School District	Respondent
1.	Anchorage School District	Ray Fenton
2.	Ann Arbor Public Schools	Nancy Shiffler
3.	Austin ISD	Holly Williams
4.	Blue Valley Schools	Thel Kocher
5.	Carleton Board of Education	David Ireland/Marjorie Clegg
6.	Cherry Creek Schools	Kevin Matter
7.	Cincinnati Public Schools	Jack Lewis
8.	Colorado Springs Public Schools	Joe Hansen
9.	Department of Defense Education Activity (DoDEA)	Gretchen Ridgeway
10.	District of Columbia Public Schools	Veronia Roberts
11.	Hamilton (NJ) Township Schools	William G. Paul
12.	Irving ISD	Lawrence Wang
13.	Jefferson County Public Schools	Robert Rodowsky
14.	Lincoln Public Schools	Carl D. Novak
15.	Mesa Public Schools	James S. DeGracie
16.	New York City Public Schools	Robert Tobias
17.	North York Board of Education	Michael Kozlow
18.	Omaha Public Schools	John Jorgensen
19.	Orange County (FL) Public Schools	Lee Baldwin
20.	Rowland Unified School District	Mardel Kolls
21.	Scarborough Board of Education	Ken O'Connor
22.	Toledo Public Schools	Robert Rachor
23.	Wake County Public Schools	Karen Banks/Nancy Baenen

Ray Fenton, Supervisor of Assessment and Evaluation ASD Assessment P. O. Box 196614 Anchorage, Alaska 99519-6614
Telephone Number: (907) 269-2211	Fax Number: (907) 269-2222	E-Mail Address: fenton_ray@msmail.asd.k12.ak.us.edu

• Completed comparisons of ITBS G with CAT Survey battery, found CAT scores higher.

• Developed Assessments for K-6 Kit Based Science Program

• Revised Grade 4 Jamestown Assessment Unit - Social Studies/Language Arts PA

• Completed survey of test scores and costs per student for districts over 20K, found that money makes a difference.
  

• Developing local scoring and reporting capability for the CAT Survey Battery

• Developing local reports for grade 5, 7, 11 Writing Assessment

• Developing CRT/PA Assessments in Science, Health, and Social Studies

• Thinking about Internet Based CRT/PA development. Is anyone out there also working on this??
  

Internet Based CRT and Performance Assessments - We really think this is a good idea, but it is an area where we think we need some help. Let me know if you are working in this area. Maybe we can deal.

Nancy Shiffler, Evaluation Specialist 2725 Boardwalk Ann Arbor, Michigan 48104
Telephone Number: (313) 994-2223	Fax Number: (313) 994-2955	E-Mail Address: shiffler@aaps.k12.mi.us

This was the first reporting year for the new state High School Proficiency Tests (science, math, reading and writing) and the new state 5th and 8th grade science and writing tests.

For the second year we have had available data linking performance on our district K-2 performance assessment with performance on the state 4th grade reading and mathematics test. The data show that most students who achieve all the outcomes on the performance assessment at grade 2 achieve satisfactory performance on the state test at 4th grade.

We are trying to increase liaison and support for school improvement teams and school staffs to evaluate the school improvement efforts. The use of Mike Schmoker's book "Results" has been helpful in getting schools to recognize the possibilities of using their own classroom data to monitor progress.

Budget cuts are always with us. We are interested in a variety of configurations for district research/evaluation support which might be more efficient.

Holly Williams, Assistant Director, Dept. of Accountability, Student Services, and Research Office of Program Evaluation 1111 W. 6th Street Austin, Texas 78703
Telephone Number: (512) 414-3631	Fax Number: (512) 414-1707	E-Mail Address: HollyCW@AOL.com

An examination of three years of AISD student performance data on the Texas Assessment of Academic Skills (TAAS) Test reveal that:

• Students in all disaggregated groups (ethnicity, and ses) at each grade level met the state standard of 30% passing in TAAS Mathematics, Reading, and Writing with the exception of TAAS Mathematics at grade 8 (African American and economically disadvantaged students).
• Overall, a three-year upward trend in percentage passing TAAS Mathematics is evident at all grade levels.
• The percentage of AISD students passing TAAS Reading increased from 1995 to 1996 in grades 5, 7, and 10 and decreased in grades 4 and 6. Grades 3 and 8 maintained the percentage passing from 1995 to 1996.
• Overall, students in all disaggregated groups at each grade level maintained the percentage passing TAAS Writing from 1995 to 1996.

Evaluation of the following federally/state funded programs:

• Title I-A Programs: Reading Recovery, Pre-K/K, Schoolwide Programs, Neglected Facilities, Nonpublic Schools, Parental Involvement, School Support, and Other Title I Programs*
• Title I-C (Migrant)*
• Title I-D (Delinquent-Formula Grant, and Delinquent-Competitive Grant)*
• Extended Year Programs: Optional Extended Year, Intersession, and Summer School*
• Title II-B (Staff Development)*
• Title IV (Safe and Drug Free Schools and Communities Formula Grant)*
• Title VI (Innovative Programs)*
• Title VII-A (Dual Language Project)*
• Title VII-C (Immigrant)

Evaluation of and Supporting Activities for the following district initiatives

• Multi-age grouping (literature review only, possible pilot study in 1997-98)*
• Novanet*
• Bilingual Education*
• Learn & Serve America*
• Super I Pilot Program
• TAAS Analysis*
• Austin Police Department (APD) Anti-Gang Initiative Grant*
• Alternative Learning Center (ALC) Reorganization*
• Communities in Schools (CIS) Even Start Grant*

Surveys

• Coordinated Survey (Provides the means to collect information on a wide variety of district programs and activities, as well as permitting specific items to be targeted to specific respondent groups, such as to special education teachers, or to a random sample of respondents.)
• Former Student Survey*
• Staff Benefits Survey
• Professional Development Needs Assessment Survey
• Internal Data Requests
• Ad hoc requests/Special Projects

• Development and use of Local Accountability Systems
• Trend away from performance assessment/return to standardized assessment measures
• Use of Hierarchical Linear Modeling (HLM) in evaluation of programs

Thel Kocher, Executive Director of Curriculum and Assessment 15020 Metcalf Overland Park, Kansas 66223-0901
Telephone Number: (913) 681-4681	Fax Number: (913) 681-4075	E-Mail Address: thelk@unicom.net

• Prepared principals, press and public for release of the first state mandated/prepared "Building Report Cards"

• Developed specifications and began acquisition of new student information system that will support development of individual learning plan for each student.

• Began installation of district-owned fiber-optic cable that will network all district buildings.
  
  

• Developing elementary portfolio.

• Developing new continuum-based report card for primary grades.

• Beginning development of foreign language assessments.

• Completed "audit" of curricula in math, science and social studies.*
  
  
  

• New approaches to reporting student progress.

• Foreign language assessment, especially at elementary level.

• Research/evaluation studies of elementary foreign language.
  
  
  
  
  

Marjorie Clegg, Program Evaluation Officer 133 Greenbank Road Nepean, Ontario, Canada K2H 6L3
Telephone Number: (613) 721-1820 ext. 426 (613) 596-8211 ext. 285	Fax Number: (613) 721-9221	E-Mail Address: Marjorie_Clegg@ocebe.edu.on.ca

• Development of prototypes for School Profiles

• The Results of the Board-wide Evaluation Projects - Annual Report, 1996

• Evaluation of the Implementation of the Common Curriculum
  
  
  
  

• Literacy and Numeracy

• Reporting school results in context (school profiles)

• Review of Canada's status in international education

• Large-scale assessment in senior English, and mathematics

• Early Identification and Intervention Strategies
  

• Outcome-based assessments

• Creative computer testing

• Measures of literacy and numeracy

• School audits
  

Dr. M. Kevin Matter, Coordinator, Office of Assessment and Evaluation 4700 S. Yosemite Street Englewood, Colorado 80111
Telephone Number: (303) 486-4251	Fax Number: (303) 486-4488	E-Mail Address: mkevmat@ccsd.k12.co.us

• Be Careful What You Ask For--You Might Just Get It! Interest in assessment and data-based decision-making has spawned overwhelming demand for Assessment & Evaluation services (training, faster turnaround, etc.) and products (new reports, additional analyses, etc.). Resources (staffing, budgets, time, office space) in A&E and Information Systems are not adequate to meet requested/desired needs for information and training. Principals and teachers are asking for additional support from these offices--yes, asking for a larger central support system.

• Benchmarking 101--In Search of Excellence A team of parents, teachers, administrators, community members, Board members visited four large districts that have maintained excellence (according to SchoolMatch). We are using this information to guide the development of a plan to maintain excellence as we grow to a district of 50,000+ students.

• Lying With Statistics--or At Least Pulling the Wool Over the Eyes Image and perception are critical, now, leading schools and districts to report metrics that are favorable to them, even if the public does not understand their meaning. In the Denver metro area districts used mean percentiles, median percentiles, average grade equivalents, and percentiles based on school averages, making comparison extremely difficult between districts (so, maybe that is good!).

• Writing assessments **
• Performance improvement / value added for low/high achieving students**
• Standards-based education
• Linking proficiency performance levels to test ranges (ITBS, writing assessments, Level Tests)
• Aligning curriculum and assessment to content standards (proficiencies)
• Implementing new tests and processing systems
• Collecting districtwide data on student status on proficiencies (content standards)
• Development of a comprehensive assessment plan
• Comprehensive Performance Improvement Report**
• Communication Plan for Assessments**

• Auditing processes/procedures for assuring comparability of teacher judgments of student performance levels
• School performance improvement indicators (measures of value-added)
• Total quality / performance improvement programs and activities
• Reading / Literacy assessment, especially at grades K-3
• Combining multiple measures/indicators into a judgment/status of proficiency
• Linking proficiency performance levels to ranges of performance on specific tests
• Role of assessment information and assessment staff in "marketing" district/school information to the public
  

Jack Lewis, Director, Research and Evaluation P. O. Box 5381 Cincinnati, Ohio 45040
Telephone Number: (513) 475-7166	Fax Number: (513) 475-4840	E-Mail Address: -----

• A total of 16 district schools have implemented one of the New American Schools (NAS) program designs.

• A five-year strategic plan has been approved which calls for major changes in school structure and instructional procedures.

• A Pay and Performance program has been implemented for all district administrators.
  
  
  

• Evaluation of a variety of internally and externally funded programs.

• Development of school level and district level targets on a number of performance indicators.

• Evaluation of schools as measured against key performance indicators in the new strategic plan.

• Compute and report Pay and Performance data for each administrator.

• Administer districtwide testing programs and report results.*

• Provide data and technical assistance for schools, district offices and individuals upon request.
  

• Annual dropout rates reported by other urban districts.

• Reports of evaluation studies completed on local implementations of Success for All (Or Roots and Wings). I am especially interested in seeing student achievement gains on standardized tests over a one or two-year period. (NOTE: District reports, not Slavin's.)
  
  
  

Joe B. Hansen, Executive Director, Planning, Research and Evaluation 1115 N. El Paso Street Colorado Springs, Colorado 80903
Telephone Number: (719) 520-2077	Fax Number: (719) 520-2195	E-Mail Address: jhansen@cssd11.k12.co.us

• Setting proficiency scores in Reading, Math and Language on District Achievement Levels Tests (DALT).

• Monitoring achievement and expanding the plan for assessing a guaranteed 15% achievement gain.

• Developing an Information Infrastructure System - (Research and evaluation inquiry driven database).

• Monitoring and evaluating the strategic plan.
  
  

• Evaluation of pilot programs to help all students meet District and Colorado State standards (Ann Kraetzer)

• Longitudinal student success studies (Ann Kraetzer)

• Development of science tests for grades 4 and 8 (Bill Veitch)

• Implementing Direct Writing Assessment in grade 7 (Bill Veitch)

• Institutional research: student census, dropout, mobility/stability, graduation rate, minority access, etc. (Ann Kraetzer)
  

• Measuring impact of Instructional Technology integration on student achievement, especially in higher order cognitive skills.

• Setting proficiency levels

• Social studies assessments
  
  
  
  

Gretchen F. Ridgeway, Chief, Research and Evaluation 4040 N. Fairfax Drive Arlington, Virginia 22203
Telephone Number: (703) 696-4385 ext. 164	Fax Number: (703) 696-8924	E-Mail Address: gretchen_ridgeway@ODEDODEA.EDU

Implement the Strategic Plan and establish policies and procedures to guide the School Improvement Process in all DoDEA Schools.

DoDDS student performance on the Comprehensive Tests of Basic Skills (CTBS) in reading, language arts, and social studies was well above the national norm. DDESS students scored at or above the national average on standardized tests in all grades and subjects.

• Evaluation of School-Home Partnership Program

• Development of Accountability System and Reports

• Evaluation of Curriculum Standards
  
  
  
  

• Organizational Effectiveness Evaluations

• Development and evaluation of a Systemwide Accountability Program
  
  
  
  
  
  
  

Dr. Veronica A. Roberts, Acting Director, Division of Educational Support Services Research and Evaluation Branch Rabaut Administration Building 100 Peabody Street, N.W. Washington, D.C. 20011
Telephone Number: (202) 576-6334	Fax Number: (202) 576-7751	E-Mail Address: RobertsV @Mercury.K12.USDC

• Dropout Rates (Cause and Effect Relationships)

• English as a Second Language (ESL) Students - Federal Compliance Issues

• Graduates (Career Paths)
  
  
  
  

• Student Membership

• Student Attendance/Dropout Rates

• Student Promotion Rates

• Graduation Rates

• Student Assessment Results
  
  

• ESL Alternative Assessment and other Federal Compliance Issues

• Graduation Proficiency Standards
  
  
  
  

William G. Paul, Testing/Evaluation Specialist 90 Park Avenue Hamilton Square, New Jersey 08690
Telephone Number: (609) 890-3812	Fax Number: (609) 584-8842	E-Mail Address: -----

Evaluation of SAT Prep course

Review and adjustment of elementary school minimum levels

Lawrence Wang, Ph.D., Measurement and Evaluation Specialist 901 O'Connor Road Irving, Texas 75061
Telephone Number: (972) 273-6044	Fax Number: (972) 273-6024	E-Mail Address: wgi@tenet.edu

In spite of severe space limitations and critical shortages of certified bilingual teachers, we are rapidly expanding full-day kindergarten and are exploring expanded pre-K services for 4 year-old, and even 3 year-old, youngsters. We are conducting a large-scale evaluation of full-day kindergarten in support of this expansion. At secondary, we are evaluating the impact of moving to an alternating block scheduling at our high schools.

• Evaluation of the Three Year (Dual Track) Year-Round Education Pilot Program (December 1994)
• Preliminary Report: Survey of Site-Based Decision Making Committee Members (July 1995)
• Irving Independent School District Spring 1995 Community Survey (October 1995)
• Initial Perception of the A/B Block Schedule: Administrative Summary of Finding (February 1996)
• Curriculum and Instructional Department School Staff Survey (February 1996)
• Evaluation of Pre-First Grade (June 1996)
• Evaluation of Full-Day Kindergarten Pilot (July 1996)
• Evaluation of Reading Recovery (August 1996)
• Fall 1996 Campus Staff Survey (January 1997)
• Perception of the A/B Block Schedule: The Second Year Study (April 1997)
• Evaluation of the District-Wide Full-Day Kindergarten (June 1997)
  

• Early Childhood Education

• Block Scheduling at Secondary

• Using "Teacher Teams" at High School Level
  
  
  

Carl D. (Nick) Novak, Director of Evaluation Educational Service Unit # 18 5901 "O" Street, P. O. Box 82889 Lincoln, Nebraska 68501
Telephone Number: (402) 436-1790	Fax Number: (402) 436-1620	E-Mail Address: cnovak@lps.esu18.k12.ne.us

• The ESU 18 Evaluation Team went through an accreditation process that included a comprehensive self-study and a visit by an external team of evaluation and assessment specialists (other DREs). The process was coordinated with the Nebraska State Department of Education.

• The Evaluation Team received a three-year $246,803 assessment grant entitled Improving Classroom Assessment Practices. The grant, which evolved out of the District Assessment Study, conducted by the Team, changes the role of the Evaluation Team and has implications for the District Assessment Program.

• The Evaluation Team developed district policies on both internal and external research in the district, regulations to accompany the policies, and procedures to regulate external research in the district.

• Publication of District Statistical Handbook* (Nick Novak)
• Evaluation of Title I* (Marj Willeke)
• Evaluation of Even Start* (Marj Willeke)
• Multicultural Education Program* (Nick Novak)
• Evaluation of Inclusive Practices Grant (Marj Willeke)
• Development of Outcome Measures for Elementary Counseling (Bob Reineke)
• Evaluation of Reading Recovery* (Bill Walker)
• Evaluation of Early Childhood Education Grant (Bob Reineke)
• Evaluation of School to Work (Bill Walker)
• Evaluation of Grant to Improve Instructional Skills of First-Year Teachers (Bill Walker)
• Development of Graduation Proficiency Demonstrations (Leslie Lukin)
• Evaluation of Library Power Grant (Marj Willeke)
• Followup Study of 1993 LPS Graduates* (Bill Walker)
• Climate Assessment* (Bill Walker)
• Improving Classroom Assessment Practices Grant (Leslie Lukin)
• Administration of District Assessment Program (Nick Novak)

• Evaluation of Multicultural Education Programs
• Applications for Geographic Information Systems
  
  
  

Jim DeGracie, Director of Research and Evaluation 549 North Strapley Drive Mesa, Arizona 85203
Telephone Number: (602) 898-7771	Fax Number: (602) 890-7342	E-Mail Address: jsdegrac@mesa.k12.az.us

The battle over state assessment continues. The state performance assessment was pulled two years ago after it had been administered for two years. The state superintendent has had community committees working on the new standards and performance assessment instruments since that time. It should be pilot tested this coming school year. In the mean time the governor has instituted standardized testing grades 3 through 12.

We are again under attack by the arch-conservatives. This is even worse than the 1970's -- they are more knowledgeable and organized thanks to the Internet. Did you know that "higher order thinking skills" is a bad word or words. It's asking the children to question their parents. When my children questioned me I did not consider that they were using "higher order thinking skills."

We compiled a document of facts and figures concerning K-12 education which can be used to answer those questions our district is asked continually by not only the press but also concerned citizens, especially those on the right. We have put it in a format with supporting data and dates so it can be updated continually. We are soliciting suggestions for how we can share it with other departments. Facts & Figures Concerning K-12 Public Education, January 1997

Incentive compensation is also keeping us busy. We help schools set academic and quality service goals and help departments set work process and quality service goals. We then administer parent, student and staff surveys to determine quality service goal achievement. Since districtwide incentives ($200) and school/dept. incentives (up to $550 + 1% of salary) are dependent upon this, this has become high stakes for us.

We have attempted to combine all of our testing results into one document that is reader friendly to the person on the street. MPS testing Program Annual Report 1995-96, September 1996

Evaluation of drug prevention programs, e.g. DARE

Robert Tobias, Executive Director Assessment and Accountability 110 Livingston Street, Room 728 Brooklyn, New York 11201
Telephone Number: (718) 935-3767	Fax Number: (718) 935-5490	E-Mail Address: -----

• Issued School Report Cards for each of more than 1,100 schools, with copies distributed to parents.

• Implemented an integrated reading/writing performance assessment in language arts to 70,000 students each in grades 4 and 6.

• Instituted a School Quality Review program as a combined self- and external- evaluation process.
  
  
  

• Adaptation of New Standards performance standards in English language arts as part of an initiative to institutionalize standards-based education over the next five years.

• Implementation of multi-component assessment systems, including performance assessments, aligned with adapted performance standards.*

• Development of "level playing analyses" that compare the achievement test scores of each school to those of similar schools.
  
  

All of the above.

John Jorgensen, Coordinator, Research 3215 Cuming Street Omaha, Nebraska 68131-2024
Telephone Number: (402) 557-2080	Fax Number: (402) 557-2049	E-Mail Address: -----

Assisted in preliminary research for a possible in-depth study of the current desegregation plan, including a nationwide survey of districts, analysis of current demographics, and the development and proposal of a study committee structure.

Provided data for the Office of Civil Rights Profile, Assessment, and Resolution (PAR) Reviews in the areas of English-as-a-Second-Language, Discipline, and Alternative Schools, in addition to the preparation of the biannual OCR Compliance Report.

Disaggregated standardized achievement test data by race and socioeconomic status using regression analysis as a means to identify predicted and actual scores of individual schools. This was done for purposes of improving instruction and learning through identification of specific areas not meeting predictions.

Continued implementation and coordination of Project EXCELS, in conjunction with School Improvement Plans and North Central Association requirements.

Developed and produced the new Omaha and Vicinity school district map with the assistance of the City Planning Department.

Prepared and compiled analytic and comparative data for salary and benefit negotiations, state aid formula applications, staffing, budgets, demographics, land use, the Transportation Task Force and other requests for information.

Compiled and published annual statistical documents and reports for the district.*

Reconfigured the 1996-97 school calendar and drafted calendar proposals for years 1997 through 2000.*

Developed recommendations and educational specifications concerning construction of a new elementary school.*

Financial alternatives for dealing with an impending statewide cap on tax levies.

Restructuring of the Management Information System (MIS) role of the Research Division to reduce the time required for response to internal/external requests.

Studies on districts with restructured or dismantled desegregation plans in the areas of re-segregation, achievement, parent involvement, etc.

Lee Baldwin, Senior Director P. O. Box 271 Orlando, Florida 32802
Telephone Number: (407) 317-3201	Fax Number: (407) 317-3253	E-Mail Address: -----

• We have developed district benchmarks and criterion-referenced tests in reading and math.

• We are trying to manage new initiatives such as new statewide assessments, increased accountability, new charter school legislation, and choice legislation.
  
  
  
  
  

• Criterion-referenced assessment development

• Bilingual/ESOL programs

• Leadership characteristics desired by community for a new superintendent*

• 4 X 4 block scheduling*

• Impact of technology*

• DARE*

• Literary initiatives
  
  

• Accountability with charter schools

• Setting and assessing standards

• Literacy in poor schools/communities
  
  

Dr. Mardel R. Kolls, Director of Research and Evaluation 1830 Nogales Street Rowland Heights, California 91748
Telephone Number: (818) 854-8338	Fax Number: (818) 854-8522	E-Mail Address: mkolls@mail.rowland.k12.ca.us

• Grade 1 class size reduction evaluation plan for reporting results to the state.

• Title I Literacy Model - K-2 data collection and reporting for progress toward national goal "Everyone reads by grade 3".

• Test selection process under AB 265 state guidelines for standards reporting.
  
  
  

• Title I Literacy Model*

• Title I Program Improvement Plan (multiple measures)*

• Test Selection Review Process (materials available)

• Grade 1 Class Size Reduction Evaluation Report (report available July 1)

• Standards-Content and Performance
  

• Class size reduction studies

• New models for parent surveys/polls.

• Models for successful parent involvement with Hispanic communities.
  
  

Robert E. Rachor, Coordinator Department of Research and Data Analysis 420 E. Manhattan Blvd. Toledo, Ohio 43608-1267
Telephone Number: (419) 729-8489	Fax Number: (419) 729-8425	E-Mail Address: rrachor@utoledo02.utoledo.edu

• Identified high and low achieving schools using regression with free/reduced lunch percentages as predictor variable and state proficiency tests as dependent variable. Multiple test administrations were used to identify schools.

• Developing building level profiles to be used in school improvement process.
  
  
  
  

• Historical summaries of building performance (% passing, scale score distribution and outcomes passing rates) on Ohio Fourth, Sixth and Ninth Grade Proficiency Test.

• Presentations in individual buildings on building summaries of student performance on proficiency tests.

• District annual report

• Annual high school graduate follow-up survey

• Building and district enrollment projections
  
  
  

• Building level profiles

• Projecting kindergarten enrollment

• Research based information on recommended sizes for middle school buildings
  
  
  

Nancy Baenen, Director of Evaluation Karen Banks, Assistant Superintendent for Evaluation and Research 3600 Wake Forest Road P. O. Box 28041 Raleigh, North Carolina 27611-8041
Telephone Number: (919) 850-1903 (Nancy) (919) 850-1863 (Karen)	Fax Number: (919) 850-1861	E-Mail Address: eval@mindspring.com (Nancy) kebanks@ga.unc.edu (Karen)

• National benchmarks

• Graduate Follow-up Survey

• Alternative school evaluation
  

• National benchmarks
• New school improvement model
• State of the system newsletter*
• Student support teams in schools (IP)*
• High school student survey*
• Graduate follow-up survey
• Achievement analyses*
• Generic evaluation: Self-assessment form plus generic computer output
• Writing assessment training
• Alternative school evaluation
• Magnet evaluation (including alternative assessment)*
  

• Alternative school evaluations
• Performance assessment
• Role other E&R office's play in writing assessment training
• Student or graduate survey results and items
• Benchmarks and criteria used for evaluating program and system success
  
  

Robert Rodowsky, Executive Director, Research and Planning 3332 Newburg Road Louisville, Kentucky 40218
Telephone Number: (502) 485-3036	Fax Number: (502) 485-6255	E-Mail Address: rrodosk1@vhc2.jefferson.k12.ky.us

• Continued to expand our Early Childhood Program to serve greater numbers of 3 and 4 year olds and a districtwide curriculum.

• Created 8 Parent Resource Centers to help parents and students in the selection of their schools.

• Initiated a Quality Management approach within the District.
  
  
  
  

Michael Kozlow, Chief Research and Assessment Officer 5050 Yonge Street North York, Ontario, Canada M2N 5N8
Telephone Number: (416) 395-8135	Fax Number: (416) 395-8346	E-Mail Address: -----

• Completed a review of Special Education (Learning Disabilities) across all grade levels (report available in June, 1997).

• Assessment results in mathematics and writing continue to improve (Math in Grades 4, 6, 8, and 10. Writing in Grades 3, 5, 7, and 9.)

• Completed teacher, student and parent perception surveys in all secondary schools and school reviews in ten secondary schools (report available).
  

• We are piloting a new school self-review process. All middle-level schools will conduct the self-review in 1997-98.

• Continuing to produce annual school profiles.*

• We have developed a new writing assessment to be administered to all students in Grades 5, 7 and 9 (April 1997). Report on student writing collected in 1995 is available*.

• We are piloting a performance-based assessment for Grade 8 math along with five other Boards in the Assessment and Training Consortium.

• We are developing workshops for principals for using and communicating results for the Grade 3 provincial assessment (with the Assessment and Training Consortium).

• We are developing a performance based assessment unit for Grade 9 Science along with the other Metro Boards.

• Performance-based assessments in Science at the Junior High School level.

• School Self Reviews
  
  
  

Ken O'Connor, Acting Research Director 140 Borough Drive Scarborough, Ontario Canada M1E 1N4
Telephone Number: (416) 396-7521	Fax Number: (416) 396-4856	E-Mail Address: kenoconnor@sbe.scabe.on.ca

• Dropout rate continues to fall

• Great success of zero tolerance policy on violence/weapons
  
  
  
  
  

Board wide assessment of grade 12 mathematics (Clara Ho)

Reading Recovery (Jiemei Li/Denyse Gregory)

School Profiles/School Review (B.U. Baird/ Marilyn Hale)