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Lawrence Public School District
Lawrence, KS
School Type: Public
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School Setting: Urban
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Level: K-12
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School Design: Traditional
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Content Presented By:
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National Awards Program for Model Professional Development
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Background Context
Demographics
The Lawrence, Kansas (PreK-12) School District serves a university community (University of Kansas) in a moderately urban, mid-size city setting. Rapid growth (thirty percent in the population in the last decade), and high community expectations for education set the environmental context. The district comprises 24 schools with an enrollment of 9,872 students.
Student Racial/Ethnic Composition:
81% White (not Hispanic)
9% African American
4% Native American or Native Alaskan
3% Asian or Pacific Islander
2% Hispanic
Limited English Proficient Students (36 languages spoken): 3%
Qualify for free/reduced lunch: 28%
Receive special education services: 20%
Background
- The Quality Performance Accreditation (QPA) Initiative adopted by the State Board of Education holds schools accountable for demonstrating student progress, and mandates both site-based councils and school improvement plans. The state also requires that professional development initiatives connect activities with impact on instructional strategies and student achievement. Lawrence volunteered to pilot this accreditation model and has added more schools each year. Thus, the idea of student-focused, data-driven professional development has been institutionalized in the district for several years.
- A central office staff (currently comprised of a director of evaluation and standards, two instructional skills coordinators, and several curriculum specialists) has developed a strong theoretical base for integrating instructional improvement, curriculum development, and professional development. Several methods have been developed to support teachers and other district personnel as they engage in reflection and planning for change. The emphasis is on sustaining a program that is ongoing, comprehensive, and job-embedded.
- Building on their experience with the pilot for the QPA, all schools are now required to craft a school improvement plan each year that details the connection between professional development and student achievement. Three different data sources are used: norm-referenced CTBS; state assessments in writing, math, science, and social studies; and local assessments in math and reading. A local School Inservice Council that is comprised of teachers, principals, parents, and community representatives develops the plan and then forwards it for review to the Local (district) Inservice Council (LIC) which is comprised of teachers from each school, administrators, curriculum coordinators, and early childhood specialists. The 32 member LIC meets monthly and provides an opportunity for both oversight and cross-school sharing/collaboration. It is here that an assessment is made concerning the inclusion of state and district goals, as well as approvals secured concerning travel, and so on. Each school must detail plans to use the six half days set aside by the district for professional development; the district staff will plan for two or three additional days. In addition to school plans, teachers submit individual professional development plans that require support beyond that provided in the school plan.
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