August 31, 2000

This status report provides information on the work that has been accomplished and the progress that has been made during August 2000 regarding the implementation of the Blueprint for Student Success for the 2000-2001 school year.

This report provides information on the following Blueprint components:

The status of establishing the literacy and student success programs put forth in the Blueprint. The enrollment of high school students in college preparatory and intensive support sequences. The impacts on electives, GATE, special education, nurse and counseling wellness services, classified support, and special programs. The status of magnet programs at each of the eight Focus Schools. The status of facility impacts. The status of the mathematics core program.

This report is organized to address each of these issues.

Frameworks

Literacy

The new component of the Literacy Framework that was added for teachers to implement this year is Word Study. Word Study is important for Enhanced Kindergarten and First Grade and focuses on systematic explicit phonics instruction.

Mathematics

The second presentation on the San Diego Mathematics Framework for the Board of Education took place on August 8th. The Comprehensive Mathematics Improvement Plan for the next three years was presented. Implementation is moving forward with the ordering of new curriculum materials that have been selected to align with the Mathematics Framework. In addition, over 500 teachers participated in summer institutes in late July and early August on Math Solutions to prepare them for using the new framework and curriculum materials.

EarlyLink

Instructional staffs for all the EarlyLink sites have been hired, and their summer institutes have been completed. Instructional materials have been ordered for all sites. EarlyLink pre-school will open September 5^th. Student recruitment and enrollment began on August 23^rd and will continue through the end of September. With regard to facilities, six sites have completed the licensing process as certified early childhood facilities. A new computer application, known as Galileo, is being put in place that tracks student progress and will include standards and assessment. Training in the use of the software will take place on August 28^th. Evaluation of the EarlyLink program will be done by California State University at San Marcos as part of their work to evaluate the Neighborhood House Association Head Start program in San Diego City Schools.

Enhanced First Grade and Kindergarten

Literacy materials for Enhanced First Grade, as well as Open Court materials, were delivered to schools beginning August 21st. The enhanced materials in First Grade classrooms will include "big books" and leveled books to increase vocabulary and provide direct instruction of comprehension strategies (making connections, determining importance in texts, inference, synthesis, and "fix-up" strategies). Open Court 2000 materials, including decodable texts, will be used in both Enhanced Kindergarten and First Grade. These materials will assist teachers in teaching phonemic awareness, print-sound code, explicit phonics instruction and making meaning of the text. Students will practice decoding text as they develop fluency and accuracy. In addition to the new materials, teachers will continue to utilize the 1998 district-adopted reading materials, which are basal anthologies that contain literature that teachers selectively use to support students and teach to standards.

Teachers of Enhanced Kindergarten and First Grade participated in professional development throughout July and August. New teachers and teachers who did not attend professional development during the summer will be able to take three-day make-up sessions during the weeks of September 18^th and September 25^th.

Genre Studies

Professional Development

A total of 685 teachers participated in summer professional development institutes over the summer. Programs offered included a course for teachers of the three-period Genre Studies class for ninth graders who are significantly below grade level, an introduction for new teachers of the two-period Genre Studies course, and two courses for experienced Genre Studies teachers—Genre Studies II and Planning a Genre Studies Unit. The number of teachers in each session offered is shown in the chart below.

Participation in Genre Studies Professional Development Summer 2000

Professional development was offered for summer school Genre Studies. A total of 182 teachers met by grade level at central locations. Fifty-six teachers of Grades 5 and 6 met at Standley Middle School, 53 Grade 8 teachers met at Marston Middle School, and 73 Grade 9 teachers met at Crawford High School.

Student Placement for Fall in Genre Studies

During the latter part of August, secondary schools received updated information regarding student achievement on tests administered at the end of summer school that would affect students’ fall placement. Student placement data for the 2000-2001 school year are provided in a later section beginning on page 9.

Secondary schools also received assessment kits with instructions for testing students new to the district and determining placement in Genre Studies. Each school’s kit was different depending on the grades covered by that school because different forms and levels of the test are used in each grade. Schools are to administer the tests at their sites and score them with the scoring template provided in the packets. Each grade level has a list of "cut points" that indicate the scores needed for placing students in regular courses or Genre Studies courses. The "cut points" are adjusted throughout the school year to account for additional learning time.

For students who change schools during the summer and arrive at a new school without test data, counselors and site technicians at each secondary school have been provided with data query protocols that they can use to access student achievement results in the district database. This access was available beginning August 23^rd. The information available through the data query will provide scores to use with the grade level cut points for placement of students. Counselors were taken through the assessment kits and the process of accessing and using the data query when they attended their conference on August 28.

It was important for schools to have the information about placement as soon as possible. If schools were to be closed for any part of the summer, the testing kits and information described above were sent to both the school site and the summer location for the school’s staff and students.

Mathematics Specialists at Focus Schools

School administrators made their selection between August 14 and August 25 of teachers to work as Mathematics Specialists. Professional development for the 31 selected Mathematics Specialists began August 28 and will continue through September 8. The sessions are being conducted collaboratively by staff from San Diego State University Professional Development Institute and San Diego City Schools.

Curriculum materials to be used by the Mathematics Specialists have been ordered.

Peer Coach/Staff Developers

Seventy-seven new Peer Coach/Staff Developers for literacy have been selected for the 2000-2001 school year. The newly selected Peer Coach/Staff Developers are considered apprentices until they successfully complete the certification process at San Diego State University. The new apprentices bring the total number of Peer Coach/Staff Developers to 176.

All Peer Coach/Staff Developers participated in professional development from August 7^th to August 18^th. The content of the professional development addressed upper elementary Guided Reading and planning for site professional development.

The Peer Coach/Staff Developers also learned to use the CFASST (California Formative Assessment and Support System for Teachers) This training will enable them to serve as Beginning Teacher Support and Assistance (BTSA) support providers for elementary teachers and for secondary teachers of English and Genre Studies. An Implementation Plan is being submitted to the state the first week of September to fund this new BTSA model.

Weekly instructional meetings for peer coach/staff developers will begin on September 13^th. The weekly sessions include professional development focused on instruction and collegial exchange.

New Teacher Orientation

New teacher orientation sessions were held the week of August 21st. Sixty-four experienced peer coach/staff developers and twenty experienced teachers presented on literacy approaches, dimensions of learning, and how to manage and prepare for the first days of the school year. Other session topics included becoming familiar with district curriculum and standards, and with strategies included in the Blueprint. There were 543 new teachers who attended.

Summer School

Almost 18,000 students K-12 participated in summer school during the summer of 2000. There were 8,193 K-12 students who took intensive classes in literacy and mathematics or were enrolled in the Junior First Grade Academy at two pilot sites, because they performed below grade level or significantly below grade level based on identified assessment criteria. The average student/teacher ratio in these classes was 19:1. There were 7,685 students in grades 7-12 who took a summer make-up course because they earned a D or F grade in the core areas of English, Mathematics, Science, or Social Studies. The average student/teacher ratio in these classes was 25:1. There were 1,995 students in senior high who took an enrichment class in Advanced Science 1-2, Computer Applications 1-2, Biology 1-2, or Chemistry 1-2. The student/teacher ratio in enrichment classes was 29:1.

The number of students eligible to attend summer school was compared to the number that enrolled and the number that attended for elementary, middle and senior high grades. The results of the comparison are explained in the paragraphs below. Eligibility numbers for intensive courses include students who scored below or significantly below grade level on identified assessments and all English learners as projected March 2000. Eligibility numbers for D and F make-up courses include any student that received a D or an F during the 1999-2000 school year in a core subject, including English as a Second Language.

Elementary School

Elementary school intensive summer programs in literacy and mathematics as described in the Blueprint for Student Success were provided for students in Grades 1-3, and a Junior First Grade Academy was provided for students exiting kindergarten at two pilot sites. There were 6000 students eligible to attend these programs, and 5,947 students actually enrolled. Highest daily attendance figures show that 5,320 students attended. This means that 99% of eligible elementary students enrolled in the elementary summer school programs, 89% of those enrolled attended, and 89% of those who were eligible attended. At the elementary level 1,269 magnet and VEEP students were provided with summer transportation to attend the VEEP/magnet schools they attend during the school year. A summary table is provided below.

Elementary Level Summer School Data

Elementary teachers participated in literacy debriefing in the afternoon conducted by peer coach/staff developers at their sites. In addition, 182 teachers in Grades K through 3, and 26 teachers in Grades 5 and 6 participated in mathematics professional development as a follow-up to the May 20 session where the summer school curriculum was introduced. Thirty-three elementary school administrators attended the mathematics sessions as well.

Middle Grades

At the middle level summer literacy and mathematics intensive classes were provided for students exiting fifth or sixth grade (preparing to enter middle or junior high school), and for students exiting eighth grade. Students eligible for intensive summer school classes were those fifth/sixth and eighth graders who scored below grade level on the SDRT and /or were identified by their teachers as needing additional support in mathematics. In addition, there were core course make-up classes offered for seventh or eighth grade students who received a D or an F in English, Mathematics, Science, or Social Studies.

There were 4,380 students exiting Grades 5/6 or 8 who were eligible to enroll in the intensive literacy and mathematics courses, and of those, 2,399 enrolled and 2,199 attended. While the proportion of students who were eligible and attended was only 50 percent, the proportion of enrolled students who attended was 92 percent. A summary table is provided below.

Middle Level Summer School Data

Also shown in the table above is the number of students who received a D or an F in a core course (7,326), the number (3,574) who enrolled in make-up courses, and the total number of students (2,391) who attended core course make-up classes. The proportion of enrolled students who attended the summer core courses was 67 percent.

At the middle level 992 magnet and VEEP students were provided with summer school transportation.

Senior High

At the senior high level there was a four-hour Genre Studies class offered for the 3,700 ninth grade students who scored below or significantly below grade level on the SDRT. Only 21 percent (785) of the eligible ninth grade students enrolled, and 18 percent (674) of the eligible students attended, but the proportion of enrolled students who attended was 86 percent.

Core courses in English, mathematics, science, and social studies were offered for the 17,472 students who received a D or an F. Forty-three percent (7,561) of the eligible students enrolled, 30 percent (5,294) of the eligible students attended, but 70 percent of the enrolled students attended.

Enrichment courses were provided to1,532 students who attended classes in Advanced Science, Computer Applications, Biology, and Chemistry, which represents 93 percent of the 1,655 students who enrolled. A summary table is provided below.

Senior High Summer School Data

Senior high students were not provided with transportation to summer school, which may account for some of the low attendance numbers.

Analysis

While the number and proportion of students who attended summer school in secondary school is lower than in elementary school, it is important to note that the proportion of enrolled students who attended was higher in the intensive courses than in the core make-up courses. This implies that instruction and support in the intensive courses is strong enough to retain students.

There are several possible reasons why the enrollments in secondary school were so low. First, students who received a D in a core course received credit for that course and were not required to repeat the course. The same situation applies to students who may not have received an F in a mathematics or literacy course but who were designated as eligible for an intensive literacy or mathematics summer course based on a test score.

Second, the number of eligible students in each category may contain the same students, because many students have failed a core course and scored below grade level on the SDRT. During summer school, students could only attend four hours per day, so if they were missing course credits, they may have taken those courses rather than participating in the intensive courses.

Third, all English learners were included in the projected number for intensive courses, and at the secondary level they may have been placed in ESL classes rather than the intensive class because they need the ESL class credit for graduation.

Finally, six senior high schools were not at their own sites for summer school due to Prop MM construction. Because of this, and because there was no transportation provided to the alternate schools, summer school enrollments overall at the affected high schools were low.

Next summer the district will activate a major recruitment effort for senior high school students. Senior high principals are meeting now to discuss ways that the recruitment of students can be improved for next year’s summer school program. In addition, counselors have planned for their spring half-day conference to address the issues of identification and recruitment for the intensive summer courses.

Summer school was the topic of the August 22 television broadcast with the Chancellor of Instruction. The program reviewed the afternoon professional development in which teachers had participated, and a high school teacher who had students in a Genre Studies class for four hours each day reported on her success with the students as a result of having an extended learning time with them.

Summer School Professional Development

All teachers of the intensive literacy and mathematics summer classes were provided with the opportunity to participate in professional development in the afternoon after students had left for the day. A total of 460 teachers were hired to teach the intensive classes in summer school, and 441 (96 percent) participated in literacy and mathematics professional development. Elementary teachers participated in both literacy and mathematics professional development, and middle level teachers participated in either literacy or mathematics based on what they were teaching. Ninth grade teachers were teachers of Genre Studies, and their professional development addressed Genre Studies issues.

Extended Day Learning Opportunities

Grade 3, 6, 7, And 8 Reading

The Extended Day Reading Program (EDRP) will begin in October for students who are significantly below grade level in Grade 3, Grades 6/7, and Grade 8. Three hundred sixty-five classes will be offered districtwide. Additional instructional materials are being ordered for use by EDRP students. Food services and transportation have been coordinated. Pupil accounting and attendance procedures have been established using the AERIES software system. Training will be provided for classified staff from elementary schools in the middle of September on the use of AERIES to keep EDRP records.

Meetings were held August 23^rd and 24^th to review the EDRP with principals. Folders were provided to administrators with the allocation of classes for their sites along with guidelines for selecting reading program teachers and for filling classes with students. Information also was provided on attendance, transportation, and snacks.

The EDRP is to provide classes for students three days per week for 90 minutes per class for a total of 25 weeks. The time is to be divided into two 45-minute sessions, with the first session including a mini-lesson with the whole group on a specific element of the Literacy Framework (i.e., shared reading, read aloud, modeled writing, word study) followed by writing with conferring and independent reading to practice the identified skill. The second session will organize students to work in small groups, individually, or with partners to do guided reading, independent reading, word study activities, or writing.

Elementary schools will have the same number of classes as last year, and middle grades schools will have an increase in the number of classes offered. Schools will be expected to fill their allocated classes starting with the lowest achieving students first. Once students are identified, the school will notify parents that their children are expected to participate.

Principals are in the process of identifying teachers at their own sites who can fill their EDRP assignments. If schools do not have enough teachers who are interested in working in the EDRP, Human Resources will conduct a special post with an expedited timeline. Responses to the post will be listed in the following priority order: 1) permanent teachers, 2) probationary teachers, 3) visiting teachers; and principals will choose from that list. If schools still are unable to fill all their EDRP positions, then retired teachers may be hired.

EDRP Teachers will participate in professional development on three release days throughout the year for a total of 19.5 hours. The professional development days are known in advance, so schools can request substitute teachers in advance. The schedule is provided in the chart below.

Schedule for Professional Development for Extended Day Teachers

Leadership Development

The Educational Leadership Development Academy is designed to prepare educational leaders and to provide support and training for site leaders along a continuum from aspiring to new to experienced. This collaborative project involves the district in a consortium with the University of San Diego (USD), San Diego State University, and other agencies, such as the San Diego County Office of Education and the University of California, San Diego. USD is the lead organization in the project. Elaine Fink, a former New York City schools superintendent, has been tapped by USD to be the executive director of the Academy.

The Aspiring Educational Leaders Program is one program offered under the auspices of the Academy. The program addresses the essential need to recognize and build capacity in teachers with demonstrated leadership potential. It involves identifying teachers to serve as interns in a training program while simultaneously working toward completion of their Preliminary Administrative Credential (first tier) through USD.

In the 2000-01 school year, up to ten expert district teachers will be appointed to serve as administrative interns. Interns will be released from their classrooms for one year (without "right of return") and assigned to work with an exemplary district principal. Interns will also attend courses co-developed and taught by faculty from the consortium. Through the course work, interns will earn certification (first tier) necessary for a site leadership assignment. Successful participation in the intern/administrative credential processes would constitute eligibility for appointment as a vice-principal.

Program applications were disseminated to every teacher via U.S. Mail in mid-July. Over 80 applications were received. Following a paper screening process, 21 candidates were invited to participate in a classroom instructional visit. Intern recommendations and assignments will be presented to the Board of Education on Tuesday, September 5.

Demonstration Classroom

A teacher has been selected to teach in a demonstration classroom that will be located next in the Professional Development Facility at Zamorano Elementary School. The Professional Development Facility and Demonstration Classroom will open October 30^th. The facility will be used as a venue for ongoing professional development sessions that will include training for Peer Coach/Staff Developers, as well as principals’ conferences and professional development sessions for Enhanced First Grade. During the first year the priority will be for teachers in Blueprint Focus Schools and API 2 schools to visit the demonstration classroom. The protocol for the visits will include focused observation, debriefing with the demonstration teacher, and planning next steps.

An important part of Blueprint implementation is the placement of students in intensive support courses in literacy and mathematics, if they are performing below or significantly below grade level. District assessments of students in reading and mathematics were conducted in February, at the end of the school year, and at the end of summer school. Based on the assessment results students who will be at secondary schools in 2000-01 (middle, junior high, and senior high) will be placed in appropriate intensive courses. The results are shown in the sections below.

Literacy Assessment Results for Fluent English Proficient Students

This section provides results for fluent English speaking students on the Stanford Diagnostic Reading Test that was administered in February 2000 and the Analytical Reading Inventory (ARI) that was given either at the end of the 1999-2000 school year or the end of summer school 2000. The ARI is a one-on-one test that is used to obtain more complete information about the level a student has attained in broad range of reading skills.

The chart below gives the number and percentage of students at in each grade who are categorized At/Above/Close to Grade Level, Below Grade Level, or Significantly Below Grade Level. Recommended placement for students at each level appears in parentheses.

Number of Fluent English Students at Each Level of Performance in Literacy in Grades 6 through 10

As a result of the reassessments administered at the end of the school year and at the end of summer school, 783 students improved their reading performance level between the mid-year assessment and the end of the year or the end of summers school. Students exiting Grades 5 through 8 were reassessed using the Analytical Reading Inventory (ARI) based on teacher recommendation. Students exiting Grade 9 were reassessed with the Stanford Diagnostic Reading Test (SDRT) based on teacher recommendation. The chart below shows the number of students at each grade level that improved their performance levels. Based on this improvement, the course placement of some students will be modified for the 2000-2001 school year.

Number of Fluent English Students Who Improved Performance in Literacy in Grades 6 through 10

Literacy Assessment Results for English Learners

The charts in this section provide the literacy course placement of English learners (EL) based on their performance on the Language Assessment Scales (LAS) in spring 2000 and years of district enrollment. EL students are recommended for placement in one of two sequences of courses— either an ESL (English as a Second Language) course sequence or an ELD (English Language Development) literacy course sequence. All courses incorporate instruction in listening, speaking, reading, and writing and focus on achieving grade level standards in English.

The first chart below indicates recommended placement for students who have been enrolled in the district for less than three years and who are at the Beginning, Early Intermediate, and Intermediate levels of English reading and writing proficiency as demonstrated on the LAS.

Number of English Learners Enrolled Less than Three Years Recommended for Placement in ESL Course Sequence for the 2000-2001 School Year

Students who have been enrolled in the district more than three years all are placed in the English Language Development course sequence regardless of their fluency level. In addition, some students who have been in the district less than three years are recommended for placement in ELD courses because their fluency level is Above Intermediate as measured on the LAS. The chart below shows the number of EL students who are recommended for placement in the ELD Literacy Course Sequence for the 2000-2001 school year. The ELD literacy classes are taught by teachers with second language credentials and follow the same model as the grade level literacy courses, including Genre Studies, but with the inclusion of language acquisition strategies.

EL students who perform at a high level on the LAS are considered for redesignation. The chart below shows the number of students who are to be considered for redesignation during the 2000-2001 school year based on their LAS achievement level. A number of factors are considered in addition to the LAS results, but if a student is redesignated out of the English Learner program, s/he moves into the regular literacy program for that grade level.

Mathematics Assessment Results

The charts below provide the mathematics assessment results for entering middle or junior high students and ninth grade students. The first chart shows the number and percentage of entering middle or junior high students who scored At/Above Grade Level or Below Grade Level on the April 2000 administration of the SAT-9 and results from the district summer school mathematics assessments. As a result of the grade-level mathematics survey assessment administered at the end of summer school, 18 students improved their mathematics performance level from below grade level to at or above grade level. Students who scored below grade level will be assigned to Mathematics Exploration 6^th if they are entering the sixth grade and Pre-Algebra Exploration 7^th if they are entering the seventh grade. Students in these courses will have new standards-based curriculum materials, a reduced class size, and scientific calculators.

The table below outlines the mathematics performance of students entering Grade 9, based on results from the Mathematics Diagnostic Testing Project (MDTP) Geometry Readiness Test (end of school year and end of summer school), second semester Algebra course grades, and other information about students’ mathematics coursework. As a result of readministration of the MDTP Geometry Readiness Test at the end of summer school, 92 students improved their mathematics performance level.

3. Impact of Blueprint implementation on elective, GATE, special education courses; nurse, counseling, and wellness services; classified support; special programs.

Counselors

In the September status report there will be a description of how the district’s counselors have been impacted by the Blueprint and the support that is being provided to assist them with their role in implementation.

Classified Support

In the July Blueprint status report, there was a description of the process being used to place paraeducators who needed new positions due to the redirecting of funds. It was reported that many of the paraeducators were hired to work in special education. This follow-up describes the training and support being provided through special education.

Paraeducators who have taken new positions with Special Education are attending staff development sessions being offered specifically for them. The first workshop was held August 30 on Positive Behavior Support. On September 1 in the morning a workshop will be held that covers roles and responsibilities of the paraeducator, instructional support, record keeping, data collection, and pertinent components of the Special Education Master Plan. On September 1 in the afternoon a workshop called "The Who, What, Where and I.D.E.A. of Special Education" will provide new paraeducators with an overview of the Individuals with Disabilities Education Act (IDEA) of 1997.

Ongoing seminars are to be held monthly throughout the year to support Special Day Class for Special Education Early Childhood (SEEC) and Integrated Life Skills (ILS) paraeducators. Paraeducators will receive pay at the workshop participation rate of $5.75 per hour for attendance.

Status of programs at Focus Schools.

Enrollment in the magnet programs at the Focus Schools will be provided in the September status report.

The principals and their staffs have developed calendars for the Focus Schools for their 24 extra days. Teachers will receive full day pay for the extra days, which will include four hours of student instruction in the morning and the rest of the day for professional development.

Parent Activity Liaisons have been selected by the Focus Schools. The eight Parent Activity Liaisons are teachers who will be responsible for outreach efforts to parents to help them help their children achieve at high levels. They will also provide teachers with training and resources to form partnerships with parents that support student learning.

Parent Activity Liaisons will participate in a special "on the job" training and coaching program starting in September to support their work at the Focus Schools. An initial orientation was held August 31, and subsequent daylong training sessions will take place September 7, 8, 15, and 29.

Status of facilities impacts.

There is nothing additional to report for August.

Mathematics core program.

Student Placement

Secondary schools received packets with instructions for testing students new to the district and determining placement in Mathematics Explorations at the middle or junior high school entry Grade 6 or 7, and in Algebra Explorations in Grade 9. Schools are to administer the Mathematics Diagnostic Testing Program Geometry Readiness Exam for students entering ninth grade, and the district’s mathematics assessment for students entering 6^th grade in middle school and 7^th grade in junior high school. Schools score the exams themselves and place the students based on cut points provided by the district in combination with the previous mathematics course grade, if it is available. The fall 2000 course placement instructions with "cut points" for each grade level in mathematics are provided in the Appendix.

Parents of students in the ninth grade who were assessed with the Mathematics Diagnostic Testing Program Geometry Readiness are being notified by letter about their student’s test results and the recommended mathematics course placement.

Professional Development

Teachers of mathematics in summer school participated in professional development for two hours in the afternoon once a week during the six weeks of the summer school course. There were 224 teachers who attended the afternoon sessions: 182 in Grades K-3, 26 in Grades 5 and 6, and 17 in Grade 8. In addition, 33 elementary school administrators attended at least three of the afternoon sessions.

Teachers of mathematics in Grades 3 through 8 and Grades 9 through 12 participated in a one-week, 32-hour professional development program called Math Solutions. One hundred seventy-four teachers in Grades 3 through 8 attended the session July 31-August 4. Ninety-six teachers in Grades 3 through 8 and 20 teachers in Grades 9 through 12 attended the sessions July 17-21.

Teachers of the regular one-period and the intensive two-period Mathematics Explorations for Grades 6 and 7 and for Algebra Explorations in Grade 9 participated in two-day workshops the last two weeks of August. The workshops focused on preparing teachers to use the new curriculum materials that have been selected to support student learning as defined in the Blueprint and the Mathematics Framework. Instructors from the companies that published the new materials conducted the sessions.

A course to prepare teachers for the two-period Mathematics Explorations course for students performing significantly below grade level is being taught by faculty from the San Diego State University Professional Development Institute with funding from a Governor’s Initiative grant. The program will last for one full year with participating teachers receiving a total of 80 hours of course work. Priority enrollment in the program was given to teachers from Mann, Montgomery, and Wilson middle schools that will be teaching the pilot two-period Mathematics Explorations course during the 2000-2001 school year. The first week of the program took place from August 7-11. The content of the first week was devoted to an overview of what it means to reason algebraically with a focus on the four big ideas of algebraic reasoning: Algebra as Pattern Seeking, Algebra as Generalized Arithmetic, Algebra as Language Using Notational Systems, and Algebra as Involving Multiple Representation.

Principals will use their first grade level instructional conferences of the school year to learn about the ingredients necessary for improving mathematics teaching district wide. As a result of the conference, the principals will understand the issues underlying current standards for mathematics education, identify the audiences that must be involved, and clarify the components needed for planning effective implementation. Middle level principals will attend their conference on October 12, and elementary principals will attend their conference October 18. The conference for senior high principals and mathematics department chairs is September 27.

Blueprint Monitoring and Accountability

District Assessment System

At the July 25 meeting of the Board of Education the board approved the revision of the district assessment policy and assessment system. The updated assessments include the diagnostic reading and mathematics tests that are used to place students in Blueprint intervention programs.

Blueprint Evaluation

The Request for Proposals (RFP) for the Evaluation of the Blueprint for Student Success in a Standards-Based System was developed by a technical committee of evaluators and nationally known education reform leaders. The RFP was finalized and sent out to potential contractors on Monday, August 28, 2000.

As stated in the RFP the Blueprint evaluation will address both implementation and the resulting student achievement outcomes. The following elements are to be included in the evaluation:

The objectives and scope of the Blueprint for Student Success. The implementation and effectiveness of prevention, intervention, and retention/acceleration strategies on groups of students and schools. The implementation and effectiveness of professional development activities on groups of students, teachers, and schools. The implementation and effectiveness of the parent activities and involvement strategies put forth in the Blueprint. The implementation and effectiveness of the monitoring and accountability activities. Preliminary cost benefit analysis of Blueprint strategies. Recommended program and/or organizational modifications as necessary.

Once selected, the independent evaluator will work with district staff and the Blueprint Evaluation Technical Committee to complete the development of a comprehensive three-year work plan to guide the evaluation of the Blueprint. The final study design for the 2000-01 academic year (Phase I) will be completed by the Blueprint Evaluation Technical Committee and the independent evaluator by December 1, 2000. It is expected that the independent evaluator will work in partnership with the Standards, Assessment, and Accountability Department staff and the Blueprint Evaluation Technical Committee to accomplish evaluation activities.

Complete proposals are due from the evaluation contractors on September 20, 2000. On September 25, the top three applicants will be invited to an evaluation conference. At the conference the Blueprint Evaluation Technical Committee will ask questions, and each prospective evaluator will have the opportunity to present evidence of their expertise. The District intends to enter into a contract with an evaluator on approximately October 25, 2000.

The complete timeline for the awarding of the contract and the first year of evaluation appears on page E-3 of the RFP and is provided below.

Professional Development on Data for Principals

Principals are being supported in their role in using data to monitor student progress. A series of three workshops was provided for new principals by the Standards, Assessment and Accountability Office on August 10, August 15, and August 23. The sessions taught principals how to read and interpret test data reports, and how to work with teachers and site governing groups to use assessment data for instructional decision-making.

Another data workshop was offered for site administrators on August 31. This session focused on understanding the API and on using assessment data to inform instruction. In addition, data workshops have been conducted at individual school sites.

This report was prepared by Mary Hopper and Pamela Engler on behalf of the Institute for Learning.