Arp District Improvement Executive Summary

 

Arp Independent School District (ISD) encompasses three campuses in two physical locations (Pre-Kindergarten through fifth grade and sixth through twelfth grade), employs 78 teachers, 6 administrators, and services approximately 870 students in the rural East Texas. 

 

The lack of available educational resources, communication technologies, and research facilities has led Arp ISD to begin implementation of a district-wide information network and training agenda in order to revamp the delivery of instruction.

 

The 2003-04 TARGET grants through SUPERNet & ESC7 will allow teachers to utilize network and online resources to create curriculum materials and a virtual H.S. school for acceleration and non-traditional students.

 

All classrooms are wired and each campus has full interconnectivity using a fiber backbone.  The physical network is completed with proxy, firewall, email, productivity, Web, Library, CD-Rom towers, Business and PEIMS servers. Each classroom has 5 drops with labs & libraries having up to 20 drops.  The needs assessment from the technology committee includes updated software selections, a larger Web server and replacement of older equipment.

           

Teachers have been trained in Differentiated instruction strategies, basic reading and math strategies, GT strategies for the classroom, computer applications, special programs and modifications, telecommunications (browsing, search engines, e-mail), and PowerPoint classroom integration strategies. This training schedule gives teachers valuable tools to communicate their ideas and lessons by integrating powerful tools into instruction for the benefit of all types of learners.

 

The district needs assessment includes much needed instruction in reading /writing and questioning strategies at all grade levels for all teachers.  We are concentrating on the K-2 teachers with the AR funds for the next 3 years with staff development in pre-reading, reading, and writing skills.

 

Arp Independent School District has partnered with Micro Soft, INTEL, SEDL (Southwest Educational Development Laboratory), The University of Texas Health Science Center, Tyler Junior College, Region VII ESC, and Texas Center for Educational Technologies to provide outstanding staff development to all faculty members.

 

GIFTED & TALENTED:  The G.T. program for elementary is a pull-out program designed to service students special needs for higher-order thinking and enrichment through project-based curriculum. All GT teachers integrate regular classroom subject matter with enriched project-based curriculum for individualized student portfolios.  The Gifted & Talented program on the Junior High campus involves specialized classes in reading, technology, language, and math.  Arp Junior High offers G/T students their own classes 6-8^th grade in Reading and Interdisciplinary Studies and high school credit for Spanish I, Algebra I, and Business Computer Information Systems I. The G/T Reading class is designed to offer gifted students the opportunity to read extensively while using a project-based curriculum.

 

The High School G/T program offers students Social Studies and Interdisciplinary Studies classes for Grades 9^th & 10^th.  Advanced Placement courses are offered in Math, Science, and Language Arts.  Articulated credit courses (concurrent credit) are also offered in Business, Technology, and Science, credit by exam, and concurrent courses are offered through Tyler Junior College in Medical Terminology.  Dual credit courses are also offered for G/T students who wish to take college courses for both high school and college credit.  Accelerated graduations are facilitated with these courses.

 

SPECIAL EDUCATION:

The Special education program at Arp ISD allows students to be serviced in the Least Restrictive Environment (LRE).  Students on the elementary campus are serviced through resource rooms, reading, speech, and dyslexia screening pull out classes.  The Arp Junior High utilizes inclusion with special services in the resource room.  High School also utilizes inclusion with special services in the resource room

 

TECH PREP & CAREERS:

Arp schools include careers curriculum K-12 with Careers Investigations beginning in the junior high, coherent sequence of courses in the junior high and high school for technology, science, language arts, math, and vocational.  Arp High School offers job shadowing, mentorships in Independent Study classes at the senior level, and articulated and concurrent courses with Tyler Junior College.

 

Additional needs are CAD / CAM and technology courses for engineering hopefuls.  We have begin a Health Science class, but need to develop and implement the full concurrent course load for this strand.

 

DRUG FREE & CHARACTER TRAINING:

Arp Elementary uses “Right Choices” curriculum for discipline management and Character Counts! for character training.  Arp Junior High and High Schools use SCANS and Character Counts! curricula for discipline management and character training. All school uses the ESR II and DAVE Curriculum for drug free training.

 

This year the community implemented the Every 15 Minutes program incorporating all the EMS services in the county and city.  Over 25 students were directly involved in the high school and 8-12 grade students participated in the final assembly.

 

Collaboration and Support Services: 

·        Teachers serve as managers of instruction and facilitators for skills acquisition.  They assisted in maximizing classroom time by automation of grades, accountability data (AEIS), progress reports, attendance, scheduling, parent contact, student data (PEIMS), discipline and TEA information, and current research through technology-based data systems in the district.

·        All staff and support personnel have the availability of technical assistance programs to promote efficiencies in non-instructional support services.

·        The administration utilizes improved information systems for the efficient and effective communication through technology.

·        The administration promotes technical resources and assistance to local personnel by effectively planning for school improvement.

·        The administration actively promotes the integration of support services with other community services where appropriate.

·        The administration supports and maintains a pool of expertise for supporting the schools, the district, and individual staff in the integration of technology into instructional management, administration, and classroom instruction.

·        The administration expands community access to school information through technology.

 

 

Student Equitable Access:

·        Students acquire technology application skills (TEKS) beginning in Kindergarten and hierarchically advancing in skills and productivity through graduation.

·        Students have access to library resources (TLC), electronic multimedia, application software, and Internet connectivity K-12 grades.

·        Students are able to acquire dual-credit, advanced-level, concurrent, credit by exam, and college credit through articulations, dual enrollment, and distance learning networks connected to colleges and universities.

·        Students gain higher-order thinking skills through utilization of current technologies, hands-on, and real-world applications in problem solving, simulation, and creativity.

·        Feedback to students for academic progress will available to students through tutorials, activity periods, and through technology for the purpose of student-centered planning and goal setting.

·        All students are taught and sign the Acceptable Use Policies for Arp ISD

·        Facilities integrate handicap access into all building entrances and exits

 

Educator Preparation and Development:

·   All staff and faculty will be continuously trained in research-based strategies, differentiated instruction, technologies, applications, integration techniques, for effective use in the classroom.

·   Identification of priorities for professional development activities will be established by sitebase committees, TSR reports,  and the administration.

·   All staff and faculty will assist in the planning for and use of improvement techniques in the district.

·   Best practices will be modeled for teachers to increase their knowledge and assist in collaboration.

·   Professional development will be provided in integration of “best practices”, G/T training, modification techniques, and technology into the classroom.

·   The PDAS will provide input for helping the administration to adjust professional development activities to assist in teacher professional growth and accountability.

·   The district will provide incentives and support for educators to develop model practices using enrichment and enhancement techniques.

·   Opportunities for rural area teachers and community members to become engaged in distance learning through district technologies will be provided for convenience and out of necessity.

·   Regional Service Center will be utilized to assist in the training of teachers for integration techniques and best practices.

·   Staff development for increasing effectiveness of  “SOS” --- Save Our Students -- and STAR - “Students At Risk Policy” will be continuous and updated as necessary to maintain student success and progress in the classroom for all students.

·   Evaluation of all district training will be collected for formative evaluation purposes to adjust training and secure the best possible opportunities to advance staff skills.

 

 

Teaching, Learning and Classroom Access:

·      All classrooms utilize 4 MAT and/or differentiated instruction lesson planning to service all types of learners.  This will insure that all types of learners will have the opportunity to be successful, gain enrichments, and be given reteach and re-evaluation opportunities, if necessary.

·      The district follows the state mandated initiative to implement a 4 to 1 computer to student ratio on each campus.

·      All classrooms will have 5 drops for LAN, WAN, and Internet access to equitably shared resources.

·      All classroom curricula integrate real-world applications and technology tools to assist all types of learners toward successful student progress.

·      Global Interactive Telecommunications Projects will be planned and implemented in each grade with the assistance of the high school Web masters to service and mentor the projects.  

·      Teachers meet student’s needs through individualized growth plans, tutorials, modifications, distance learning, Internet collaboration, and fostering the development and integration of rigorous project-based TEKS.

·      Student-centered curriculum and objective-based assessments give students clear goals so that they can internally monitor their own success.

·      Students are given the opportunity to accelerate using the Virtual High School Curriculum (online H.S. Credits) and through local college agreements.

·      Accountability is developed through student-centered, student-directed project-based activities that demonstrate student knowledge and skills acquisition.

·      Proficiencies are be monitored through pre and post testing, assessments, and measures as reflected in the analysis of the district’s AEIS and national standards.

·      Expectations for technology proficiencies by students in kindergarten through grade 12 include computer-related skills that meet standards for each high school graduate by the year 2001 (TEC 32.001).

·      Standardized electronic instructional planning format enables the sharing of instructional approaches efficiently.

·      Business partnerships provide instructional products and services to reduce costs for instructional materials.

·      Developing and enhancing curriculum materials takes place with teacher and student generated multimedia productions.

·      The district identifies, communicates, and rewards best practices of technology integration into teaching and learning.

·      The district fosters innovation in using technology to assess, document, and report student progress

·      The district provides adult extended learning services through grants and parent-teacher organization.

·      The district collaborates with the Regional Service Center, local colleges and university (CPDT), to assist teachers, pre-service teachers, and administrators in gaining current skills in technology applications and continuing education opportunities.

 

Infrastructure for Technology:  The district has

·      Implemented an infrastructure that consists of two complementary components:  (1) Physical connecting hardware and peripherals (2) Human capabilities and proficiencies to manage and maintain the technical components.

·      Coordinated with state and regional agencies and SUPERNET (School United to Provide Enhanced Resources Network), a collaborative of 15 schools and the University of Texas Health Science Center in Tyler for courses and staff development.

·      Provided training for students and a core technology group in networking administration and maintenance.

·      Maintains a current needs assessment for upgrading, migration, repair, and new technologies.

·      Allocates funding through Technology Committee for technology systems, professional development, and increasing accessibility.

·      Collaborates with other districts to maximize the benefits of  E-rate funding.

·      Expand the accessibility of the network through remote access and dial-up modem pools for the community and district.

 

The needs assessment for the new high school is to keep the integrity of the network by maintaining the fiber backbone all the way to the new construction site.  Planning and implementation of the new subnetwork for the new facility includes wireless technology throughout and all the way to the home.

 

Evaluation and Accountability:

·      Document and adjust using surveys, student progress, campus site-base input, and technology committee evaluation practices for Plan, DO, Study, Act-cycle of continuous improvement.

·      Utilize outside resource (TCET) for documentation of district improvement and successful practices.

 

Evaluation Plan:                       

           

Arp ISD is the recipient of Eisenhower, ESC7 Math, and TARGET Grants for Whole School/Mathematics Department Professional Development in Mathematics Teaching (SSI) grants for Mathematics.  Dr. Venessa Huse, Kilgore College and Jane Silvey, ESC7 will be training, monitoring, and evaluating for improvement in math instruction and corresponding student achievement.

 

Cindy Rivers is our district Reading Specialist and she will be responsible for conducting pre- and post reading assessments on every child in the district utilizing a broad set of tests (elementary: Slosson IQ, Texas Phonics Screening, Word Recognition, Spelling, & Comprehension Software, Oral Reading and Language Assessment, and Electronic Math Calculations and Reasoning Assessment).  The district will maintain data on students from year-to-year and collate data for entire classrooms for teacher accountability. 

 

Specific benchmarks used to measure effectiveness of this program will be both quantitative and qualitative.    Measurable and observable data collection will take place in areas of attendance, behavior, academic achievement and pursuance of post-secondary education.  (Arp schools have never exhibited a retention problem, while daily attendance is a concern.) Data will be collected on a six weeks basis in conjunction with grade reporting procedures.  Information gathered will include data for ethnicity, gender, grade level, "at-risk", special education and limited English proficiency.  Formative and summative quantitative data will be collected and monitored and assessed for:

 

‡ Student attendance

‡ Grade reports by course

‡ Pre- and Post-grant period testing in reading and math competencies

‡ AEIS report pre- and post-grant period, including the state TAAS test data

‡ Iowa Test of Basic Skills (ITBS) will be administered pre- and post-project to gather summative data as to the project's impact on student achievement.

‡  Number of student referrals for discipline.

‡  Number of students who seek post secondary education.

 

Formative and summative qualitative evaluation tools will be used to monitor achievement in:

 

‡ Students attitude toward school subjects

‡ Student's ability to use technology to enhance self-learning

‡ Parent's perception of school reform

‡ Parent's degrees of technology competency (Access, Operation, Productivity, Pedagogy, Innovation)

‡ Teacher's degrees of technology competency (Access, Operation, Productivity, Pedagogy, Innovation)

‡ Teacher's level of competency in appropriately integrating technology into the instructional process

‡ Teacher's ability to use technology to enhance professional productivity.

 

Qualitative comparison evaluation tools will include student, parent, and teacher surveys, observations by project team, assessment of student and faculty portfolio exhibits, and will be reported using narrative.  Quantitative comparison assessments will include standard and norm testing, collection of data and measurements and will be reported using charts and graphs. 

Student expectations in the project are:

‡  Improvement of attendance from 94% to 96% by 2003.

‡  Improvement in TAKS scores by 20% from 2003 to 2003

‡  Improvement of ethnic groups on TAKS  by 20% from 2002 to 2003

‡  Improvement of reading competencies at all grade levels by at least 20% from 2002 to 2003.

‡  Improvement of math competencies at all grade levels by at least 20% from 2002 to 2003

‡  Improvement in student attitudes toward school as exhibited by reduction of disciplinary referrals to office or more serious infractions by 25% from 2002 to 2003.

‡  Increase in number of students who pursue post-secondary education by 30%.

‡  Increased use of technology for productivity by 30% as demonstrated by percent of use from September, 2002 to May, 2003

 

The use of technology to enhance the learning environment, improve professional productivity will increase by 50 % over this cycle.  Teacher's degree of competency will improve with training, nurturing, and accountability.  The amount of technology usage for instructional purposes will be documented through teachers' lesson plans.  The Arp District's Acceptable Use Policy requires teachers to identify specific learning objectives to be accomplished by use of any media resources and technologies.  In accordance with the district's new Professional Development and Appraisal System (PDAS) and modification, each teacher will be keep a professional productivity portfolio containing:

‡ Syllabus for each course taught (Pre-K through 3rd grades share syllabi for courses) outlining criteria for competency, integration of technology, multi-modal strategies and assessments

‡ Certifications for inservice and training

‡ District Certifications for Exhibited Mastery of Competencies (rubrics) in Technologies

‡ Students scores on standardized and norm referenced tests

‡   Teacher Self-report including:

·         Samples of products and lessons they have developed

·         Samples of successful student work done in their classroom

·         Learner-Centered Activities

These portfolios will be used to develop a report on the successful practices and skills improvement for all faculty.  This report will be generated by the project director.

A summative report will be utilized in the District and Campus Improvement Plans for the year following. 

 

LIBRARY & RESOURCE GOALS:

The Arp schools libraries are fully automated and members of TLI .  The Library’s resources are networked into all research areas, classrooms, and labs for access on demand by all students.  Upgrading of the reading resources for elementary campus has taken place through the TEA ‘98 Reading Academies Grant.  Successive grants from TEA will also be sought by the Junior High and High School campuses.

 

Circulation, TLI, media, collections, magazines, archives, and research materials are available to all students through the Arp ISD network and circulation database.  Continued extension of library hours will be maintained during the period of the TEA ‘98 grant cycle.

 

EARLY CHILDHOOD:

Arp schools now offers a Head Start program through the elementary campus using Pre-K and Region VII resources.  An aide for Pre-K and a bookkeeper will be utilized, and additional resources and materials will be made available to carry out this program.

 

PARENTAL INVOLVEMENT:

Parents are utilized on each campus’ sitebase improvement committees, as volunteers, and supporters.  Arp schools will continue to encourage parental support through our G/T program, PTO, band and athletic supporters, NHS, Website, and through TigerVision community access channel.