|Madison Metropolitan School District
Art Rainwater, Superintendent
|BOARD OF EDUCATION
Minutes for Performance and Achievement
November 1, 2004
|Doyle Administration Building
545 West Dayton Street, Room 103
Performance and Achievement Committee meeting was called to order by Chair Juan José López at 5:02 p.m.
MEMBERS PRESENT: Bill Clingan, Juan José López, Shwaw Vang
MEMBERS ABSENT: None
OTHER BOARD MEMBERS PRESENT: Carol Carstensen, Bill Keys, Ruth Robarts
PRESENT: Oliver Kiefer
STAFF PRESENT: Jane Belmore, Valencia Douglas, Mary Gulbrandsen, Kurt Kiefer, Roger Price, Joe Quick, Art Rainwater, Mary Ramberg, Barbara Lehman Recording Secretary
1. Approval of Minutes
It was moved by Bill Clingan and seconded by Shwaw Vang to approve the minutes of the Performance and Achievement Committee dated October 18, 2004 as distributed. Motion unanimously carried.
2. Public Appearances
There were no public appearances.
There were no announcements.
Items 4 and 5 were taken up together.
4. Wisconsin Knowledge and Concepts Examinations (WKCE)
5. No Child Left Behind Act (NCLB)
Mary Ramberg, Director of Teaching and Learning, explained that the WKCEs cover reading, language arts, mathematics, social studies, and science. They are given in November to 4th, 8th, and 11th graders. Next year the district will be giving the exams to 3rd, 4th, 5th, 6th, 7th, 8th, and 10th graders. Grades 3, 5, 6, and 7 will be taking only mathematics and reading exams. The tests have been aligned to the Wisconsin Model Academic Standards, which is very critical due to the high-stakes nature of the tests. Testing time is 7.5 hours spread across several days.
Kurt Kiefer, Director of Research and Evaluation, gave a Power Point presentation entitled, "WKCE Assessment: Implementation, Implications, and the Future" dated May 2004 (a copy is attached to the original of these minutes).
Highlights --- NCLB accountability requires more testing (comparisons were given about what the District currently tests and what the Elementary/Secondary Education Act (ESEA) requires). Much of the presentation covered how Adequate Yearly Progress (AYP) is determined according to four major criteria: 1) test participation; 2) other indicators, i.e., attendance rate for elementary and middle school and graduation rate for high school; 3) reading; and 4) math. Also covered were AYP changes and what happens if AYP is not met.
Discussion: The cost of the series of actions for not making AYP may have a cost cap. School districts' money and space issues are not taken into account under the NCLB act. State pays for most mandated testing; District spends 1-2 percent on districtwide assessments. These assessments are accountability tools, not instructional tools. Some states are doing portfolios.
FOLLOW UP: Send an electronic copy of the Power Point presentation to the Board. Provide a list of those schools around the state that are in different phases of not making AYP.
6. Madison School District's School Improvement Planning (SIP) Process
(Packets included a background memorandum from the Superintendent (10/28/04). A copy is attached to the original of these minutes.)
Jane Belmore, Assistant Superintendent for Elementary Schools, and Valencia Douglas, Assistant Superintendent for Secondary Schools, presented a detailed Power Point presentation on the SIP process (a copy of the presentation is attached to the original of these minutes). Ms. Belmore referenced the memorandum included in the packet that gave a brief history of the process in the MMSD and also referred to a link on the District's intranet. Highlights --- how change occurs, the importance of planning, and how the organizational structures of the MMSD support planning and change.
Discussion: School interventions become more directed from the central office but are not punitive and work through the lens of race and equity. Other ways the message gets out, e.g., principals to PTO groups, school newsletters, and the student achievement process, etc. Every attempt is made to plan everything and leave nothing to chance. All different pieces come together in the SIP process. Student involvement comes through climate surveys and other ways. SIP is a continuous, evolving process. Specific SIP plans are on file in the Office of the Board Secretary. The SIP cycle was provided identifying by school where in the process they are and how they start all over again at the end of the fifth year. If there is a leadership change at a school during the process, the SIP allows the school to remain focused and the Assistant Superintendents support the principal. Much learning goes on between and among schools. The Assistant Superintendents have built a collaborative culture with the principals and are serious about system wide change and not creating "lighthouse" schools.
FOLLOW UP: Send an electronic copy of the presentation to the Board.
7. Other Business
It was moved by Shwaw Vang and seconded by Bill Clingan to adjourn the meeting at 7:46 p.m. Motion unanimously carried.