| Appendix A: List of Documents Examined | Appendix B: Levels of Achievement |
| Appendix C: Formula for Computing Teacher Absence Index (TAI) | Appendix D: School Accountability Program: Model Form |
| Appendix E: Suggested Language for School Board Policies Related to School Effectiveness | |
| Previous Section: Effectiveness Levels |  |
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APPENDIX A: LIST OF DOCUMENTS EXAMINED
APPENDIX B: LEVELS OF ACHIEVEMENT
There are different levels of achievement - from minimum to absolute. Depending on where a school/school department begins, it ought to work to achieve higher levels, unless it already is at the absolute level. In most human activities, there are four levels of achievement:
1. Basic or Minimum Achievement
Basic levels are the minimum levels which will be accepted, below which adverse action will occur, and below which performance is not acceptable. Minimum levels for schools are usually established:
In some areas, minimum levels may be established by accreditation agencies. Often basic levels deal with books, certification, adequate space and personnel, curriculum guides, philosophy, etc. To meet basic levels of achievement only is to be minimally effective.
2. Normative Achievement:
Normative achievement levels are those levels achieved by the average of a group. This level of achievement places a school at the center of a group of mean-matched schools. Being average is not generally considered an excellent position.
3. Effective Achievement:
Effective achievement levels (or "Effectiveness Levels") are those levels achieved by schools which are one standard deviation above normative levels. They are usually achieved by 15-20 percent of the group. Being one standard deviation above the mean of a population is considered to be effective. If at this level, a school is doing extremely well - a level reached by 20-25 percent of schools in a mean-matched group of schools.
4. Absolute Achievement:
Absolute achievement levels mean being the best in any category. Only one or a few schools attain absolute achievement levels. Absolute levels are extremely difficult to achieve, but there are always a few who do. Having 100 percent average daily attendance, for example, is achievement of an absolute level.
APPENDIX C: FORMULA FOR COMPUTING TEACHER ABSENCE INDEX (TAI)
The formula for computing the Teacher Absence Index (TAI) of teachers is as follows:
where: A = the total days of absence of all teachers during the entire school year, B = the total days of absence of all teachers during the year which were composed of periods of five or more days of consecutive absence, C = the number of days of absence which were school-related and approved for all teachers during the entire year, and D = the total number of teachers.
APPENDIX D: SCHOOL ACCOUNTABILITY PROGRAM MODEL
Accountability Program for Monitoring Specific School Improvement Objectives
Policy base: Policy requiring superintendent of schools to establish accountability for achieving school improvement objectives. School improvement objectives are to be established against effectiveness levels and the school's database.
School Improvement Objectives: (samples)
Critical Dates:
Activity Accomplished:
[date] Report reviewed by School Board
[date] School improvement plan developed
[date] Review of progress
[date] Review of progress
[date] Evaluation of school improvement
[date] Report to School Board
Products required:
School improvement objectives related to effectiveness levels over a 3-year period.
Analysis of pre-post student attendance data.
Final report to the school board and the community.
Dissemination required:
School improvement objectives to appropriate persons/groups.
Data analysis to appropriate persons/groups.
School board report to appropriate persons/groups.
APPENDIX E: SUGGESTED LANGUAGE FOR SCHOOL COMMITTEE POLICIES
RELATED TO SCHOOL EFFECTIVENESS
Exeter School, Exeter Region Cooperative District--SAU 16
As the Board of Education of the Exeter Region Cooperative School District continues ongoing reviews of existing policy, the SchoolMatch Audit team recommends that the Board consider using or adapting the following suggested language for policies which need to be strengthened or adopted. These suggested policies are grounded in effective school research and have been developed by SchoolMatch auditors, based on expertise and the consultation of reference materials, state Board of Education policy guidelines, and School Board policy manuals from effective school systems around the country.
Contained here are model policies for each of the 26 areas examined for effective policies by SchoolMatch auditors. In Exeter Region Cooperative School District, several policies related to effectiveness are in place (see Section II). Areas in which the Audit team believes policies need to be strengthened or developed are noted with an asterisk (*).
1. Instructional Objectives
It is the policy of the District to establish long-range instructional objectives which shall be annualized. There will be three to five year appropriate annual targets.
* 2. Homework
Homework, as long as it is properly designed, carefully planned and geared to the development of the individual student, meets a real need and has a definite place in the educational program. Homework is not used for disciplinary purposes. The extent and type of homework given is decided by the classroom teacher within the framework of specific instructional plans.
Homework is assigned to help the student become more self-reliant, learn to work independently, improve the skills that have been developed and complete certain projects such as the reading of worthwhile books and the preparation of research papers. Home study assignments also afford a way for parents to acquaint themselves with the school program and their own children's educational progress.
3. Care of School Property
It is the policy of the school District to inventory all school properties and update the inventory on an annual basis, and to account for deletions and additions.
4. Superintendent Authority Over School Personnel
It is the policy of the Board of Education that the Superintendent of Schools shall have sole responsibility for the employment, placement, transfer and termination of employees within provisions of state laws and federal regulations.
* 5. Staff Development
All staff will receive appropriate staff development for all new programs introduced in the District. In addition, staff will be involved in decision-making to determine the areas of the school program in which they desire or need additional training.
6. Personnel Evaluation
A determination of the efficiency and effectiveness of the professional and support staffs is a critical factor in the overall operation of the District. An ongoing evaluation program is implemented to provide a record of service, to provide objective evidence for employment and personnel decisions and to promote the improvement of instruction as part of the goals of the District. Procedures used in the evaluation process are subject to Board approval or in accordance with the negotiated agreement. Complete and appropriate evaluation records are maintained.
* 7. School-site Management
It is the policy of the School Board that the Superintendent of Schools establish school-based decision making in the District and that school site management operate within the limits of budget controls, Board policies, professional ethics and the requirements of law. Decentralization shall be accompanied with school unit accountability measures. The Superintendent shall provide a yearly report on the degree to which school- based decision-making is contributing to enhanced school results and management efficiency.
8. Policy on Periodic Reporting of Student Performance Data
It is the policy of the Board of Education that teachers provide a rigorous program of instruction and evaluation, including homework, and that all school personnel shall maintain high expectations for all students. Pupil performance data shall be a high priority for all schools. It is the policy of the Board of Education to periodically report pupil performance data to parents (guardians) and to the community.
9. School Rules and Regulations
The Board reviews regulations developed by the administration to implement policy.
The Board revises or nullifies such regulations only when they are inconsistent with policies developed by the Board or when they are not in the best interest of the District.
The Board's approval of regulations is accomplished by the same procedures established for the adoption of policies.
Before issuance, Districtwide regulations are properly titled and coded as appropriate to subject and in conformance with the codification system selected by the Board. Those officially approved by the Board are so marked; all others appearing in the manual are considered approved, provided they are in accordance with the accompanying Board policy.
10. Public Involvement in School Affairs
Community participation in the schools is essential to promote and maintain the quality of education for all students. In addition to electing fellow citizens to represent them on
the school board, all citizens may express ideas, concerns and judgments about the schools to the administration, to the staff, to any appointed advisory bodies to the Board. Ideas should be expressed to the responsible individual in an appropriate fashion. Residents may be invited by the Board to act as advisors, individually and in groups. The Board and the staff should give consideration to the advice they receive from such advisors. Final authority for all decisions rests with the Board.
* 11. Parent Participation in School Governance
The Board of Education recognizes that a child’s education is a responsibility shared by the school and family, and believes that parent participation in the schools is of primary importance. The Board agrees that to effectively educate all students, school personnel and parents must work together as knowledgeable partners. It is the policy of The Board of Education that each school will provide structures for parents and community members to be involved in specific school-level shared decision-making activities. These activities are not restricted to, but may include, the following:
* 12. School Unit Accountability
It is the policy of the Board that the Superintendent of Schools establish an individual school accountability program. Guidelines for the accountability program shall be developed by the Superintendent, and each school shall utilize school databases to
establish effectiveness levels to be achieved, the time period over which effectiveness levels are to be attained and the method by which these levels will be measured. Yearly reports of progress shall be made. Principals shall be trained in understanding school demographics, school effectiveness levels, and strategies for improving school results.
The attainment of school effectiveness levels shall be a portion of the evaluation of the principal's performance.
13. Superintendent/Principal Leadership
It is the policy of the Board that the Superintendent and Principal shall have the responsibility and authority to select, provide supervision, and evaluate all staff members who report to them, to the extent provided under state laws and federal regulations.
14. Separation of Policy-making and Administration/Methodology
The Board of Education believes that the legislation of policies is the most important function of a school board and that the execution of the policies should be the function of the superintendent and staff. Board policies should be broad statements of general direction and accountability with authority delegated to the superintendent for implementation.
Therefore, the superintendent shall have the authority for the execution of Board policies, the operation of the internal system designed to serve the school program, and for keeping the Board informed about school operations.
* 15. High Expectations of Staff and Students
The Board encourages students and staff to set high expectations for themselves. The Board further encourages students and staff to celebrate their achievements, once accomplished.
16. Curriculum and Content Equity
It is the policy of the District to provide equal opportunity to students and staff in selecting courses and assuring that the curriculum and content be free of racial and gender bias.
17. Monitoring Student Performance
The Board has established high student achievement as an important student priority. Student performance shall be monitored using systematic procedures to measure student
achievement. Such procedures document achievement in specific areas, establish need for instructional improvement and develop priorities for the allocation of resources. Reports on student performance shall be presented to the Board and to parents on a regular basis.
18. Public Reporting of Student Performance Data
It is the policy of the Board of Education that teachers provide a rigorous program of instruction and evaluation, including homework, and that all school personnel shall maintain high expectations for all students. Pupil performance data shall be a high priority for all schools. It is the policy of the Board of Education to periodically report pupil performance data to parents (guardians) and to the community. The superintendent shall make available to the public, on a regular basis, the results of student assessment at the school level and the District level.
* 19. Recognition of Outstanding Performance by Students (and Staff)
The Board recognizes that from time to time staff and students set themselves apart by outstanding performance and/or achievement. The Board directs the Superintendent to call attention with appropriate recognition, including financial incentives, to those accomplishments on an ongoing basis.
20. Community Partnerships
It is the policy of the school District to establish community partnerships which support the educational efforts of the school District. Such partnerships shall be approved by the principals of the schools in which they are established and shall be presented to the school board for information purposes.
* 21. School Climate
The Board recognizes the importance of school climate for engaging students in quality work and in establishing a climate conducive to optimal student learning. School climate includes such elements as student respect for the physical plant, strong parent and community involvement, and positive staff and student morale. The Board directs the Superintendent to address school climate and measure school climate in the respective buildings on a periodic basis.
* 22. School Standards
It is the policy of the District that the Superintendent establish school improvement plans for each school based on individual school demographics and current individual school results in student achievement. Each principal shall maintain a school database to be used for developing school improvement plans.
23. School Volunteers
The Board believes one of the greatest resources available may be found in the citizens of the community who have special knowledge and talents to contribute to the District. The use of citizens as volunteers within the school program enhances the educational process not only for students but also for the community as well. Volunteers may provide additional support in the classroom, promote community-school cooperation in facilitating the learning process and provide for individuals who have expertise in various areas to be used as resource persons.
Recruitment and selection of volunteers is done at the local building level. Interested individuals should contact the building principals or his/her designee. The interest and abilities of the volunteers are to be considered when making assignments.
All volunteers shall be registered with the District office and at the appropriate building. Standard procedures for record keeping include hours contributed by various volunteers, types of services or donations made and an application kept on file at the local school for any volunteer who works directly with students, especially in tutorial relationships.
Volunteers who work directly with students may be required to have a criminal record check.
24. Equal Opportunity Employment
The District provides equal opportunities for employment, retention and advancement of all personnel.
This Board encourages all personnel to assist in the accomplishment of this goal through their personal commitment to the concept of equal opportunity for all personnel regardless of race, color, national origin, citizenship status, religion, sex, economic status, age or disability.
* 25. Data-based Decision-making
The Board has established high student achievement as an important student priority. Student achievement data shall be used to establish District goals as well as school-by-school achievement objectives. Achievement data shall also be used for planning and allocation of resources. Annual and long-range plans shall be developed on the basis of databases which will include school, local, state and federal data.
* 26. Access to Computers and Other Technology for All Students
The Board of Education directs the Superintendent to develop a technology plan that includes provision of appropriate computer laboratories, allocations for classroom technology, transportation to and from computer lab facilities, a resource of "check-out" computers and software for use by students off-site (particularly by students who qualify for free and reduced price lunch), and adequate technical support and training for staff.