Arizona Department of Education
Project AZASPIRES
“Advancing Scholarship through Preparation, Incentives, and Rigorous Educational Standards”
Advanced Placement Incentive Program
CFDA# 84-330C
Office of Innovation and Improvement
U.S. Department of Education
Submitted By:
Arizona Department of Education
Innovative and Exemplary Programs
January 5, 2005
PART I: PROJECT ABSTRACT
Project AZASPIRES
“Advancing Scholarship through Preparation, Incentives, and Rigorous Educational Standards”
The Arizona Department of Education proposes to demonstrate, through Project AZASPIRES, that given the opportunity and appropriate resources and support, larger and more diverse numbers of students enrolled in Arizona high schools and middle schools serving high concentrations of low-income students can access, participate and succeed in pre-advanced placement and advanced placement programs and tests, and achieve to higher standards in English, mathematics, science and other core subject areas.
High schools, and their direct feeder middle schools, having a greater than 40% concentration of low-income students, shall be targeted, with priority given to schools with little or no existent pre-advanced placement or advanced placement programs.
Project AZASPIRES shall employ an innovative, holistic approach by treating targeted schools as unique academic communities, through systemically supporting parents, teachers, counselors and administrators by design, and involving community organizations where possible, to maximize the impact and sustainability of developed or enhanced advanced placement programs for Arizona’s traditionally underserved students.
Project AZASPIRES seeks to:
• Systemically develop, enhance, or expand pre-advanced placement courses within the targeted schools, in conjunction with their corresponding traditional, or online, advanced placement courses.
• Articulate and align pre-advanced placement and advanced placement courses through the development of ‘Vertical Teams’ to ensure students are exposed to a curriculum of increasing rigor, coordinated between middle and high school, and expressly designed to allow students to be equitably prepared to access, participate and succeed in advanced placement courses and tests.
• Provide high quality professional development grounded in effective practice and research to increase the number of teachers qualified to teach, and counselors and administrators qualified to effectively support, pre-advanced placement and advanced placement courses and to develop vertical teams. Specific emphasis will be placed on providing teachers the necessary pedagogical skills to more effectively teach to higher standards in English, mathematics, science and other core subject areas, while supporting the development of higher order and critical thinking skills, content knowledge, and effective study habits necessary to successfully participate in advanced placement coursework and exams among all students they serve.
Program Contact: Karen Butterfield, Ed.D.
Deputy Associate Superintendent
Innovative and Exemplary Programs
Applicant Organization: Arizona Department of Education
Phone/Fax Numbers: (602) 542-5510 phone / (602) 542-3100 Fax
Applicant Address: 1535 W. Jefferson, Bin 32
Phoenix, AZ 85007-3209
Contact Person’s E-mail: kbutter@ade.
PART II: PROGRAM NARRATIVE: SELECTION CRITERIA
SIGNIFICANCE (20 POINTS)
1. The likelihood that the proposed project will result in system changes or improvements.
❖ (10 Points) Demonstrate a pervasive need for the development of pre-advanced placement and advanced placement courses for middle or high schools where there are few or no advanced placement courses currently available.
❖ (2 Points) Demonstrate the involvement of business and community organizations in the activities assisted.
The Arizona Department of Education strongly recognizes the need to foster statewide systemic improvements and reforms to ensure greater and more diverse numbers of students achieve to high academic standards through providing expanded opportunities to access challenging, rigorous coursework and curricula.
In acknowledgement of this pervasive need within our State, the Arizona Department of Education dispatched a team to attend the US Department of Education’s High School Leadership Summit in October of 2003.
Subsequently, the U.S. Department of Education convened a Regional Summit on high school reform in Phoenix, issuing a call to states in our region to address not only challenges, but opportunities, and the lack thereof, facing our high school students and schools.
The Arizona High School Renewal and Improvement Initiative (AZHSRI) represents the Arizona Department of Education’s response to this call to action. The Arizona Department of Education received support from both the U.S. Department of Education and WestEd to convene a series of Regional Focus Groups in four locations representing our state to conduct a needs assessment of a diverse set of approximately thirty stakeholders regarding high school reform and improvement.
Partners in the Focus Group effort included the following business and community organizations:
• Arizona Association of Student Councils
• Arizona Business and Education Coalition
• Arizona Charter Schools Association
• Arizona Education Association
• Arizona Federation of Teachers
• Arizona Minority Education Policy Analysis Center
• Arizona School Administrators
• Arizona School Board Association
• Center for the Future of Arizona
• Greater Phoenix Leadership - Education Initiative
• Rodel Charitable Foundation of Arizona
The AZHSRI has led to the development of a statewide vision and action plan for high school renewal and improvement in order to raise academic achievement, increase the number of high school graduates, and increase post-secondary success for Arizona’s children.
PROJECT AZASPIRES, or Advancing Scholarship through Preparation, Incentives, and Rigorous Educational Standards, has been designed to operate in concert with the Arizona High School Reform and Improvement Initiative, thereby working to ensure that project objectives and outcomes occur within the framework of a major Departmental initiative seeking statewide systemic improvement and reform. Additionally, the Arizona Department of Education recognizes that the need for reform and improvement is greatest in our highest poverty schools, with our most at-risk, traditionally underserved students.
Project AZASPIRES seeks to demonstrate that given the opportunity and appropriate resources and support, larger and more diverse numbers of students enrolled in Arizona high schools and middle schools serving high concentrations of low-income students can access, participate and succeed in pre-advanced placement and advanced placement programs and tests, and achieve to higher standards in English, mathematics, science and other core subject areas.
High schools, and their direct feeder middle schools, having a greater than 40% concentration of low-income students, shall be targeted, with priority given to schools with little or no existent pre-advanced placement or advanced placement programs.
Project AZASPIRES shall employ an innovative, holistic approach by treating targeted schools as unique academic communities - systemically supporting parents, teachers, counselors and administrators by design, and involving community organizations where possible, to maximize the impact and sustainability of developed or enhanced advanced placement programs for Arizona’s traditionally underserved students.
Project AZASPIRES seeks to:
• Systemically develop, enhance, or expand pre-advanced placement courses within the targeted schools, in conjunction with their corresponding traditional, or online, advanced placement courses.
• Articulate and align pre-advanced placement and advanced placement courses through the development of ‘Vertical Teams’ to ensure students are exposed to a curriculum of increasing rigor, coordinated between middle and high school, and expressly designed to allow students to be equitably prepared to access, participate and succeed in advanced placement courses and tests.
• Provide high quality professional development grounded in effective practice and research to increase the number of teachers qualified to teach, and counselors and administrators qualified to effectively support, pre-advanced placement and advanced placement courses and to develop vertical teams. Specific emphasis will be placed on providing teachers the necessary pedagogical skills to more effectively teach to higher standards in English, mathematics, science and other core subject areas, while supporting the development of higher order and critical thinking skills, content knowledge, and effective study habits necessary to successfully participate in advanced placement coursework and exams among all students they serve.
Demonstration of Need
• Advanced Placement Programs and Exams
According to the College Board, Arizona has seen a decrease, -2.6%, in the number of public schools offering Advanced Placement programs, while there was a increase of .6% nationally over the same time span.
Table 1 provides data on AP course enrollment, exams, and achievement by students on AP exams in Arizona as compared the nation as a whole.
Table 1. Advanced Placement Information for Arizona and the Nation (2004)
|Measure |Arizona |U.S. |
|11th and 12th Grade Enrollment |124,650 |7,139,903 |
|AP Students |11,535 |1,081,102 |
|AP Exams |19,590 |1,852,700 |
|AP Exams per 1,000 11th and 12th Graders |139 |228 |
|Percent of Grades 3 or Above |63.2 |61.4 |
Source: The College Board; Source: Applied Educational Research Inc. of Princeton, NJ
Arizona has a very low rate of students enrolled in advanced placement programs and a corresponding low rate of students who take AP exams when compared with national averages. Nationally, 15.1% of 11th and 12th grade student were enrolled in an advanced placement course, compared to only 9.3% of Arizona students – nearly 6% below the national average. Additionally, the rate of advanced placement exams taken per 1000 11th and 12th grade student in Arizona stood at 139 for 2004 – placing Arizona a full 89 points lower than the national average of 228 exams taken per 1000 11th and 12th grade students.
Moreover, Arizona has little true pre-advanced placement program opportunities in place statewide, particularly at our most high-poverty schools serving our most at risk, and traditionally underserved children.
• Student Achievement
Arizona’s Instrument to Measure Standards (AIMS) assesses student achievement to Arizona’s academic standards in the core subject areas of Mathematics, Reading, and Writing.
AIMS levels of proficiency include the following categories: Falls Far Below the Standard, Approaches the Standard, Meets the Standard, and Exceeds the Standard. Spring 2004 summary test data for students assessed in Arizona High Schools is provided in Table 2.
Table 2. Arizona’s Instrument to Measure Standards – High School Summary Results
|MATHEMATICS |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
|READING |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
|WRITING |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
Notes:
1. Performance Levels: FFB = Falls Far Below the Standard; A = Approaches the Standard; M = Meets the Standard; E = Exceeds the Standard. This number equals the percent of students in each performance level.
2. Percentages may not add up to 100% due to rounding.
3. Items of data containing information about fewer than 10 students have been replaced by an asterisk (*) to protect student privacy.
A student must achieve a scale score of at least 500 on a 200-800 point scale to show they ‘Meet’ the standard being assessed. Table 2 demonstrates that large percentages of students fall far below, or merely approach these standards, particularly in mathematics. Indeed, just 31% of students meet or exceed Arizona’s mathematics standards, while only 49% and 54% of students meet or exceed the reading and writing standards, respectfully.
Clearly, the realization of the overarching goal of PROJECT AZASPIRES to provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests is one of great significance to the State of Arizona.
2. The importance or magnitude of the results or outcomes likely to be attained by the proposed project, especially improvements in teaching and student achievement.
The US Department of Education has published data indicating the most significant factor in determining whether a student will earn a bachelor’s degree is if that student participated in intense, rigorous academic curricula, such as advanced placement programs, in high school. (Adelman, 1999) These factors gain an even greater significance in reference to Hispanic and African American students – more so than any other indicator. Of particular interest, the data showed fully 85% of students who had taken advanced placement courses went on to continue their education beyond high school graduation.
Further underscoring this study is the recently released report assessing the impact of advanced placement programs on students in Texas. The following chart, Table 3, obtained from an article “A Chart Exposes High School Malpractice,” published November 23, 2004 in the Washington Post by Staff Writer Jay Mathews, graphically frames the significance of student participation in advanced placement programs - specifically exams:
Table 3: Advanced Placement’s Impact on Texas Students (Percent of Texas High School Students receiving bachelor’s degrees from Texas colleges and universities within five years of graduation)
| |Passed an AP Exam in High School|Took, Did Not Pass AP Exam |Did Not Take AP Exam |
|Anglo |57% |43% |22% |
|(47,647 students) | | | |
|Hispanic |47% |26% |8% |
|(19,868 students) | | | |
|African American (7,813) |42% |36% |11% |
|Low-Income (22,028 students) |40% |24% |7% |
|Total |57% |37% |17% |
|(78,079 students) | | | |
Source: National Center for Educational Accountability
From: “A Chart Exposes High School Malpractice,” By Jay Mathews Washington Post Staff Writer; Tuesday, November 23, 2004
The above data vividly demonstrates the value of all students, particularly low-income students, participation in advanced placement exams, and, logically, advanced placement programs.
There are clearly strong indicators that equitable access to, and participation in, advanced placement programs has far-reaching implications regarding the academic achievement, and future outcomes, of students. These conclusions also show the need for deeper reform and improvement in the level of academic rigor students are exposed to early in their educational careers, in the form of pre-advanced placement course curricula, so they may be prepared to access and succeed in advanced placement programs.
The State of Arizona, based on the above data, clearly would reap a tremendous benefit from developing, enhancing, and expanding advanced placement programs in high-need, predominately low-income schools. PROJECT AZASPIRES seeks to realize this goal through striving to achieve the following significant outcomes:
SCHOOL OUTCOMES
1. Higher number of pre-advanced placement and advanced placement courses will be offered at targeted schools for low income students to access.
2. Higher number of online advanced placement courses will be offered at targeted schools for low income students to access.
STUDENT OUTCOMES
1. Higher numbers and percentages of students in targeted schools passing Arizona’s Instrument to Measure Standards (AIMS) at advanced levels of proficiency in core subject areas.
2. Higher number of students from targeted schools participating in pre-advanced placement and advanced placement courses.
3. Higher number of students enrolled in online advanced placement courses at targeted schools.
4. Higher number of students from targeted schools taking advanced placement exams.
5. Higher number of students from targeted schools scoring at advanced levels on advanced placement exams
6. Higher number of students from targeted schools assessed at advanced levels, reflected by grades, in pre-advanced placement and advanced placement courses.
3 TEACHER, COUNSELOR and ADMINISTRATOR OUTCOMES
1. An increase in the number of teachers qualified to teach pre-advanced placement and advanced placement courses.
2. An increase in the number of vertical teams developed between targeted middle and high schools in core subject areas.
3. An increase in the number of qualified facilitators of online instruction for students enrolled in online advanced placement courses.
4. An increase in the availability of, and use by teachers, of curriculum resources, books and supplies used to develop, enhance, or expand traditional, or online, pre-advanced placement, and advanced placement courses
5. An increase in the number of counselors trained to effectively identify and support equitably student participation in pre-advanced placement and advanced placement programs.
6. An increase in the number of administrators trained to effectively support and sustain the development, expansion, or enhancement of equitable, effective pre-advanced placement and advanced placement programs on their campuses.
4 PARENT OUTCOMES
1. An increase in the number of parents with children enrolled in targeted schools aware of, and provided with materials regarding the availability of pre-advanced placement and advanced placement programs and options at their schools.
2. An increase in the number of parents with children enrolled in targeted schools aware of, and provided with resources concerning the support and preparation of their children for potential future college enrollment and success.
5 EVALUATION OUTCOMES
1. Annual evaluation reports shall be generated reporting progress toward measurable project goals and objectives, and the effectiveness of implemented project activities on impacting low-income student achievement and recommendations of effective strategies regarding sustainability and program replication in other settings.
It is likely, however, that most of the anticipated outcomes predicted to be accomplished would not occur in the absence of PROJECT AZASPIRES. There are currently no other funding sources available to the low-income students that would be served through this project to support their participation in pre-advanced placement or advanced placement programs at this time, and no additional State funding source is likely to become available.
However, Arizona does currently receive funding through the Advanced Placement Test Fee Waiver Program – and has in fact experienced widely greater than anticipated success in increasing the number of low-income students taking advanced placement exams, simply through the use of this single, non-program supporting student centered incentive. The 2002-2003 academic year saw 656 advanced placement tests waived for low-income students through Arizona’s participation in the final year of the Western Consortium for Accelerated Learning Opportunities (WCALO) grant. Based on historical figures, Arizona anticipated a growth rate of approximately 20% per year, and a figure of 825 exams was reflected in the budget for Arizona’s Test Fee Waiver Program. The 2003-2004 school year saw a nearly 94% increase from the prior year to a total of 1270 exams, wildly exceeding projections and expectations. In fact, Arizona’s Test Fee Waiver program did not foresee an increase to that level until school year 2006-2007.
While this recent success is encouraging, Arizona still falls far short of national averages with respect to the rate of advanced placement exams taken by 11th and 12th grade students. Therefore, it becomes clear that given the opportunity and appropriate resources and support, larger and more diverse numbers of students enrolled in Arizona high schools and middle schools serving high concentrations of low-income students can access, participate and succeed in pre-advanced placement and advanced placement programs and tests, and achieve to higher standards in English, mathematics, science and other core subject areas.
QUALITY OF THE PROJECT DESIGN (20 POINTS)
1. The extent to which the proposed project represents an exceptional approach for meeting the priority or priorities established for this competition.
2. The extent to which the design of the proposed project is appropriate to, and will successfully address, the needs of the target population or other identified needs.
The overarching goal of PROJECT AZASPIRES is to provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests.
OBJECTIVES:
1. Develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their corresponding traditional, or online, advanced placement courses.
2. Provide high quality professional development grounded in effective practice and research to increase the number of teachers qualified to teach pre-advanced placement and advanced placement courses and effectively assess student progress and proficiency.
3. Provide vertical team training for teachers to ensure students are exposed to an articulated and aligned curriculum of increasing rigor, coordinated between middle and high school, and expressly designed to allow students to be equitably prepared to access, participate and succeed in advanced placement courses and tests.
4. Provide professional development for counselors in identifying and supporting traditionally underrepresented low-income students for participation in advanced placement coursework
5. Provide professional development in instructional leadership for school administrators and counselors on how to effectively support and integrate pre-advanced placement programs into existing school development plans, equitably raising the level of, and access to, academic rigor within their school communities for all students, and evaluating the impact of programs on school improvement.
6. Provide resources to parents regarding the advanced placement program options available for children, and the opportunities that high standards and participation in rigorous coursework provide for their children – specifically access to, and success, in college.
7. Provide curriculum resources, books and supplies to targeted schools to develop, enhance, or expand traditional, or online, pre-advanced placement, and advanced placement courses.
8. Evaluate which project activities and strategies prove to be most effective in increasing the number of low-income students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests and, long term, increase the number of low-income student who access college, and receive baccalaureate and advanced degrees.
The primary premise for PROJECT AZASPIRES project design is to effectively support a statewide effort. Federal Free and Reduced Price Meal eligibility data shall be used to demonstrate and verify that students meet low income eligibility requirements. High schools, and their direct feeder middle schools, having a greater than 40% concentration of low-income students, shall be targeted and listed. Schools on this list will become eligible target schools. PROJECT AZASPIRES will provide funding assistance through a sub-granting process to eligible target schools, through a competitive application process to ensure equitable regional representation, with absolute preference and priority given to schools with little or no existent traditional or online pre-advanced placement or advanced placement programs, and strong demonstrated and pervasive need for programmatic support.
Eligible target schools will be contacted directly by the project, and provided with information and documentation regarding the programs goals and objectives, and detailing the allowable activities that may be funded in order to achieve project outcomes.
Accountability and the desire to seek to build capacity in a systemic, effective manner will drive the sub-grant process. Eligible target schools will be required to competitively apply as middle school-high school tandems in order to access program funds to support activities, thereby ensuring a systemic impact from grades 6-12. The initial application for support will include three required component professional development training activities: Vertical Team Training in core subject areas, Pre-AP Instructional Leadership, and AP course institutes and workshops. Applications must list all teachers, counselors, and administrators participating in the training and all teachers comprising Vertical Teams must be named in the application. Applicants must provide assurances, in accordance with state and federal guidelines that funds are used appropriately, and a detailed budget must be provided. Applicants must also name a single point of contact, and must comply with data reporting requirements. Performance reports will also be required, to include a plan for how the professional development and training will serve to build capacity at the school for developing, expanding, or enhancing traditional or online pre-advanced and advanced placement courses, to include the type and number of courses developed and offered as a result of project assistance.
After schools have completed the initial application and required reporting, schools may then begin to choose additional professional development and training activities from a menu of project services options to develop, enhance, or expand pre-advanced placement and advanced placement programs, in accordance to an action plan submitted as part of a new, phase 2 sub-grant application. In particular, upon demonstrating the creation of Vertical Teams and pre-advanced placement and advanced placement courses, they will become eligible to receive funding to purchase curriculum, books, supplies and resources to support those programs. Preference will be given to applicants that demonstrate an intent to provide professional development for counselors in identifying and supporting traditionally underrepresented low-income students for participation in advanced placement coursework. Preference will also be given to those applicant that provide a plan to provide resources to parents regarding the advanced placement program options available for children, and the opportunities that high standards and participation in rigorous coursework provide for their children – specifically access to, and success, in college.
Online advanced placement coursework will also be an option for target schools, based on demonstrating an appropriate need. All sub-grant applications will be subject to review by the Project Director and the Project Advisory Team. Activities will be supported based on available funding, and the strength of applications. Applications will be submitted and reviewed, though the Arizona Department of Education Grants Management Enterprise System, and funded in accordance with relevant State and Federal guidelines.
Funded applicant schools will receive ongoing technical assistance and support through the lifetime of the project from project staff, the Project Advisory Team, and those organizations providing project services, such as the College Board.
The sub-grant process to be utilized by PROJECT AZASPIRES, will yield greater opportunities to achieve systemic, accountable outcomes at target schools. Having target schools apply as middle-school high school teams, and then provide progressively greater financial support for additional programs and resources, based on a clear demonstrated plan for, and implementation of, programs will innovatively improve project accountability and represents an exceptional approach for meeting the priorities established for this competition; namely to develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their corresponding traditional, or online, advanced placement courses, provide vertical team training for teachers to ensure students are exposed to an articulated and aligned curriculum of increasing rigor, coordinated between middle and high school, providing high quality professional development grounded in effective practice and research to increase the number of teachers qualified to teach pre-advanced placement and advanced placement courses, providing professional development in instructional leadership for school administrators and counselors, and providing curriculum resources, books and supplies to targeted schools to develop, enhance, or expand traditional, or online, pre-advanced placement, and advanced placement courses.
In addition to the above sub-grant process, teachers teaching in eligible target schools may apply directly to PROJECT AZASPIRES for support, though the use of training stipends, to attend AP Summer Institutes so they become more highly qualified to teach a new AP course, or enhance or expand an existent AP course. Information on this opportunity will be widely disseminated to all eligible high schools. Preference will be given to applications from funded middle school-high school tandem projects. The training stipends will be awarded to reflect statewide geographic representation to the greatest extent practicable. Training stipends will cover up to $1,200 for AP summer institute training registration fees, room and board (at the workshop site), and applicable ground or air transportation costs. Teachers will then become eligible for an additional $400 for curriculum resources and supplies after demonstrating they have successfully completed the training.
QUALITY OF PROJECT SERVICES (20 Points)
• The quality and sufficiency of strategies for ensuring equal access and treatment for eligible project participants who are members of groups that have been traditionally underrepresented based on race, color, national origin, gender, age, or disability.
❖ (2 Points) Demonstrate the intent to carry out activities to increase the availability of, and participation in, online advanced placement courses.
1. The extent to which the services to be provided by the proposed project reflect up-to-date knowledge from research and effective practice.
2. The extent to which the training or professional development services to be provided by the proposed project are of sufficient quality, intensity, and duration to lead to improvements in practice among the recipients of those services.
Serving students from traditionally underserved populations, particularly those students from low-income families, is the primary focus of PROJECT AZASPIRES goals and objectives. Schools targeted and receiving assistance through the project to develop, enhance, or expand pre-advanced placement and traditional or online advanced placement courses and programs, will be required to document and submit to the Project Director, in order to receive funding, how many low income students are served by project activities, and what strategies the school shall employ to ensure low-income students can equitable access, and are encouraged to participate, in pre-advanced and advanced placement programs within their schools. No student, teacher, or other participant will be excluded from project services or activities on the basis of race, color, national origin, gender, age, disability, English Learner, or socio-economic status. The only instance under which an individual may be excluded from project services is in the event those services are deemed to be detrimental or harmful to the individual.
The AP Program
The Advanced Placement Program is an established, cooperative educational endeavor between secondary schools, colleges, and universities rooted in research and effective practice. Since its inception in 1955, the Program has provided motivated high school students with the opportunity to experience and take college-level courses in a high-school setting. Students who participate in the Program gain college-level skills and may earn college credit while they are still enrolled in high school. AP courses are taught by dedicated and enthusiastic high school teachers who follow course guidelines that are developed and published by the College Board. Currently, 34 courses in a wide variety of core, and other, subject areas are available, along with their corresponding assessment exams.
The Program’s success is rooted in the collaborative efforts of motivated students, dedicated teachers, and committed schools. High schools make the commitment to organize and support at least one class that is equivalent to a first-year college course to participate in the Program.
There are currently more than 110,000 teachers leading AP courses in high schools worldwide. AP teachers are some of the world’s finest, highly-qualified teachers. The Program is strengthened by their participation in a variety of high quality professional development opportunities, which are research based, and grounded in ensuring the translation of effective instructional practices.
The College Board AP and Pre-AP program services that will be available for use by targeted school sites, through a sub-grant application process, will include one or more of the following menu of activities:
• AP Workshops for current and prospective AP teachers and administrators
• Pre-AP Vertical Teams and Classroom Strategies Workshops
• Implementation of the College Board’s SpringBoard Program
• Pre-AP Instructional Leadership Strategies Workshops for teachers, counselors, and administrators
• PSAT/NMSQT with Summary of Answers and Skills and AP Potential
• Implementation of the College Board’s College Success System, CollegeEd Program, and the MyRoad Web-based tool for students
• Access to associated curriculum books, supplies and resources – including Guidance Publications
Each activity is explained in further detail below.
AP Workshops for current and prospective AP teachers and administrators
AP Summer Institutes
These are rigorous and intense teacher training sessions focused on building content knowledge and developing instructional skills and that are proven effective in delivering course material and quality learning experiences to students. These summer institutes, of 5 day durations, are important anchors for PROJECT AZASPIRES advanced placement development and expansion effort, and are available in many subject areas, including core subject areas such as AP English, AP Calculus, AP US History, AP Biology, and AP Spanish. The major areas addressed during summer institute training include:
• AP Curriculum planning material
• Models for teaching both subject area content and critical thinking skills
• Practical information on starting or revising an AP course
• Insights into the structure, content and grading of AP Exams
One-Day AP Workshops
Participants will learn some of the best techniques and tools for assisting students to acquire the critical skills needed to excel in AP courses, with a particular emphasis placed on the development and nurturance of critical thinking skills. Participants will review AP teacher workshop materials, to include course outlines, content related handouts, the most recently released AP Exam information (format and results), along with student samples, scoring guidelines, and commentary regarding the most recent free-response questions. Participants will also engage in active discussions about appropriate classroom materials and learn specific techniques and content specific strategies that can be incorporated within AP Courses to assist students in being successful in rigorous AP course work. Participants will also review data related to student performance on AP Exams and the scoring process, as well as become acquainted with electronic media that may be used to support AP teachers in the classroom, such as APCentral, Electronic Discussion Groups, and more.
Half-Day Workshops
This condensed workshop explores updates in AP course descriptions and AP Exams. Teachers will learn about effective tools and techniques to enhance the development of critical thinking skills and how to effectively relate course content to students. Participants will receive AP teacher workshop materials, to include: course outlines, content-related handouts, and the most recently released AP Exam information, to include: student samples, scoring guidelines, and commentary for the most recent free-response questions. This half-day workshop session is approximately four hours in duration.
Workshops for Administrators
Workshops for administrators are an effective way to provide an in-depth survey of effective strategies to start and support AP programs, teachers, and participating students at their school – beginning with a review of the benefits of AP courses for schools. Additionally, administrators will learn how to use data effectively to promote equitable growth and will provide tools for assessing strengths and weaknesses of existing AP programs, with an emphasis on areas of future expansion and growth. Topics specific to the concerns of administrators are covered, to include: models for obtaining financial support from community organizations, effective school policies (grade weighting and setting expectations for students to take AP Exams), and the effective use of block scheduling to efficiently offer AP courses.
Pre-AP Vertical Teams and Classroom Strategies Workshops
Vertical Teams Training
These Vertical Team training workshops are designed primarily to support new and experienced AP Vertical Teams. Vertical Teams are groups of educators from different grade levels in a given discipline who work cooperatively to develop and implement a vertically aligned and articulated program aimed at assisting students to acquire the academic skills and study habits of mind critical for success in rigorous college-level coursework and AP courses. Participants will engage in activities that use content to introduce and illustrate the Vertical Teams concept and its key attributes. Each workshop activity provides appropriate durations of time for reflection and discussion focused on the group dynamics created by that activity, and the implications for Vertical Teams as they implement the goals of the workshop. Particular emphasis will be placed on providing participants effective strategies they may use to ensure that Vertical Teams are implemented at their respective school sites, and how those Teams may be sustained in the future.
Pre-AP Classroom Strategies
These one- and two-day workshops for teachers of all grades 6-10 enable teachers to opportunity to develop strategies for strengthening the analytical and critical thinking skills, and effective study habits students need to succeed in challenging, rigorous coursework. Teachers will acquire skills that promote clear communication of thought processes and methodical thinking by all of their students. Teacher teams work on problems and instructional strategies in small groups, and will develop cross-grade lessons. Workshops will be taught by College Board staff and consultants, and by college and university faculty. These workshops are a particularly effective and important tool in accelerating the learning of traditionally underserved populations, such as English Language Learners, African American Students, and Hispanic students.
Implementation of the College Board’s SpringBoard Program
Project AZASPIRES intends to incorporate the SpringBoard Program as on option for targeted schools in mathematics and English language arts for students in grades 6-12. SpringBoard is a comprehensive, web-based program that works to supplement existing curricula and instructional practices in the core subject areas of mathematics, reading and writing in grades 6-12. SpringBoard is often used to enhance existing mathematics or English Language Arts texts and lesson plans, or it may serve as the basis for a stand alone curriculum in schools where existing programs require a greater level of rigor and higher standards of achievement. SpringBoard aims to build upon the College Board’s extensive experience with its AP, Pre-AP, and Pacesetter programs. Springboard provides high academic standards, time-tested instructional materials and strategies, effective use of diagnostic assessments to inform instructional practice, and a support system for all SpringBoard teachers. There are three primary components comprising the SpringBoard program:
Standards. At the center of SpringBoard are the College Board Standards for College Success, tightly linking all program components. The College Board Standards for College Success were designed by leading experts in English and mathematics, and were drawn from the Center for Educational Research at the University of Oregon’s Standards for Success, a body of significant research conducted for the Association of American Universities (AAU) These standards detail the mathematics, reading, and writing skills and concepts student should master as they progress from middle school, to high school, and a successful transition to AP and college-level coursework. The College Board will correlate relevant state and district mathematics, reading, and writing standards and textbooks to the College Board Standards for College Success, in order to enable teachers to readily and easily integrate the components of SpringBoard into their classroom teaching.
Ongoing Professional Development. An integral part of SpringBoard is the ongoing professional development focused on the pedagogical strategies that research has shown to be most effective in the teaching of mathematics, reading and writing. To enhance and inspire teachers to engage in content-based professional development activities that include intensive face-to-face training (a minimum of six days per year), modeling of teaching strategies via instructional materials, online mentoring from master teachers, and online discussion groups with teachers using similar strategies and materials from across the country.
Diagnostic Assessments. The diagnostic assessments will provide formative feedback to teachers, enabling them to adjust instruction based on the needs of their students. The Diagnostic assessments progressively assess student’s critical thinking skills relative to the College Board Standards for College Success. Teachers can then access the appropriate and most effective strategies and the instructional resources best able to assist students to develop and strengthen their understanding of the specific performance expectations.
Pre-AP Instructional Leadership Strategies Workshops for teachers, counselors, and administrators
Pre-AP: Instructional Leadership Strategies – Using Data to Improve Student Preparation in Advanced Placement Program Courses
This is a one-day workshop designed for teachers, counselors and administrators interested in collecting, organizing, analyzing, and using data for continuing school improvement and creating access for all students in AP courses. Participants will understand, by the end of the workshop, how to use data effectively to make student placement and curricula decisions around issues of equity and excellence. Major topics to be addressed will include the destroying of achievement myths, using data to close achievement gaps, disaggregating data, and assessing policies and practices.
Pre-AP: Instructional Leadership Strategies – Promoting Excellence and Equity in Advanced Placement Program Courses
This is a one-day workshop for high school teachers, counselors and administrators interested in examining issues related to the development of instructional programs that clearly reflect equity and excellence. The discussions and activities in the workshop are specifically designed to assist participants to identify excellence and equity concepts applicable to all core subject areas and how to further prepare students for success in rigorous AP coursework. Participants will understand, at the end of the workshop, how to create, and sustain, high achievement classrooms accessible to all students in an equitable manner, and make curricula decisions to increase student achievement and access to AP courses.
Pre-AP: Instructional Leadership through AP Vertical Teams
This one-day workshop is specially designed for secondary instructional leaders, to include: board members, superintendents, principals, central office staff and counselors. Workshop participants will learn how Pre-AP professional development opportunities, specifically AP Vertical Teams, may be used to create a sustainable system utilizing a clearly articulated rigorous curricula that prepares students to achieve to high standards and equitably access AP coursework. Additionally, participants will be learn how to include Pre-AP professional development and AP Vertical Teams in school development plans, organize and develop appropriate support systems to build and sustain effective AP Vertical Teams, and to effectively evaluate the impact of AP Vertical Teams on school improvement plans and efforts.
PSAT/NMSQT with Summary of Answers and Skills and AP Potential
The PSAT/NMSQT measures the math reasoning, critical reading and writing skills students have developed throughout the course of their educational careers. The PSAT/NMSQT is designed to assist students to evaluate their own skill levels, practice for the SAT, and then compare their readiness for college-level coursework with that of their peers.
The PSAT/NMSQT:
• Is the largest nationally normed examination completed by 10th grade students
• Provides a personalized Improve Your Skills section based on a student’s individual performance, and provides students access via the web to question solutions and explanations
• Offers teachers, schools, and districts comprehensive student performance data to assist them in preparing greater numbers of students for college success
• Enables educators to identify students through the use AP Potential who may be prepared for the challenge of AP course work based on their PSAT/NMSQT results
• Connects 11th grade students to the National Merit Scholarship Competition
• Provides all participating schools with Scorewrite to assist educators prepare students for the writing section of the SAT
• Introduces students to colleges and universities through the Student Search Service
• Translates important parent informative items into Spanish
The PSAT/NMSQT’s summary of Answers and Skills provides information on skills covered in each section of the PSAT/NMSQT, as well as showing just how students’ skills compare to national and state performance on each skill assessed by the test.
AP Potential is based on research that establishes significant correlations between PSAT/NMSQT test scores and performance on AP Exams. Studies have shown that PSAT/NMSQT scores tend to be significantly better “predictors” of student’ AP Exam grades than more obvious and traditional indicators, such as high school grades, previous grades in the same discipline, and the number of courses taken in the same discipline by a student. Also, the data indicate the relationship of PSAT/NMSQT scores to AP Exams performance is substantially the same for all ethnic and racial groups – providing an equitable indicator of potential student performance in AP. AP Potential may be accessed through the College Board Web Site, and enables schools to generate a roster of potential students who are identified by the system as strong candidates for participation in AP coursework. The following subject areas are supported by the AP Potential system: Art History, Biology, Calculus AB, Calculus BC, Chemistry, Comparative Government & Politics, Computer Science A, Computer Science AB, English Language, English Literature, European History, Macroeconomics, Microeconomics, Music Theory, Physics B, Physics C: Mechanics, Physics C: Electricity and Magnetism, Psychology, US Government & Politics, and US History.
Implementation of the CollegeEd Program, and the MyRoad Web-based tool for students
The CollegeEd Program
CollegeEd is a unique program specifically designed to inspire middle school students and their families to prepare for college and believe that college is possible. CollegeEd provides engaging lessons that can easily be integrated into existing classes or stand alone. Consisting of a Teacher’s Guide, Student Workbook, and Family Handbook, the materials are also available in Spanish.
MyRoad Web-based tool for students
MyRoad is the web-based tool that enables students to explore majors, careers and colleges. It also helps counselors connect with students, and includes profiles of more than 175 college majors, the latest information on more than 3,500 four-year colleges and universities, articles covering 450 careers, and an online magazine.
Access to associated curriculum books, supplies and resources – including Guidance Publications
Curriculum resources, books and supplies will be provided as needed to targeted schools to develop, enhance, or expand traditional, or online, pre-advanced placement, and advanced placement courses.
• The International Baccalaureate Programme
The International Baccalaureate Organization (IBO), founded in 1968, is one of the recognized leaders in the field of international education. A non-profit, mission-driven foundation that works with 1,462 schools (January 2005) to develop and offer three challenging programmes in 117 countries to approximately 200,000 students, the International Baccalaureate programme may be considered by eligible target schools as a program model option.
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The IBO offers two programmes models that could be considered for project services:
• The Diploma Programme (DP), for students in the final two years of school before university (likened to advanced placement)
• The Middle Years Programme (MYP) for students aged 11 to 16 (likened to pre- advanced placement)
The IBO provides IB world schools with the following available services:
• detailed curriculum guidelines for each programme and subject area
• teacher training workshops
• online access to 3,000 education resources, subject area experts, and discussion sessions with teachers at IB schools throughout the world
• external assessment of DP students' work
• procedures for school-based (internal) assessment of student work
The IBO's regional offices and regional representatives work closely with schools that are interested in applying for authorization, with those that are in the process of implementing the MYP or DP to gain authorization.
• Online Advanced Placement Courses
The use of online advanced placement courses to help targeted schools to build their capacity to provide greater opportunities for low income students to access and participated in advanced placement coursework will be supported. Access to online coursework can be of particular import to rural and small schools that do not have large enough class sizes to support a traditionally delivered advanced placement course. Schools demonstrating this unique need, and choosing to pursue online options to build capacity must demonstrate that a significant percentage of all students enrolling in online courses meet the low-income criteria of qualifying for the Federal Free and Reduced Price Meal program. Schools must also demonstrate how students will be supported onsite as they engage in online coursework. This support should include the use of onsite facilitators appropriately trained to facilitate the instruction of enrolled students. Schools choosing to apply for funding through the sub-grant process to support online coursework may choose course providers deemed best equipped to meet the individual needs of their schools and student populations, subject to the approval of the Project Director and Project Advisory Team.
QUALITY OF PROJECT PERSONNEL (10 Points)
1. The qualifications, including relevant training and experience, of the project director.
PROJECT AZASPIRES will employ a full time Project Director to ensure an effective and efficient, full time commitment to the day-today management of project activities and realization of all project objectives and outcomes. Given the statewide scope of the project, and given that schools targeted for assistance will have little or no existent pre-advanced placement and advanced placement programs, requiring extensive technical assistance and support, the Arizona Department of Education recognizes the need for ongoing, consistent coordination and implementation of Project activities.
The Project Director will be hired through a competitive hiring process in accordance with the policies and procedures of the Arizona Department of Education. Jeff Hipskind, who will serve as the Chairman of the Project Advisory Team, will serve as the Project Director in the Interim.
2. The qualifications, including relevant training and experience, of key project personnel.
Jeff Hipskind, will serve as the Chairman of the Project Advisory Team, providing valuable oversight to ensure all goals and objectives are carried out in an effective manner. Jeff Hipskind has a M.Ed. focused on the administration of special program. He currently serves as the Gifted Program Specialist for the Arizona Department of Education. He also now administers Arizona’s US Department of Education AP Test Fee Waiver Grant, serves as the State of Arizona K-12 representative to the Western Consortium for Accelerated Learning Opportunities (WCALO), and also serves on ADE/Arizona Board of Regents High Honors Tuition Waiver Scholarship Program Task Force. He is also active with the College Board Western Region Office, and the Arizona League of IB Schools. Prior to his current service, Mr. Hipskind served as the Director of Gifted Education for the Tucson Unified School District for nine years, at which time he acted as the contact person for advanced placement programs for TUSD. Jeff brings a background rich in knowledge of low-income, high minority and ELL student populations, particularly the identification of gifted and talented students from traditionally under-represented groups.
Karen Butterfield, will serve on the Project Advisory Team. She is currently the Deputy Associate Superintendent for Innovative and Exemplary Programs at the Arizona Department of Education. She currently is the state’s team leader for the Arizona High School Renewal & Improvement (AZHSRI) initiative, and oversees Gifted & Talented, Arts Education, Title V-A, Dropout Prevention and Indian Education. Karen is also charter school liaison for the Department and leads the Graduation and High Honors Scholarship task forces for the Superintendent. Prior to joining ADE, Karen served as a consultant for the National Charter Schools Institute, founded Flagstaff Arts & Leadership Academy (FALA) in 1996, which focused on a rigorous academic/arts curriculum. The charter high school quickly was identified as a state and national model school with the Arizona Department of Education and U.S. Department of Education. Prior to the opening of FALA, she served as an art teacher and administrator with Flagstaff Unified School District for 22 years. The majority of her professional career has been spent at the secondary level. Karen received her BS and MA in education, including a doctorate in educational leadership from Northern Arizona University. In 1993 she was named Arizona Teacher of the Year, and has received numerous other recognitions for her work in education.
Maxine Daly will serve on the Project Advisory Team. She is currently the Coordinator for Dropout Prevention and High School Renewal, and also administers the Arizona Board of Regents High Honors Tuition Waiver Scholarship Program designed to promote rigor within the secondary school curriculum. As a part of her involvement in the Arizona High School Renewal Initiative, she is assisting representatives of the Advanced Placement Program in implementing one day regional seminars to promote advanced placement curriculum awareness and accessibility for all students. Maxine Daly came to the Arizona Department of Education with a background as a high school counselor, a campus AP coordinator, and as an assistant principal in charge of student services.
Mark Denke, will also serve on the Project Advisory Team. As Assistant Executive Director for Academic and Student Affairs, Mark Denke works closely with the Vice Presidents for Student Affairs and their staff at Arizona State University (ASU), Northern Arizona University (NAU), and the University of Arizona (UA) to provide leadership for the necessary review of agenda items, research, and follow-up related to Academic and Student Affairs. Mark also serves on local and regional committees and advisory councils, and is responsible for constituent services related to student affairs inquiries. He coordinates, facilitates, and provides leadership for staffing of projects to develop and implement Board policy and other Arizona Board of Regents (ABOR) initiatives with an emphasis upon Student Affairs. Mark provides staff work for special requests by the Board of Regents, University Presidents, and Chief Academic Officers. He investigates, researches, and analyzes policy issues, and collaborates with ABOR and university staff and faculty to develop recommendations and reports for the Board. In addition, Mark assists with Arizona Regents University initiatives related to the development of on-line student affairs services.
Ernesto M. Bernal, Ph.D, PROJECT AZASPIRES external evaluator, will serve on the Project Advisory Team, as well. Dr. Bernal has been honored by Arizona, New Mexico, and numerous professional groups for his contributions to educational diversity. Dr. Bernal has significant publications on test bias, dual-language education, gifted education, psychometrics, and program evaluation. Currently he is Executive Director of the San Antonio Gifted Education Foundation. He serves as a consultant and external evaluator on innovative programs and structural change to several school districts, to include Project SOS, an AP Initiative funded by the U. S. Department of Education.
QUALITY OF THE MANAGEMENT PLAN (10 Points)
1. The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks.
The management of the delivery of the project is outlined, in detail, in the following Management and Evaluation Tables. All project activities are directly aligned to measurable project outcomes and objectives. Activities, processes, personnel responsible, benchmarks (timeline and milestones), and evaluation processes are addressed. Milestones are specifically, and clearly, marked within the Tables as appropriate.
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 1: Develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their |
|corresponding traditional, or online, advanced placement courses. |
|SCHOOL OUTCOMES: |
|Higher number of pre-advanced placement and advanced placement courses will be offered at targeted schools. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Pre-Advanced Placement Courses |After receiving training |Site Single Point of Contact, |Schools have pre-ap courses offered|
|Developed |and support, targeted |Project Director |in at least 3 core subject areas of|
| |schools will offer greater | |math, reading, and writing by Year |
| |number of pre-ap courses | |2 of funding for that school and |
| | | |ongoing |
| | | |MILESTONE |
|Advanced Placement Courses |After receiving training |Site Single Point of Contact, |Schools have ap courses offered in |
|Developed |and support, targeted |Project Director |at least 3 core subject areas of |
| |schools will offer greater | |math, reading, and writing by Year |
| |number of pre-ap courses | |2 of funding for that school and |
| | | |ongoing |
| | | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of pre-advanced |TYPE OF DATA |Formative and summative qualitative data |
| |placement and advanced placement | | |
| |courses developed at each targeted | | |
| |middle and high school will be | | |
| |reported | | |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Ongoing throughout the project |
| |beginning in Year 1 | | |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Formal and informal focus groups, |
| |at each targeted school site shall | |interviews, site observations, document |
| |be surveyed using a developed data | |analysis, and the use of developed survey |
| |collection instrument | |instruments using appropriate ‘Lickert |
| | | |Scale’ items at each targeted school site |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 1: Develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their |
|corresponding traditional, or online, advanced placement courses. |
|SCHOOL OUTCOMES: |
|Higher number of online advanced placement courses will be offered at targeted schools. |
|STUDENT OUTCOMES: |
|Higher number of students enrolled in online advanced placement courses at targeted schools. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Online Advanced Placement |Schools will apply for |Site Single Point of Contact, |Schools will offer online courses |
|Courses Offered |funding to offer online AP |Project Director |in the year they are funded |
| |courses though sub-grant | |MILESTONE |
| |process | | |
|Enrollment of Students in Online|Schools will enroll |Site Single Point of Contact |Schools will have students |
|Advanced Placement Courses |low-income students in | |meeting the low-income eligibility|
| |online ap courses | |enrolled in online courses in the |
| | | |year they are funded |
| | | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of online advanced |TYPE OF DATA |Formative and summative qualitative data |
| |placement courses developed and the| | |
| |number of students enrolled at each| | |
| |targeted school will be reported | | |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Ongoing throughout the project |
| |beginning in Year 1 | | |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Formal and informal focus groups, |
| |at each targeted school site shall | |interviews, site observations, document |
| |be surveyed using a developed data | |analysis, and the use of developed survey|
| |collection instrument | |instruments using appropriate ‘Lickert |
| | | |Scale’ items at each targeted school site|
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 2: Provide high quality professional development grounded in effective practice and research to increase the number of |
|teachers qualified to teach pre-advanced placement and advanced placement courses and effectively assess student progress and |
|proficiency. |
|TEACHER, COUNSELOR, and ADMINISTRATOR OUTCOMES: |
|An increase in the number of teachers qualified to teach pre-advanced placement and advanced placement courses. |
|An increase in the number of qualified facilitators of online instruction for students enrolled in online advanced placement |
|courses. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Pre-Advanced Placement |Schools will apply for |Site Single Point of Contact, Project |Teachers will be trained to |
|Professional Development |funding in accordance with |Director |offer and support pre-ap courses|
|Trainings in Core Subject Areas |the sub-grant process to | |in core subject areas at target |
| |support pre-ap | |schools in the Year the |
| |professional development | |applicant receives funding |
| |for teachers | |MILESTONE |
|Advanced Placement Institute |Teachers from eligible |Teachers, Site Single Point of |Teachers from target schools |
|Trainings in Subject Areas |school will apply for |Contact, Project Director |will be trained to teach AP |
| |training stipends to | |courses Year 1 and ongoing |
| |support AP institute | |MILESTONE |
| |training | | |
|Professional Development |Schools seeking funding to|Site Single Point of Contact, Project |Trained Onsite facilitator(s) |
|Training for Online Course |offer online courses will |Director |will be available onsite to |
|Facilitators |also demonstrate how | |support students taking online |
| |student learning will be | |ap courses |
| |facilitated onsite | |Year 1 and ongoing |
| | | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of administrators trained|TYPE OF DATA |Formative assessments regarding teacher’s|
| |at each targeted school will be | |concerns about implementation of |
| |reported | |educational innovations (SoCQ), and the |
| | | |actual implementation of educational |
| | | |innovations (LoU) |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and annually throughout the |
| |beginning in Year 1 | |project term at each targeted school |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Stages of Concern Questionnaire (SoCQ) |
| |at each targeted school site shall | |and Hall’s Levels of Use (LoU) will be |
| |be surveyed using a developed data | |administered |
| |collection instrument | | |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 3: Provide vertical team training for teachers to ensure students are exposed to an articulated and aligned curriculum of|
|increasing rigor, coordinated between middle and high school, and expressly designed to allow students to be equitably prepared to |
|access, participate and succeed in advanced placement courses and tests. |
|TEACHER, COUNSELOR, and ADMINISTRATOR OUTCOMES: |
|An increase in the number of vertical teams developed between targeted middle and high schools in core subject areas. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Vertical Team Training for Each |Middle school and high |Site Single Point of Contact, |Vertical teams in core subject |
|Core Subject Area Team at |school tandems will apply |Project Director |areas will developed in targeted |
|Targeted Schools |for funding through the | |middle and high schools in Year 1 |
| |sub-grant process to support| |and ongoing |
| |Vertical Team Training | |MILESTONE |
|Onsite Support and Professional |Tandem target schools will |Site Single Point of Contact, |Established Vertical Teams will |
|Development for Developed |apply for funding through |Project Director, Project Advisory |receive onsite support at targeted|
|Vertical Teams |the sub-grant process to |Team |schools in Year 2 and ongoing |
| |support Vertical Teams | | |
| |onsite | | |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of Vertical Teams |TYPE OF DATA |Formative assessments regarding teacher’s|
| |developed in each core subject area| |concerns about implementation of |
| |at each targeted school will be | |educational innovations (SoCQ), and the |
| |reported | |actual implementation of educational |
| | | |innovations (LoU) |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and annually throughout the |
| |beginning in Year 1 | |project term at each targeted school |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Stages of Concern Questionnaire (SoCQ) |
| |at each targeted school site shall | |and Hall’s Levels of Use (LoU) will be |
| |be surveyed using a developed data | |administered |
| |collection instrument | | |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 4: Provide professional development for counselors in identifying and supporting traditionally underrepresented |
|low-income students for participation in advanced placement coursework |
|TEACHER, COUNSELOR, and ADMINISTRATOR OUTCOMES: |
|An increase in the number of counselors trained to effectively identify and support equitably student participation in pre-advanced|
|placement and advanced placement programs. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Pre-advanced placement Counselor|Targeted schools will apply |Site Single Point of Contact, |Trained Counselors at targeted |
|Professional Development |for funding through the |Project Director |schools able to support pre-ap |
|Training |sub-grant process to train | |programs and students by Year 2 of|
| |counselors to support pre-ap| |funding and ongoing |
| |programs | |MILESTONE |
|Advanced Placement Counselor |Targeted schools will apply |Site Single Point of Contact, |Trained Counselors at targeted |
|Professional Development |for funding through the |Project Director |schools able to support ap |
|Training |sub-grant process to train | |programs and students by Year 2 of|
| |counselors to support-p | |funding and ongoing |
| |programs | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of counselors trained at|TYPE OF DATA |Formative assessments regarding teacher’s|
| |each targeted high school will be | |concerns about implementation of |
| |reported | |educational innovations (SoCQ), and the |
| | | |actual implementation of educational |
| | | |innovations (LoU) |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and annually throughout the |
| |beginning in Year 1 | |project term at each targeted school |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Stages of Concern Questionnaire (SoCQ) |
| |at each targeted school site shall | |and Hall’s Levels of Use (LoU) will be |
| |be surveyed using a developed data | |administered |
| |collection instrument | | |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 5: Provide professional development in instructional leadership for school administrators and counselors on how to |
|effectively support and integrate pre-advanced placement programs into existing school development plans, equitably raising the |
|level of, and access to, academic rigor within their school communities for all students, and evaluating the impact of programs on |
|school improvement. |
|TEACHER, COUNSELOR, and ADMINISTRATOR OUTCOMES: |
|An increase in the number of administrators trained to effectively support and sustain the development, expansion, or enhancement |
|of equitable, effective pre-advanced placement and advanced placement programs on their campuses. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Pre-advanced placement |Tandem target schools will |Site Single Point of Contact, |Trained Administrators, |
|Instructional Leadership |apply for funding to support|Project Director |counselors, and teachers and |
|Professional Development |pre-ap Instructional | |others able to be instructional |
|Training |Leadership training through | |leaders for pre-ap programs at |
| |the sub-grant process | |target schools in Year 1and |
| | | |ongoing |
| | | |MILESTONE |
|Onsite Support and Professional |Tandem target schools will |Site Single Point of Contact, |Administrators, counselors, and |
|Development |apply for further funding to|Project Director, Project Advisory |teachers, and others will be |
| |support onsite professional |Team |supported onsite as needed in Year|
| |development in instructional| |1 and ongoing |
| |leadership | | |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of administrators |TYPE OF DATA |Formative assessments regarding teacher’s|
| |trained at each targeted school | |concerns about implementation of |
| |will be reported | |educational innovations (SoCQ), and the |
| | | |actual implementation of educational |
| | | |innovations (LoU) |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and annually throughout the |
| |beginning in Year 1 | |project term at each targeted school |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Stages of Concern Questionnaire (SoCQ) |
| |at each targeted school site shall | |and Hall’s Levels of Use (LoU) will be |
| |be surveyed using a developed data | |administered |
| |collection instrument | | |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 6: Provide resources to parents regarding the advanced placement program options available for children, and the |
|opportunities that high standards and participation in rigorous coursework provide for their children – specifically access to, and|
|success, in college. |
|PARENT OUTCOMES: |
|An increase in the number of parents with children enrolled in targeted schools aware of, and provided with materials regarding the|
|availability of pre-advanced placement and advanced placement programs and options at their schools. |
|An increase in the number of parents with children enrolled in targeted schools aware of, and provided with resources concerning |
|the support and preparation of their children for potential future college enrollment and success. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Parent outreach meetings |Tandem targeted schools will |Site Single Point of Contact, |Parents of children enrolled in |
| |apply for funding to support |Project Director, Project |targeted schools will attend parent |
| |parent outreach through the |Advisory Team |outreach meetings. Year 1 and ongoing|
| |sub-grant process | |MILESTONE |
|Provide parents with |Schools will generate or |Site Single Point of Contact, |Parents of children enrolled in |
|resources regarding the |obtain resources and |Project Director, Project |targeted schools will be aware of, |
|advanced placement program |information to provide to |Advisory Team |and provided with resources |
|options available for |parents | |concerning the support and |
|children | | |preparation of their children Year 1 |
| | | |and ongoing |
| | | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The number of parents assisted at |TYPE OF DATA |Awareness and Satisfaction |
| |each targeted school will be | | |
| |reported | | |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and end of the project term at|
| |beginning in Year 1 | |each targeted school |
|METHOD OF COLLECTION |The advanced placement coordinator |METHOD OF COLLECTION |Formal and informal focus groups, |
| |at each targeted school site shall | |interviews, site observations, document |
| |be surveyed using a developed data | |analysis, and the use of developed |
| |collection instrument | |survey instruments using appropriate |
| | | |‘Lickert Scale’ items at each targeted |
| | | |school site |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced|
|placement and advanced placement programs and tests. |
|OBJECTIVE 7: Provide curriculum resources, books and supplies to targeted schools to develop, enhance, or expand traditional, or|
|online, pre-advanced placement, and advanced placement courses. |
|TEACHER, COUNSELOR, and ADMINISTRATOR OUTCOMES: |
|An increase in the availability of, and use by teachers, of curriculum resources, books and supplies used to develop, enhance, |
|or expand traditional, or online, pre-advanced placement, and advanced placement courses |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Curriculum resources, |Tandem target schools will apply for |Site Single Point of Contact,|Target middle and high schools |
|books and supplies |funding through the sub-grant process|Project Director |will have appropriate curriculum |
|provided to targeted |to purchase curriculum resources, | |resources, books and supplies to |
|schools for pre-advanced |books and supplies to support | |support their developed pre-ap |
|placement programs |developed pre-ap programs | |programs. Year 1 and ongoing |
| | | |MILESTONE |
|Curriculum resources, |Tandem target schools will apply for |Site Single Point of Contact,|Target middle and high schools |
|books and supplies to |funding through the sub-grant process|Project Director |will have appropriate curriculum |
|targeted schools for |to purchase curriculum resources, | |resources, books and supplies to |
|advanced placement |books and supplies to support | |support their developed ap |
|programs |developed ap programs | |programs. Year 1 and ongoing |
| | | |MILESTONE |
|Curriculum resources, |Tandem target schools will apply for |Site Single Point of Contact,|Target middle and high schools |
|books and supplies to |funding through the sub-grant process|Project Director |will have appropriate curriculum |
|targeted schools for |to purchase curriculum resources, | |resources, books and supplies to |
|online advanced placement |books and supplies to support | |support their developed online ap |
|courses |developed online ap programs | |programs. Year 1 and ongoing |
| | | |MILESTONE |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |The quantity and type of |TYPE OF DATA |Formative assessments regarding teacher’s |
| |resources, books and supplies | |concerns about implementation of educational |
| |purchased for use at targeted | |innovations (SoCQ), and the actual |
| |school will be reported | |implementation of educational innovations |
| | | |(LoU) |
|COLLECTION TIMELINE |The end of each academic year, |COLLECTION TIMELINE |Beginning and annually throughout the project|
| |beginning in Year 1 | |term at each targeted school |
|METHOD OF COLLECTION |The advanced placement |METHOD OF COLLECTION |Stages of Concern Questionnaire (SoCQ) and |
| |coordinator at each targeted | |Hall’s Levels of Use (LoU) will be |
| |school site shall be surveyed | |administered |
| |using a developed data | | |
| |collection instrument | | |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 8: Evaluate which project activities and strategies prove to be most effective in increasing the number of low-income |
|students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests and, long |
|term, increase the number of low-income student who access college, and receive baccalaureate and advanced degrees. |
|EVALUATION OUTCOMES: |
|Annual evaluation reports shall be generated reporting progress toward measurable project goals and objectives, and the |
|effectiveness of implemented project activities on impacting low-income student achievement and recommendations of effective |
|strategies regarding sustainability and program replication in other settings. |
|ACTIVITIES |PROCESS |PERSONNEL RESPONSIBLE |BENCHMARK |
|Annual Evaluation Report |External evaluator, with the |External Evaluator, Project |An Evaluation report showing |
|Generated: Progress Toward |assistance of the Project |Director, Project Advisory Team |Progress Toward Measurable |
|Measurable Project Goals and |Director and the Project | |Project Goals and Objectives |
|Objectives |Advisory team will gather, | |Annually, Beginning Year 1 |
| |analyze, and report on | |MILESTONE |
| |Progress Toward Measurable | | |
| |Project Goals and Objectives | | |
|Annual Evaluation Report |External evaluator, with the |External Evaluator, Project |An Evaluation report showing |
|Generated: Effectiveness of |assistance of the Project |Director, Project Advisory Team |Effectiveness of Implemented |
|Implemented Project Activities |Director and the Project | |Project Activities |
| |Advisory team will gather, | |Annually, Beginning Year 1 |
| |analyze, and report on | |MILESTONE |
| |Effectiveness of Implemented | | |
| |Project Activities | | |
|Annual Evaluation Report |External evaluator, with the |External Evaluator, Project |An Evaluation report showing: |
|Generated: Recommendations of |assistance of the Project |Director, Project Advisory Team |Recommendations of Effective |
|Effective Sustainability and |Director and the Project | |Sustainability and Replication |
|Replication Strategies |Advisory team will gather, | |Strategies |
| |analyze, and report on | |Annually, Beginning Year 1 |
| |Recommendations of Effective | |MILESTONE |
| |Sustainability and Replication| | |
| |Strategies | | |
|EVALUATION (Outcome Measures) |
| QUANTITATIVE DATA | QUALITATIVE DATA |
|TYPE OF DATA |Analysis and report regarding all |TYPE OF DATA |Analysis and report regarding all |
| |collected Project quantitative data | |collected Project qualitative data |
|COLLECTION TIMELINE |Annually |COLLECTION TIMELINE |Annually |
|METHOD OF COLLECTION |Data collected from onsite AP |METHOD OF COLLECTION |Data collected from onsite AP |
| |Coordinators and ADE SAIS system will | |Coordinators will be provided to |
| |be provided to Project Evaluator by | |Project Evaluator by the Project |
| |the Project Director | |Director |
|PROJECT AZASPIRES EVALUATION & MANAGEMENT PLAN |
|GOAL: Provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and |
|other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced |
|placement and advanced placement programs and tests. |
|OBJECTIVE 1: Develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their |
|corresponding traditional, or online, advanced placement courses. |
|STUDENT OUTCOMES: |
|Higher numbers and percentages of students in targeted schools passing Arizona’s Instrument to Measure Standards (AIMS) at advanced|
|levels of proficiency in core subject areas. |
|Higher number of students from targeted schools participating in pre-advanced placement and advanced placement courses. |
|Higher number of students enrolled in online advanced placement courses at targeted schools. |
|Higher number of students from targeted schools taking advanced placement exams. |
|Higher number of students from targeted schools scoring at advanced levels on advanced placement exams |
|Higher number of students from targeted schools assessed at advanced levels, reflected by grades, in pre-advanced placement and |
|advanced placement courses. |
| |
|EVALUATION (Outcome Measures) |
|QUANTITATIVE DATA |
| |The numbers and percentages of |The number of students from |The number of students enrolled in |
| |students in targeted schools |targeted schools participating |online advanced placement courses at |
|TYPE OF DATA |passing Arizona’s Instrument to |in pre-advanced placement and |targeted schools |
| |Measure Standards (AIMS) at |advanced placement courses | |
| |advanced levels of proficiency in| | |
| |core subject areas. | | |
| |The number of students from |The number of students from |The number of students from targeted |
| |targeted schools taking advanced |targeted schools scoring at |schools assessed at advanced levels, |
| |placement exams |advanced levels on advanced |reflected by grades, in pre-advanced |
| | |placement exams |placement and advanced placement |
| | | |courses |
|COLLECTION TIMELINE |The end of each academic year, beginning in Year 1 |
| |MILESTONE |
| |The advanced placement coordinator at each targeted school site shall be surveyed using a developed data|
|METHOD OF COLLECTION |collection instrument. Additionally, student relevant student level achievement data shall be collected |
| |through the Arizona Department of Education Student Accountability Information System (SAIS). Data on |
| |advanced placement exams will be collected and requested from the College Board. The data collected |
| |shall be aligned with the data collection requirements (Section 1705 (f)(1) of the authorizing statute. |
|QUALITATIVE DATA |
|TYPE OF DATA |Formative and summative qualitative data |
|COLLECTION TIMELINE |Ongoing throughout the project |
|METHOD OF COLLECTION |Formal and informal focus groups, interviews, site observations, document analysis, and the use of |
| |developed survey instruments using appropriate ‘Lickert Scale’ items at each targeted school site |
The defined responsibilities of key project personnel are as follows:
Project Director
The Project Director will provide oversight for the project and will play a prominent role in implementing project goals and objectives. Primary duties will include the following:
• Ensure project accountability and sustainability
• Ensure that PROJECT AZASPIRES achieves program goals and objectives on time and within budget
• Provide ongoing, consistent technical assistance to all funded project schools
• Develop and distribute materials to explain project opportunities, procedures, processes, and technical assistance to schools
• Facilitate communication between target school sites
• Manage the production of all year end financial, performance and evaluation reports to the US Department of Education
• Manage and facilitate the sub-grant process for funding project activities at target schools
• Manage the collection and reporting of all quantitative and qualitative data
• Work with the evaluator to collect data and perform statistical analysis of data
• Provide technical assistance to the Project Advisory Team
Administrative Assistant
The Administrative Assistant will provide support to the Project Director and Project Advisory Team, performing receptionist duties, data entry, copying, mailing, scheduling, and other clerical functions. This person will support the direct service activities performed by the Project Director, including verification of information and data provided by schools.
External Evaluator
Ernesto M. Bernal, Ph.D will be primarily responsible for the evaluation process for PROJECT AZASPIRES. The external evaluator will ensure that the evaluation component of the project is implemented in an effective manner, and will ensure that the project will be evaluated formatively on the progress it is making to achieving project goals and objectives and summatively by the numbers of low-income students taking AP courses, the numbers taking AP exams, and the numbers passing the AP exams. The external evaluator will also assist in ensuring annual reporting, in accordance with section 1705(f) of the authorizing statute, is completed.
Project Advisory Team
A Project Advisory Team will be developed to ensure that the goals and objectives of PROJECT AZASPIRES are realized in an effective manner within the greater framework of major existing Arizona Department of Education initiatives, such as the Arizona High School Renewal & Improvement (AZHSRI) initiative, the Arizona Board of Regents High Honors Tuition Waiver Scholarship Program, Dropout Prevention initiatives, and other efforts and reforms geared to increase access to rigor and achievement to high standards for all students, particularly those who are traditionally underserved and underrepresented, and post-secondary enrollment and success for Arizona’s children. The Project Advisory Team will also seek to involve the business and community organizations in the project though their coordinated efforts.
The Project Advisory Team will provide oversight of the Project Director and staff, and will include the Arizona Department of Education’s Gifted Education Specialist, ADE Deputy Associate Superintendent for Innovative and Exemplary Programs, ADE Dropout Prevention Coordinator and Arizona High School Renewal and Improvement Initiative (AZHSRI) Lead, and the Assistance Executive Director for Academic and Student Affairs for the Arizona Board of Regents. The Project Advisory Team will also seek to add members representing parents, business and community organizations, and school administrators. Developing public awareness of the project, developing long-term strategies for sustainability and statewide systems reform and improvement will also be primary responsibilities.
2. The extent to which the time commitments of the project director and other key personnel are appropriate and adequate to meet the needs of the proposed project.
Project AZASPIRES will employ a full time Project Director to ensure an effective and efficient, full time commitment to the day-today management of project activities and realization of all project objectives and outcomes. Given the statewide scope of the project, and given that schools targeted for assistance will have little or no existent pre-advanced placement and advanced placement programs, requiring extensive technical assistance and support, the Arizona Department of Education recognizes the need for ongoing, consistent coordination and implementation of Project activities.
The core Project Advisory Team will meet monthly throughout the life of the project to assess progress toward goals and objectives, implementation of project activities, discuss potential improvements, and provide valuable feedback. This unique collaboration of stakeholders will ensure that PROJECT AZASPIRES will have a systemic impact within the greater framework of other Departmental initiatives. This collaboration will serve to produce an effective project implementation and evaluation team, thereby working to maximize the success of this project and the academic success and outcomes for low-income children in the State of Arizona.
QUALITY OF THE PROJECT EVALUATION (20 Points)
1. The extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data to the extent possible.
NOTE: A strong evaluation plan should be used to guide the development of the project from the beginning of the grant period. The plan should include benchmarks to monitor progress toward specific project objectives and also outcome measures to assess the impact on teaching and learning or other important outcomes for project participants. More specifically, the plan should identify the individual and/or organization that has agreed to serve as evaluator for the project, and describe the qualifications of that evaluator. The plan should describe the evaluation design, indicating:
1. What types of data will be collected
2. When various types of data will be collected
3. What methods will be used
4. What instruments will be developed and when
5. How the data will be analyzed
6. When reports of the results and outcomes will be available
7. How the applicant will use the information collected through the evaluation to monitor progress of the funded project and to provide accountability information both about success at the initial site and effective strategies for replication in other settings.
PROJECT AZASPIRES shall be a carefully monitored, data-driven initiative, collecting, analyzing and producing both quantitative and qualitative data, as indicated in the following section. The project will be evaluated formatively on the progress it is making to achieving project goals and objectives and summatively by the numbers of low-income students taking AP courses, the numbers taking AP exams, and the numbers passing the AP exams. The evaluation plan utilizes multiple objective performance measures/indices that are directly and clearly related to each of the intended outcomes of the project, and will be utilized from its inception to ensure the project develops in the most effective manner. The evaluation plan has been designed to ensure the use of benchmarks to monitor advancement toward measurable project objectives, and to include the use of specific outcome measures to appropriately assess the project’s impact on teaching, learning, and other outcomes as described. Additionally, the evaluation of the project is outlined, in detail, in the Management and Evaluation Tables.
The evaluation design, outlined in detail in the Management and Evaluation Tables, clearly addresses the following items:
1. What types of data will be collected: Formative and summative data, quantitative and qualitative. Emphasis during the early part of project will be formative, to improve the project, by giving feedback and making recommendations to the Project Advisory Team. Emphasis during the last year will be summative and projective—where the project should go if it is deemed successful.
2. When various types of data will be collected: Student, parent, teacher, counselor, and administrator participation data will be collected each semester. Each spring the AP examination counts and passing rates will be collected. Student level data regarding participation and achievement in pre-advanced and traditional and online advanced placement courses and exams, and state achievement testing will be collected in the spring semester.
3. What methods will be used: Data forms will be completed by each participating site. Data from the College Board will also be utilized regarding AP and PSAT/NMSQT examinations. The Arizona Department of Education’s Student Accountability Information System (SAIS) will be utilized to capture disaggregated student level data on student enrollment in traditional and online pre-advanced and advanced placement courses. SAIS will also be utilized to capture disaggregated student level data regarding participating student achievement on Arizona’s Instrument to Measure Standards (AIMS) in the core subject areas of Mathematics, Reading, and Writing.
4. What instruments will be developed and when: Attendance forms, copies of AP results (from College Board); evaluation of workshops. Additionally, the SAIS system will be augmented, through an in-kind contribution of effort and resources, to add program codes such that student level, disaggregated data on student enrollment in traditional and online pre-advanced and advanced placement courses may be accurately reported at target schools and statewide.
5. How the data will be analyzed: Correlation analysis will be conducted (e.g., between parental participation and student participation & achievement); interrupted time series, seeing if a change in trends have occurred; disaggregation of data to ensure adequate results by region of the state as well as by district clusters (e.g., rural-suburban-urban) and individual districts as well.
6. When reports of the results and outcomes will be available: Annually, by November of each year (assuming that each school year is the basis for each report, ending about the middle of August).
7. How the applicant will use the information collected through the evaluation to monitor progress of the funded project and to provide accountability information both about success at the initial site and effective strategies for replication in other settings: A strong dissemination effort to eligible target schools within Arizona that did not initially sign up to participate will be employed. Broad outreach through the use of the Arizona Department of Education’s Website, press releases, newsletters, presentations at professional conferences held within the state, and direct outreach to superintendents will be sought.
The primary goal of this comprehensive performance evaluation plan will be to provide data driven information, utilizing both quantitative and qualitative methods as appropriate, on how to effectively replicate successful Project AZASPIRES initiatives in other future settings throughout the State of Arizona. The secondary goal is to provide relevant, ongoing feedback to the Project Advisory Team regarding recommendations for strategic and tactical adjustments, as needed, to maximize the effectiveness of project activities, with a particular focus on sustainability of programs developed at target schools. This regular feedback will also be provided to target school coordinators and administrators, if adjustments are necessitated.
Benchmarks for school system changes will include data collection on pre-advanced placement, and traditional and online advanced placement courses developed and offered at each targeted school site. Benchmarks for students will include data collection upon enrollment in pre-advanced placement and traditional advanced placement courses, data collection at spring testing dates for achievement data on State, district, school and advanced placement exams, with data analysis and reports generated during the summer months between academic years. Benchmarks for teachers, counselors, and administrators will include data collection upon entry into project professional development and training activities, with additional data collection conducted annually during the spring and summer with data analysis and reports generated during the summer. Benchmarks for Parents will include annual data collection during the fall upon their children’s enrollment in a pre-advanced or advanced placement program, data analysis and reports prepared during the fall. Formal and informal focus groups, interviews, and the suitable use of developed survey instruments using appropriate ‘Lickert Scale’ items will be conducted and administered with students, parents, teachers, counselors and administrators at each target school site. Site observations and document analysis will also be ongoing throughout the project term.
Formative assessments of professional development and training provided to teachers, counselors and administrators will be conducted to assess the impact on teaching and learning at each target school. Teachers will complete the Stages of Concern Questionaire (SoCQ) which has been developed by Gene Hall and his colleagues (Hall, George & Rutherford, 1979; Hall & Hord, 2001). The SoCQ is an instrument of proven validity and reliability used to measure the concerns of teachers regarding the implementation of a particular educational innovation. The Stages of Concern Questionnaire employs 35 items, allowing the evaluator to develop an accurate profile of concerns for each participant questioned. The degree to which the concern profile for each teacher changes over time is a measure of strong importance regarding the effectiveness of the implementation of an educational innovation, and has been used with success in a variety of previous projects.
A companion measure the SoCQ is Hall’s Levels of Use (LoU) of an educational innovation (Hall & Hord, 2001; Hall, Loucks, Rutherford, & Newlove, 1975). This measure will be used longitudinally to assess the implementation of project educational initiatives. The Levels of Use shows adequate reliability and validity, and the degree to which LoU profiles mature over time will provide a useful measure regarding how effectively educational innovations (in this case, pre-advanced and advanced placement programs) are implemented at targeted school sites.
Focus groups, interviews, and the use of developed survey instruments using appropriate ‘Lickert Scale’ items will also be conducted and administered with teachers, counselors and administrators at each target school site.
Ernesto M. Bernal, Ph.D. has agreed to serve as PROJECT AZASPIRES external evaluator. Ernesto M. Bernal, Ph.D., a native of San Antonio, TX, graduated from St. Mary’s University, Our Lady of the Lake University, and received a Ph.D. in Educational Psychology from the University of Texas.
Dr. Bernal has been a classroom teacher of the gifted, a school administrator, a developer of bilingual curriculum, a researcher and evaluator, and has held faculty, professional staff, and administrative positions in private and public institutions in the Southwest. As a young teacher at a school for the gifted, he placed his high school students in civic and community projects as part of their social studies assignments, and many of them credit their later CBO involvement and careers to these eye-opening experiences. In the early 1970’s, when the zeitgeist in education was focused on the “culturally deprived” minority child, Dr. Bernal published the first study of gifted Mexican American children, which subsequently stimulated new ways of looking at culturally and linguistically diverse students.
In demand as a speaker and consultant, he was asked in 1994 to deliver the inaugural address at the Escola de Marketing y Administraciò in Barcelona, Spain, because of his role in organizational change. From 1990 to 1995, Dr. Bernal was Dean of the School of Education at the University of Texas-Pan American, where he oversaw the initial design of its first doctoral program. At a time when many minority-serving institutions were hesitant to raise standards, he led the School’s faculty to raise academic requirements and subsequently saw a significant increase in enrollment.
He served from 1995-96 as interim director of the Center for Bilingual Education and Research at Arizona State University. During 1997, Dr. Bernal participated in two invitational conferences sponsored by the U.S. Department of Education: (1) the Joint Meeting between the Javits Gifted Program (OERI) and the Office of Bilingual Education (OBEMLA), and (2) the OBEMLA Invitational Conference on High Stakes Testing of Language-Minority Children. In 2000, he co-edited with Dr. Richard R. Valencia a special issue of the Hispanic Journal of Behavioral Sciences on the Texas Assessment of Academic Skills (TAAS) Case. He continues to make scholarly contributions through professional publications and presentations at conferences.
Dr. Bernal has been honored by Arizona, New Mexico, and numerous professional groups for his contributions to educational diversity. Dr. Bernal has significant publications on test bias, dual-language education, gifted education, psychometrics, and program evaluation. Currently he is Executive Director of the San Antonio Gifted Education Foundation. He serves as a consultant and external evaluator on innovative programs and structural change to several school districts, to include Project SOS, an AP Initiative funded by the U. S. Department of Education.
2. The extent to which the evaluation meets the reporting requirements of section 1705(f)(1) of the authorizing statute.
The project evaluation has been designed to meet all of the reporting requirements of section 1705(f)(1) of the authorizing statute. Project AZASPIRES will provide annual reports to the Secretary that will specifically include, in addition to other quantitative and qualitative data collected, the number of students served by the grantee who are taking an advanced placement course in that subject; the number of advanced placement tests taken by students served by the grantee; the number of students served by the grantee scoring at different levels on advanced placement tests in that subject; and demographic information regarding students served by the grantee taking advanced placement courses and tests in that subject disaggregated by race, ethnicity, sex, English Proficiency status, and socioeconomic status.
To specifically meet the reporting requirements of the authorizing statute, detailed data forms will be designed by project staff, and completed by each participating site to capture relevant data at target sites receiving assistance. Schools receiving assistance must meet the data reporting requirements in order to receive assistance through PROJECT AZASPIRES. Data from the College Board will also be utilized regarding AP and PSAT/NMSQT examinations. The College Board collects, and will provide disaggregated data on student performance at different levels on subject area AP examinations to PROJECT AZASPIRES. Additionally, the Arizona Department of Education’s Student Accountability Information System (SAIS) will be augmented, and utilized to capture disaggregated student level data on student enrollment in traditional and online pre-advanced and advanced placement courses.
PART III: Low Income Data for Each Participating School
| | | | | | | | |
| | | | | | | |
| | | | | |
| | | | | |
| | | | | |
|CTD # |Sponsor Name |CTD Site # |
|11th and 12th Grade Enrollment |124,650 |7,139,903 |
|AP Students |11,535 |1,081,102 |
|AP Exams |19,590 |1,852,700 |
|AP Exams per 1,000 11th and 12th Graders |139 |228 |
|Percent of Grades 3 or Above |63.2 |61.4 |
Source: The College Board; Source: Applied Educational Research Inc. of Princeton, NJ
Arizona has a very low rate of students enrolled in advanced placement programs and a corresponding low rate of students who take AP exams when compared with national averages. Nationally, 15.1% of 11th and 12th grade student were enrolled in an advanced placement course, compared to only 9.3% of Arizona students – nearly 6% below the national average. Additionally, the rate of advanced placement exams taken per 1000 11th and 12th grade student in Arizona stood at 139 for 2004 – placing Arizona a full 89 points lower than the national average of 228 exams taken per 1000 11th and 12th grade students.
Moreover, Arizona has little true pre-advanced placement program opportunities in place statewide, particularly at our most high-poverty schools serving our most at risk, and traditionally underserved children.
• Student Achievement
Arizona’s Instrument to Measure Standards (AIMS) assesses student achievement to Arizona’s academic standards in the core subject areas of Mathematics, Reading, and Writing.
AIMS levels of proficiency include the following categories: Falls Far Below the Standard, Approaches the Standard, Meets the Standard, and Exceeds the Standard. Spring 2004 summary test data for students assessed in Arizona High Schools is provided in Table 2.
Table 2. Arizona’s Instrument to Measure Standards – High School Summary Results
|MATHEMATICS |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
|READING |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
|WRITING |
|Number Tested |Scale Score |Falls Far Below (FFB) |Approaches (A) |Meets (M) |Exceeds (E) |
Notes:
4. Performance Levels: FFB = Falls Far Below the Standard; A = Approaches the Standard; M = Meets the Standard; E = Exceeds the Standard. This number equals the percent of students in each performance level.
5. Percentages may not add up to 100% due to rounding.
6. Items of data containing information about fewer than 10 students have been replaced by an asterisk (*) to protect student privacy.
A student must achieve a scale score of at least 500 on a 200-800 point scale to show they ‘Meet’ the standard being assessed. Table 2 demonstrates that large percentages of students fall far below, or merely approach these standards, particularly in mathematics. Indeed, just 31% of students meet or exceed Arizona’s mathematics standards, while only 49% and 54% of students meet or exceed the reading and writing standards, respectfully.
Arizona currently receive funding through the Advanced Placement Test Fee Waiver Program – and has in fact experienced widely greater than anticipated success in increasing the number of low-income students taking advanced placement exams, simply through the use of this single, non-program supporting student centered incentive. The 2002-2003 academic year saw 656 advanced placement tests waived for low-income students through Arizona’s participation in the final year of the Western Consortium for Accelerated Learning Opportunities (WCALO) grant. Based on historical figures, Arizona anticipated a growth rate of approximately 20% per year, and a figure of 825 exams was reflected in the budget for Arizona’s Test Fee Waiver Program. The 2003-2004 school year saw a nearly 94% increase from the prior year to a total of 1270 exams, wildly exceeding projections and expectations. In fact, Arizona’s Test Fee Waiver program did not foresee an increase to that level until school year 2006-2007.
While this recent success is encouraging, Arizona still falls far short of national averages with respect to the rate of advanced placement exams taken by 11th and 12th grade students. Therefore, it becomes clear that given the opportunity and appropriate resources and support, larger and more diverse numbers of students enrolled in Arizona high schools and middle schools serving high concentrations of low-income students can access, participate and succeed in pre-advanced placement and advanced placement programs and tests, and achieve to higher standards in English, mathematics, science and other core subject areas.
Clearly, the realization of the overarching goal of PROJECT AZASPIRES to provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests is one of great significance to the State of Arizona.
It is likely, however, that most of the anticipated outcomes predicted to be accomplished would not occur in the absence of PROJECT AZASPIRES. There are currently no other funding sources available to the low-income students that would be served through this project to support their participation in pre-advanced placement or advanced placement programs at this time, and no additional State funding source is likely to become available.
Competitive Preference Priority 2
Applicants may receive up to two (2) points for addressing: Involvement of business and community organizations in the activities assisted.
The Arizona Department of Education strongly recognizes the need to foster statewide systemic improvements and reforms to ensure greater and more diverse numbers of students achieve to high academic standards through providing expanded opportunities to access challenging, rigorous coursework and curricula.
In acknowledgement of this pervasive need within our State, the Arizona Department of Education dispatched a team to attend the US Department of Education’s High School Leadership Summit in October of 2003.
Subsequently, the U.S. Department of Education convened a Regional Summit on high school reform in Phoenix, issuing a call to states in our region to address not only challenges, but opportunities, and the lack thereof, facing our high school students and schools.
The Arizona High School Renewal and Improvement Initiative (AZHSRI) represents the Arizona Department of Education’s response to this call to action. The Arizona Department of Education received support from both the U.S. Department of Education and WestEd to convene a series of Regional Focus Groups in four locations representing our state to conduct a needs assessment of a diverse set of approximately thirty stakeholders regarding high school reform and improvement.
Partners in the Focus Group effort included the following business and community organizations:
• Arizona Association of Student Councils
• Arizona Business and Education Coalition
• Arizona Charter Schools Association
• Arizona Education Association
• Arizona Federation of Teachers
• Arizona Minority Education Policy Analysis Center
• Arizona School Administrators
• Arizona School Board Association
• Center for the Future of Arizona
• Greater Phoenix Leadership - Education Initiative
• Rodel Charitable Foundation of Arizona
The AZHSRI has led to the development of a statewide vision and action plan for high school renewal and improvement in order to raise academic achievement, increase the number of high school graduates, and increase post-secondary success for Arizona’s children.
Project Advisory Team
A Project Advisory Team will be developed to ensure that the goals and objectives of PROJECT AZASPIRES are realized in an effective manner within the greater framework of major existing Arizona Department of Education initiatives, such as the Arizona High School Renewal & Improvement (AZHSRI) initiative, the Arizona Board of Regents High Honors Tuition Waiver Scholarship Program, Dropout Prevention initiatives, and other efforts and reforms geared to increase access to rigor and achievement to high standards for all students, particularly those who are traditionally underserved and underrepresented, and post-secondary enrollment and success for Arizona’s children. The Project Advisory Team will also seek to involve the business and community organizations in the project though their coordinated efforts.
The Project Advisory Team will provide oversight of the Project Director and staff, and will include the Arizona Department of Education’s Gifted Education Specialist, ADE Deputy Associate Superintendent for Innovative and Exemplary Programs, ADE Dropout Prevention Coordinator and Arizona High School Renewal and Improvement Initiative (AZHSRI) Lead, and the Assistance Executive Director for Academic and Student Affairs for the Arizona Board of Regents. The Project Advisory Team will also seek to add members representing parents, business and community organizations, and school administrators. Developing public awareness of the project, developing long-term strategies for sustainability and statewide systems reform and improvement will also be primary responsibilities.
Additionally, please reference Appendix I: Letters of Support. The Arizona Chamber of Commerce provided a letter in support of the goals and objectives of PROJECT AZASPIRE. The letter is signed by C.A. Howlett, Chairman of the Arizona Chamber of Commerce, and currently the Senior Vice President of Public Affairs for America West Airlines, and James J. Apperson, President and CEO of the Arizona Chamber of Commerce.
Competitive Preference Priority 3
Applicants may receive up to two (2) points for addressing: Availability of matching funds from State, local, or other sources to pay for the cost of activities to be assisted.
The Arizona Department of Education strongly recognizes the need to foster statewide systemic improvements and reforms to ensure greater and more diverse numbers of students achieve to high academic standards through providing expanded opportunities to access challenging, rigorous coursework and curricula.
PROJECT AZASPIRES, or Advancing Scholarship through Preparation, Incentives, and Rigorous Educational Standards, has been designed to operate in concert with the Arizona High School Reform and Improvement Initiative, thereby working to ensure that project objectives and outcomes occur within the framework of major Departmental initiatives seeking statewide systemic improvement and reform, such as the Arizona High School Renewal & Improvement (AZHSRI) initiative, the Arizona Board of Regents High Honors Tuition Waiver Scholarship Program, Dropout Prevention initiatives, and other efforts and reforms geared to increase access to rigor and achievement to high standards for all students, particularly those who are traditionally underserved and underrepresented, and post-secondary enrollment and success for Arizona’s children.
All public outreach, and support of the goals and objectives PROJECT AZASPIRES by these, and other programs will be considered in-kind contributions to the project. Of particular importance is the in-kind support by the participation of the Assistant Executive Director for Academic and Student Affairs, for the Arizona Board of Regents, The Deputy Associate Superintendent for Innovative and Exemplary programs, and the Dropout Prevention Coordinator (also AZHSRI Lead) on the Project Advisory Team.
Competitive Preference Priority 4
Applicants may receive up to two (2) points for addressing: Availability of matching funds from State, local, or other sources to pay for the cost of activities to be assisted.
The overarching goal of PROJECT AZASPIRES is to provide greater opportunities for low-income students to achieve to higher standards in English, mathematics, science and other core subject areas by increasing the number of low-income students accessing, participating and succeeding in pre-advanced placement and advanced placement programs and tests.
OBJECTIVES:
9. Develop, enhance, or expand pre-advanced placement courses within targeted schools, in conjunction with their corresponding traditional, or online, advanced placement courses.
PROJECT AZASPIRES will provide funding assistance through a sub-granting process to eligible target schools, through a competitive application process to ensure equitable regional representation, with absolute preference and priority given to schools with little or no existent traditional or online pre-advanced placement or advanced placement programs, and strong demonstrated and pervasive need for programmatic support.
Online advanced placement coursework will be an option for target schools, based on demonstrating an appropriate need. All sub-grant applications will be subject to review by the Project Director and the Project Advisory Team. Activities will be supported based on available funding, and the strength of applications. Applications will be submitted and reviewed, though the Arizona Department of Education Grants Management Enterprise System, and funded in accordance with relevant State and Federal guidelines.
• Online Advanced Placement Courses
The use of online advanced placement courses to help targeted schools to build their capacity to provide greater opportunities for low income students to access and participated in advanced placement coursework will be supported. Access to online coursework can be of particular import to rural and small schools that do not have large enough class sizes to support a traditionally delivered advanced placement course. Schools demonstrating this unique need, and choosing to pursue online options to build capacity must demonstrate that a significant percentage of all students enrolling in online courses meet the low-income criteria of qualifying for the Federal Free and Reduced Price Meal program. Schools must also demonstrate how students will be supported onsite as they engage in online coursework. This support should include the use of onsite facilitators appropriately trained to facilitate the instruction of enrolled students. Schools choosing to apply for funding through the sub-grant process to support online coursework may choose course providers deemed best equipped to meet the individual needs of their schools and student populations, subject to the approval of the Project Director and Project Advisory Team.
Budget Narrative
| |
|Arizona Department of Education |
|Advanced Placement Incentive Program Grant |
|Budget Narrative |
|PROJECT AZASPIRES |
|Non-Construction Programs |
| |
| |
| |
| |
| |
|Personnel |Year 1 |Year 2 |Year 3 |
|Jeff Hipskind, Project Advisory Team Chairman .25 FTE |15,474.00 |15,860.85 |16,257.37 |
|Project Director 1FTE |56,000.00 |57,400.00 |58,835.00 |
|Project Administrative Assistant 1 FTE |28,300.00 |29,007.50 |29,732.69 |
| | | | |
|Total Personnel |99,774 |102,268.35 |104,825.06 |
|Benefits | | | |
|Benefits @ 24% |23,945.76 |24,544.40 |25,158.01 |
|Total Benefits |23,946 |24,544.40 |25,158.01 |
|Travel | | | |
|Required Travel: 1/Washington, D.C. Project Director's Meeting | | | |
|Airfare 1 @ $500 |500.00 |500.00 |500.00 |
|Hotel 2 Nights @ $150 night x 1 person |300.00 |300.00 |300.00 |
|Per Diem 1 Person, 2 Days, @ 75 |150.00 |150.00 |150.00 |
|Annual Conference: Advanced Placement Programs |2,000.00 |2,000.00 |2,000.00 |
| | | | |
|In State Travel for Project Staff |4,000.00 |4,000.00 |4,000.00 |
| | | | |
|Total Travel |6,950 |6,950 |6,950 |
|Contractual | | | |
|Dr. Ernesto Bernal, Project External Evaluator |15,000.00 |15,000.00 |15,000.00 |
| | | | |
|Total Contractual |15,000 |15,000 |15,000 |
|Other - Grants to Schools | | | |
|Subgrants for Pre-Advanced Placement Program Development |70,000.00 |60,000.00 |60,000.00 |
|Subgrants for Advanced Placement Program Development |40,000.00 |30,000.00 |30,000.00 |
|(Traditional and online programs) | | | |
| | | | |
|Other - Project Operating Expenses |15,000.00 |15,000.00 |15,000.00 |
| | | | |
|Total Other |125,000 |105,000 |105,000 |
| | | | |
|Total Direct Costs |270,669.76 |253,762.75 |256,933.07 |
| | | | |
|Total Indirect Costs (9%) |24,360.28 |22,838.65 |23,123.98 |
| | | | |
|Training Stipends | | | |
|Advanced Placement Summer Institute Training Stipends |48,000.00 |48,000.00 |48,000.00 |
|$1,200 per/Stipend (40 per Year) | | | |
|Total Training Stipends |48,000.00 |48,000.00 |48,000.00 |
| | | | |
|Total Costs (Direct Costs, Indirect Costs, and Other) |343,030.04 |324,601.40 |328,057.05 |
APPENDIX I: Letters of Support
State of Arizona
Department of Education
Tom Horne
Superintendent of
Public Instruction December 20, 2004
Madeline E. Baggett
U.S. Department of Education
400 Maryland Avenue, SW
Room 4W210
Washington, D.C. 20202-5943
Dear Ms. Baggett:
The Arizona Department of Education is in the process of submitting to your department a grant application under the Advanced Placement Incentive (API) Program (CFDA 84.330).
This proposal seeks to demonstrate that students from high-poverty Arizona high schools and middle schools can participate, and succeed, in pre-advanced placement and advanced placement programs and tests and achieve to high academic standards in core subject areas.
Additionally, this proposal is in direct alignment with the Arizona High School Renewal and Improvement Initiative (AZHSRI). AZHSRI is the Arizona Department of Education’s response to the US Department of Education’s High School Leadership Summit, and regional call to action, which has led to the development of a statewide vision and action plan for high school renewal and improvement in order to raise academic achievement, increase the number of high school graduates, and increase post-secondary success for Arizona’s children.
Sustainability is an important factor. This proposal will call upon the resources of Arizona’s K-12 system and institutions of higher education, in collaboration with organizations such as the College Board, the International Baccalaureate Organization, and other stakeholders to support low-income student achievement through enhancing the quality, preparation, and capacity of teachers and schools to meet the diverse academic and socio-emotional needs of all the learners in their classrooms.
As a rapidly growing state, Arizona is in need of significant enhancements to its efforts in ensuring all students achieve to high standards, and in training highly qualified teachers as required by No Child Left Behind. I strongly support this effort, which addresses the core needs, follows the Absolute Priorities, and is sustainable.
Thank you for your consideration of this application.
Best regards,
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Tom Horne
Superintendent of Public Instruction
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