arkansas leadership academy offices purpose of school support the arkansas leadership academy school...
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The Arkansas Leadership Academy
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Arkansas Leadership Academy Offices
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Purpose of School Support
The Arkansas Leadership Academy School Support Program, in collaboration with the Arkansas Department of Education, provides support for a minimum of three consecutive school years to applicable schools or school districts in School Improvement.
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Objectives of the Arkansas Leadership Academy School Support Program
• Build the leadership capacity of the school and district personnel;
• Train a diverse school leadership team, including, but not limited to, the superintendent/designee, school principal, and teachers;
• Provide a cadre of highly experienced, trained capacity building leaders to work in the school on a regular basis;
• Visit the school at least weekly to facilitate leadership activities and provide follow-up on professional development implementation;
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• Work with the school, school district staff, school board members, parents, community members, and other stakeholders as necessary to provide a comprehensive support network;
• Work with the school board for at least 9 hours annually to establish goals for the school district and engage in strategic planning to meet district goals;
• Engage the community to gather input concerning strengths, weaknesses, opportunities, and barriers within the school/district
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Who Works in the Schools?
5 Full-time Capacity Builders
1 Half-time Capacity Builder
3 Partial-time Capacity Builders
Specialty Area Consultants
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How has the Arkansas Leadership Academy School Support Program grown?
2009• 7 Elementary Schools• 4 Middle Schools• 6 High Schools• Total schools = 17 schools
2010• 7 Elementary Schools• 4 Middle Schools• 11 High Schools• Total = 22 schools
2011• 5 Elementary Schools• 6 Middle Schools• 14 High Schools• Total schools = 25 schools
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Where are School Support Program Schools located?
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School Support Program Outcomes
What are the outcomes of our work with teachers, leaders, and
students?
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Leadership Efficacy
SSP initial focus is on building leadership capacity—hypothesize that as leadership capacity increases, leadership efficacy will increase. Measuring:• Management Efficacy• Instructional Leadership Efficacy• Moral Leadership Efficacy
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Principals in SSP for their 3rd year had significantly higher instructional & moral leadership efficacy than those just starting with SSP.
Principals' Management Efficacy Principals' Instructional Leadership Efficacy Principals' Moral Leadership Efficacy1
1.5
2
2.5
3
3.5
4
4.5
5
5.5
6
6.5
7
7.5
8
8.5
9
5.94
6.486.96
6.5
7.217.56
6.75
7.47 7.57
Leadership Efficacy for Principals
Cohort 3 Cohort 2 Cohort 1
Mea
n Sc
ore
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Cohort 1: 2009 to 2010 AYP Improvements in Initial Year
• 57% of schools moved to their first or second year of achieving standards.
• SSP schools doubled the number of groups meeting AYP from 2009 to 2010.
Post-appeals 2011 AYP results were not available at the time this report was compiled.
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Substantial gains in proficient/advanced students the first year of SSP coupled with reducing the percentage of student most at risk (Below Basic).
2009
2010
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
14.7
11.1
36.7
32.8
37.2
41.1
11.3
15
SSP Schools' Literacy Performance 2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
Perc
ent P
rofic
ient
/Adv
ance
d
Results from Year 1 of SSP
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2010
2011
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
10.4
9.9
32.7
32.3
42.5
41.7
14.5
16.1
SSP Schools' Literacy Performance 2010-2011
1-Below Basic 2-Basic 3-Proficient 4-Advanced
Perc
ent P
rofic
ient
/Adv
ance
d
Results from Year 2 of SSP
Gains in advanced students the second year of SSP coupled with reducing the percentage of students most at risk (Below Basic). Year 2 includes addition of 1 elementary, 2 middle and 6 high schools.
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Results from Year 1 of SSP
2009
2010
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
19.8
18
29.4
25.8
35.3
35.5
15.5
20.7
SSP Schools' Math Performance 2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
Perc
ent P
rofic
ient
/Adv
ance
d
Substantial gains in proficient/advanced students the first year of SSP coupled with reducing the percentage of student most at risk (Below Basic).
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Year 2 results for SSP schools for math exhibit modest increases in proficient and advanced students.
2010
2011
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
17.1
15.5
24.6
24.7
37.6
38.7
20.7
21.1
SSP Schools' Math Performance 2010-2011
1-Below Basic 2-Basic 3-Proficient 4-Advanced
Perc
ent P
rofic
ient
/Adv
ance
d
Results from Year 2 of SSP
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Progress on achievemen
t gaps—greater gains in
literacy for African
American students in
Year 1.
2009 (N = 1562)
2010 (N = 1526)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
19.9
14.1
44
39.6
29
36.1
7
10.2
Total Literacy African AmericansPerformance for SSP Schools
2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
2009 (N = 914)
2010 (N = 819)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
8.8
5.7
26.5
22.1
47.3
49.8
17.5
22.3
Total Literacy WhitePerformance for SSP Schools
2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
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2009 (N = 1966)
2010 (N = 1854)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
27.4
23.7
33.1
29.9
29.5
32.4
10.1
14
Total Math African AmericansPerformance for SSP Schools
2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
2009 (N = 1124)
2010 (N = 1052)
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
9.5
9.8
24.2
21.1
43.2
40.4
23
28.7
Total Math WhitePerformance for SSP 2Schools
2009-2010
1-Below Basic 2-Basic 3-Proficient 4-Advanced
Progress on achievemen
t gaps—greater gains in math for African
American students in
Year 1.
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Summary of Results for SSP Years 1 and 2
• Substantial improvements for schools during year 1 for literacy and math.
• Continued, more modest improvements in Year 2.– Added more schools including 6 high schools
• Narrowed achievement gaps in general• Leaders in SSP have higher efficacy for
instructional and moral leadership after 2 years compared to leaders just beginning SSP.