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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\n1Elementary 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\nM. Graduation or completion rates N. College remediation rate (for high schools only)\nand 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\nTaking 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\nGoal(s)\nOne-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\nSupporting 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\n80% 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\n65% of African American males are in the lowest quartile. % enrolled in Algebra I by grade 8: 12%\nonly 3% are African American males. Note 1\nThe 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\nSetting 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\ntrend 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)\nand 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\n School performance profiles and their childs individual student assessment results, including an interpretation of such results\n A description and explanation used to measure student progress and proficiency levels that students are expected to meet\n Offer opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate in decisions relating to the education of their children\nand  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\nWhat: When: grade 8 students in the LRSD school State Benchmark Examination in mathematics In 1999-2000 How Much\n7 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\nalignment 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\n65% 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\n0 teachers are reviewing/maintaining\nStrand\nPatterns, 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 \u0026amp; 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\nPlan 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\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1478","title":"\"School Laws of Arkansas, Acts of 1999,\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume I","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas Association of Educational Administrators"],"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["62 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1494","title":"\"School Laws of Arkansas, Acts of 1999,\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Arkansas Association of Educational Administrators"],"dc_date":["1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Economic aspects","Education--Finance","Education--Standards","Education and state","Educational innovations","Educational law and legislation","School administrators","School board members","School boards","School buildings","School discipline","School districts","School employees","School enrollment","School facilities","School improvement programs","School management and organization","School superintendents","Teachers","Parents","Students","Student activities","Student assistance programs","Employee rights"],"dcterms_title":["\"School Laws of Arkansas, Acts of 1999,\" Arkansas Association of Educational Administrators, Little Rock, Ark., Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1494"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["230 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_935","title":"'Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["'Status Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/935"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_711","title":"Student achievement","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1999/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","Student assistance programs","Educational statistics"],"dcterms_title":["Student achievement"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/711"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nDate: 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\nannual work plans\nDistrict-level processes and schoollevel parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand 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\na. 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\n(b) Professional Development\n(c) Technical Assistance (COE and Title I)\nand (d) Planning, Development, and Accountability. These teams will be supplemented by three additional teams 12 in the Teaching and Learning department\n(a) Curriculum and Instruction\n(b) Special Programs\n(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\nHigh 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\n1. 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\na. Decrease the decision-making authority of the Campus Leadership Team\n14b. Require participation in remedial training or professional development and then implementing the necessary changes\nc. 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 \u0026lt; 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\nor 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\nPage 1 of2 From: To: Date: LESLEY, BONNIE \u0026lt;BALESLE@IRC.LRSD.K12.AR.US\u0026gt; 'asbrown@aristotle.net' \u0026lt;asbrown@aristotle.net\u0026gt; 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\nannual work plans\nDi strict-level processes and school-level parameters for decision-making\npersonnel hiring, assignment, promotion, and evaluation systems\nand 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\nScoire 12Baseline Year Grade Levels 1999-00 K-5 School-Selected Indicators Tier II (Select five.) Average Daily Attendance Goal (Deiinltion\u0026gt; ' 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\n, 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\nCurriculum/ Instruction Team Technical Assistance Team Associate Superintendent for School Services Associate Superintendent for School Services 31Year\nStatus/ 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\nCurriculum/ Instruction Team\nAssociate 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\nCurriculum/ Instruction Team Curriculum/ Instruction Team\nPlanning 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\nCurriculum/ 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\n(b) Require participation in remedial training or professional development and then implementing the necessary changes\n(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\nCurriculum/ 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\nCurriculum/ 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\nCurriculum/ 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\nor 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\nPlease 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\njs 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 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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 \u0026gt;L\nr'7i ^2001=02^' 33 32 31 34 38 36 15 3T T\n2i2?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. \nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1491","title":"Student handbook, registration, Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1999/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Original served only by appointment because material requires special handling. For more information, see (http://www.loc.gov/rr/print/info/617_apptonly.html)","Publication may be restricted. For general information see \"Visual Materials from the Rosa Parks Papers...,\" (http://www.loc.gov/rr/print/res/689_park.html)"],"dcterms_medium":["photographic printscolor1990-2000.gmgpc","portrait photographs1990-2000.gmgpc","group portraits"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":413,"next_page":414,"prev_page":412,"total_pages":6797,"limit_value":12,"offset_value":4944,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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