A.3.8: Establish ongoing staff development for administrators and teachers to assure a high level of expertise and to minimize the current skill disparities in the appropriate interpretation and use of assessment data. Training should focus on interpretation of assessment information and how to use data for planning purposes, including staff development planning and school site planning.
A.3.9: Establish clear expectations in the form of administrative regulations for teachers on the use of assessment for diagnostic, student assessment, instructional arrangement, and program evaluation purposes. Consider implementing a consistently designed, administered and scored set of high school assessments to get a better handle on what high school students know and are able to do.
A.3.10: Establish clear expectations in the form of administrative regulations for central office managers and staff to use assessment information for making budgeting decisions, resource allocation, and systemic planning purposes.
A.3.11: Present program evaluation priorities to the Board of Directors that include a system evaluation of special education service delivery in the Clover Park School district and the effectiveness of school improvement interventions such as the Coalition of Essential Schools, Success for All, Paideia, etc.
Recommendation 4: Correct Inequalities in Educational Programs and Services, and Focus Policy and Procedures on Assuring Success for All Learners.
The Clover Park School District needs to make a commitment to assure success for all learners and overcome existing problems of inequity. The achievement gap based on socio-economic factors and ethnicity needs to be addressed and eliminated. This issue has been ongoing in the district as reflected in Board goals and various action plans. While progress has been made in some areas, the achievement gap persists (see Finding 4.2). The drop-out rate indicates that large numbers of students are not experiencing success (see Finding 3.5).
In addition to gaps in student achievement between minority and economically disadvantaged students and White students and a high dropout rate, the district is confronted with other issues that include: the ethnic distribution of certificated and support staff, discrepancies in student placement in programs, student access to programs and activities (see Finding 3.4), disproportionate discipline practices, facility needs (see Findings 3.4 and 5.2), and distribution of resources (see Findings 3.5 and 5.1).
Programs and interventions have been developed to enhance the academic growth of students, but
they have not produced sustained positive results (see Finding 5.4). processes have contributed to inconsistent and fragmented delivery of students (see Findings 3.4 and 5.3).
Site-based management services to special needs
Staff training needs (see Finding 3.1) and a lack of articulation and coordination in the design and delivery of the curriculum further impede consistent and equitable teaching of students (see Findings 2.2 and 3.2). The potential for students in economically disadvantaged school communities to have less access to opportunities to learn is exacerbated by articulation issues.
Governance Functions: The following actions are recommended to the Clover Park School District Board of Directors:
G.4.1: Adopt a policy that increases access to academic programs and extracurricular activities for all students.
4.2: Adopt a policy that provides for the allocation of resources based on differential needs.
4.3: Establish high expectations for all students to achieve and authorize by policy the
administration to take whatever steps are necessary to change any practice that inhibits the system’s response to elimination of the achievement gap.
Clover Park School District Audit Report Page 119