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Evaluation of District Education Plan 2001-2002

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Evaluation of District Education Plan 2001-2002 PPPAAATTTEEERRRSSSOOONNN PPPUUUBBBLLLIIICCC SSSCCCHHHOOOOOOLLLSSS AAANNNNNNUUUAAALLL RRREEEPPPOOORRRTTT EEEVVVAAALLLUUUAAATTTIIIOOONNN OOOFFF DDDIIISSSTTTRRRIIICCCTTT EEEDDDUUUCCCAAATTTIIIOOONNN PPPLLLAAANNN 222000000111---222000000222 DDDrrr... EEEdddwwwiiinnn DDDuuurrroooyyy SSStttaaattteee DDDiiissstttrrriiicccttt SSSuuupppeeerrriiinnnttteeennndddeeennnttt ooofff SSSccchhhoooooolllsss AAAllllll CCChhhiiillldddrrreeennn CCCaaannn LLLeeeaaarrrnnn Revised 1/29/03 2 TABLE OF CONTENTS Introduction…………………………………………………………………………………………………………………. 4 Program Expansion for 2000-2001 School Year…………………………………………………………………12. Section I A. Student Achievement/Benchmark Tables ESPA Language Arts, Mathematics, Science……………………………………………………………………….……………. 18 GEPA Language Arts, Mathematics, Science ………………………………………………………………….….….30 HSPT Reading, Writing, Mathematics ..………………………………….………………………………………….. 40 B. Evaluation of Strategies Overview…………………………………………………………………………………………………………...47 Assessment of Student Performance……….……………………………………………………………..……………48 Technical Support to Elementary Schools……….………….………………………………………..…………………69 GEPA After-School Program ………………………………………………………………………………...96 ESPA After-School Program .. ………………………………………………………………………………...98 Technical Support to Secondary Schools ……….………………………………………………………….………….101 Section II – Urban Education Reform Regulations Whole School Reform Implementation Status ………………………………………………………………… 125 Technical Assistance and Support to Schools………………………………………………………………… 127 School Performance: A Comparison by Whole School Reform Model …………………………………………………... 130 Cohort Analysis – ESPA Cohort Analysis - GEPA Implementation Barriers and Issues………………………………………………………………………… 144 3 TABLE OF CONTENTS (continued) Section III - Parent And Community Involvement A. Parent involvement and participation in the schools……….……………………………………………………………………146 B. Strengthen and define the role of the state-operated school board in district policy making………………………………………..148 C. Involve community based organizations to support the delivery of thorough and efficient education……………………………….149 Section IV - Corrective Action Plans Summary Chart ……….…………………………………………………………………………………………………….. 152 Indicator 5.1 Pupil Attendance ……….……………………………………………………………………………………….. 153 Indicator 5.2 Dropout Rate ……….…………………………………………………………………………………………... 157 Indicator 7.1 State Aid……….…………………………………………………………………………………………......... .161 Indicator 7.2 Generally Accepted Accounting Principles (GAAP)…………………………………………………………………………… 162 Indicator 7.3 Over-expenditure of Funds……………………………………………………………………………………………………….163 Indicator 7.4 Annual Audit Recommendations……………………………………………………………………………………………….. .164 Indicator 7.5 Transportation…………………………………………………………………………………………………………………… 165 Indicator 7.6 Health and Safety……….……………………………………………………………………………………….. .166 Indicator 7.7 Comprehensive Maintenance Plan……….………………………………………………………………………… .167 Indicator 7.8 Facilities Master Plan……….……………………………………………………………………………………. .168 4 Introduction The Paterson Public Schools is pleased to present this report on annual progress. Over the past five years, the district has realized improved student achievement, greater school choice for our students, one of the most significant dropout rate improvements in the state, facilities upgrades and an increased number of students utilizing our schools. Across the district, teachers and administrators work daily to bring instruction into meaningful alignment with the Core Curriculum Content Standards and to foster classroom management and practices that engage students in thoughtful learning. Three of the district’s elementary schools (Schools 1, 2, and 9) received Star Schools and/or Best Practice Recognition. Rosa Parks High School received Star Schools recognition and was ranked as the third best academic school in Passaic County by New Jersey Monthly Magazine. Additionally, the district has been the recipient of several competitive grants including Career Learning Academies and Smaller Schools (CLASS), Paterson Educational Partnership for Community Learning Centers (PEP 21), Goals 2000, Interactive TV and E-Rate Funding. The district is especially proud of its search for best practices. Learning from our own staff signals to all that the district has teachers and administrators who are committed to our students and their performance. These dedicated professionals are redirecting the educational culture across the city. They are demonstrating that we can educate students to high standards. The following 8 areas highlight our focus during the 2001-2002 school year. 1. Improving Student Achievement The district engaged students in a variety of activities geared to prepare them to develop mastery of the Core Curriculum Content Standards and consequently, improved performance on the Elementary School Proficiency Assessment (ESPA), Grade Eight Proficiency Assessment (GEPA), and High School Proficiency Assessment (HSPA). Targeted activities included but were not limited to: • Continued the innovative Off-Campus Staff Development Program allowing the District to enhance its staff development initiatives beyond the regularly scheduled staff in-service days and common planning times. • Expanded our Principals’ Institute in both scope and content to ensure that administrative supervision and observation were properly aligned with District goals. • Provided selected schools with additional staff for 3rd grade classrooms to reduce class size in preparation for ESPA. • Continued to improve the integration of technology into instruction districtwide. • Expanded after school, before school, and summer programs to more grade levels and sites to help students better master the Core Curriculum Content Standards in reading, writing, mathematics, science and social studies. • Offered experimental/field activities to help students relate concepts and skills to real life situations. • Continued a mandatory, district-wide ten-minute sustained silent reading period in every elementary classroom. • Continued the Literacy Enrichment Academic Program (LEAP) to provide districtwide summer and after school programs as well as individual tutoring in reading standards as an intervention for struggling students in jeopardy of retention in grades 1 and 5. • Adopted new textbooks in language arts, mathematics and science. 5 • Adopted bilingual textbooks for students in kindergarten through grade 5. • Continued the extended year program in primary grades at select elementary school site (195 days). • Offered Algebra to eighth grade students • Continued the 190-day school year for all 11th graders. • Continued partnerships with colleges and businesses such as Stevens Institute of Technology, St. Peter’s College, Passaic County Community College, Massachusetts Institute of Technology, William Paterson University, Ramapo College, Dodge Foundation, and Lucent Technologies. • Expanded Paterson Innovative Academies to offer greater school choice to students. • Converted Alexander Hamilton Charter School to a Small Learning Academy under the auspices of the Paterson Board of Education. • Continued the Performing Arts Academy to operate with a full enrollment in grades 5-8. • Phased in the new Standards Proficiency Assessment (grades 3, 5, 6, 7, 9, and 10) and adopted the NJ PASS assessment program in grades 1 and 2 to better measure mastery of the Core Curriculum Content Standards. • Implemented a web-based reporting system that provides building and aggregated data to all pertinent district personnel. • Continued to develop and implement a central/site-based students’ database to provide more comprehensive services to students, parents and staff. The database contains student demographics, grades, transcripts, testing results, health records, attendance patterns, dropout, and suspension records. Language Arts Literacy scores (72.9%) on the Elementary School Proficiency Assessment increased 6.6 percentage points over the 2000-2001 scores. Of the 30 schools tested, 24 schools (80%) demonstrated increases ranging from 41.7 percentage points to 0.8 percentage points and 17 schools (56.6%) exceeded the state standard of 75% passing. In mathematics, 49.1% of fourth grade students passed. This is an increase of 0.9 percentage points over the 2000-2001 school year. Scores in 16 of the 30 schools (53.3 %) demonstrated increases ranging from 40.7 percentage points to 0.7 percentage points and scores in 7 of the schools (23.3%) exceeded the state standard of 75% passing. ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT (ESPA – GRADE 4) 1999-2000 2000-2001 2001-2002 Percentage Passing Percentage Passing Percentage Passing District District District LANGUAGE ARTS 34.8% 66.3% 72.9% MATH 39.4% 48.2% 49.1% SCIENCE 64.6% 73.3% N/A 6 Scores on the Grade Eight Proficiency Assessment in language arts, 58.7% decreased 4.4 percentage points compared to the 2000-2001 school year. However, scores in 6 of the 22 schools (27.3 %) demonstrated increases ranging from 33.7 to 2.4 percentage points. In mathematics, 40% of eighth grade students passed. Although there was a decrease of 6.5 percentage points over the 2000-2001 scores, mathematics scores in 6 of the 22 schools tested (27.3%) demonstrated increases ranging from 16.6 to 0.5 percentage points. It should be noted that Paterson ranked 3rd in language arts literacy and 4th in mathematics relative to results for the 12 largest District Factor Group “A” districts in New Jersey. Science scores (56.6 %) evidenced a gain of 7 percentage points over the 2000-2001 score.
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