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School Board Development Services-Agenda

School Board Development Services

Public textbook review is a legal requirement outlined in the state’s textbook adoption process. In addition to the evaluation forms, interested parties may offer verbal testimony on Sept. 2, when the advisory committee meets before making its recommendations to the State Board of Education.

Public review ends Sept. 1 and evaluation forms will be available at each review site. All public evaluations will be presented for consideration at the Textbook Advisory Council’s Sept. 2 meeting. Approved textbooks are adopted for use in schools for a six-year cycle.

More information on IDOE’s Textbook Adoption can be found here: www.doe.in.gov/opd/textbook/.

WHAT: Regional Public Textbook Review Sites
WHEN: July 21, 2010-Sept. 2, 2010
WHERE: Regional review sites are listed in the attached document.

“This is a great opportunity to study and strengthen the entire network of educational services we provide students—from childhood to adulthood,” Superintendent of Public Instruction Dr. Tony Bennett said. “We want all students not only to graduate from high school but also to complete college or a workforce certification program.”

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“This report supports my belief that more dollars should be directed to Indiana’s classrooms where they can benefit students most,” said Bennett. “I encourage school board members, administrators, teachers, and citizens across the state to closely examine the way dollars are currently allocated and evaluate whether their budgets truly put student first. I will only be satisfied once we have driven every possible dollar toward increasing student achievement and success.

“While this year’s ratio is comparable to that of prior years, Indiana is still falling behind the national average, and I know our schools can do better. I challenge all school districts to not only meet the national average but to push more dollars to our students’ classrooms than any other state.”

In 2009, the Indiana General Assembly called for the State Budget Agency to review potential savings realized by school corporations and public universities moving to the state’s health plans. The state contracted with Mercer Heath and Benefits to perform the review.

“These striking results should encourage schools across the state to consider moving to the state insurance plans — because doing so could save thousands of teachers’ jobs,” said Superintendent of Public Instruction Dr. Tony Bennett. “This tool was one option listed on the Citizen’s Checklist we offered to schools in January to help school leaders find ways to trim budgets without laying off great teachers, and this study reinforces my belief that schools can find creative ways to save money without sacrificing the quality of education they provide Indiana’s students.”

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“Nate Schnellenberger and ISTA’s support for the TAP system shows the organization values meaningful teacher and administrator evaluations that encourage targeted professional development as well as improved student instruction and learning,” Bennett said. “Implementing a performance-based compensation program, like TAP, is a primary goal of mine—one I believe is absolutely crucial to improving student achievement and ensuring students leave school prepared to enter college or the workforce. I am encouraged by ISTA’s change of heart and happy to receive their support. I look forward to working with ISTA to bring programs like TAP to every Indiana school.”

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“Schools most in need of dramatic improvement were given this opportunity to commit to transformational change that benefits students,” Superintendent of Public Instruction Dr. Tony Bennett said. “These four schools developed plans detailing bold and innovative approaches to improve student achievement and take responsibility for performance. I am confident if we raise the expectations for these four schools, they will rise to that challenge. Likewise, with improved instruction, I know students in these schools can succeed academically and in life.”

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“Schools most in need of dramatic improvement were given this opportunity to commit to transformational change that benefits students,” Superintendent of Public Instruction Dr. Tony Bennett said. “These four schools developed plans detailing bold and innovative approaches to improve student achievement and take responsibility for performance. I am confident if we raise the expectations for these four schools, they will rise to that challenge. Likewise, with improved instruction, I know students in these schools can succeed academically and in life.”

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Superintendent of Public Instruction Dr. Tony Bennett released the 2010 Indiana Statewide Testing for Education Progress-Plus (ISTEP+) results today, and students across the state made significant gains. Results show 81 percent of public schools increased the percentage of students passing both the English/language arts and Mathematics portions of the ISTEP+. The assessment resulted in statewide pass rates of 74 percent in English/language arts, 76 percent in Mathematics, 67 percent in Science and 65 percent in Social Studies.

“Achieving increases of 4 to 6 percent across the board for students in a majority of Hoosier schools is a tremendous step forward, and I extend sincere congratulations to all of our high-performing and improving schools for their hard work and tenacity,” said Bennett. “I am excited to see these gains across the state and am very optimistic that students will continue on this path to excellence. Our goal is that 90 percent of the state’s students are passing both the Math and English/language arts portions of the ISTEP+ by 2012, and I believe our teachers, parents, and communities will help Indiana’s students rise to the occasion.”

Given the Indiana Department of Education’s (IDOE) emphasis on demonstrating and communicating growth data, the department took a close look at schools achieving large gains in the percent of students passing.

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WHO:
State Superintendent of Public Instruction Dr. Tony Bennett

WHAT:
Release of the 2010 Spring ISTEP+ Scores

WHEN:
Wednesday, June 16, 2010 at 11:00 a.m.

WHERE:
Superintendent’s Office, Statehouse, Room 228

***Scores are currently available under embargo for members of the media. If you did not receive this data and would like to review the scores prior to the press conference, please contact Lauren Auld at lauld@doe.in.gov.

Dr. Long traveled to China in April 2009 with seven other superintendents and principals from Indiana and eight administrators from Massachusetts on a trip sponsored by the China Exchange Initiative. On the three-week journey, Dr. Long learned about the regimen of the Chinese educational system and taught Chinese educators about the creative elements of the educational system in the U.S.

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The event highlighted IDOE’s plan for creating and promoting a statewide culture of academic excellence where 25 percent of Indiana graduates pass at least one AP exam (score of 3 or higher) or International Baccalaureate exam (score of 4 or higher) or earn at least three semester hours of college credit during their high school years.

“What these schools are doing, what they are achieving, the example they set is about preserving the opportunity for upward mobility in our state and our society. The belief that every single kid, as long as we keep our institutions free, every single kid armed with a great education can go anywhere their initiative and drive will take them,” said Governor Mitch Daniels, who attended today’s event. “And so those schools, those teachers, those principals, those superintendents, those who are doing it as well as these schools are right now, we can’t say enough about you. We can only hope that everyone that is not quite where these schools are right now will take notice.”

The new measure for school-level AP achievement reports the percentage of graduates at each school who pass at least one AP exam at some point during their high school experience. It is an unduplicated measure, meaning students count only once in the formula — regardless of how many exams each student may pass. For schools to increase their percentage rate under this measure, called “Access and Success,” they must encourage more students take and pass AP exams.

“Increased involvement in AP courses has been a priority of this administration since the beginning,” Superintendent of Public Instruction Dr. Tony Bennett said. “I hope schools will take a look at this 25 percent benchmark and start to examine what they need to do to move the needle in their school. There are so many students in Indiana not taking advantage of these rigorous academic opportunities, and we want to encourage them to challenge themselves by enrolling, taking and passing the test.”
Twelve of the schools honored at today’s luncheon hit IDOE’s highest mark by having at least 25 percent of their 2009 graduates pass an AP exam during high school. In addition, IDOE honored four additional schools that exhibited the greatest one-year growth and four more schools that exhibited the highest three-year growth on the new measure.

“These top 12 schools are setting the bar high, and I applaud those AP students and educators for their unwavering commitment to these challenging courses,” Bennett said. “However, I believe it is equally important to highlight the efforts of the eight high-growth schools, as well. These dedicated schools serve as motivation to schools around Indiana. Even if you have not yet hit the 25 percent measure, hard work and outstanding growth will still be recognized.”

Commissioner for Higher Education, Teresa Lubbers and College Board Vice-President, Trevor Packer were also in attendance for today’s event. The College Board sponsored the event and hopes to continue to honor outstanding schools each year.

To view AP participation data for all Indiana high schools, go to: http://www.doe.in.gov/opd/advpla/docs/2009-06_ap_results_v4_for_web_publishing-short.pdf. Please see attached documents for a full list of the schools honored during today’s event.
For pictures from today’s event, go to: http://www.flickr.com/photos/ineducation/sets/72157624065888059/.

“The Opportunity Schools will be some of the first in the state to take advantage of the guidance provided by Indiana’s statewide Reading Framework,” Superintendent of Public Instruction Dr. Tony Bennett said. “We know research-based, intensive reading instruction in the early years is critically important for students to succeed over the course of their education. Even more, implementing the framework in schools across the state is an effective way to support the third-grade reading law passed during the 2010 session.

“The framework will help schools use proven strategies and interventions so that students enter the fourth grade able to read and ready to learn more.”

The schools were selected based on free and reduced lunch population, poverty level, and ISTEP+ English/Language Arts data over three years. Schools were not required to participate; they were invited. Those interested in becoming Opportunity Schools submitted applications expressing support from district- and building-level leadership and committing to professional development for at least 85 percent of school staff this summer.

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• FAQ's about Kindergarten Programs
• FDK General Guidance

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Using virtual-reality animation, Mt. Vernon High School students created a 3-D visualization for Indianapolis Metropolitan Planning Organization (IMPO) as a model for their proposed light-rail system in Indianapolis. Students presented their completed project, which simulates a passenger’s ride on the light-rail train, to the board.

Bennett visited the school in September of 2009 to see the students’ work. “Projects such as this highlight the importance of integrating new technologies into classroom instruction and hands-on learning experiences,” Bennett said. “Mt. Vernon students have the opportunity to participate in real-world learning experiences, connecting them with their community. They deserve to be recognized for their hard work and innovation.”

Mt. Vernon High School is the only high school in the country utilizing VisionDome, which allows viewers to watch virtual-reality 3-D presentations. “It has been a great experience for our students to be involved in solving real-world problems,” said Mt. Vernon Superintendent Dr. Bill Riggs. “And this is just the latest in the series.”

Mt. Vernon students have used the VisionDome equipment in the past to create a 3-D visualization of Hancock Regional Health’s new hospital wing before it was built as well as projects for the towns of Fortville and McCordsville.

For more information on Mt. Vernon High School’s High Tech Academy, go to: http://www.mvcsc.k12.in.us/mvhs/High%20Tech%20Academy/tech2.htm.

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The School Quality Review program is designed to provide schools and their supporters specific, action-focused feedback on what is working well and to identify clear targets for improvement. The review provides a structure to improve academic outcomes in schools so they are no longer in the Academic Probation designation. The Indiana Department of Education engaged Cambridge Education (LLC), an international education consultancy organization, to lead these reviews. Review teams included Indiana educators, community representatives, and IDOE staff members.

“Mathematics and Science education are clear cornerstones to student’s academic success and this funding will allow schools across the state to really move the needle for improved achievement in these subjects,” Superintendent of Public Instruction Dr. Tony Bennett said. “I am confident these grant recipients will push these dollars directly to the classroom where we will hopefully see immediate impact on academic programs.”

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“I received notice yesterday that the Indiana State Teachers Association is unwilling to join me for an open and transparent discussion regarding union support for vital components of Indiana’s Race to the Top application. Without support from the union that represents more than 90 percent of Indiana’s school districts, our application will not be competitively positioned. Therefore, Indiana will not apply for Phase 2 funding.

“Instead, just as today’s students have no time to waste, IDOE will waste no time as we continue our efforts to implement Indiana’s Fast Forward plan without the federal funding. I am hopeful the unions will work with us throughout the implementation process, and I promise to make sure discussions between IDOE and the unions are transparent to all stakeholders.”

2010-04-21 ISTA Letter

Under this new and more coordinated grant process, IDOE will distribute funding to recipients who will provide professional support for special education to schools across the state. Several levels of support will be available based on individual districts' needs.

"Our goal as a department is to make the pathways between resources and students more direct and efficient," Superintendent of Public Instruction Dr. Tony Bennett said. "This revamped method for providing special education services is a more organized way to target schools' individual special education needs, and it's a great example of the ways we're working to streamline every area of education funding and support."

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“In a time when resources are scarce, I am pleased that IDOE can demonstrate the state’s commitment to making a powerful impact on our students’ lives,” said Indiana Superintendent of Public Instruction Tony Bennett. “By creating this position and hiring Shanida, we have filled a long-standing void. I am thrilled to have a staff member focused on recruiting effective teachers who will serve also as role models for Hoosier students, into the classroom.”

As Diversity Coordinator, Sharp-Byrnes will advise the Director of the Office of Educator Licensing and Development on state policy involving diversity in schools. She will focus on recruiting and retaining qualified teachers, lead in the development of achievement gap closure strategies and serve as a resource to the State Board of Education on diversity issues. According to Sharp-Byrnes, public schools are becoming increasingly diverse, while the percentage of educators from underrepresented populations has decreased.

“Early outreach is key to raising student awareness and interest in teaching as a career,” said Sharp-Byrnes. She will work to promote career and scholarship opportunities in the classroom and assist career changers as they complete Indiana’s teacher licensing requirements. She will also work to ensure information regarding outreach and transition to teaching programs will be organized online and available to the public as a resource.

Sharp-Byrnes worked previously as a complaint investigator in IDOE’s Office of Legal Affairs where she analyzed violations of state and federal special education laws. As IDOE’s Exceptional Learners Specialist she monitored school corporation compliance with the Individuals with Disabilities Education Improvement Act and prepared school corporation performance reports for the United States Department of Education. She received her undergraduate degree from the University of Notre Dame and her law degree from the Indiana University Mauer School of Law-Bloomington.

I asked if they could support the idea that every teacher in our students’ classrooms should have annual performance evaluations. It is worth noting that these evaluations would be modeled after a framework the unions actively helped us create during a series of meetings. I also asked if they could support the premise that those evaluations should then be used to inform employment and compensation decisions. But once again, they have responded with more talk about process.

Although our full application has been available online for nearly three months, the unions’ leaders have failed to offer any comments, suggestions or ideas to improve the plan. Because time is limited, we need specific commitments on both the regulatory and legislative reforms they are willing to support.

While the labor unions have bemoaned the difficult financial status of Indiana’s schools, it doesn’t appear they are willing to support any change that could bring an additional $250M to our state. However, I wish to extend one final invitation to the unions to declare their support for specific reforms.

To that end, I invite Nate Schnellenberger and Rick Muir to join me in my office at 9:30 a.m. on April 27 for a Race to the Top Summit to discuss their organizations’ positions on these specific reform plan components and to determine Indiana’s way forward with regard to Race to the Top. I want to make this a meaningful discussion among the three of us, and therefore, members of my staff will not attend the meeting. I would ask Nate and Rick to follow suit.

In the interest of transparency, IDOE would welcome interested members of the media to attend and observe. We will also post video footage of the meeting to our Web site as soon as possible.

See the attached letter for more details.

The applications this year were highly competitive with the largest amount of request for proposals to date. Statewide, approximately $24 million was requested, with $12.4 million being funded to 52 grantees. A list of the funded organizations can be found in the attached document.

The 21st CCLCs provide students — particularly students in high-poverty, low-performing schools — academic enrichment opportunities to meet state and local student performance standards in core academic subjects, such as reading and mathematics as well as activities designed to complement students’ regular academic program.

Over the last five years the administration and faculty at Castle Elementary have implemented a variety of educational programs that address key areas of instructional need. Indiana’s Growth Model identifies the school as High Growth/High Achievement in both English/language arts and Mathematics.

“While we have known of Castle’s success for some time, the growth model has allowed us to take a comprehensive look at the school’s substantial improvement and performance,” Bennett said. “I applaud the students for their hard work, as well as their teachers for expecting excellence. Furthermore, I commend these teachers for holding each other accountable and continuing to measure their own performance based on student success.”

Castle’s approach reflects a commitment to addressing and realizing the Indiana Department of Education’s key goals. Teachers are given the freedom to implement new and different instructional programs and are held accountable by measurable student data. The curriculum centers on English/language arts instruction, encouraging students to view reading as a vital pathway to academic success and career preparation.

“The teachers and parents of John H. Castle Elementary have worked tirelessly to ensure that accountability is an integral part of our school culture,” said Principal Debbie Scales. “Innovative curriculum and a focus on measurable results have inspired our students to view reading as a lifelong adventure while allowing them to take responsibility for their efforts.”

The school’s Accelerated Reader program serves to increase the amount of material students read while tracking growth and setting benchmarks for success. Castle Elementary also utilizes the Learning Connection’s remediation program to monitor progress and provide extra support to students who may be falling behind.

Such steps have positioned Castle Elementary as a leader within the Indiana education community. In 2009, Castle Elementary was named an Indiana Four Star School for performing in the top 25 percent of all the schools in the state in student attendance rates, Mathematics proficiency scores, English/language arts proficiency scores and the percent of students passing both subjects on the ISTEP+ assessment.

Click here to view Castle Elementary’s academic profile on the Learning Connection. To visit the schools web site, go to: www.johnhcastle.com

Klein described NYC Schools’ two-phase model, in which reforms focused first on depoliticizing and building leadership and then on empowering schools while holding them accountable. The results of NYC Schools’ changes were remarkable: 33 percent more students graduated high school; the city made larger academic gains than the rest of New York State; and nearly 50 percent more NYC students enrolled in colleges and universities.

Many of the reforms championed by Superintendent of Public Instruction Dr. Tony Bennett mirror changes made under the NYC Schools’ strategy. Reforms common to both state’s plans include improving teacher and leader preparation and professional development, ending social promotion, implementing an A-F rating to schools, and reducing burdensome regulations.

"Chancellor Klein’s presence today should bring a fierce sense of urgency to Indiana’s education stakeholders,” Bennett said. “New York City’s success — in particular its ongoing efforts to bridge the achievement gap — underscores the need for aggressive reforms that will bring competition and accountability to Indiana education.”

To view Chancellor Klein’s presentation to the Roundtable, visit www.educationroundtable.in.gov.

Indiana’s Education Roundtable is co-chaired by Gov. Mitch Daniels and Dr. Bennett. The Roundtable is a bipartisan group of key leaders from K-12 and higher education, business and community, and the Indiana General Assembly focused on improving educational opportunity and achievement for all Hoosier students.

NAEP is the only national assessment that measures U.S. students’ academic proficiency in various subject areas over time.

“I’m proud of Indiana students for outscoring most of their peers across the country, but our scores have demonstrated only minimal growth over the years and I’m worried about this lack of progress,” Superintendent of Public Instruction Dr. Tony Bennett said. “Thirty percent of Indiana’s fourth graders and 21 percent of our eight graders were unable to demonstrate a Basic level of understanding as defined by NAEP. These percentages have changed little over the years, and that’s just not good enough.”

While Florida’s scores were not markedly different from Indiana’s, it is worth noting the progress the state has made over the years. For example, Florida’s fourth graders gained 18 points from 1992 to 2009, compared to two points gained by Indiana’s fourth graders. In 2009, Florida’s fourth graders not only caught up to Indiana’s students but also outscored them by three points.

“Indiana may rank above the national average, but how long can our students maintain that position if they fail to make gains? Our goal must be continual improvement,” Bennett said. “I have no doubt Florida’s progress has been due to the aggressive reform efforts there, including early-literacy assurances and a strong focus on strengthening reading instruction. As Indiana begins to implement similar initiatives, I’m confident our students’ performance will grow by leaps and bounds in every subject area.”

In just over a year, Dr. Bennett and the Indiana Department of Education (IDOE) have worked to advance reforms that increase instructional quality and student achievement. With a strong eye toward improving reading achievement, the IDOE urged the successful passage of legislation to assure all students will be able to read at the appropriate level upon entering grade four. A research-based statewide reading framework will act as the foundation to support this bold initiative.

Reading
Indiana students showed a statistically insignificant change in scores at both grade levels with average scale scores in fourth grade at 223 and eighth grade at 266. The fourth-grade scores show an increase of one point since 2007, and, in eighth grade, Indiana students’ average score increased two points from 2007 results. (See attached graphs.)

Comparatively, the nation as a whole remained steady in both grade levels for reading. Hoosier students scored similarly to 21 other states/jurisdictions at both grade levels.

Other NAEP Highlights
NAEP assessments are scored with four performance descriptors: Advanced, Proficient, Basic and Below Basic. Thirty-four percent of Indiana’s fourth graders and 32 percent of eighth graders scored At or Above Proficient. Nationally, 32 percent of fourth-grade students and 30 percent of eighth graders scored At or Above Proficient. In both cases, scores have remained relatively flat.

Additionally, 11 percent more of Indiana’s special education fourth graders scored At or Above Proficient this year, jumping from 35 percent to 46 percent.

About NAEP

NAEP tests a representative sample of students from each of the 52 states and jurisdictions. The test was administered to 168,800 fourth graders and 161,700 eighth graders nationwide. Since the passage of the federal No Child Left Behind (NCLB) Act in 2001, states have been required to participate in the NAEP mathematics and reading assessments every other year or risk losing Title 1 funding. Science scores from this year’s test will not be released until the spring of 2010 after developing the new cut scores.

Indiana’s participation in NAEP preceded NCLB, and the state has taken part in NAEP voluntarily since the 1990s. The test is composed of multiple-choice, short constructed-response and extended-response questions. Known as “The Nation’s Report Card,” the assessment allows educational comparisons between the states and the nation.

For more information about the NAEP, visit www.nationsreportcard.gov.

“These budget cuts will not be painless for any of us, but they should not negatively affect the quality of instruction delivered to Indiana’s students. Last night, Munster teachers demonstrated the types of sacrifices and negotiations that must take place if we hope to achieve that goal.”

“The General Assembly proved its dedication to Indiana’s children by passing important legislation that empowers us to make reading Indiana’s number one instructional priority. Language included in HB 1367 recognizes the importance of a two-fold approach to improving early reading achievement: Targeted instructional support and true accountability are crucial if we are to ensure every Hoosier student is able to read.

“I have full faith in our state’s educators and school leaders to succeed. At the state level, we will help schools implement research-based reading instruction that works for the children in their communities. With that support comes the promise that we will not socially promote students into a future destined for failure because they cannot read.

“Schools struggling to make ends meet with extra-lean budgets also will benefit from the added flexibility provided in this legislation. In general, Indiana’s legislators should be commended for the steps they’ve taken to benefit Indiana students.”

“Many teachers, schools and school districts are taking innovative steps and helping their students to excel despite the odds,” Lugar said. “It is important that we take the time to celebrate those achievements.”

“We can’t do enough to honor excellence in educating Indiana’s students,” Bennett said. “I’m proud to join Senator Lugar in kicking off this prestigious award that targets some of our most remarkable educators and school leaders - those whose students make marked gains in academic achievement.”

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“Increased participation in AP has been at the forefront of our education reforms, and I couldn’t be more proud of these Hebron seniors for their willingness to challenge themselves academically,” Bennett said. “What was at one time a rare opportunity is now the norm for these outstanding students and educators.”

The local school board finalized plans at Tuesday’s meeting to create more flexibility for students taking AP courses. Now, seniors enrolled in two or more AP classes will be allowed to enroll in a first or last period study hall but they will not be required to attend these study halls. Hebron High School currently offers calculus and English AP courses, but intends to add chemistry, biology, anatomy/physiology, environmental science and US history in hopes of continuing the upward participation trend.

“Rewarding excellence creates a culture in which students want to push their academic boundaries throughout their education,” Bennett said. “Hebron’s creative approach to recognizing students’ academic success is a great model for schools in every corner of the state. Educational stakeholders at every level must make a similar investment in efforts that distinguish students who exceed our expectations for achievement.”

State Rep. Greg Porter and state Sen. Dennis Kruse authored and sponsored HB 1135 in the General Assembly this session. The bill will secure college credit for all AP test scores of 3, 4 and 5 at all public universities beginning in 2011. This legislation benefits those who receive a 3 on AP exams, roughly 45 percent of the students who take them.

In 2009, 20.7 percent of Indiana graduates took an AP exam in high school, but only 10.4 percent of those students passed an AP exam during high school. Bennett has made it his goal to have 25 percent of all graduates taking an AP course and passing an AP test in the next three years.

For more information on AP, go to: www.doe.in.gov/ap.

• Common Core State Standards Initiative Update 3-10-10
• Mathematics Textbook adoption and the Common Core Standards
• Classroom Innovation in Mathematics Grant Fast Facts

Indiana was not among the Phase 1 Race to the Top finalists announced today by the U.S. Department of Education (USDOE). Sixteen states were notified today and will travel to Washington, D.C. to present their applications for final consideration.

The Race to the Top competitive grant program was announced by U.S. Secretary of Education Arne Duncan to encourage states to dramatically reform education. Indiana was one of 40 states to apply in Phase 1 of the competition for a portion of $4.35 billion.

“We presented a strong reform plan, and we’re disappointed Indiana was not selected today,” Superintendent of Public Instruction Dr. Tony Bennett said. “I look forward to receiving feedback from the peer review team that reviewed our application.

“Indiana’s Fast Forward reform plan is more than just our Race to the Top application — it’s our reform agenda for the next three years,” Bennett said. “My goals have been the same since I took office. Race to the Top doesn’t change those goals. The scope and trajectory of reform will remain aggressive despite the results of Race to the Top.”

Read Indiana’s Fast Forward reform plan in its entirety at www.doe.in.gov/fastforward.

“Lebanon Community Schools should be commended for their efforts to reduce costs without sacrificing rigorous academic instruction,” Bennett explained. “Their creativity and success serves as a model for all Indiana school corporations working to cut costs and direct resources to student learning during these difficult economic times.”

Lebanon Community Schools Superintendent Bob Taylor stressed the corporation’s multi-faceted approach to reducing costs. Wage freezes were instituted for non-certified employees while programs were consolidated in an effort to deliver high-quality services in a cost effective manner. In addition, the corporation’s leadership took action to reduce utility costs while continuing to examine salary structure and benefits.

“Providing the highest quality educational programming and instruction regardless of the challenges is not only our professional obligation, it is my unwavering commitment to our staff and students,” said Taylor.

Bennett pointed to the state-board authored Citizens’ Checklist as a tool to help other Indiana school corporations realize similar savings.

“We must prepare our students for the demands of 21st century global economy no matter the circumstances,” Bennett said. “The Citizens’ Checklist consolidates a wide array of common-sense strategies for savings that should help schools cut back while still funding student achievement.”

View the Citizen’s Checklist at the Indiana Department of Education Web site at www.doe.in.gov/news/2010/01-January/ChecklistMemo.html

For more information on Lebanon Community Schools, go to: http://www.leb.k12.in.us/

Christel House is authorized by the mayor of Indianapolis and serves a diverse student population. For more information about the Christel House Academy, visit www.christelhouse.org. Visit www.nea.org/readacross/ to learn more about the National Education Association's Read Across America program.

WHO: State Superintendent of Public Instruction Dr. Tony Bennett

WHAT: Read Across America

WHEN: 1:45 p.m. Tuesday, March 2, 2010

WHERE: Christel House Academy
2717 South East Street
Indianapolis, IN 46225-2104

“The Learning Connection has proven to be quite popular, with over half of Indiana’s school corporations registered already,” said Superintendent of Public Instruction Dr. Tony Bennett. “This valuable tool offers a number of useful features to support student achievement, and at a minimum, we believe educators will appreciate having a single access point for the full range of historical data on individual student achievement. This will include data based on Indiana’s growth model as well as a common platform for collaboration with other educators from across the state.”

While the LC was not formally launched until last week, IDOE began conducting weekly webinars to introduce the features of the LC to Indiana educators in November of 2009. The largely grassroots-inspired growth has resulted in the registration of over 5216 registered users from 182 school corporations. More than 350 schools (representing 200,000 students) are already taking advantage of the access to the historical student achievement data now available through the Learning Connection.

Similar to other social networking sites, the Learning Connection allows online interest groups to form around educational topics or projects. Dozens of such groups have already formed on topics ranging from the use of technologies in the classroom to the advance of high quality literacy instruction. Because users determine the setup of their personal accounts, they are able to select the features and resources they want to use. Users may utilize the tool in a number of ways, like the following:

Reviewing individual student performance and historical achievement and monitoring that student’s performance going forward Collaborating with other professionals Planning, scheduling, and publishing lessons Finding and using digital content aligned to Indiana Academic Standards Connecting schools to home by posting information on homework assignments, class lessons or other announcements “The Learning Connection offers educators an online complement to the traditional classroom,” Bennett said. “This tool is available to schools, teachers and parents at no cost, and I believe it will be an indispensable resource for those involved in education in Indiana for years to come.”

Educators can sign up through the web site at http://learningconnection.doe.in.gov. Parent and student access is provided through the local school.

The Learning Connection was tested throughout the state in 2009 by a group of 40 educators. Key funding for the Learning Connection was provided by a federal grant for the development of state data systems. Lilly Endowment Inc. provided funding for the smartDESKTOP, a precursor of the Learning Connection, through a series of grants beginning in 2002 to the Indiana Humanities Council and then to The Learning Collaborative, a supporting organization of the Indiana Humanities Council. In 2007 the smartDESKTOP was transferred to the Indiana Department of Education by The Learning Collaborative. Users of the smartDESKTOP have received Learning Connection accounts.

For more information on the Learning Connection, go to http://learningconnection.doe.in.gov.

Attachment

“As an administration, we have made student participation in AP courses a clear priority and couldn’t be more pleased with the 2009 exam participation results,” Dr. Bennett said. “I applaud Hoosier students for taking more rigorous courses and for their overall success in AP classes. I also appreciate the work Indiana educators have done to provide more students with access to these important courses.”

The College Board also annually reports graduating classes’ performance on AP exams. In 2009, 20.7 percent of Indiana graduates took an AP exam while in high school — compared to 19.8 percent in 2008. Of those taking an exam, 10.4 percent passed in 2009 compared to 10.0 percent in 2008, resulting in a passing rate (earning a score of 3, 4 or 5 on a 1-5 scale) of 50.3 percent.

With only 10 percent of Indiana’s graduates passing an AP exam in 2008, Dr. Bennett made AP a priority on his list of education reform initiatives. After taking office in January 2009, he and the Indiana Department of Education (IDOE) set a goal of increasing student participation and success in AP courses and exams.

“Research shows a student’s AP exam performance is a top predictor of college success. Far more than 20.7 percent of Indiana graduates are capable of taking rigorous AP courses, and definitely more than 10.4 percent can pass the end-of-course exams,” Bennett said. “It’s our obligation — as teachers, administrators and parents — to challenge students, set expectations high, and continue to provide more access to a strong array of AP courses while facilitating greater success on AP exams.”

For more information on Advanced Placement in Indiana, visit www.doe.in.gov/ap.

“Faced with reductions in state funding, all schools must perform a line-by-line examination of their budgets and find the best ways to reduce costs,” Superintendent of Public Instruction Dr. Tony Bennett said.“Switching to the state health insurance plan is a good option for many schools that could realize thousands of dollars in savings each year, and it is one of the options suggested in the State Board of Education’s Citizen’s Checklist, which provides considerations for schools as they close budget shortfalls.”

The charter’s current healthcare plan rates coverage differently for each of the school’s 19 employees, and New Community School pays 100 percent of the premium—costing the school about $162,000 per year. By switching to the state’s plan, the school will save approximately $64,000 annually, and it could save even more.

The state offers three options for health insurance coverage, each requiring a different level of employee and employer contribution. All three state plans will allow the charter to reduce healthcare costs considerably.

“It is essential that New Community School continue to make strides to maintain fiscal stability while providing a high quality of education and educational resources,” Director of Finance and Operations Dan Beaver said. “When examining the opportunity afforded schools in the 2009 fiscal budget, it was clear that an election of the state insurance plans would provide a sizable cost savings to the school, while expanding insurance options and benefits to our employees.”

New Harmony Town and Township Consolidated Schools was the first corporation to move to the state plans, effective Jan. 1, 2010. It is estimated they will save nearly $12,000 in 2010 over 2009.

To view the plans offered by the state of Indiana, visit www.in.gov/spd/files/2010_rates.pdf. Visit www.doe.in.gov/news/2010/01-January/ChecklistMemo.html to view the State Board of Education’s Citizen’s Checklist.

“These three corporations couldn’t be more different,” Bennett said. “They have different student populations with different needs, and they face different challenges in light of difficult economic circumstances. But all three have demonstrated tremendous leadership in addressing these challenges proactively with a strong commitment to maintaining instructional quality.”

Under Superintendent Vince Bertram, Evansville Vanderburgh schools are working on a plan to cut $8 million — on top of nearly $5 million the corporation cut before the state announced budget reductions. Among many creative measures, the district has sold and consolidated buildings and initiated a collaborative purchasing organization including all schools, city-county government and 73 community organizations to realize economies of scale and save money.

“We are committed to operating as efficiently and effectively as possible to protect and grow our core business of educating children,” said Bertram.

Superintendent John Quick and Bartholomew schools have used careful staffing examination as well as creative ideas to maintain an efficient, student-focused budget. The district has reduced and consolidated course offerings, provided a single health care plan for teachers, administrators and support staff, and aggressively pursued grant opportunities.

“As a school administrator, it’s my job to continually ask what can we do as schools and as a school corporation to further improve teaching and learning in a more competitive environment with declining resources,” Quick said.

Lebanon Community Schools Superintendent Robert Taylor looked for ways to deliver high-quality services in different, more cost-effective ways by consolidating programs wherever possible. In addition, the district’s leadership took action to reduce utility costs and continues to examine the district’s salary structure and benefits.

“Providing the highest quality educational programming and instruction regardless of the challenges is not only our professional obligation, it is my unwavering commitment to our staff and students,” said Taylor.

“There is a common thread in the strategies utilized by these three corporations: an ongoing, proactive approach to providing high-quality student instruction that is also fiscally responsible,” Bennett said. “That kind of success doesn’t happen overnight. It takes years of solid decision-making, examining budgets line by line for ways to save, and effectively communicating goals and expectations.

“These aren’t the only success stories. There are corporations across the state diligently working to get the most education they can with their money with minimal effect on teaching staff. Examples include Center Grove Community Schools, Elkhart Community Schools, New Prairie United Schools and Lafayette Schools. I commend all these school corporations for their efforts and many others that are in the midst of these very challenging discussions now. They are proving it is possible for all types of schools to cut back without hurting students, and I will continue to support our school leaders as they work to develop cost-saving plans for their communities and children.”

In December, 2009, Gov. Mitch Daniels announced that cutting education funding would be necessary given economic forecasts indicating significant revenue shortfalls. In response, the State Board of Education offered a Citizen’s Checklist of recommendations to reduce costs for school corporations. These recommendations have been utilized by the corporations above and others throughout the state.

View the Citizen’s Checklist at the Indiana Department of Education Web site at www.doe.in.gov/news/2010/01-January/ChecklistMemo.html

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All data to be included in the Annual Performance Reports will be available online at www.doe.in.gov/apr. While newspapers and the public have access to this information, each school corporation is responsible for notifying local newspapers and authorizing the publication of the Annual Performance Report.

The Annual Performance Reports represent an ongoing effort to encourage students, parents and concerned citizens to play a more active role within their school communities. The Indiana Department of Education makes additional detailed information available year-round online at www.doe.in.gov/schooldata. This Web site extends beyond the capabilities of the printed page, allowing anyone to access a variety of school data, graphically display the results and even compare schools based on a number of characteristics.

“Today’s Summit kicks off 2010 as The Year for Science Education Reform,” Superintendent of Public Instruction Dr. Tony Bennett said. “Our department is making science education a high priority so all students leave school prepared for success. I am confident if all stakeholders commit to moving the needle on science achievement, our entire state will benefit.”

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“While we support the Colts, two hour delays are reserved for emergency situations,” Superintendent of Public Instruction Dr. Tony Bennett said. “We have presented IPS with alternatives that ensure our children receive the instructional time they deserve.”

Schools receive automatic waivers of instructional time for “emergency” purposes. If a delay is caused by an emergency, such as weather, state guidelines do not require schools to make up that lost instructional time.

A school corporation that cancels school for an entire day is required to make up that lost instructional day. School cancellation decisions are made by the local school corporation. State law requires schools to have 180 full instructional days per school year.

Click here for more information on the 180 instructional day policy.

“Crawford County School Corporation continues to raise the bar for Indiana education,” Bennett said. “By setting high expectations for students, teachers and administrators Crawford County has demonstrated the type of ‘no excuses’ attitude that leads to improved instruction and measurable academic achievement.”

The National Blue Ribbon Program rewards schools that score high or dramatically improve performance in accordance with state assessment systems.

English Elementary’s scores reflect a commitment to this goal. One hundred percent of the schools sixth graders passed the Math portion of the 2008-2009 ISTEP+ while 91% passed the English Language Arts portion.

“These accomplishments are a testament to the efforts of students, caring parents, dedicated educators, visionary administrators andsupportive community,” Crawford County School Corporation Superintendent Mark Eastridge said. “I truly believe that we are building something special as wefocus onour vision statement, ‘Growing Toward Greatness,’on a daily basis.”

The U.S. Department of Education determines how many schools states may nominate based on the numbers of K-12 students and schools in each state (eight in Indiana). Nominated schools cannot have been selected in previous years and of the schools submitted by each state, at least one-third must meet the criterion of having 40 percent of the students from disadvantaged backgrounds. For more information on the Blue Ribbon Program, go to: www.doe.in.gov/accreditation/blueribb.html.

Kenley offered an amendment removing some of the bill’s detailed provisions regarding prescribed actions in Indiana classrooms and schools. The new language empowers the State Board of Education to devise and implement a plan to ensure third grade students are reading at third grade level before being promoted. Without this directive, the board had no authority to consider social promotion or to require schools to retain students who aren’t prepared to move to the next grade level.

“I am pleased we have been able to keep the core focus of the bill intact while removing sections that might have added costs,” Kenley said. “The primary objective for any K-3 student should be to become a great reader- and we must ensure this happens”

The bill, authored by Kruse, now includes safeguards requiring the State Board of Education to make sure the plan has no fiscal impact, provides legislative oversight and allows public input.

“I cannot imagine anything more important to address in my first year as Senate Education Committee chair than early childhood reading,” Sen. Kruse said. “This bill keeps the focus on the most important skill students must master and will help prepare them for a lifetime of success.”

SB 258 is now eligible for Second Reading amendment before the full Indiana Senate.

“I am thrilled by the cooperation and efforts of Sens. Kenley and Kruse to ensure students are not passed on to the next grade level before they are ready,” Dr. Bennett said. “This bill gives the State Board of Education the authority it needs to take action to end the practice of social promotion in our schools.”

For more information about SB 258, visit www.in.gov/apps/lsa/session/billwatch/billinfo.

“While I understand some may have fiscal concerns with the legislation, I believe taxpayers provide schools funding to teach children. Asking schools to realign their resources to support this critical foundation for educational success only makes sense. As we have directed the Department’s resources and time to focus on early childhood reading, I am sure schools will do the same successfully.”

2010 Quick Reference Chart
Letter from the Indiana State Department of Health
Minimum Immunization Requirements
Example Letter to Parents and Guardians