ARKANSAS DEPARTMENT OF Educati n 10/05/2008 -10/10/2008

1. Pulaski County Special School DistrictHigh School “A”School Audit Report ARKANSAS DEPARTMENT OFEducati n10/05/2008 -10/10/2008

2. High School “A”2008 Scholastic Audit ReportAt-a-Glance • The charts below indicate the percentage of indicators in each standard for the following four performance levels: • 4- Exemplary level of development and implementation • 3- Fully functional and operational level of development and implementation • 2- Limited development or partial implementation • 1- Little or no development and implementation

3. Standard -1 - Academic Performance – Curriculum Curriculum 1.l a Curriculum is aligned with Arkansas Academic Content Standards and Student Learning Expectations. 1.l b District initiates, facilitates discussions among schools regarding curriculum standards 1.l c District initiates, facilitates discussions to eliminate unnecessary overlaps 1.l d Evidence of vertical communication, intentional focus on key curriculum transition points 1.l e School curriculum provides specific links to continuing education 1.1f Systematic process for monitoring, evaluating and reviewing curriculum 1.1g Curriculum provides access to an academic core Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

4. Standard - 2 - Academic Performance – Classroom Evaluation/Assessment Classroom Evaluation/Assessment 2.1a Classroom assessments frequent, rigorous, aligned with Arkansas' Academic Core Content Standards 2.1b Teachers collaborate in the design of authentic assessment 2.1c Students can articulate at is required to be proficient 2.1d Test scores are used to identify curriculum gaps 2.1e Assessments designed to provide feedback on student learning for instructional purposes 2.1f Performance standards communicated, evident in classrooms, observable in student work 2.1g ACTAAP coordinated by school and district leadership 2.1h Samples of student work are analyzed Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

5. Standard - 3 - Academic Performance – Instruction Instruction 3.1a Evidence that effective and varied instructional strategies are used in all classrooms 3.l b Instructional strategies and learning activities are aligned 3.1c Instructional strategies/activities are consistently monitored...diverse student population 3.1d Teachers demonstrate content knowledge 3.1e Evidence that teachers incorporate the use of technology 3.1f Instructional resources are sufficient to deliver the curriculum 3.1g Teachers examine and discuss student work 3.1h Homework is frequent and monitored, tied to instructional practice Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

6. Standard - 4 - Learning Environment - School Culture School Culture 4.1a Leadership support for a safe, orderly and equitable learning environment 4.1b Leadership creates experiences that all children can learn 4.1c Teachers hold high expectations for all students 4.1d Teachers, staff involved in decision-making processes regarding teaching and learning 4.1e Teachers accept their role in student success 4.1f School assigns staff...opportunities for all students 4.1g Teachers communicate regularly with families 4.1h Evidence that the teachers and staff care 4.1i Multiple communication strategies...to all stakeholders 4.1j Evidence that student achievement is highly valued Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

7. Standard - 5 - Learning Environment - Student,Family and Community Support Student, Family and Community Support 5.1a Families and the community are active partners 5.1b All students have access to all the curriculum 5.1c Reduce barriers to learning 5.1d Students are provided opportunities to receive additional assistance 5.1e School maintains an accurate student record system Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

8. Standard - 6 - Learning Environment -Professional Growth, Development, andEvaluation Professional Development 6.1a Support for the long-term professional growth of the individual staff members 6.l b The school has an intentional plan for building instructional capacity 6.1c Staff development priorities..alignment..goals for student performance 6.1d Plans for school improvement directly connect goals for student learning 6.1e Professional development is on-gang and job-embedded 6.1f Professional development planning connect student achievement data Professional Growth and Evaluation 6.2a Clearly defined evaluation process 6.2b Leadership provides the fiscal resources for the appropriate professional growth 6.2c Employee evaluation and the individual professional growth plan to improve staff proficiency 6.2d A process of personnel evaluation which meets or exceeds standards set in statute 6.2e The school/district improvement plan identifies specific instructional needs 6.2f Evaluation process to provide teachers... change behavior and instructional practice Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

9. Standard - 7 - Efficiency - Leadership Leadership 7.1a Leadership has developed and sustained a shared vision 7.l b Leadership decisions focused on student academic data 7.1c All administrators have a growth plan 7.1d Evidence that the leadership team disaggregates data 7.1e Leadership ensures all instructional staff...access to curriculum related materials 7.1f Leadership ensures that time is protected...instructional issues 7.1g Leadership plans and allocates resources 7.1h School/district leadership provides policy and resource infrastructure 7.1i Process for the development and the implementation of the local school board of education policy 7.1j Local school board of education/school have intentional focus on student academic performance Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

10. Standard - 8 - Efficiency - School Organization and Fiscal Resources Organization of the School 8.1a School is organized...use of all available resources 8.l b All students have access to all the curriculum 8.1c Staff are allocated based upon the learning needs of all students 8.1d Staff makes efficient use of instructional time 8.1e Staff...planning vertically and horizontally across content areas 8.1f Schedule aligned with the school's mission Resource Allocation and Integration 8.2a Clearly defined process provides equitable and consistent use of fiscal resources 8.2b Budget reflects decisions directed by an assessment of need 8.2c District and local school board of education analyze funding and other resource requests 8.2d Resources are allocated and integrated to address student needs Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

11. Standard - 9 - Efficiency - Comprehensive and EffectivePlanning • Defining the School Vision, Mission, Beliefs • 9.1a Collaborative process used to develop the vision, beliefs, mission • Development of the Profile • 9.2a Planning process involves collecting, managing and analyzing data • 9.2b Use data for school improvement planning • Defining Desired Results for Student Learning • 9.3a School and district plans reflect learning research, expectations for student learning • 9.3b Analyze their students' unique learning needs • 9.3c Results for student learning are defined • Analyzing Instructional and Organizational Effectiveness • 9.4a Strengths and limitations are identified • 9.4b Goals for building, strengthening capacity • (continued on next page) Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

12. Standard - 9 - Efficiency - Comprehensive and EffectivePlanning (continued from previous page) Development of the Improvement Plan 9.5a Steps for school improvement aligned with improvement goals 9.5b ACSIP identifies resources, timelines 9.5c Evaluating the effectiveness of the ACSIP 9.5d ACSIP is aligned with the school's profile, beliefs, mission, desired results Implementation and Documentation 9.6a ACSIP is implemented as developed 9.6b School evaluates the degree to which it achieves the goals and objectives for student learning 9.6c The school evaluates the degree to which it achieves the expected impact 9.6d Evidence of attempts to sustain the commitment to continuous improvement Legend Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation

13. Scholastic Audit Summary Report • High School “A” • Pulaski County Special School District School District10/5/2008 - 10/10/2008 • Summary Findings in: Academic Performance • Standard 3 Instruction • Performance Rating 2 • All teachers are licensed to teach. All teachers are not highly qualified. Several courses are taught by long-term substitutes. A vacancy in the Spanish classroom still exists as of October 6, 2008. Students' schedules are being changed from Spanish to other classes to address this issue. Teachers participate in 60 hours of professional development activities that are required by the ADE, as well as district-required activities. Few professional development activities are directly related to updating teacher content knowledge and research-based instructional strategies. • 3.1e There is evidence that teachers incorporate the use of technology in their classrooms. • Finding For This Indicator is Based On: • Review of Board Policy Review of Lesson Plans Review of Student Work • Review of Classroom Walkthrough Data • Review of Teacher Evaluation Data • Interviews with Principals Interviews with Teachers Interviews with Parents Interviews with Students Observations of Classrooms • Few teachers utilize technology during instruction. Most classroom technology is limited to calculators and LCD projectors. Teachers in the specialty program have purchased document readers with funding provided through an AIMS grant. Most classrooms have one computer that is primarily utilized by teachers. Sixteen computers are available for student use in the media center. Adjacent to the media center is a computer lab that contains 30 stations. Computer-based work force education classes, such as word processing and multi-media, and remedial classes such as Apex, are conducted in computer labs with approximately 20-25 computer stations in each lab. There are 12 new computers in the EAST Lab to meet the needs of more than 20 students. As of October 6, 2008, the lab is not fully operational. The local school board of education has adopted a policy regarding the use of technology. The policy addresses staff internet accounts, appropriate use agreements, and the responsibility of school leadership to monitor and evaluate the instructional use of technology in each building. School leadership does not monitor the instructional use of technology. • (continued on next page)

14. Summary Findings in: Academic Performance • Standard 3 Instruction(continued from previous page) • Performance Rating 2 • 3.1f Instructional resources (textbooks, supplemental reading, technology) are sufficient to effectively deliver the curriculum. • Finding For This Indicator is Based On: • Review of School Financial Documents • Review of Lesson Plans Review of Board Policy • Interviews with Principals Interviews with Teachers Interviews with Parents Interviews with Students Observations of Classrooms • Observation of Media Center • The textbook is the primary instructional resource in most classrooms. Committees review textbooks and make recommendations for adoption based upon alignment with the Arkansas Academic Content Standards, advanced placement exams, and age and developmental appropriateness. Most teachers state that instructional resources are sufficient to support their course curriculum. There is no formal policy, procedure or process to request funding. Resources are not equitably distributed between specialty program and regular program classrooms. The media center houses 9,883 volumes that provide print resources for students and 163 volumes to support professional growth for teachers. There is a local school board of education policy that requires multicultural instructional materials, outlines the selection process, and provides a procedure for patrons to request a reconsideration of selected materials. Instructional resources are reviewed when subject-area textbook adoptions occur. • (continued on next page)

15. Summary Findings in: Academic Performance • Standard 3 Instruction(continued from previous page) • 3.1 h There is evidence that homework is frequent and monitored and tied to instructional practice. • Finding For This Indicator is Based On: • Review of Lesson Plans • Review of Student Homework • Review of Board Policy • Interviews with Principals Interviews with Teachers • Interviews with Students • Observations of Classrooms • Few students are able to explain the purpose of homework and its relationship to classroom learning activities. Teachers view homework as practice for previous learning and preparation for new learning. There is a discrepancy between the amount, frequency and types of homework assigned in the specialty program and the regular program. Few teachers provide

16. Scholastic Audit Summary Report High School “A” Pulaski County Special School District School District10/5/2008 - 10/10/2008 Summary of recommendations in: Academic Performance Standard 3 Instruction Quality instruction is not consistently occurring in this school. School and district leadership should aggressively recruit and retain a highly-qualified, diverse staff that is licensed to teach in their assigned areas. School leadership should immediately utilize the evaluation process and classroom walkthroughs to ensure quality instruction occurs in every classroom and throughout every class period. Leadership should conduct frequent analysis of evidence gathered during classroom observations and provide timely feedback to teachers to inform their instructional practice. Teachers and principals should work collaboratively to implement research-based, high-yield instructional strategies that result in improved academic performance. Examples of research-based instructional strategies include implementing cooperative learning groups in which students are allowed to engage in meaningful dialogue, creating interactive word walls that target key vocabulary, and utilizing graphic organizers such as double-entry journals and the Frayer Model. One possible resource regarding high-yield instructional strategies is "Classroom Instruction That Works" by Mariano, Pickering, and Pollack. School leadership should provide common planning time for all teachers during the school day. These professional learning communities should meet at least once a week to collaboratively plan and reflect upon research-based best practices to inform instruction. Professional learning communities should be based on content areas and facilitated by department chairpersons. School leadership, including administrators and intervention coaches, should initially train teachers on how to effectively utilize common planning time, then attend meetings at least once each month to provide technical assistance and support. Agendas and minutes should be maintained to guide future collaborative-session next steps. Possible resources for implementing Professional Learning Communities include volumes authored by Richard DuFour, Rebecca DuFour and Robert Eaker such as "Getting Started: Reculturing Schools to Become Professional Learning Communities," "Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement," and "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn.”

17. Scholastic Audit Summary Report • High School “A” • Pulaski County Special School District School District10/5/2008 - 10/10/2008 • Summary Findings in: Learning Environment • Standard 6 Professional Growth, Development, and Evaluation • Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 6 there were 6 indicators (50%) evaluated as "Evaluation Category 1," 6 indicators (50%) evaluated as "Evaluation Category 2," 0 indicators (0%) evaluated as "Evaluation Category 3," 0 indicators (0%) evaluated as "Evaluation Category 4." A brief description of the evaluation of the indicators follows. • Performance Rating 2 • 6.l b The school has an intentional plan for building instructional capacity through on-going professional development. • Finding For This Indicator is Based On: • Review of ACSI P • Review of Board Policy • Review of Individual Professional Growth Plans • Review of District Professional Development Offerings Review of Professional Development Agendas and Minutes Interviews with Central Office Personnel • Interviews with Principals • Interviews with Teachers • There is limited evidence that an intentional school plan for building instructional capacity through on-going professional development exists. The district has a professional development policy. The results of the district-wide data analysis are used to determine the professional development needs of the district. School-wide professional development has little connection to the teachers' individual professional growth plans. These plans have little or no connection to a school-wide effort for improvement. The school does not use data to identify professional development priorities. • (continued on next page)

18. Summary Findings in: Learning Environment • Standard 6 Professional Growth, Development, and Evaluation(continued from previous page) • 6.1e Professional development is on-going and job-embedded. • Finding For This Indicator is Based On: • Review of ACSI P • Review of Individual Professional Growth Plans • Review of District Professional Development Offerings • Review of Mathematic Professional Learning Community Minutes Interviews with Central Office Personnel • Interviews with Principals • Interviews with Teachers • Professional development is not being utilized for intentional professional growth of the teachers. On-going professional development for specific programs such as advanced placement, Johnson Bailey Henderson McNeel Educational Resources, Apex, and Modern Red School House is utilized to implement the program, not build the capacity of the teachers. Reflection is not addressed and implementation is not formally monitored. Limited job-embedded professional development occurs through the work of the math and literacy intervention coaches. A professional learning community has been established for teachers of algebra I.

19. Scholastic Audit Summary Report High School “A” Pulaski County Special School District School District10/5/2008 - 10/10/2008 Summary of recommendations in: Learning Environment Standard 6 Professional Growth, Development, and Evaluation School leadership should develop an intentional school-wide plan for professional development that ties together the needs identified by teacher evaluations, individual professional growth plans, ACSIP, and disaggregated student data. This plan should be developed collaboratively between teachers and school leadership, monitored for successful implementation, and evaluated for positive impact on student achievement. Through the teacher evaluation process leadership should identify areas of need for each staff member. In identifying these needs, student achievement and instructional practices should be a high priority. These areas of need, coupled with information gained from the scholastic audit and summative student assessment data will serve as a basis for the professional development plan and should be included in the 2009-2010 ACSIP. Individual professional growth plans should be a collaborative effort between the teacher and administrator. These plans should be based on individual staff needs as determined through the evaluation process and the analysis of student data. Leadership should frequently monitor the implementation of individual professional growth plans to ensure improved classroom instruction and student achievement. Building leadership capacity within the school should be addressed through professional development. All school staff should participate in training and implement strategies that build collective efficacy and a strong communication system between and among teachers, students, parents, and the community. A possible resource is "School Leadership That Works" by Robert Mariano, Tim Waters and Brian McNulty.

20. Scholastic Audit Summary Report High School “A” Pulaski County Special School District School District10/5/2008 - 10/10/2008 Summary of Next Steps: It is critical that the local board of Education holds the superintendent accountable for student achievement. It is critical that the Pulaski County Special School District superintendent holds the district staff and principal accountable for student achievement. It is critical that the principal holds the teachers and staff accountable for student achievement. It is critical that administrators, teachers and staff hold students accountable for student achievement. With no accountability, no one has a sense of urgency to make any changes that will impact student achievement. The local board of education must immediately initiate the first step in this process of accountability. See the recommendations in Standard 7. School leadership and teachers must immediately begin enforcing the practice of students being in the classroom when the tardy bell rings. School leadership must hold teachers and students accountable for being in the classroom during instructional time. Teachers must keep students in the classroom for the entire class period. School leadership must significantly increase their visibility before school, in classrooms during instructional periods, during class changes, and all lunch periods. School leadership must immediately begin monitoring for effective use of instructional time in all classrooms from bell-to-bell. School leadership must provide meaningful feedback to teachers concerning instructional practices and their impact on student achievement. School leadership, in collaboration with teacher and student representatives, should develop an incentive program that establishes a culture that values appropriate behavior, attendance, and improved student achievement for all students. School leadership, in collaboration with staff members, parents, and community members who are not employed by the school should develop and implement a plan to enhance parent and community involvement. Improved school communication should be one of the primary goals.

21. School Audit Executive Summary High School “A”Pulaski County Special School District School District 10/5/2008 - 10/10/2008 High School “A”, Principal Introduction The Arkansas Department of Education (ADE) conducted a scholastic audit of High School “A” during the period of 10/5/08-10/10/08. This school's last performance rating identified its classification as being in school improvement year 5. Here are the most relevant facts and next step recommendations from the ADE audit. School Deficiencies and Next Steps