55 56 62 53 48 72 Change -18 -13 -20 -23 -19 -11 -3 +2 -20 -9STUDENT ACHIEVEMENT DATA LITTLE ROCK SCHOOL DISTRICT Grade 4 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Stndents Little Rock School District, 1998-99 through 2003-04 ! School 1998- 99 1999- 00 2000- 01 2001- 02 2002 -03 2003- 04 Change State of Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright______ Geyer Springs Gibbs Jefferson Kins__________ Mabelvale McDermott Meadowchff Mitchell Otter Creek Pulaski Heights Rightsell_______ Rockefeller Romine Stephens_______ Terry__________ Wakefield Washington_____ Watson Western Hills Williams Wilson Woodruff 44 32 23 22 39 19 41 11 13 35 20 61 16 38 27 49 69 37 10 30 17 13 32 54 41 54 48 15 41 15 49 11 27 74 19 6 47 42 33 12 35 20 51 11 17 24 21 73 31 68 31 64 71 43 22 57 33 14 51 73 41 60 40 13 59 12 37 30 53 57 26 35 43 35 34 16 44 21 42 6 11 24 35 71 19 74 19 45 95 43 22 47 20 10 43 42 24 45 32 6 49 23 31 8 33 52 24 28 65 50 41 15 62 44 53 35 27 50 37 72 56 79 32 39 86 52 18 78 32 27 56 85 45 56 25 23 73 28 59 13 47 84 11 47 69 64 83 55 71 32 56 39 80 80 60 90 45 82 48 90 80 79 53 92 46 30 59 91 55 68 65 28 82 46 74 33 53 83 54 62 76 68 55 85 78 45 82 62 56 70 50 84 49 79 52 89 92 77 56 71 56 41 81 91 51 55 65 41 88 67 50 36 68 90 65 58 +32 +36 +32 +63 +39 +26 +41 +51 +43 +35 +30 +23 +33 +41 +25 +40 +23 +40 +46 +41 +39 +28 +49 +37 +10 +1 +17 +26 +47 +52 +1 +25 +41 +16 +46 +52 J I !Grade 4 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Geyer Springs Gibbs Jefferson King________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine______ Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff 21 20 19 23 18 15 17 9 13 31 6 32 16 11 24 35 38 24 15 16 13 13 13 31 41 46 41 13 21 7 12 12 24 64 21 4 26 30 23 7 22 21 31 10 18 27 20 52 30 42 33 35 42 41 21 51 25 14 26 57 41 46 26 13 50 10 25 31 48 42 29 34 21 23 30 18 40 20 33 9 10 25 29 33 20 53 19 29 93 29 18 19 19 10 23 24 24 36 36 4 32 21 22 7 19 41 21 18 42 39 38 17 46 42 51 33 44 44 25 53 56 68 29 22 70 42 4 72 31 27 36 70 45 52 23 23 60 28 57 9 36 85 12 43 46 53 86 48 63 28 35 39 73 73 57 81 45 71 41 78 71 66 50 90 48 31 51 79 56 59 69 25 72 41 68 31 45 78 50 61 55 60 57 85 76 39 75 56 55 69 40 69 49 75 50 83 83 71 55 62 54 39 75 83 51 48 77 41 76 69 42 35 61 81 64 29 +34 +40 +38 +62 +58 +24 +58 +47 +42 +38 +34 +37 +33 +64 +26 +48 +45 +47 +40 +46 +41 +26 +62 +52 +10 +2 +36 +28 +55 +62 +30 +23 +37 +17 +43 +25Grade 4 Literacy Benchmark Examination Percent Performing at Below Basic LevelStudents Little Rock School District, 1998-99 through 2003-04 School 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 26 41 52 53 40 64 24 60 64 30 50 15 63 26 48 22 18 35 60 53 45 52 35 29 34 15 32 62 38 69 43 54 34 3 52 59 20 28 28 42 29 36 24 51 59 33 29 7 42 10 26 5 14 19 53 14 25 53 9 10 12 14 16 53 14 68 30 43 28 11 50 32 22 32 33 45 21 35 21 51 46 48 41 9 40 7 43 12 0 17 44 12 63 52 23 25 44 14 36 74 24 51 26 59 39 13 35 38 11 19 10 41 14 24 14 20 32 29 44 7 10 5 20 10 3 15 44 10 18 33 14 4 24 30 25 35 5 33 13 57 15 0 36 18 7 10 0 6 5 32 7 15 24 20 20 2 11 2 25 0 2 8 16 2 18 33 11 5 8 16 0 20 2 8 4 33 4 0 4 12 6 8 1 0 4 16 4 17 9 4 19 3 5 5 16 0 1 3 1 5 21 13 3 1 19 8 18 24 2 5 5 21 9 1 18 13 -20 -33 -45 -53 -36 -48 -20 -43 -55 -26 -31 -12 -58 -21 -32 -22 -16 -32 -53 -48 -24 -39 -32 -27 -15 -7 -14 -38 -36 -64 -38 -27 -25 -2 -34 -46 1 I ISchool Grade 4 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 1998- 99 1999- 00 2000- 01 2001- 02 2002- 03 2003- 04 Change Arkansas LRSD_______ Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin_____ Fulbright_____ Geyer Springs Gibbs Jefferson_____ KJSS________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills WiUiams Wilson Woodruff 50 52 52 58 60 70 38 64 65 29 63 27 64 46 49 35 38 53 58 68 45 52 50 47 34 13 41 61 65 73 64 53 37 6 49 64 39 36 27 48 41 32 40 46 57 31 40 15 43 21 28 10 32 27 63 19 32 52 16 17 12 19 21 53 18 67 42 42 29 20 51 34 43 41 37 43 28 37 31 55 49 44 50 20 41 5 47 24 0 23 50 19 63 52 36 35 44 24 36 78 43 52 35 60 50 16 34 45 24 25 13 41 21 23 14 19 31 44 58 20 10 12 21 17 10 21 54 12 22 29 27 10 24 30 28 36 7 33 10 59 18 0 38 14 15 14 0 7 8 38 12 17 25 27 21 6 11 3 28 0 4 13 17 3 19 34 X'] 11 8 18 0 21 3 9 5 34 6 0 4 10 13 11 7 0 1 19 8 18 9 0 25 6 3 0 17 0 4 3 10 10 25 13 5 4 19 10 24 22 4 6 6 21 11 2 18 13 -21 -41 -45 -58 -53 -51 -30 -46 -56 -29 -38 -21 -61 -46 -32 -35 -34 -50 -48 -58 -20 -39 -45 -43 -15 -3 -17 -39 -61 -67 -58 -26 -26 -4__ -31 -51Grade 6 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 State of Arkansas LRSD Cloverdale Dunbar________ Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 2002-03 2003-04 20 13 3 20 19 12 2 19 30 2 30 20 6 28 29 9 11 33 24 8 31 22 15 29 25 7 15 34 31 5 47 32 16 37 35 21 16 54 51 12 Change +27 +19 +13 +17 +16 +9 +14 +35 +21 +10 Grade 6 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 6 5 3 4 5 1 2 12 7 2 11 10 5 14 20 9 7 22 2 6 14 13 12 14 16 1 11 24 16 6 22 22 17 23 29 19 12 43 23 12 Change +16 +17 +14 +19 +24 +12 +10 +31 +16 +10Grade 6 Literacy Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 35 55 76 46 50 52 74 35 41 72 21 41 63 30 34 45 44 25 31 54 16 28 34 21 25 31 43 13 25 40 12 26 44 18 19 26 32 12 19 43 Change -23 -29 -32 -28 -31 -26 -42 -23 -22 -29 Grade 6 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 School 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 63 67 76 63 68 58 77 46 66 72 44 51 67 41 45 49 51 39 50 77 33 35 35 31 30 36 48 18 37 43 Change 29 33 46 23 22 28 40 18 32 43 -34 -34 -30 -40 -46 -30 -37 -28 -34 -29Grade 8 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsAll Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 24 15 8 9 17 11 8 29 19 9 37 31 9 32 48 19 29 44 45 12 37 30 22 26 48 13 21 41 46 13 48 39 31 42 44 30 25 55 53 15 Chanse 60 46 26 46 55 42 36 65 67 16 +36 +31 +18 +37 +38 +31 +28 +36 +48 +7 Grade 8 Literacy Benchmark Examination Percent Performing at Proficient/Advanced LevelsBlack Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 State of Arkansas LRSD Cloverdale Dunbar Forest Heights Henderson Mabelvale_____ Mann Pulaski Heights Southwest 2003-04 9 8 8 4 8 7 9 15 11 8 21 20 9 13 36 12 18 27 19 12 16 21 22 11 35 13 21 30 22 13 25 28 31 24 29 28 24 46 26 12 33 35 26 28 46 42 32 51 43 17 Change +24 +27 +18 +24 +38 +35 +23 +36 +32 +9 Grade 8 Literacy Benchmark Examination Percent Performing at Below Basic LevelAll Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 2003-04 State of Arkansas LRSD_________ Cloverdale Dunbar Forest Heights Henderson_____ Mabelvale Mann Pulaski Heights Southwest 31 46 63 55 43 47 57 23 37 54 22 33 51 31 25 32 31 17 27 53 17 29 30 34 22 41 30 13 18 49 12 23 31 22 20 24 24 12 17 35 7 13 31 9 12 9 10 3 8 26 Change -24 -33 -32 -46 -31 -38 -47 -20 -29 -28Grade 8 Literacy Benchmark Examination Percent Performing at Below Basic LevelBlack Students Little Rock School District, 1998-99 through 2003-04 School 1999-00 2000-01 2001-02 2002-03 State of Arkansas LRSD Cloverdale_____ Dunbar Forest Heights Henderson Mabelvale______ Mann Pulaski Heights Southwest 2003-04 56 56 65 66 55 53 60 36 48 55 43 43 54 43 29 39 38 25 44 56 36 36 31 48 30 42 37 17 30' 48 29 28 30 34 27 27 24 15 32 35 18 17 31 14 15 10 10 4 14 26 Change -38 -39 -34 -52 -40 -43 -50 -32 -34 -29LITTLE ROCK SCHOOL DISTRICT END-OF-COURSE ALGEBRA 1 2000-01 TO 2003-04 Algebra 1 End-of-Course General Population Percent Proficient and Advanced ___ AYP = 25.34 State District Central Hall Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Maim______ Pul Hghts Southwest ueJ 21 14 1 3______ 1 0 7 5 52 65 43 4 40_____ 77 No Class 39 21 11 9 3 4 14 1 61 68 49 32 49 77 32 47 30 13 32 5 6 17 21 87 79 25 19 72 87 33 56 33 23 25 7 8 31 19 89 97 23 42 73 92 53 +35 +19 +22 +22 +6 +8 +24 +14 +37 +32 -20 +38 +33 +15 +21 Algebra 1 End-of-Course Afidcan American Students Percent Proficient and Advanced AYP = 25.34 F" State District Central Hall Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Mann Pul Hghts Southwest 4 2 0 0 0 0 1 3_______ 0 64 40_____ 0 9 60 No Class 13 11 7 6 1 4 12 2 40 51 54 17 40 75 29 1|I4'VVW 19 16 1 27 2 6 6 20 50 64 27 0 60 77 23 24 17 13 19 6 7 21 17 77 91 21 16 55 77 50 jti +20 +15 +13 +19 +6 +7 +20 +14 +77 +27 -19 +16 +46 +17 +21Algebra 1 End-of-Course General Population Percent Below Basic State District Central Hall JAFair McClellan Parkview Cloverdale Dunbar For Hghts Henderson Mabelvale Mann Pul Hghts Southwest 29 55 66_____ 71 83 90 44 39_____ 3_______ 3 0 36 3 1 No Class 18 40 50 48 71 67 29 41 5 0 10 10 3 0 14 12 29 40 22 59 58 17 13 0 2 11 14 1 0 20 12 30 33 29 56 47 25 16 3 0 9 15 3 0 18 Algebra 1 End-of-Course Afiican American Students Percent Below Basic State District Central Hall JA Fair McClellan Parkview Cloverdale Dunbar Forest Hghts Henderson Mabelvale Mann Pul Hghts Southwest OOE 58 72 77 77 87 90 50 38 0 0 0 63 5 0 No Class Wil 42 49 56 52 72 66 32 41 0 0 14 11 6 0 14 29 39 48 23 64 57 25 11 0 0 8 0 2 0 23 33 39 41 32 59 47 32 17 8 0 12 21 6 0 19 -17 -25 -33 -42 -27 -43 -19 -23 -0 -3 +9 -21 -0 -1 +4 ii.*' -25 -33 -36 -45 -28 -43 -18 -21 +8 0 +12 -42 +1 0 +5LITTLE ROCK SCHOOL DISTRICT END-OF-COURSE GEOMETRY 2000-01 TO 2003-04 Geometry End-of-Course General Population Percent Proficient and Advanced ___________________________AYP = 25.34 SchoaE State District Central Hall JA Fair McClellan Parkview ZUIIU-Q1 20 13 26 3 2 2 17 2001-02 33 17 27 20 2 3 23 41 39 67 32 24 3 26 50 33 52 19 13 5 46 -1-30 -F20 +26 +16 +11 +3 +29 Geometry End-of-Course African American Students Percent Proficient and Advanced _ AYP = 25.34 PSW State District Central Hall JA Fair McClellan Parkview 1^^ ig20C^2 3 3 5 2 1 2 17 8 6 6 11 1 3 23 2pO24agK 11 17 27 24 23 0 26 rS5Sj(*t^ 15 15 21 12 8 5 30 rfr i Geometry End-of-Course General Population Percent Below Basic State District Central Hall JAFair McClellan Parkview 33 55 37 71 77 75 34 J. 26 52 42 41 74 78 36 15 17 8 17 13 42 19 Tl i 0 11 25 15 31 40 45 11 Geometry End-of-Course African American Percent Below Basic 'SchooL State District Central Hall JA Fair McClellan Parkview 69 72 63 81 82 77 51 58 66 65 50 78 50 2002-03- 41 28 23 27 19 12 29 33 36 31 37 42 47 13 +12 +12 +16 +10 +7 -3 +13 -22 -30 -22 -40 -37 -30 -23 J f -36 -36 -32 -44 -40 -30 -38 JELEVENTH GRADE END-OF-LITERACY RESULTS 2000-01 TO 2003-04 11* Grade Literacy General Population Percent Proficient and Advanced _________________________ AYP = 32.92 State District Central Hall JA Fair McClellan Parkview 24 17 23 14 6 8 23 4.2001-02 -------- 43 32 46 22 22 12 38 47 36 49 32 17 16 53 51 42 60 27 18 19 57 +27 +25 +37 +13 +12 +11 +34 11* Grade Literacy African American Students Percent Proficient and Advanced - AYP = 32.92 I* T State District Central Hall JAFair McClellan Parkview 6 7 9 9 4 7 9 17 17 18 16 16 12 24 19 20 19 21 14 15 35 21 23 26 19 13 18 42 Jhahge' . +15 +16 +17 +10 +9 +11 +33 th 11 Grade Literacy General Population Percent Below Basic ^7 SST5 State District Central Hall JA Fair McClellan Parkview 25 39 40 41 45 47 25 14 24 18 32 34 35 12 10 23 15 19 44 31 12 11*** Grade Literacy African American Percent Below Basic I^scIitoI^:^*^ State_____ District Central Hall JA Fair McClellan Parkview 49 48 52 50 48 49 35 >L
r'7i ^2001=02^' 33 32 31 34 38 36 15 3T T
2i2?0S3'*: 28 29 24 23 48 31 18 8 16 9 26 31 26 4 1'2003:04" 21 22 14 26 35 27 5 JL -17 -23 -31 -15 -14 -21 -21 33 -28 -26 -38 -24 -13 -22 -30FRIDAY, JULY 9. 1999 LR board studies ways to measure school performance BY CYNTHIA HOWELL ARKANSAS DE.MOfRAT-GAZETTE Little Rock School Board members got their first look Thursday at proposed student achievement goals by which the state could evaluate schools and ultimately reward or penalize them. "rhe board reviewed the propousedu adccccoouunntiaaboiuliittyy system aatt a lengthy agenda meeting where it also reviewed for the first time plans for implementing recommen-the district and civic leaders S meeting the stu-trict expands on a mandatory' three-tier school evaluation system adopted last month by the Arkansas Board of Education for all 310 school districts. The state system I will not operate fully until 2003-2001. I Tier I of the state system calls for all students at a school to achieve at a proficient or advanced level on new bench-mark exams, which will be given in the fourth, sixth and eighth grades, and on specific secondary school exams in literacy, first-year algebra and geometry. The state sy-stem also sets goals for high school graduation, student at-tendance, teacher licensure, ongoing professional development for teachers, and student safety. Also, the state system establishes each district to establish goals or quality indicators of its owm, - Little Rock School District staff recommended quality indicators be based on the scores students earn on two types of tests. The first would be the Stanford .Achievement Test nniinntthh edition, which is a__ n__axti:o__n_anl?ly ' designated as troubled schools by standardized test that most students ' the state Department of Education I take each September, The second measure would be scores students earn on the districts own tests derived from the districts own cur-riculinn and given to students four times a year in grades two through 11. Separate tests would be used for I kindergarten and first grade. The Little Rock quality indicators, for example, call for 65 percent of students in every subgroup of students, based on race and sex, to score at or above the 50th percentile in reading and math on the Stanford test The indicators further call for 30 percent of students to score above the 75th percentile, or among the top 25 percent of students nationally. No more than 10 percent of Little Rock students should score among I the bottom 25 percent nationally, ac- I cording to the proposed goals. The school district indicators also include a system for measuring each schools rate of progress toward the goals on the Stanford test and on the districts own tests. Other proposed quality indicators for Little Rock schools call for 65 percent of students at a school to be enrolled in either Advanced Place- .A ment courses or prerequisite courses for Advanced Placement classes, 65 percent of a high schools graduates to take at least one Advanced Placement exam, which can provide the student with college credit for high school work, 100 percent of students taking the Advanced Placement exam to score 3 or better on a scale of 1 to 5, 100 percent of high school seniors to complete all graduation requirements prior to participating in a graduation ceremony. Students now can participate in a ceremony even ' if they need a credit from summer school to aget their diploma, 100 percent of middle school stu-' dents to be enrolled in algebra by eighth grade, 65 percent of high school stu- ' dents to complete all the high school courses necess^ to earn an honors seal on their diplomas, 65 percent of high school students to take the ACT AssessmenL a college entrance exam, 100 percent of students taking the ACT to earn a score of at least 19, Each school in Little Rock and throughout the state wall publish a-school performance report for parents based on the accountabili^ system results. Schools that do not make adequate progress in meeting goals will and targeted by the Little Rock district for assistance. Schools that do make sufficient progress will be rewarded with public recognition and with nominations for national honors. Representatives from each Little Rock school will be provided initial training on the accountability system at a workshop at the end of this month.
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.