Engaging teachers and district-level personnel in the creation of local standards, benchmarks, and curricula, a process that was usually considered professional development. Activities included curriculum and assessment development, collaborative unit and lesson planning, the use of technology, and performance-based instruction and assessment. Developing positive relationships with the school community. The subgrantees use several indicators as evidence that their reform efforts are successful. All of the districts reported that increased student achievement was a primary goal of their reform efforts.
Key indicators suggest that the subgrantees are realizing student achievement goals.
Student achievement scores are increasing. For instance, Kent County Public Schools in Maryland concentrated its reform efforts at the middle school level and made gains at that level in all subject areas on the state assessment. Districts are working to improve the educational outcomes of all students. For example, in Wichita Public Schools, Kansas, administrators are testing most special education students using the same exam taken by regular education students and assessing the scores of special education students to identify weaknesses and ways to address them. Cohesive systems are emerging.