2001 - 2006

DEPARTMENT OF DEFENSE EDUCATION ACTIVITY

This document contains the strategic direction for the Department of Defense 

Education Activity (DoDEA) for the years 2001-2006. DoDEA provides education to 

eligible Department of Defense (DoD) military and civilian dependents from preschool 

through grade 12 with two distinct programs, the DoD Domestic Dependent Elementary 

and Secondary Schools (DDESS) for dependents at locations within the continental 

United States where DoD operates schools, and the DoD Dependents Schools (DoDDS) 

for dependents outside the continental United States. 

The DDESS system serves an estimated 36,400 students in 70 schools located in 

seven states, Guam, and the Commonwealth of Puerto Rico. The DoDDS system serves 

approximately 76,500 students in 154 schools in 13 countries. Courses of study in 

DoDEA schools parallel those found in public schools in the United States. This plan 

unifies the strategic direction for both DDESS and DoDDS, yet provides the flexibility to 

address unique issues and challenges each program and each community addresses.

The process used to develop this 5-year plan, along with the vision, mission, 

guiding principles, goals, outcomes, members, and glossary of terms, are contained in the 

following pages. The plan provides a road map for keeping DoDEA in the forefront in 

advancing the Department of Defense’s agenda for education, and as a leader in the

Nation for improving student performance and achievement.

1

Foreword

Community Strategic Plan
2
Vision

Communities investing in success for ALL students!

Mission

The Department of Defense Education Activity provides, in military communities 

worldwide, exemplary educational programs that inspire and prepare all students 

for success in a global environment.

Guiding Principles

 Student achievement... a shared responsibility.

 Trust and respect for other’s rights.

 Unlimited opportunities to reach high expectations.

 Dedication to lifelong learning.

 Equal access to a quality education based on standards.

 New and motivating challenges to inspire excellence.

 Total accountability with teamwork.

 Success for all...students first!

DEPARTMENT OF DEFENSE EDUCATION ACTIVITY

3
Vision for the DoDEA Community Strategic Plan

2001-2006

 

DoDEA has successfully used its 1995-2000 Community Strategic Plan (CSP) to raise the 

education standards and advance the organization to new levels of excellence. The 1995-

2000 CSP used the eight National Education Goals and added two DoDEA goals on 

accountability and organizational infrastructure. The process outcomes have provided 

direction and consistent expectations, and have been a source of great energy for the 

DoDEA system, compelling DoDEA to refine and review the organization’s commitment 

to improving the quality of education for all students. The CSP has served as a 

springboard for educational, funding, and organizational improvements. It has also been 

the catalyst for change in the teaching and learning process, raising the standard of 

learning to ensure excellence, creating greater autonomy at the local level in designing 

strategies to meet the achievement goals, creating a common language for 

communication among all stakeholders, and creating greater accountability in support of 

reaching the expected outcomes.

In reviewing the 1995-2000 CSP, it became clear that many stakeholders perceived that 

10 goals and 42 benchmarks were an overwhelming undertaking. Change and leadership 

literature also supports fewer goals. A review of the process and accomplishments is 

contained in the DoDEA Community Strategic Planning Research Report prepared by 

The McKenzie Group, Inc. Elements of this report suggest a different approach to 

DoDEA’s strategic plan which incorporates requirements of the Government Performance 

Results Act, DoD budget process, and the required annual DoDEA performance contract. 

Additionally, goals and objectives should reflect other organization processes being 

implemented within DoDEA (e.g., performance standards, system accountability, school 

improvement process). The recommendations are incorporated into the proposed process 

for the DoDEA CSP 2001-2006.

A New Direction

One of the largest criticisms of the 1995-2000 CSP was that it was mainly developed by 

headquarters staff with very little input from others. DoDEA’s military partners and union 

members suggested that DoDEA give a larger role in the development process to 

stakeholders. As a result, a 3-step plan for the 2001-2006 DoDEA CSP was developed.

4
Step 1

A Leadership Team representing all stakeholder groups developed the expectations for 

DoDEA – overarching goals and objectives. The work of this group, supported by staff 

subject matter experts, will provide the organization’s vision for the five years the plan 

will cover. To develop these expectations, the Leadership Team was given all the tools 

from the research report which include an Environmental Analysis of major factors 

external to DoDEA that will affect operations over the next six years; a report of different 

approaches currently being used by external education systems to prepare for the future, 

focusing on those systems with demonstrated excellence in student performance along 

with facts regarding what makes them so successful; an analysis of DoDEA’s 

organizational competencies and resources (strengths and weaknesses); organizational 

values and aspirations developed through a combination of activities including 

interviews, a survey, focus groups, and an analysis of the previous DoDEA CSP; and a 

stakeholder and client analysis from the Customer Satisfaction Survey and individual 

interviews and focus groups. Using all this material, the Leadership Team was asked to 

review/revise the vision, mission, and guiding principles, and then to develop goals and 

desired outcomes. The Leadership Team developed four goals: Highest Student 

Achievement; Performance-Driven, Efficient Management Systems; Motivated, High 

Performing, Diverse Workforce; and Network of Partnerships Promoting Achievement. 

To support these goals, the Leadership Team developed nine desired outcomes. These can 

be found in the draft CSP. The National Education Goals will be used to support 

DoDEA’s overarching goals and objectives, but will not form the foundation of the 

DoDEA CSP.

Step 2 

Using the approved Leadership Team plan, the Steering Committee and District 

Superintendents will annually develop performance measures and milestones for the year 

– and future years– to ensure continued progress toward reaching the goals and 

objectives. These annual performance goals will be incorporated into the budget process 

and annual DoDEA performance contract.

Step 3

Staff at all levels will implement goals, outcomes, measures, and milestones. A key 

component is flexibility to allow districts, communities, and schools to address local 

issues/concerns. Annually they will track and report progress. This data will be used to 

continue improvements.

5
GOAL 1 Highest Student Achievement

 

All students will meet or exceed challenging standards in academic content so that they 

are prepared for continuous learning and productive citizenship.

Outcome A: Student Performance and Assessment

All students will achieve or exceed proficiency levels aligned to clearly defined program 

and curricular performance standards. Individual student progress will be continually 

measured using multiple internal and external performance-based assessments.

Measures

 DoDEA will regularly measure student performance in all disciplines through a 

 balanced assessment system using multiple internal (local) and external (system- 

 wide) assessments. The comprehensive system of assessments will provide 

 educators, parents, and students with information for improved instructional 

 decision-making, resulting in improved student performance. 

 External (system-wide) assessments will include norm-referenced and criterion- 

 referenced tests aligned to the DoDEA performance standards. External individual 

 and summary student data will be reported using the following performance 

 categories:

 

 Above the Standard

 At the Standard

 Partially Met the Standard

 Below the Standard

 Note: Other data may also be reported, such as the median national percentile, 

 the normal curve equivalent, and scale scores. 

 Internal (local) assessments may include performance assessments, work samples, 

 and portfolios. System-wide and local assessment data will be disaggregated (e.g., 

 gender, race) to identify student groups not achieving proficiency on the 

 standards. 

Goal ONE

6
 Internal (local) assessments will measure student performance against the DoDEA 

 performance standards in all curricular areas.

 External (system-wide) criterion-referenced assessments aligned to the DoDEA 

 performance standards will be administered annually to selected grade levels. In 

 addition, end-of-course assessments will be administered for selected high school 

 courses.

 External (system-wide) norm-referenced assessments (currently TerraNova) will 

 be administered annually to DoDEA students in grades 3-11 for reading, language 

 arts, math, science, and social studies. Spring 2000 TerraNova scores for these 

 grade levels will be reported by subject and used as the system-wide baseline 

 measure for student progress.

 External (system-wide) criterion and norm-referenced assessments will be used to 

 determine reading performance at the end of grade 3. Internal (local) measures 

 will be used from Kindergarten through grade 2 to monitor progress toward third 

 grade reading proficiency.

Outcome Milestones

By October 2003:

 Each site will identify interim growth targets, based on summary as well as 

 disaggregated data, that will lead toward all students performing “At the 

 Standard” level or higher on the DoDEA Performance Standards in 

 reading/English/language arts, and math.

By October 2006:

 All students will perform “At the Standard” level or higher on external 

 (system-wide) criterion-referenced assessments aligned to the 

 reading/English/language arts, and math performance standards. Selected 

 external assessments will be conducted using technology (e.g., computers, 

 graphing calculators):

 

 Grades 4, 8, 10 in reading/English/language arts and math; 

 Grades 5, 7, 9 in DoDEA Writing Assessment; 

 Grades 9-12 End-of-Course Assessments (for selected courses).

 

7

 Seventy-five percent of all students will perform “At the Standard” level 

 or higher (the top two quarters) on an external (system-wide) norm- 

 referenced assessment. Fewer than 8 percent will perform “Below the 

 Standard” level (the bottom quarter). 

 All students will perform “At the Standard” level or higher in reading (at grade 

 level) by the end of grade 3.
Implementation Milestones

Please see the Development and Implementation Timeline and the DoDEA Assessment 

Matrix in the Appendix for further details concerning the CSP implementation 

milestones.

By August 2001:

DoDEA will use a systematic process for periodically reviewing and revising 

 standards, purchasing materials, identifying courseware and technology 

 infrastructure requirements, aligning assessments, developing curriculum tools, 

 disseminating best practices, and assessing the quality of standards 

 implementation. This curriculum development process will reflect the timeline 

 requirements of the CSP.

Each site will use an improvement process to reach the CSP goals with a special 

 focus on helping all students achieve the DoDEA Performance Standards. 

Schools and districts will identify or develop local assessments, as needed, to 

 supplement system-wide measures to document student progress toward reaching 

 the goals of the CSP.

By October 2002:

Each site will have professional development plans aligned to the CSP and 

 support systems in place for achieving the DoDEA Performance Standards.

External criterion-referenced assessments in reading/English/language arts, math, 

 writing, and algebra I (end-of-course) will have been piloted, administered 

 throughout the system, and have an established baseline.

By October 2003: 

DoDEA Performance Standards for reading/English/language arts, math, 

 science, social studies, and all other curricular areas will be used at each grade 

 level. 

Indicators of high quality instructional programs will be used to monitor 

 reading/English/language arts, math, science, social studies, and all other 

 curricular areas.

 

8

 All external (system-wide) criterion-referenced assessments for 

 reading/English/language arts, math, science, and social studies will be fully 

 aligned with the DoDEA Performance Standards. 

End-of-course assessments in social studies or science will be piloted, 

 administered throughout the system, and have an established baseline.

DoDEA, in coordination with Deputy Directors (DoDDS Europe, DoDDS 

 Pacific, and DDESS), will use an accountability system to measure progress 

 toward the CSP goals.

The accountability system will include both measures showing achievement of 

the standards as well as growth toward the standards, and will be based on a 

minimum of two system-wide assessments for each priority subject area.

The accountability reporting system will be understandable and easy to 

 communicate to educators, parents, students, and community members.
 All DoDEA sites will analyze student achievement data to identify groups of 

 students, schools, districts, or areas not performing at “At the Standard” or higher 

 levels, and will develop site-specific improvement plans with a special focus on 

 helping ALL students achieve the DoDEA Performance Standards. 

All DoDEA sites will have access to valid and reliable data with which to 

 measure student achievement of the DoDEA Performance Standards. 

By October 2004:

DoDEA will use consistent policies that support a standards-based system for 

 grading, credit, promotion, and graduation.

Outcome B: Opportunities to Learn and Citizenship 

All students will have access to varied and challenging learning opportunities and 

appropriate interventions and/or modifications to ensure continuous learning and 

productive citizenship.

Measures

 DoDEA will regularly measure student access to varied and challenging learning 

 opportunities and productive citizenship. System-wide and local data will be 

 disaggregated to identify student groups not achieving this goal so that 

 appropriate interventions or modifications can be implemented. 

 School schedules, course enrollment, grade reports, and student assessment 

 results will be used to monitor access and success in challenging and supporting 

 learning opportunities, including the use of technology. 

 Student participation in cocurricular activities, student attitudes from the DoDEA 

 Student Survey, and student discipline reports will be used to measure students’ 

 productive citizenship.

Student participation in the identified DoDEA external (system-wide) 

 assessments or the alternate assessments will be measured and reported. 

Outcome Milestones

By SY 2006:

All students (100 percent) will have access to and will achieve success in 

 challenging learning opportunities based on data from school schedules, course 

 enrollment, grade reports, and student assessment results. 

All students (100 percent) will demonstrate productive citizenship through:

 Participation in one or more cocurricular activities (high school only);

 Positive student attitudes reported on the DoDEA Student Survey; 

 Student discipline reports which show a decrease in “serious” incidents.

9
All students (100 percent) will participate in the DoDEA system-wide assessment 

 program either through the identified external (system-wide) assessments, or 

 through the DoDEA alternate assessments.

Implementation Milestones

By September 2001: 

Alternate assessments will be developed and used with all students unable to 

 participate in the identified DoDEA external (system-wide) assessments (Note: As 

 additional DoDEA system-wide assessments are identified, alternate assessments 

 will be developed as needed.)

By October 2002:

DoDEA policies and resource allocation practices will be used to consistently 

 provide student support programs to help all students achieve or exceed the 

 DoDEA performance standards (e.g., Reading Recovery, summer school, after- 

 school programs, tutoring, mentor programs, extended day or calendar, AVID, 

 advanced placement).

Indicators of high-quality instruction will be used by schools and districts to 

 implement and/or monitor student support programs (e.g., compensatory 

 education, English as a Second Language, Gifted education, advancement via 

 individual determination, advanced placement, Special Education).

10
GOAL 2 Performance-Driven, Efficient Management Systems

DoDEA will use a performance driven management system that operates in a timely, 

efficient, and equitable manner; places resource allocation and decision-making at the 

lowest operational level; and facilitates a safe environment conducive to optimum 

student achievement.

Outcome A: Resource Allocation/Academic and Student Support Services

An annual budget plan will be designed and implemented at all levels in direct support of 

the CSP. All appropriate operational levels will have the resources, authority, and 

accountability to ensure equitable student access to programs and support services 

necessary to provide education standards.

Measures

Percentage of units at each level that use performance data for planning and 

 that have aligned their annual improvement plans with the budget cycle and the 

 CSP.

Percentage of units at each level with resources allocated based on identified 

 student needs and used to support a standards-based instructional program.

Percentage of units at each level with resources that are used efficiently, equitably, 

 and effectively. 

Outcome Milestones

By SY 2003:

All units at each level will use performance data for planning and will have their 

 annual improvement plans aligned with the budget cycle and the CSP.

By SY 2004:

All units at each level will have resources allocated based on identified student 

 needs and used to support a standards-based instructional program.

Goal TWO

11
 By SY 2006:

All units at each level will be using resources efficiently, equitably, and 

 effectively.

Implementation Milestones

By SY 2002:

 Design a system for collecting and analyzing data about populations served, 

 programs and services offered, and the associated costs.

By SY 2003:

 Conduct a needs-assessment on population and program specific costs.

By SY 2004:

 Establish baseline data relative to expenditures to make comparisons and 

 measure progress.

 Develop funding formulas to allocate resources based on need and to support a 

 standards-based instruction.

 Develop criteria and measures for assessing the efficient, effective, and equitable 

 use of resources at all levels.

By SY 2005:

 Develop a process to periodically review the adequacy of the funding allocation 

 formulas and the criteria for assessing resource use.

Outcome B: Facilities and Equipment

All levels will participate in the development and implementation of an equitable plan to 

identify and schedule maintenance, life-cycle replacement, and upgrades to facilities, 

equipment, technology, and materials that support an environment conducive to learning.

Measures

Percentage of schools that meet the standards for facilities, equipment, furniture, 

 materials (e.g., textbooks, workbooks, calculators, school supplies), and 

 technology necessary to provide an instructional program aligned with student 

 performance standards.

Percentage of all stakeholders involved in the development and implementation of 

 plans to identify and schedule maintenance, life cycle replacement, and upgrades 

 to facilities, equipment, furniture, materials (e.g., textbooks, workbooks, 

 calculators, school supplies), and technology.

12
Outcome Milestones

By 2003:

 All stakeholders will be involved in the development and implementation of plans 

 to identify and schedule maintenance, life cycle replacement and upgrades to 

 facilities, equipment, furniture, materials (e.g., textbooks, workbooks, calculators, 

 school supplies), and technology.

By SY 2006:

 All schools will meet the standards for facilities, equipment, furniture, materials 

 (e.g., textbooks, workbooks, calculators, school supplies), and technology 

 necessary to provide an instructional program aligned with student performance 

 standards.

Implementation Milestones

By SY 2001:

 Develop the standards for maintenance and upgrade/replacement of facilities, 

 equipment, furniture, materials, (e.g., textbooks, workbooks, calculators, school 

 supplies), and technology necessary to provide an instructional program aligned 

 with student performance standards.

 Develop and publish policies and procedures for planning, budgeting, and 

 scheduling of work.

 Institute a systematic process to involve stakeholders at all levels in the 

 development and implementation of equitable facilities, equipment, furniture, 

 materials, (e.g., textbooks, workbooks, calculators, school supplies), and 

 technology plans. 

By SY 2002:

 Develop the local and system-wide assessment instruments to determine progress 

 towards standards for maintenance and upgrade/replacement of facilities, 

 equipment, furniture, materials (e.g., textbooks, workbooks, calculators, school 

 supplies), and technology.

By SY 2003:

 All facilities, equipment, furniture, materials (e.g., textbooks, workbooks, 

 calculators, school supplies), and technology will be evaluated for age, condition, 

 appropriateness for programs, and student needs. This will establish baseline data 

 for comparison and progress measurement, and for the development of a life cycle 

 program and appropriate budget.

Outcome C: Safe Environment

All schools will have safe, well-managed, and disciplined environments conducive to 

learning.

13
Measures

Percentage of schools meeting the DoDEA standards for providing safe, well- 

 managed, and disciplined learning and working environments that focus on 

 student achievement. 

Outcome Milestones

By SY 2006:

 All schools will meet the DoDEA standards for providing safe, well-managed, 

 and disciplined learning and working environments that focus on student 

 achievement.

Implementation Milestones

By SY 2001:

 Develop standards for providing safe, well-managed, and disciplined learning and 

working environments based upon the input from all levels of the organization as 

well as stakeholders.

 Review/revise current standards, reporting systems, surveys, and assessments for 

alignment with standards for providing safe environments.

By SY 2002:

 Develop a local and system-wide assessment system to measure current status and 

 progress of schools towards meeting standards for a safe environment.

By SY 2003:

 Complete an audit of all schools to measure their current status towards meeting 

standards for providing a safe environment.

 Develop appropriate action plans for improving the environments in schools 

which do not meet the standards.

14
GOAL 3 Motivated, High Performing, Diverse Workforce

The DoDEA workforce will be motivated, diverse, and committed to continuous 

professional growth and development resulting in exemplary performance and 

optimum student achievement.

Outcome A: Personnel Management Practices

In support of student achievement, administrators at all levels will continually recruit, 

hire, support, evaluate, and recognize personnel in order to retain a highly motivated and 

committed workforce which reflects the diversity of the school community.

Measures

 DoDEA will continually measure the diversity gap between the DoDEA 

 workforce and the student population with the goal of retaining a well-qualified, 

 more diverse educator population that reflects the diversity of the U.S. military 

 and civilian population. Equal opportunity in hiring, regardless of race, color, 

 sex, age, religion, national origin, disability, or sexual orientation, will be 

 practiced. 

 The percentage of educator vacancies filled prior to the start of school will be 

 measured and recorded. Records of the number of positions filled prior to the 

 start of the school year will be kept. Employee job satisfaction will be measured 

 by item 10 on the on-line survey.

 The impact of a highly motivated and committed workforce will be monitored 

 and measured by individual school growth in the school performance index via:

 High Quality Indicators (HQI),

 Parent/teacher/student surveys,

 TerraNova achievement,

 School Improvement Plan (SIP) goals,

 Student performance assessments.

Goal THREE

15
Outcome Milestones

By SY 2004:

 DoDEA recruitment efforts will spend 75 percent of time and effort on minority 

 recruitment events and activities. 

By SY 2003:

 The personnel management system will fill all properly reported educator 

 vacancies in time for educators to report prior to the beginning of the school year.

By SY 2006:

 All schools will be recognized for meeting individual schools goals in more than 

 one area of the school performance index. 

Implementation Milestones

By SY 2003:

 Collect baseline data relative to diversity in workforce and student population.

 Collect baseline data on percentage of vacancies filled at school start.

 Complete revisions of the performance appraisal system to ensure that it 

 recognizes and rewards high performance, motivation, and commitment to 

 supporting student achievement.

 Incorporate new technology in support of improvements in the recruitment and 

 hiring process.

 Develop a school recognition system in support of the school performance index.

 Collect baseline data from the workforce job satisfaction survey.

 Develop HQI for special programs and content areas not yet developed.

By SY 2004:

 Implement a revised performance appraisal system.

 Assess effectiveness for each strategy used in attracting a diverse workforce.

 Propose and develop strategies in response to job satisfaction survey.

Outcome B: Continuous Professional Development and Training

Personnel at all levels will participate in ongoing professional development and training 

to support standards that enhance job performance.

Measures

 DoDEA will continually measure the availability and effectiveness of 

 professional development and training activities and programs. All development 

 and training opportunities will meet the standards of high quality as defined by 

 the National Staff Development Council’s Standards for Staff Development and 

 will lead directly to enhanced job performance. Measures will include: 

16
The number of professional development and training opportunities that are 

 aligned with school, district, and system priorities.

The percentage of employees who indicate that professional development 

 offerings meet their needs to improve job performance.

Evidence of growth in classroom/school practice using Indicators of High Quality 

 Instruction (also known as IC maps) in reading/English/language arts and math 

 standard-based instruction.

Outcome Milestones

By SY 2004:

 Professional development and training opportunities will be aligned with 

 educational goals as identified on SIPs and system priorities. 

By SY 2005:

 All employees will report availability of staff development for improved job 

 performance.

By SY 2006:

 Job performance and employee satisfaction will significantly increase in all job 

 categories.

By end of SY 2006:

 All schools will demonstrate an average gain of one level per year until reaching 

 the highest level on the Indicators of High Quality Instruction (IC maps) in 

 reading/English/language arts and math.

Implementation Milestones

By SY 2003:

 Clarify roles and responsibilities among line and staff at different levels 

 (including the individual employee) for defining, creating, maintaining, and 

 evaluating professional development and training opportunities for all job 

 categories and levels.

 Adopt instruments for assessing the impact of professional development and 

 training on performance.

 Identify or develop tools to assess and prioritize the professional development and 

 training needs of employees.

 Explore the use of current technology and other best practices to support 

 improvements in professional development and training events and activities.

 Adopt National Staff Development Council’s Standards for Staff Development.

17
By SY 2004:

 Make professional development best practices in standards-based instruction 

 available to every school.

 Complete an audit of all current professional development and training 

 opportunities to determine quality, congruence with staff needs and priorities, and 

 impact on job performance.

 Develop action plans for eliminating or improving professional development and 

 training activities and programs with low levels of effectiveness and/or quality. 

 Implement system for assessing, prioritizing, and responding to the professional 

 development and training needs of all employees.

 By SY 2005:

 Develop and implement strategies for improving the efficiency and effectiveness 

 of the development and delivery of professional development and training 

 opportunities at each level.

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GOAL 4 Network of Partnerships Promoting Achievement

Every level of DoDEA will develop, promote, and maintain a network of partnerships to 

enhance optimum student achievement.

Outcome A: Partnerships

All levels of the organization will develop, promote, and maintain a network of 

meaningful partnerships and alliances to enhance social, emotional, and academic 

growth, and to maximize resources.

Measures

Percentage of units at each level with a network of partnerships and alliances that 

 meet or exceed the criteria of quality.

Percentage of units at each level with a network of partnerships and alliances that 

 have a demonstrated impact on student growth and/or maximizing resources.

Outcome Milestones

By January 2003:

 All schools will have a network of partnerships and alliances that supports the 

 student achievement goals of the CSP.

By SY 2006:

 All units at each level will have a network of partnerships and alliances that meet 

 or exceed the criteria of quality.

By SY 2006:

 All units at each level will have a network of partnerships and alliances that have 

 a demonstrated impact on student growth and/or maximizing resources.

Goal FOUR

19
Implementation Milestones

By September 2001:

 Develop jointly, with representation from each level, criteria to determine the 

 quality and impact of partnerships and alliances on student learning and 

 maximizing resources.

 Identify current effective partnership and alliance best practices that enhance 

 social, emotional, and academic growth and maximize resources.

By December 2001:

 Each level of the organization will develop an auditing tool and conduct an audit 

 to determine the effectiveness of current partnerships and the need for new or 

 modified partnerships and alliances.

By June 2002:

 Guidelines, recommended instruments, and a tracking method will be in place to 

 assess the impact of partnerships and alliances on student learning and 

 maximizing resources.

Outcome B: Communication System

All levels of the organization will develop and implement a multimedia communication 

plan to enhance dialogue and promote trust among staff, parents, students, and the 

community.

Measures

 The percentage of units at each level with communication plans that meet or 

 exceed established criteria for successful communication strategies, activities, and 

 products.

The percentage of units at each level that demonstrate effective communications.

 The percentage of units at each level that can demonstrate the positive impact of 

 communications on student performance.

Outcome Milestones

By SY 2002:

 All units at each level will have a communication plan that meets or exceeds 

 criteria for successful communication strategies, activities, and products.

By SY 2003:

 All units at each level will demonstrate effective communications.

20
 By SY 2004:

 All units at each level will demonstrate the positive impact of communications on 

 student performance.

Implementation Milestones

By September 2001:

 Establish criteria against which local communication activities can be measured 

 for effectiveness.

 Create an online “toolbox” of communication strategies, templates, and products 

 that schools, districts, and area offices can use as resources.

 Develop an array of communication training modules that can be delivered per 

 request of local units.

By December 2001:

 Each level of the organization will develop an auditing tool and conduct an audit 

 to determine the effectiveness of current communications and the need for new or 

 modified communication activities.

By June 2002:

 All schools will have developed communication plans that support student needs 

 and the goals of the CSP.

21
22
Appendix

23
R/E/LA Math Science Social

Studies

Develop/identify performance

standards (performance

descriptions, student work

samples, and commentaries) and

indicators of high quality

instruction

Implementation of performance

standards (professional

development for educators)

Continue implementing

performance standards with

monitoring and support

Pilot/field test assessment

Full administration of

assessment, establish

baseline data

High School End-of-Course

(identify critical course,

standards, assessments, and

pilot/field test)

High School End-of-Course full

administration, establish

baseline data

2000-01 2000-01 2002-03 2000-01

2001-02 2001-02 2003-04 2001-02

2002-03 2002-03 2004-05 2002-03

2001-02 2001-02 2003-04 2002-03

2001-02 2001-02 2004-05 2003-04

2003-04 2001-02 2002-03 2001-02

2004-05 2001-02 2003-04 2002-03

DoDEA Performance Standards and Assessments for Core Curricular Areas

Development and Implementation Timeline

24
Assessment

Norm-Referenced

(TerraNova)

K 1 2 3 4 5 6 7 8 9 10 11 12

DoDEA Writing

Assessment*

Math CriterionReferenced

Language Arts CriterionReferenced

Reading Proficiency

Social Studies CriterionReferenced

Science CriterionReferenced

End-of-Course XXX

X X X X X X X

XXX

X

X XX

X XX

X

X X

X X

X

X X

DoDEA External (System-wide) Assessments

The following assessments will be adopted and in use by the year 2006

*In School Year (SY) 2002 and 2003, using a computer for the writing assessment will be 

 optional. Beginning in SY 2004, using a computer for the writing assessment will be required.

The National Assessment of Educational Progress (NAEP) is administered to some 

students in grades 4 and 8 in even years (2000, 2002, 2004, etc) in selected subject areas. 

NAEP results are for DoDDS and DDESS only. No student, school, district, or area 

results are received.

End-of-course assessments will be administered in selected critical academic courses at 

the high school level. The results will provide individual student achievement levels as 

well as comparative data across schools, districts, areas, and the DoDEA system. Results 

of the assessments will not be used to determine whether a student passes or fails a 

course, but will provide meaningful information to the student, parents, and teachers 

concerning strengths and weaknesses of individual students and groups of students.

College entrance exams (SAT and ACT) are normally taken by students in grades 11 and 

12 on a voluntary basis.

25
accountability system 

 Accountability systems provide information that tells policymakers, the public, 

 and others how well the education system (schools, districts, and areas) is doing. 

 Information typically includes student assessment data and other indicators such 

 as discipline or graduation rates. Accountability information can be used in 

 different ways: to provide information to the public, to help all the groups 

involved reach agreement on how to improve the system, or to provide 

recognition and/or support.

all levels

 Headquarters (DoDEA), Offices of the Deputy Directors (DDESS, DoDDS- 

 Europe, and DoDDS-Pacific), Offices of the District Superintendents, schools.

alternate assessment 

 An assessment that is substituted for a system- or district-wide assessment. It is 

 used with students who cannot participate in the system- or district-wide 

 assessment with or without accommodations. The alternate assessment ensures 

 that all children are represented in the system- and district-wide accountability 

 systems.

cocurricular

 Activities available at the high school level that occur after the school day. The 

 extracurricular activities may vary across schools to meet the unique needs of the 

 school community.

criterion-referenced assessment

 A measure that reports student progress or achievement compared with 

 predetermined levels of quality.

disaggregated

 Student achievement data that has been reported by ethnicity/race, gender, or 

 economic status. Reporting of disaggregated data identifies within-group student 

 achievement patterns so that appropriate strategies are designed and implemented.

disciplines

 A term used to describe content or subject areas such as reading, math, social 

 studies, or science.

diverse workforce 

 Personnel who reflect differences in race, age, color, religion, sex, national origin, 

 and disabilities.

external (system-wide) assessment

 An assessment that is selected and administered throughout DoDEA for the 

 purpose of measuring student progress or achievement.

GLOSSARY OF TERMS

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high quality indicators

 A tool for measuring the quality and degree of implementation of a particular 

 program. The tool includes research-based principles and practices that can make 

 a difference in teaching and student learning

internal assessment

 A student assessment that is selected and administered at the school, district, or 

 area level for the purpose of measuring student progress or achievement.
performance-based assessments 

 A method of evaluation where students apply what they have learned through 

 presentations, responses, and/or products. These assessments are under the larger 

 heading of standards-based assessments, which are measures that are aligned to 

 the organization’s standards. 

professional development 

 Programs, courses, and activities designed to further educate certified personnel.

proficiency level 

 The acceptable level of achievement as defined by the performance standard. 

resource allocation 

 Distribution of funds, manpower, and materials.

resources 

 Funds, manpower, materials, and community support.

interventions

 Strategies to support student success.

life-cycle replacement

 A systematic schedule to replace obsolete or worn-out items, materials, and 

 equipment, e.g., athletic uniforms, furniture, musical instruments, technology.

management systems

 A standard operating procedure defining the distribution and accountability of 

 resources.

modifications

 Adjustments to support student success.

national percentile

 A term used for reporting test results to parents and students. For example, if a 

 student’s national percentile rank is 71, the student scored higher than 

 approximately 71 percent of the students in the national norm group.

normal curve equivalent 

 A term used for reporting test results that has some of the same characteristics as 

 percentile ranks, but can be averaged to make more meaningful comparisons 

 across test results for different content areas and grade levels.

norm-referenced assessment

 A measure that reports student progress or achievement compared with a 

 nationally representative group of students at the same grade level.

partnerships and alliances

 Networks with a common goal of supporting student success which may include 

 the following:

 -parents/students/staff/military community;

 -local school systems;

 -institutions of higher education;

 -military, businesses, and organizations;

 -professional associations.

performance standards 

 Standards that describe how well students are expected to know the content. 

 Performance standards also specify how students will show they know the 

 content, as well as what knowledge they need to demonstrate.

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scale scores 

 The scale score is the basic score for the TerraNova standardized achievement 

 tests. Scale scores for one content area test in TerraNova cannot be compared to 

 scores from another content area.

standards-based system 

 A standards-based system measures its success based on student learning (the 

 achievement of the standards) rather than compliance with rules and regulations.

support services 

 Resources designed to supplement or enrich the educational process.

system-wide assessment program 

 The collection of student achievement measures that are administered to all 

 students at selected grade levels. The TerraNova, administered to students in 

 grades 3-11, is one component of the system-wide assessment program.

TerraNova 

 A standardized achievement test administered to DoDEA students in grades 3-11 

 in reading/language arts, math, science, and social studies. Standardized tests are 

 designed to sample the skills and knowledge that students are usually expected to 

 acquire as they progress through the grades. Standardized test results can be used 

 to make comparisons between schools, districts, or between DoDEA and the 

 national norm group.

training 

 Programs, courses, and activities designed to further educate personnel at all 

 levels.

unit 

 A school, district, or area office.

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