LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501)324-2131 RECEIVED AUG 31 1999 August 26, 1999 OFFICE OF DESEGREGATION MONITORING TO: John Walker Terrence Roberts Steve Ross Ann Brown Frank Martin FROM: Dr. Bonnie Lesley'Tkssociate Superintendent, for Instruction SUBJECT: Guidelines for School Improvement Planning Attached for your information is a copy of a new publication from our Division of Instruction, Guidelines for School Improvement Planning. This booklet is a supplement to the Handbook for Campus Leadership Team that was distributed at the Principals and CLT Institute in late July. It is a response to many requests that we write down the step-by-step process to craft a school improvement plah. We will, no doubt, need to revise it for next year, so we would welcome any suggestions that you might offer for its improvement. Attachment BAL/rcm cc: Les Carinine (memo only) Brady Gadberry (memo only) Junious Babbs (memo only) Chris Heller Clay Fendley REC J 5 * ftS if Guidelines for School Improvement Planning AUG 3 I lC OfECCr Supplement to the Handbook for Campus Leadership Team Developed by the Division of Instruction Little Rock School District August 1999School Improvement Planning This draft of the guidelines for School Improvement Planning is the result of a commitment made by the Little Rock School District to consolidate all the planning requirements at the school level so that when a school designs its annual and long-range School Improvement Plan, it is satisfying district requirements, Title I requirements, and ACSIP requirements. To the extent possible, the LRSD uses the language and definitions of ACSIP and ACTAAP to reduce confusion. The School Improvement Plan that you produce will serve also as the Title I plan for the schools involved in that program. In some cases, to satisfy federal and state requirements. Title I schools will also submit some supplemental information to the School Improvement Plan. See p. 68 in the Handbook for Campus Leadership Team for the LRSD planning calendar. Page 65 is a glossary of planning terms that may also be helpful. School Performance Report If you study the ACTAAP document that is included in the back of your Handbook for Campus Leadership Team, you will see references in that paper (p. 10) to the School Performance Report or, as we may call it, the Building-Level Report Card. See also pp. 16-17 in the Handbook in the local section on Collective Responsibility. The School Performance Report, mandated in law in the last legislative session, will be published annually by the ADE, mailed to all parents, and included on the ADE web pages. This report is a part of the overall ACTAAP system and is included in what is required under Public Reporting of results. The indicators on the School Performance Report are the same, in many cases, as the Performance Indicators in ACTAAP, but they include some additional ones as well. It is important for everyone to understand that we have both this Public Reporting document or School Performance Report and the ACTAAP accountability system that includes a separate set of indicators, a reward system, and a sanction system. They are two different things, but there are overlaps in the indicators in some cases. The challenge, then, of the Campus Leadership Team is to develop your School Improvement Plan in ways that will impact not only the Performance Indicators under ACTAPP and the LRSD Quality Indicators, but also the indicators that will be reported on the School Performance Report. The first School Improvement Reports will be published based on the 1999-2000 data, and they are to be available no later than September 15, 2000. You are going to want to show growth in as many of the indicators as possible, of course, so your School Improvement Plan is a vehicle to achieve those improvements. A list of the indicators that ADE will be required by law to report follows
1Elementary Schools The report for elementary schools shall include three-year trend data and allow parents or guardians to compare the schools performance with state and national averages in areas and shall include, but not be limited to, the following measures: A. School safety B. Discipline C. Norm-referenced test results D. Criterion-referenced test results E. Percentage of students promoted to the next grade level F. Certified staff qualifications G. Total per-pupil spending H. Assessment of the local taxpayer investment in the school I. J. K. district Percentage of students eligible to receive free or reduced price meals Average salary of staff Average attendance rates for students Middle and High Schools The report for middle and high schools shall include three-year trend data and allow parents and guardians to compare the schools performance with state and national averages in areas which include, but not be limited to, the following: A. School safety B. Discipline C. Norm-referenced test results D. Criterion-referenced test results E. Percentage of students promoted to the next grade level F. Certified staff qualifications G. Per-pupil spending H. I. J. Assessment of the local taxpayer investment in the school district Percentage of students eligible to receive free or reduced price meals Average salary of the staff K. Average attendance rates of students L. Drop-out rate
M. Graduation or completion rates N. College remediation rate (for high schools only)
and 0. Collegiate admission test results 2School districts may prepare and distribute supplemental materials concerning the information contained in the school performance reports, and the LRSD will do so. step 1: Review/Revise the School Mission Statement Mission statements are dynamic and should periodically be reviewed to determine whether changes should occur and to keep the school mission aligned with the LRSD Mission. Step 2: Baseline Data
Taking Stock Collecting, Profiling, and Analyzing Data Conduct a comprehensive data collection and analysis of the baseline data for each of the ACTAAP and Quality Indicators for your school. (See reprints of pages for elementary schools, middle schools, or high schools at the end of this document.) Fill in the Your Results column with the baseline data as a first step in this process. You may wish to add pages to include other data, including data to address from the School Performance Report. Your analysis must include a careful disaggregation of the trend and baseline data (by race, gender, socio-economic status, LEP/non-LEP, Sped/non-Sped, etc.) You may wish to group the indicators by subject, program, or grade level to determine the preponderance of evidence about your schools performance for each sub-group. Think of yourselves as detectives at this step of the work. Gather evidence, including evidence revealed from other data you may have availablesuch as grades, portfolio assessments, survey information, other program assessments (i.e., computer lab test results), etc. You should also examine data.related to indicators that are not listed in the Quality Indexparent involvement data, for instance, or teacher attendance rates, or percent of students participating in co-/extra-curricula activities, or how high school students are using their electives, etc. These other indicators undoubtedly have implications for some of the broader areas of achievement. Do not indulge in finger-pointing or blaming. Your business is to improve, not to dwell on the past. Stay focused on the kinds of discussions that make a difference in student achievement: curriculum, staff development, supervision, instructional programs, student assessment, action research, program evaluation, instructional budget. 3School School Improvement Plan Year Priority 1 Supporting Data
Goal(s)
One-Year Benchmark(s): 4School School Improvement Plan Year Intervention: Actions Person(s) Responsible Timeline Resources District Budget Title I Budget APIG/Other Budget 5Step 3: Selecting Priorities Using your data analysis, make decisions about 3-5 priority areas for your School Improvement Plan. You must include the following two priorities until your school has 100 percent of the students performing at the proficient level or above on the State Benchmark or End-of-Level tests: Improve student achievement in reading and writing literacy. Improve student achievement in mathematics. One priority area may include all the measurements in the ACTAAP and Quality Indicators related to a program area-mathematics, for instance. Some examples of middle school mathematics performance indicators are as follows: Performance on State-Mandated Criterion-Referenced Tests Performance on SAT9 Performance on District-adopted CRT Enrollment in Pre-AP courses Enrollment in Algebra I by grade 8 Hints You may want to consider as an action an activity related to other Quality Indicatorsespecially those relating to ensuring appropriately licensed teachers or ensuring that all staff participate in 60 hours or more of professional development, as those hours relate to the planned interventions. If your priority area is mathematics, for instance, student learning would undoubtedly be impacted with better trained teachers in mathematics content, instructional strategies, and assessment strategies. In other words, you can address some of the ACTAAP and Quality Indicators without selecting them among your priorities. Be aware that you may also have a priority area that is not explicitly addressed in the Quality Indicatorssuch as Improving parental involvement Improving the teacher attendance rate. Remember, however, to make decisions about priorities based on data, and remember that success has to be determined with data, so start at this step with building an understanding of how success will be measured if there are no stated Quality Indicators that match the selected priority area. 6step 4
Supporting Data Record the data that your have identified as your rationale for selecting each priority area. In other words, show your schools performance in two or more Quality Indicators that indicate your need to focus on that area as your priority. You may (and are encouraged to do so) include disaggregated data in listed your Supporting Data." Examples for a middle school follow: State Benchmark ExamGrade 6 Mathematics: 32% performing at or above the proficient level
80% of those not performing at the proficient level or above are African- Americans, and 70% of those are male. SAT9 Grade 7 Total Mathematics: 23% at or above the 50^ percentile
65% of African American males are in the lowest quartile. % enrolled in Algebra I by grade 8: 12%
only 3% are African American males. Note 1
The examples above indicate that the school must include one or more interventions designed to be effective with African American males. The interventions might include some actions related to program enhancements, to special tutoring programs, to more use of cooperative learning instructional strategies, to recruitment of African American male mentors, to an emphasis on parent involvement, or, perhaps, a special professional development program for the staff that would enable you better to understand what the root problems are and what the school can do to impact those problems. Note 2: Title I schools can also use this step to begin identifying students who require targeted assistance" to support their achievement of the curriculum standards/benchmarks. Disaggregation of data and then an analysis of those data will enable the school to design more effective interventions. Remember that even if a Title I school decides to be a schoolwide project, the school still has the responsibility to target the lowest achievers for special assistance or programming. Step 5
Setting Goals See the pages above with the tables for elementary, middle, and high schools. In the fourth column of those tables you will see a series of goal definitions from which to select for this section of your plan. Remember that there are three kinds of goals: 7absolute performance goals that include a specific percent of students who are expected within a given period of time to perform at a specific level
trend goals that establish an expected improvement of one cohort of students performance compared to last years cohort at that level (this years fourth grade compared to last years fourth grade, for instance)
and improvement goals that establish an expected improvement of the same cohort from a pre-test to a post-test (this years sixth grade as compared to those same students in grade 4). You might also think about these three kinds of goals in this way: Performance goals are long-term goalswhere students are expected to be within five or ten years, for instance. Trend goals are one-year goalsthe typical way that we look at achievement datahow we did this year as compared to how a different cohort did last year. Trend goals set one year at a time become your Benchmarks (see Step 6 below), if you achieve your trend goals consistently over a ten-year period according to the State Indicators, you would achieve the performance goal for those indicators. Again using middle school mathematics as an example, you might choose the following goals: 100% of our schools students shall perform at or above the proficient level in grade 8 mathematics on the State Benchmark Examination. 65% of our schools students in every sub-group of race and gender shall perform at or above the 50*^ percentile in mathematics on the SAT9. At least 30% of our schools students will perform at the highest quartile in mathematics on the SAT9. 90% of our schools students shall perform at or above the K proficient level in mathematics each semester on the District-adopted CRT. 890% of our schools students will be enrolled in Algebra I by grade 8. Note: The examples above do not include every possible mathematics goal from the Quality Indicators. Your team will choose those which it sees as most important or those that you believe you can impact in this particular year. Again, if there is an achievement gap that needs to be addressed, then the school may wish to state its goal statements in terms of improvement of achievement for African American males, for instance: At least 50% of African American males who performed at Below Basic and "Basic levels in grade 4 shall perform at or above the proficient level in grade 6 mathematics on the State Benchmark Exam. The percent of African American males enrolled in Algebra I by grade 8 shall improve from 3% to 20% in 1999-2000. ACSIP Advice in Goal Setting: Critical Questions According to the ACSIP documents, the following are important in the goalsetting process: A goal is directly linked to a priority. A goal narrows the scope of the priority. Two or three goals per priority would be advisable. Goal selection should be guided by the critical questions for Federal Programs, Special Education, and Equity. (See below, plus two additional categories: LEP Students and Parent Involvement) Goals are achievement-driven. The ACSIP "Critical Questions follow: Federal Programs Will Title VI be used to support the plan in ways that... Promote equitable quality education for all students? Provide training in support of local school reform efforts? Provide leadership in support of local school reform efforts? Provide for technical assistance of local school reform efforts? Involve parents, teachers, administrators and private schools in the decision-making process? 9Does the plan allow for one or more of the following areas? Supplemental (not required by the State) technology related to the professional development to assist school personnel regarding how to effectively use equipment and software for instructional purposes? Instructional materials programs for the acquisition and use of instructional materials? Programs that include promising education reform components (Effective Schools Research, etc.)? Programs to improve the higher order thinking skills of disadvantaged students and to prevent students from dropping out of school? Provisions for gifted and talented children? Provisions that are consistent with the Goals 2000: Education America Act? Activities authorized under Title I, Sections 1116 and 1117, to give all children the opportunity for high performance, to establish needs assessments to perceive deficient areas, and to implement research-based actions that address deficient areas? Special Education Does the plan provide children with disabilities the appropriate modifications, adaptations, and supplementary aids and services to ensure that they have equitable access to the same curricula content as their nondisabled peers? Will the plan facilitate the improvement of the academic performance of children with disabilities? Does the plan hold an expectation of high achievement based on high standards, and does it hold students, the school, and the district accountable for learning and teaching? Does the plan guarantee educational equity for all children? Does the plan allow for flexibility in providing meaningful instruction closely linked to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Does the plan ensure accountability by providing a mechanism for monitoring lEP modifications within the regular classroom? Does the plan evidence issues and ideas presented in Enhancing Student Success Through Accountability and Leadership, published by the Accountability Task Force on the Individualized Education Program and Program 10Effectiveness Evaluation, Arkansas Department of Education, Special Education (October 1998)? Does the plan address the professional development needs of all district personnel relative to meeting the needs of children with disabilities? Does the plan address the use of technology to assist children with disabilities access to the general curriculum/ appropriate activities enabling all students to be successful in the real world? Equity Are students who are educationally disadvantaged achieving at the same level as the advantaged students? Will there be evidence that teachers have high expectations for every student as a result of the plan? Are resources being provided to assist all students in attaining high levels of achievement? Are all students being challenged? Are all groups of students given opportunities and encouragement to be involved in all school programs? What evidence is there that teachers have high expectations for all students? Are resources provided to assist educationally disadvantaged students in overcoming environmental and other handicaps? What evidence is there that learning deficits of certain groups of students are overcome? Are students enrolled in all programs at the same proportions as their representation in the school population? Are academic goals the same for all groups of students? Are all student groups represented in advanced and intermediate courses? Are all constituencies of the school (teachers, administrators, parents, students, and community representatives) involved in developing school procedures that ensure equity? Parent InvolvementTitle I The District's application for Title I funds requires us to assure the state that all of our Title I schools have complied with the following mandates for parent involvement. Be sure that you have addressed each obligation. If you are currently out of compliance, then Parent Involvement may necessarily become one of your priorities. 1. The District assures that each Title I school shall jointly develop with and distribute to parents of participating children a written parental involvement policy, agreed upon by the parents that described the means of carrying 11out the requirements of parent involvement and the shared responsibilities for high student performance. 2. If the parent involvement policy is not agreed upon, the comments of those in disagreement are attached to the District plan. 3. Did each Title 1 school in the District convene an annual meeting, at a convenient time, to which all parents were invited and encouraged to attend, to inform parents of their schools participation in the Title I program and their right to be involved prior to submitting the District plan? 4. Did each Title 1 school in the District offer a flexible number of meetings in the development of the plan, such as morning or evening and provide (if funds are available) transportation, child care, or home visits, as such services relate to parental involvement? 5. Did each Title I school in the LEA involve parents in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part, including the school parental involvement policy and the join development of the school wide plan for their school? 6. The District assures each Title I school will provide parents of participating children the following: Timely information about programs
School performance profiles and their childs individual student assessment results, including an interpretation of such results
A description and explanation used to measure student progress and proficiency levels that students are expected to meet
Offer opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate in decisions relating to the education of their children
and Offer timely responses to suggestions made by parents. 7. The District assures that if a schoolwide plan is not satisfactory to the parents of participating children that those parents comments on the plan will be made available to the Department of Education. School-Parent Compact 8. The District assurds that each participating schools has jointly developed with parents of all participating children a school-parent compact as part of its parent involvement policy that outlines how parents, school staff, and students will share responsibility for improving student achievement. 129. The Compact will: Describe responsibilities of schools and parents that enable participating children to meet the states student performance standards. Describe the parents responsibilities for supporting learning such as monitoring attendance, homework completion, TV watching, volunteering in their childs classroom, and positive use of extracurricular time. 9. The District assures that parents will be provided assistance to participating parents in the areas of: Understanding the National Education Goals, State Content and Student Performance Standards, State technical assistance for schoolwide and targeted assistance school components, state and local assessment. Title I parent involvlement requirements, how to monitor student progress, and how to work with educators to improve the childs performance. 10. The District assures that parents will be provided with materials and training and coordinate literacy training to help parents work with their children to improve achievement. 11.The District assures that teachers, pupil service personnel, principals and other staff persons will be educated in the value and use of parent contributions, how to work with parents as equal partners, implement parent programs, and build ties between home and school. 12. The District assures that it will integrate parent involvement programs and activities with other pre-school programs. 13.The District assures that community-based organizations and businesses will be encouraged to form partnerships between schools at all levels. 14.The District will conduct other activities such as a parent resource center and provide opportunities for parents to hear child development and child rearing issues that are designed to help parents become full partners in the education of their children. Limited-Enqiish-Proficient Students The Office of Civil Rights will expect to see components such as the following in your school plan: Are the needs of LEP students considered in your schools plan (not just in the Newcomer Centers, but in every school where there are LEP students enrolled)? 13What evidence is there that your school is teaching English language skills and other appropriate instruction for LEP students? Are LEP students receiving instruction that is aligned with the curriculum frameworks and the appropriate grade-level or course benchmarks? Are critical documents translated into the language of students' homes? When educationally disadvantaged children are discussed and plans made to meet their needs, are LEP students included? What is the professional development plan so that all teachers who serve LEP students participate in training in ESL methodologies, assessment strategies, and cultural sensitivity? step 6: Establishing Benchmarks State Benchmark Examinations For each of your goal statements, you must establish the amount of growth that you intend to achieve this school year. According to the ACTAAP document (in reference to performance on the State Benchmark Examinations or End-of-Level Tests), p. 15, On average, each schools trend goal for annual rate of reduction in the number of students below proficient will be determined by dividing the total percent of students below the proficient level by 10. Remember that a trend goal compares the performance of one cohort of students with anotherthis years grade 8 students as compared to last years grade 8. Therefore, at least for 1999-2000, you can compute your benchmarks for the State Benchmark Examinations according to the following formula: 100% minus % of your students currently performing at or above the proficient level divided by 10 equals the number of required percentage points to meet your trend goal Assuming that you had in 1998-99 32% of the students performing at or above the proficient level: 100 minus 32 equals 68. 68 divided by 10 equals 7 points of required improvement. Your 1999-2000 benchmarks would, therefore, be as follows: 1432 (1998-99 performance) + 7 points of required improvement = 39% at or above the proficient level Note: It is important here as a part of your work to calculate exactly how many students you are required to move up to get the 7 points of improvement. Look to see how many students are at grade level and calculate how many of them would equal 7 percentage points. State your benchmark in a measurable statement that includes who, what, when, and how much. In 1999-2000, the LRSD school shall improve 7 points so that at least 39% of the students will perform at or above the proficient level on the State Benchmark Examination in grade 8 mathematics. Who
What: When: grade 8 students in the LRSD school State Benchmark Examination in mathematics In 1999-2000 How Much
7 points improvement (from 32 to 39% at or above proficient level) Then the 2000-01 benchmark would be 39% +7 = 46%. Etc. In 2000-01, at least 46% of the grade 8 students will perform at or above the proficient level on the State Benchmark Examination in mathematics. To Consider: A divisor of 10 indicates that to stay off the States identified list of schools requiring improvement, a school would have 10 years to meet the state goal of 100% of the students performing at or above the proficient level, assuming the school meets the required improvement goal each year. We in Little Rock cannot be satisfied with that time frame since our average performance is at an unacceptable level in many schools. We cannot wait 3-4 years, for instance, for a minimum of 50 percent of our students to meet the state standards. We have to accelerate our growth a lot if we are to catch up with other districts and if our kids are to be competitive with their peers not just in Arkansas, but also nationally and globally. Research on restructuring that works in terms of improved student achievement indicates that two variables that are the most powerful are as follows: every students access to a rigorous curriculum (teaching the . ' tested curriculum, in other words, the curriculum standards/benchmarks
alignment of teachers lesson plans with the state curriculum frameworks and district benchmarks) 15developing a true sense of collective responsibility everybody doing whatever it takes in terms of commitment to improve teaching and learning. This variable includes a strong emphasis on professional development and ongoing learning. SATO Benchmarks Computing the benchmarks for performance on the SATO is done a little differently. If the Quality Indicator you are considering is the one relating to at least 65 percent performing at or above the 50*^ percentile, then the calculation is as follows: 65% minus % of your students currently performing at or above the 50^ percentile divided by 10 equals the required percentage-point increase in the number of students performing at or above the 50^^ percentile. Assuming that you had in 1008-00 only 22% performing at or above the 50^ percentile: 65 minus 22 equals 43 43 divided by 10 equals 5 points of required improvement. (That is not five percentile points, but 5 percent more of the students tested performing at or above the 50^ percentile.) Your benchmark statement: In 1000-2000, the LRSD school shall improve by 5 percentage points (from 22% to 27%) the percentage of students performing at or above the 50^ percentile on the grade 10 SATO mathematics test. Note: Again, it is important for you to calculate exactly how many students would constitute 5 percentage points. If you are working on improving the percentage of students in the highest quartile, then you compute your benchmark as follows: 30% minus % of your students currently performing in the highest quartile divided by 10 equals the required percentage-point increase in the number of students performing in the highest quartile. Assuming that you had in 1998-99 only 4% performing in the highest quartile: 30 minus 4 equals 26. 26 divided by 10 equals 3 points of required improvement in the percent of students performing in the highest quartile. 16Calclulate how many students that would be. Benchmark statement: In 1999-2000. the LRSD school shall improve at least 3 percentage points (from 4% to 7%) in the percent of students performing at the highest quartile on the grade 5 SAT9 reading test. Most schools badly need to work on moving students from the lowest quartile to the higher levels of performance. The formula for computing the benchmark is as follows: 90% minus % of your students currently performing in quartiles 2. 3. and 4 (above the lowest quartile) divided by 10 equals the required percentage-point increase in the number of students performing above the lowest quartile. Assuming that you had in 1998-99 57% performing in the lowest quartile and only 43% above the lowest quartile: 90% minus 43% equals 47 47 divided by 10 equals 5 points of required improvement in the percent of students performing above the lowest quartile. Calculate how many students that would be. Benchmark statement: In 1999-2000. the LRSD will improve at least 5 percentage points (from 43% to 48% in the percent of students performing above the lowest quartile on the grade 7 SATO mathematics test. In General To compute your benchmark, you have to know two things to start with: The performance goal for the performance indicatorsthe percent expected (i.e., 100% will be proficient
65% will be above the 50th percentile: 65% will enroll in Pre-AP and AP courses, etc.) Your schools performance last year. Step 7: Designing Interventions Now that you have your data analyzed, your priorities determined, your goals selected, and your benchmarks established, you are ready to do the real work of developing the plan for improvement. An intervention is a significant strategy, research-based program, or major initiative designed to solve the problem defined by your selected priority (definition from ACSIP document). 17Your first School Improvement Plan is both a long-term plan (3-5 years) and a short-term plan (one year). After you have thought through the long-term plan, and if you stay with it, then updating the plan one year at a time is not that difficult. Your annual plan simply deletes what is already accomplished and adds any new action steps required to implement the next years plan or adds some new interventions. Good Campus Leadership Teams are always thinking ahead two to five years, knowing that everything cannot be accomplished in one year, but getting clear about what needs to happen this year in order to take the next steps to reform during the following year. If your school does not have a long-term plan in place with which you are comfortable, then your work must be to design as quickly as possible your 1999- 2000 plan for improvement in spring 2000. There is much that you can do to align your lesson plans with the State Curriculum Frameworks and the District Benchmarks so that all students are exposed to the tested curriculum. There are programs that you can put into place early in the year for maximum impact on student achievement. There are effective teaching strategies that you can use that will enable more students to be effective learners. There are assessment strategies that you can use to check student progress frequently and then to modify and adjust your teaching so that more students are successful. All the faculty can make a commitment to form a professional community now that supports an attitude of collective responsibility for results. But begin now as well to start thinking ahead to your 2000-01 plan. Ideally, the design of effective interventions needs to begin in summer 1999 to include in the 2000-01 plan in order for there to be time for the team to do research, to visit schools where the intervention is being successfully implemented, and to involve staff and parents in ways that ensure buy-in. A part of every schools plan realistically includes a plan to plan for the next year and down the road, always looking ahead to what steps should be phased in for total restructuring. Schools that wait until the plan is almost due to begin the process are not likely to get desired improvements. Planning is ongoing, not an event. An intervention, in general, is something ne^that your school decides to do that enhances, supplements, or goes beyond the District-established programs so that the performance of targeted students improves. The implementation of ELLA, for instance, is not a school-level intervention. Neither would be the implementation of the new TERCS mathematics programs. Both are already established. You may find the following research-based criteria helpful in selecting appropriate program interventions for your school: 18What Factors Contribute to Program Effectiveness? (from Show Me the Evidence! By Robert Slavin and Olatokunbo Fashola, Corwin Press, 1998) 1. 2. 3. Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students' progress toward the goals. There is no magic in educational innovation. Programs that work invariably have a small set of very well-specified goals ,,,, a clear set of procedures and materials linked to those goals, and frequent assessments that indicate whether or not the students are reaching the goals. Effective programs leave little to chance. They incorporate many elements, such as research-based curricula, instructional methods, classroom management methods, assessments, and means of helping students who are struggling, all of which are lied in a coordinated fashion to the instructional goals. Programs almost always have their strongest impacts on the objectives they emphasize. Effective and replicable programs have well-specified components, materials, and professional development procedures. There is a belief in many quarters that each school staff must develop or codevelop their own reform model, that externally developed programs cannot be successfully replicated in schools that had no hand in developing them, ,., In fact, over time evidence has mounted that reform models that ask teachers to develop their own materials and approaches are rarely implemented at all. Studies of alternative programs implemented under similar conditions find that the more hiohly structured and focused programs that provide specific materials and training are more likely to be implemented and effective than are less-well-specified models. , , , Although there are examples of success in models lacking clear structure, the programs with the most consistent positive effects with at-risk students are those that have definite procedures and materials used in all participating schools. Effective programs provide extensive professional development, A characteristic shared by almost all of the effective programs we identified is the provision of extensive professional development and follow-up technical assistance. Few, if any, provide the classic half-day, one-time workshops that constitute the great majority of inservice programs, especially those usually provided with textbook adoptions. On the contrary, most of the successful programs we identified provide many days of inservice followed by in-class technical assistance to give teachers detailed feedback on their program implementations. Typically, teachers work with each other and with peer or expert coaches to discuss, assess, and refine their implementations. The training provided is rarely on generic strategies from which teachers pick a few ideas to add to their bags of tricks. Instead, training focuses on comprehensive strategies that replace, not lust supplement, teachers current strategies, iEffective programs are disseminated by organizations that focus on the gualitv of irgplementation. The programs identified in their review that have been associated with consistent positive effects in many settings tend to be ones that are developed and disseminated by active, well-structured organizations that concentrate efforts on ensuring the gualitv of program implementation in all schools. These organizations, often based in universities, provide training and materials and typically create support networks among program users. 19Some examples of interventions in elementary language arts (and no school is limited to these) might include the following: Reading Recovery After-School Reading Clinic (one-on-one tutoring) Accelerated Reader Reading Across the Curriculum Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, McRat, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc. Extended-Year Program HOSTS (Helping One Student to Succeed) Junior Great Books Family Literacy program Schoolwide Independent Reading Program Reading Is Fundamental Some examples of interventions in secondary language arts (again, no school is limited to these) are as follows: Project AVID (to improve enrollment and success in Pre-AP and AP courses) Reading Clinic (one-on-one tutoring) Summer enrichment program for rising freshmen Reading in the Content Areas Writing Across the Curriculum Development of a schoolwide language policy Professional development for teachers in one or more of the following areas: reader-response strategies, reciprocal teaching, the writing process, use of learning logs, assessment strategies, ESL methodologies, adaptive strategies for inclusion, etc. Great Books Schoolwide Independent Reading Program Waivers An intervention may also be something that the school decides to do instead of the District program. In that case, however, the Campus Leadership Team must submit and obtain approval of a waiver. See pp. 8-9 in your Handbook for Campus Leadership Team for a copy of the regulations on waivers and pp. 57-60 for a copy of the waiver application. (Call Bonnie Lesleys office for an e-mailed template for convenience.) A waiver application must include research that will predict more success for your students than the District-established program. Examples of when a waiver is required follows: the Districts instructional language arts programs for elementary schools are ELLA and Effective . 20Literacy or Success for All. If you wish to do anything else, you must secure a waiver. The districts phonemic awareness program is Animated Literacy at the kindergarten level. If you wish to do anything else, you must secure a waiver. The Districts grades 6-8 program for regular-level students is a two-period block of the Reading and Writing Workshop. If you wish to do anything else, you must secure a waiver. Schoolwide Restructuring or Reform An intervention may include a series of steps to implement a schoolwide project, such as the ones described by Dr. Steve Ross in the July 23 inservice for principals. Some examples of schoolwide change models include Boyers The Basic School, Slavin s Roots and Wings, or Great Expectations for the elementary level. Middle school schoolwide reforms include those outlined in Turning Points, SREB s Middle Grades Initiative, or Levins Accelerated Schools. Some examples of high school reforms include Sizers Coalition of Essential Schools, SREB s High Schools that Work, and the Johns Hopkins models for Talent Development High Schools. These examples are examples only, not recommendations for adoption. Each school should consider carefully which model for change would be most appropriate for that school, whether resources are available for implementation, and whether staff and parent support can be built. More information will be provided on the options available for schoolwide change for 2000-01 planning. Title I schoolwide projects are expected to adopt such a model or to design their own, using the CSRD criteria established from research on the variables that are necessary to impact student achievement. Components of Comprehensive School Reform Programs (Obey-Porter) A comprehensive school reform program is one that integrates, in a coherent manner, all nine of the following components: 1. 2. 3. 4. Effective, research-based methods and strategies. A comprehensive schooi reform program employs innovative strategies and proven methods for student learning, teaching, and school management that are based on reliable research and effective practices, and have been replicated successfully in schools with diverse characteristics. Comprehensive design with aligned components. The program has a comprehensive design for effective school functioning, including instruction, assessment, classroom management, professional development, parental involvement, and school management, that aligns the schools curriculum, technology, and professional development into a schoolwide reform plan designed to enable all students^^including children from low-income families, children with limited-English proficiency, and children with disabilitiesto meet challenging State content and performance standards and addresses needs identified through a school needs assessment. Professional development. The program provides high quality and continuous teacher and staff professional development and training. Measurable goals and benchmarks. A comprehensive school reform program has measurable goals for student performance tied to the States challenging content and student performance standards, as those standards are implemented, and benchmarks for meeting the goals. 215. 6. 7. 8. 9. Support within the school. The program is supported by school faculty, administrators, and staff. Parental and community involvement. The program provides for the meaningful involvement of parents and the local community in planning and implementing school improvement activities. External technical support and assistance. A comprehensive reform program utilizes high-quality external support and assistance from a comprehensive school reform entity (which may be a university) with experience or expertise in schoolwide reform and improvement. Evaluation strategies. The program includes a plan for the evaluation of the implementation of school reforms and the student results achieved. Coordination of resources. The program identifies how other resources (federal, state, local, and private) available to the school will be utilized to coordinate services to support and sustain the school reform. Curriculum Mapping An intervention in 1999-2000 (but a part of your data collection and analysis after this first year) that every school should do early in the school year is the "curriculum mapping required as a part of the ACSIP process: Calendar-based curriculum mapping is a procedure for collecting a data base of the operational curriculum in a school and/or a district. Each teacher in this initial step completes a map. The format is consistent for each teacher but reflects the individual nature of each classroom. Each teacher reads the entire school map as an editor when all the maps are completed. Places where new information was gained are underlined. Places requiring potential revision are circled. The maps are next used in a planned alignment of the operational curriculum with the Frameworks and criterion- referenced tests. Note: Mona Briggs and Eddie McCoy are members of a team in the new School Improvement Department who will be trained and available to help you train key people in your school to conduct the required curriculum mapping. This activity is very important in aligning what it is that is taught with what it is that is tested. Some of the mapping has already been done at the District level. Teachers have received copies (or will in the August Preschool Inservice) of documents that display the relationship of the District grade-level and course benchmarks to the State Curriculum Frameworks, the SAT9 objectives, and to adopted text materials. The step for schools to complete includes mapping teachers lesson plans against these areas and to identify whether critical elements likely to be tested on the benchmark examinations are indeed taught before the dates of the examinations. 22Curriculum Map Content Area/Course Grade Level Page___of Month Unit Topics/Skills Strand/Content Standard (Framework) student Learning Expectation Standard (Framework)_______ LRSD Benchmark .. 23Alignment (from the ACSIP process): Step 1: All the teachers in the school map the subjects and courses they teach. Step 2: The Curriculum Alignment Document is used to categorize the results of the maps. Step 3: The findings of the Curriculum Alignment Document are summarized (e.g., 4 teachers are introducing: 0 teachers are teaching/assessing
0 teachers are reviewing/maintaining
Strand
Patterns, Algebra and Functions, Content Standard 2, Student Learning Expectation: Grades 9-12, PAF.2.1. Use equations, absolute value equations, inequalities, absolute value inequalities, and systems of equations and inequalities to solve mathematical and real-world problems. Step 4: Committees of the faculty organize curricula so that concepts in the frameworks are thoughtfully and systematically introduced, taught and assessed, and reviewed and maintained. This step is part of the schools improvement plan because it is a complex process that requires extensive committee work and faculty consensus. 24Compiling Mapping Results ... Lang. Arts Framework List all strands and student learning expectations for the appropriate grade levels in this column. Not Covered Introduced Taught & Assessed Reviewed/Maintained 25The ACSIP documents outline the following actions to take in Editing, Auditing, Validating, and Creative Development Tasks: Gain information Avoid repetition Identify gaps Identify potential areas for curriculum integration Match with learner standards/benchmarks Examine for timeliness (taught before the test administration?) Edit for coherence Teachers are further encouraged to Edit for Repetitions: Recognize the difference between repetitions and redundancy. Adopt curriculum spiraling as a goal. To find possible areas for curriculum integration, teachers are encouraged to: Peruse the map and circle areas for integration of content, skills, and assessment. These areas can serve as the springboard for curriculum planning at the teacher/team/school levels. 26Step 8: Actions For each intervention, you need to outline the major steps that the school will take to implement the selected intervention. Remember to include: Steps to provide necessary professional development for successful implementation of the intervention. Include both the initial training, plus the follow-up or peer coaching or networking that are necessary to provide ongoing support of teachers. The plan must clearly show the relationship of any planned professional development to the successful implementation of a selected intervention. Steps to purchase or otherwise secure necessary resources, such as buying instructional materials, recruiting mentors, or soliciting used books appropriate for classroom libraries. Steps to put the intervention in place, such as identifying students to be targeted for special tutoring, consultations with parents, designing necessary forms, planning communications, collaborating with other staff, etc., etc. Steps to conduct formative evaluations (such as action research projects) so that you can modify or adjust quickly, if necessary, the implementation of the plan to ensure greater success. Steps to conduct a summative evaluation to determine the impact of your intervention on your goal(s). The continuous planning cycle includes four basic phases: plan, do, study, act. Then the cycle begins again. Taking a new look at the baseline data (see Step 1 in this planning guide) should be an outgrowth of your summative evaluation of the previous year's plan. Use complete sentences for each action statement. Begin each sentence with a verb. Some examples follow: 1. Enroll Ms. Jones in training to implement Reading Recovery. 2. Conduct schoolwide parent meeting to update them on progress of implementation. 3. Apply for a grant to purchase Accelerated Reader and ample books for program implementation. 274. Invite Pat Busbea to train our staff on ways that the whole school support Reading Recovery. 5. Set up an action research project to measure effectiveness of the Animated Literacy program at the kindergarten level. can new Step 9: Person(s) Responsible Assign someone at your school the responsibility for each action to ensure that the action step is actually implemented. Distribute leadership responsibilities, and do not assume that the only people involved are those listed. Some action steps will require committees or teams or task forces. The person listed is responsible for convening that group. Remember to include parents, as appropriate, in these groups. Step 10: Timeline Indicate the approximate time that the action is to start and when it should be fully implemented. An agenda item for the Campus Leadership Team is to monitor implementation of the plan and to conduct formative evaluations of the quality of the implementation. Interventions designed to impact the spring test results should, obviously, be in place when school starts for maximum impact. Step 11: Resources Identify the necessary new resources required to implement your intervention. Some examples follow: $14,000 for professional development $10,000 for purchase of classroom libraries 8 volunteers to assist with independent reading program 40 mentors for at-risk students Reassignment of Title I aide to parent liaison responsibilities $3000 for teacher pay to run the after-school Reading Clinic Step 12: Budget Indicate how you plan to pay for any required costs under the appropriate column. You can mix and match your funds as necessary. Examples of a budget to purchase classroom libraries follow: District $500 Title I $8000 APIG $1500 Note 1: The school must total all the entries of the three columns when the plan in complete. 28 The District column cannot exceed the amount of money in your school budget for the specified categories of expenditures. The total of all the Title I expenditures must be no greater than your schools Title I allocation. The total of all the entries under APIG must not exceed your APIG grant. If a school has other sources of money to fund its interventions, then a note should be made on the form to indicate the source of the other funds, such as PTA, CSRD grant, etc. Note 2. Title I schools specifically (but recommended for all schools as well) are required to include the following minimums in their budgets: 1% of the total Title I allocation must be spent on parent involvement 10% of the total Title I allocation must be spent on professional development that is clearly related to the achievement of your school goals and to the planned interventions. Step 13
Plan Evaluation Planning how you will evaluate your plan is a critically important step in the planning cycle. You must plan for both formative and summative evaluations. Formative Evaluations Formative evaluations of the quality of your plans implementation should be conducted as a regular part of the business of the Campus Leadership Team. Is implementation occurring according to the planned timelines? Are the people assigned responsibility carrying through? What evidence (surveys, observations, anecdotes, action research, interim student achievement data such as grades, CRT scores, etc.) is there that the intervention is working? Are resources adequate? Do formative data indicate a need for modifications or adjustments to the plan? How well does everyone (teachers, parents, community, students, etc.) understand the intervention? How well are you communicating? What next steps" are suggested? What are you learning about change and implementation of other interventions? What additional professional development do you need to be more effective? 29What is the evidence that you will achieve your benchmark goal? Are you doing whatever it takes to get the desired results? (Remember Dr.Terrence Roberts levels of commitment? We cant just think about it, or try, or do what we can. We must do whatever it takes.) Summative Evaluation Summarize your implementation process of each intervention. Outline what you concluded to be strengths and weaknesses in the implementation. Give recommendations for next year. Summarize the impact of each intervention on student achievement. Did you achieve your benchmarks? Is there a preponderance of evidence that you made a difference with your intervention? 30Quality 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 Test__________ Performance on State Mandated Criterion- Referenced Grade 4 Mathematics Test______ Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher______________ Professional Development School Safety Performance on State- Mandated Criterion Referenced Grade 4 Literacy Test Performance on State- Mandated Criterion- Referenced Grade 4 Mathematics Test Goal (Definition) 100% of a schools students shall perform at or above the proficient" level in reading and writing literacy. 100% of a schools students shall perform at or above the "proficient level in mathematics. 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. 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 Score 32Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Definition) Your Results Growth Goal 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) Your Results Grpwth Goal Your Growth 1999-00 K Performance on District- Adopted Kindergarten Literacy Test 90% of a schools kindergarten students shall perform at or above the proficient level in literacy. 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 schools grade 1 students shall perform at or above the proficient level in literacy. 33Baseline 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 Goal (Definition) 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 SATO, the Norm-Referenced Reading Test Performance on SATO, the Norm-Referenced Reading Test Performance on SATO, the Norm-Referenced Reading Test Performance on SAT9, the Norm-Referenced Mathematics Test 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 schools students in every subgroup of race and gender will perform at or above the 50'*' percentile in reading.______ The percent of a schools 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 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.__________ 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.__________ 65% of a schools students shall perform at or above the 50'* percentile in grade 5 mathematics. Your Results Growth Goal Your Growth Your Score 34Baseline 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 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 SAT9. the 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 performing at or above the 50** 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 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 schools students will perform above the lowest quartile in mathematics._________________________ 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 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 goals 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 35Baseline 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 schools 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 36Quality Indicators for Middle Schools Baseline Year Grade Levels 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 schools 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 schools students shall perform at or above the proficient level in grade 6 mathematics. 100% of a schools students shall perform at or above the proficient level in grade 8 mathematics. 100% of a schools grade 7 or 8 students who complete Algebra I shall perform at or above the proficient level. 100% of a schools 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 schools classes will be taught by an appropriately licensed teacher. Your Results Growth Goal Your Growth Your Score 37Baseline Year Grade Levels 1999-00 6-8 State Indicators Tier 1 Professional Development Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 6-8 School Safety 100% of a schools certified staff will complete at least 30 hours of approved professional development.______________ Schools will be free of drugs, weapons, and violent acts. Baseline Year Grade Levels 2001-02 6 State-Mandated Indicators Tier It 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. 38Baseline 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 (Definition) 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. Your Results Growth Goal Your Growth Your Score Baseline Year Grade Levels 1999-00 6-8 School-Selected Indicators Tier II (Select five.) Drop-outs Goal (Definition) Your Results Growth Goal Your Growth Your Score 1999-00 6-8 1999-00 6-8 1999-00 6-8 Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development 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. 1999-00 6-8 School Safety 6-8 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. 39LRSD 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 7 LRSD Indicators Goal (Definition) 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 schools 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 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.___________ 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.___________ 65% of a schools 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 40Baseline Year 1998-99 1998-99 1998-99 1998-99 1998-99 1999-00 1999-00 1999-00 Grade Levels 1 7 7 7 7 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 SATO, 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 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.________ At least 90% of a schools students will perform above the lowest quartile in mathematics._________________________ 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 reading pre-test to the post-test will meet or exceed the improvement goal each year. Your Results Growth Goal Your Growth Your Score 41Baseline 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 Goal (Definition) Your Results 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 90% of a schools 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 post- test will meet or exceed the improvement goal each year.____________________ 65% of a middle schools 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 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. Growth Goal Your Growth Your Score 42Quality Indicators for High Schools Baseline Year 2001-02 2001-02 2001-02 1999-00 1999-00 1999-00 1999-00 1999-00 Gracie Levels 9-12 9-12 11 9-12 9-12 9-12 9-12 9-12 State Indicators Tier I 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 schools 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 violent acts. Your Results Growth Goal Your Growth Your Score 43Baseline Year Grade Levels 2001-02 9-12 2001-02 9-12 2001-02 JI State-Mandated Indicators Tier II_______________ 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 (Definition) 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 School-Selected Indicators Tier II (Select five.) 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 44Baseline Year Grade Levels 2001-02 9-12 9-12 School-Selected Indicators Tier II (Select five.) School Safety Goal (Definition) 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) Your Results Growrth Goal Your Growth 1998-99 10 1998-99 10 Performance on SAT9. a Norm-Referenced Reading Test Performance on SAT9, a Norm-Referenced Reading Test 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 SO* 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. Your Score 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 schools students will perform above the lowest quartile in reading. 45Baseline 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 Goal (Definition) 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 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 schools 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 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. At least 90% of a schools students will perform above the lowest quartile in mathematics._________________________ 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. Your Results Growth Goal Your Growth Your Score 46Baseline 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. 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 schools 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 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. Your Results Growth Goal Your Growth Your Score 47Baseline Year 1998-99 Grade Levels 11-12 LRSD Indicators Goal (Definition) Your Results Growth Goal Taking the ACT 1998-99 1998-99 11-12 11-12 Taking the ACT Performance on the ACT Performance on the ACT 1998-99 11-12 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 Placement Examinations Performance on Advanced Placement Examinations 65% of a high schools 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 schools 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 schools 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 schools students taking AP examinations will score a 3 or above. Your Growth 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 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. 484 PROJECTED SCHOOL IMPROVEMENT STATUS OF LRSD SCHOOLS BASED ON 2004 ACTAAP ASSESSMENT RESULTS SUMMARY: Fifteen (15) elementary schools fully met standards for all subgroups in both mathematics and literacy. These schools are not on school improvement status. Of the remaining nineteen (19) elementary schools that are on school improvement status, seven (7) met Adequate Yearly Progress (AYP) in both math and literacy. Bale, Baseline, Chicot, Cloverdale (Elementary), Dodd, Fair Park, and Rockefeller met AYP for 1 year. These seven schools can come off school improvement if they make AYP next year. One elementary school moves up to Year 3 status: Mitchell. Meadowcliff, Rightsell, and Western Hills are projected to be on alert since they failed to meet AYP for one or more subgroups in mathematics. These schools will be on Year 1 of School Improvement should they fail to meet AYP next spring. At the middle level Mann and Pulaski Heights Middle Schools met the adequate yearly progress standard. They will remain on Year 1 of School Improvement. The other six middle schools will move up a year on school improvement, five to Year 2 and one (Southwest) to Year 3. All five high schools were on Alert status last year. Four of them will move to Year 1 status due to not meeting AYP in literacy and math. Parkview met AYP in literacy and math and will move off school improvement status. SCHOOLS THAT MET OR EXCEEDED THE STANDARD IN MATH AND LITERACY EOR 2004: Bale Booker Chicot Dodd Forest Park Geyer Springs Jefferson McDermott Pulaski Heights Romine Wakefield Mann Middle Parkview High School Baseline Carver Cloverdale Elementary Fair Park Fulbright Gibbs Mabelvale Elementary Otter Creek Rockefeller Terry Williams Pulaski Heights Middle RECEIVED Alr. - 2004 CFFCEOF DESEGREGATlOFi kiONITORINGSCHOOLS THAT WERE ON SCHOOL IMPROVEMENT STATUS FOR THE 2003-04 SCHOOL YEAR: Current Status (Based on 2002-03 Scores) Level/School ELEMENTARY Chicot Bale Baseline Fair Park Mitchell Wakefield Brady Cloverdale Dodd Franklin ML King Mabelvale Rockefeller Stephens Washington Watson Year 3 Year 2 Year 2 Year 2 Year 2 Year 2 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Projected Status (Based on 2003-04 Scores) Year 3 Year 2 Year 2 Year 2 Year 3 Off School Improvement Year 2 Year 1 Year 1 Year 2 Year 2 Off School Improvement Year 1 Year 2 Year 2 Year 2 Subgroup/Subj ect not meeting AYP All students: Math and Literacy All students: Math All students: Math African-American students: Math All students: Math and Literacy African-American students: Math and Literacy All students: Math and Literacy Comments Met AYP for 1 year Met AYP for 1 year Met AYP for 1 year Met AYP for 1 year Met AYP for 2 consecutive years Met AYP for 1 year Met AYP for 1 year Met AYP for 2 consecutive years Met AYP for 1 yearWilson Woodruff Meadowcliff Rightsell Western Hills MIDDLE SCHOOL Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest HIGH SCHOOL Central Hall Fair McClellan Parkview Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 1 Year 2 Alert Alert Alert Alert Alert Year 2 Year 2 Alert Alert Alert Year 2 Year 2 Year 2 Year 2 Year 2 Year 1 Year 1 Year 3 Year 1 Year 1 Year 1 Year 1 Not on School Improvement All students: Math All students: Math African-American students: Ma All students: Math All students: Math All students: Math and Literacy African American students: Math and Literacy All students: Math All students: Math and Literacy All students: Math and Literacy All students: Math and Literacy African-American students: Literacy All students: Literacy All students: Literacy All students: Literacy Met Safe Harbor provision Met Safe Harbor provision 34% improvement in black studepts below basic in math compared to last year 88% of white students proficient in literacy Met AYP in literacy and math10/30/2000 11:31 5013240504 LRSD PAGE 01 LITTLE ROCK SCHOOL DISTRICT READING DEPT To: Melissa Guldin From Kris Huffman nuB 501-371-0100 Fivm: 02 Miome 501-324-0526 Datoe 10/30/00 II* CC: Uigen* For Rowiww PlMMCOMMMnt Reply Flease Reeyele Comments: T SUNDAY, NOVEMBER 19, 2000 I rv ShareFest volunteers spruce up 25 schools Churches take on 2-day countywide project fi: - S' i I \ BY JULIA SILVERMAN ARKANSAS DEMOCRAT-GAZETTE On Saturday afternoon, the sky hung low and gray, and the tem-perature hovered somewhere j around frigid. But at Robinson Elementary School on Arkansas 10, things were lookiiig brighter than ever. Courtesy of hundreds of ShareFest volunteers, many from Fellowship Bible Church, almost every available surface in the school had been painted, from the walls now covered with murals to the windows now fresh with electric blue trim. Outside the school, playground equipment was repaired, a sprinlder system was installed, a new fence was built, a new flagpole was planted and once muddied grounds were blooming with new landscaping. The kicker, according to Fellowship Bible pastor Mike High, was that as the saying goes the school aint seen nothing yet Today, Fellowship Bible volunteers will begin unrolling 36,000 square feet of new carpet to replace carpeting that has been in place for decades, through generations of students. Calling it a big job is an understatement High said. All the desks, chairs, tables and bookshelves have to be moved to make room for the new carpeting, and then put back again in some semblance of order for classes on Monday. But its nothing the ShareFest army of volunteers cant handle. Similar projects were taking place in public schools all across central Arkansas on Saturday, the first day of the two-day ShareFest effort in which thousands of volunteers from churches and places of worship across Pulaski County and See SHAREFEST, Page 5B . 1. i l.- t -* W as I1 I te' j Arkansas Democrat-Gazette/BENJAMIN KRAIN Members of the Christ Lutheran Church youth group color in a volleyball court Saturday at Brady Elementary School in Little Rock. The youth were among the volunteers from Christ Lutheran and Markham Street Baptist Church who cleaned, painted and landscaped the school lor ShareFest, a two-day community sen/ice effort. Hundreds of volunteers from area churches were working to complete projects at 25 schools over the weekend. ShareFest Continued from Page 1B its environs spend a day working on community service projects. This year, the focus is on public schools. That meant new donated carpeting at Robinson, new landscaping at Brady Elementary in Little Rock and major repairs at Boone Park Elementary in North Little Rock, to name just three of the 25 schools where volunteers planned to work. Organizers try to pair churches with schools that share their neighborhood, volunteers said. At Brady, congregants from several different churches, including Markham Street Baptist Church and Christ Lutheran Church, were busy getting their hands dirty mulching, planting and painting inside and outside the school. David Mirolli brought along his three young sons Dan, Drew and Vince to help, and by Saturday afternoon, even 3-year-old Vince was carting buckets of mulch from the mulch pile over to his father, to be raked and spread around newly planted bushes. ! "I love helping with schools and stuff, and getting them to look nice," said 10-year-old Dan, after hauling over a wheelbarrow full of mulch. And God would like me to do that for people who don't have nice schools and stuff His father said he also would bring the three boys to todays prayer celebration at Alltel Arena, and that all three have scoured their rooms and closets for toys to donate to the ShareFest toy drive. At Brady Elementary, Michelle Lee was finishing up planting the last of 180 pansies in flower beds around the school pansies because they are flowers that continue to bloom throughout the winters cold. Its unbelievable, the change, she said, looking around at the school. But with all these people, you can do it
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.