Transcript Classroom 101 - District Home Page

Marion School Board Meeting
MSD Central Office Board Room
6:00 p.m.
It is the mission of the Marion School
District to provide our students with a basic
program of instruction so that they will
acquire the academic, social, and decisionmaking skills needed to become productive
citizens in our rapidly changing
technological world.
We recognize individual differences in
students and believe that all children can
learn. We strive to meet their needs and
interests by offering a balanced curriculum
and creating an atmosphere conducive to
learning.
President
Mr. A. Jan Thomas, Jr.
Vice-President
Mr. Steve A. Sutton
Secretary
Rev. Jeffrey Richardson
Mr. Wm. Bart Turner
Ms. Darrylee Arms
Mr. Brian Proffitt
Mr. Daryel Jackson
Superintendent
Mr. Don Johnston
Deputy Superintendent
Mr. Jeff Altemus
Assistant Superintendent
Mr. Alfred Hogan
Director of Elementary Education K-5
Dr. Robin A. Catt
Director of Secondary Education 6-12
Mr. Hugh Inman
Federal Programs
Mr. Homer Peters
Academic
Programs
Staff
Special Education
Ms. Sue McQuay
Ms. Helen Johnson
Technology Coordinator
Mr. Tim Taylor
Technology Trainer
Ms. Nancy Hardy
Maintenance & Custodial
Services
Mr. Dusty Duncan
Food Services
Ms. Susan Madison
MSD
Support
Staff
Transportation
Mr. Doyle Jones
Health Services
Ms. Leslie Brick
MES
MJHS
MHS
ALE
1 Special Education
1 Instructional Facilitator
1 Science Teacher
1 Social Studies Teacher
1 Special Education Paraprofessional
(MES)
2012-2013 Adding Areas
of Licensure:
 5 Special Education
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Teachers
2 English/LA Teachers
1G/T Teacher
1 Middle Level Teacher
1 Social Studies Teacher
1 Counselor
2012-2013
All core content teachers
are highly qualified.
 With a loss of one minority teacher and a gain of six,
our minority teachers grew by five teachers for the
2012-13 school year.
 Our overall district percentage of minority staff
increased to 16% for the 2012-13 school year.
 Marion School District is using TalentEd, Recruit, &
Hire as MSD’s on-line application service to better
serve our applicants and to provide our district with
intuitive software to recruit, hire, develop, and retain
the best teachers and leaders possible to positively
increase student achievement.
In accordance with Act 1775 of 2005, all members of a local
school board of directors who have served on the board for
twelve (12) or more consecutive months shall obtain no
less than six hours of training and instruction by
December 31 of each calendar year.
All MSD board members received last
year’s required annual training by
December, 2011, and will have completed
this year’s required hours by December 31,
2012.
MSD provides at least 60 hours of on-site
professional development annually.
Every certified employee completes a minimum of
60 hours of training per year including at least 2
hours of parental involvement and 6 hours of
technology training.
Teachers who teach Arkansas history units or
courses must also complete 2 hours of Arkansas
history professional development annually.
All administrators complete an additional hour of
Parental Involvement training for a total of 3 hrs.
Administrators must also have training in instructional
leadership, data disaggregation, and fiscal
management.
All secondary counselors and administrators have
received the initial 3 hours of training in scholarships
provided by the Arkansas Lottery. They must
complete a one-hour update annually.
All licensed personnel renewing their teaching license,
must complete 2 hours of Child Maltreatment PD
Training. All have completed the training.
• Marion School District provided 392 hours of
professional development between June 1, 2011
and August 17, 2012.
• Teachers were able to earn at least 42 hours of
the required 60 hours before school began.
• Our Instructional Technology Facilitator offers
our staff technology professional development
throughout the year: New Teacher
Orientation, Smart Notebook, Smart Response
Schools
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Avondale Elementary
Marion Elementary
Marion Intermediate
Marion Middle
Marion Jr. High
Marion High &
Crittenden Prep
Academy
12-13
 4169 students PK12
 316 Certified
Teachers &
Administrators
 210 Classified
Employees
Miles Traveled in 11-12:
 341,760 miles for regular daily routes
 57,115 miles for trips
 7,680 miles for after-school program
 11,237 miles for summer school
Meals Served in 11-12:
740,074 meals served to students
 23,411 meals served to adults
 46,613 meals contracted and served
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 The No Child Left Behind Act (NCLB), the most
recent authorization of the Elementary and
Secondary Education Act (ESEA), is the principal
federal law affecting education from K-12.
 NCLB, passed in January of 2002, had the goal of
all (100%) students being proficient by 2014.
 Because of the rising number of schools across the
nation that were judged inadequate by NCLB, the
U.S. Department of Education in September 2011
invited states to seek a waiver of specific
requirements.
1. College-and Career-Ready
Expectations for All Students
2. State-Developed Differentiated
Recognition, Accountability, and
Support
3. Supporting Effective Instruction and
Leadership
 Through the ESEA Flexibility request, Arkansas affirmed its planned
course of action regarding the establishment and assessment of
college-and career-ready expectations for all students. In 2010, our
state Board of Education adopted the nationally based Common
Core State Standards in mathematics and English language arts
and literacy, and we are now in the process of transitioning to
implementation of these standards:
 Grades K-2
School Year 2011-12
 Grades 3-8
School Year 2012-13
 Grades 9-12
School Year 2013-14
 We are also a governing state in the multi-state Partnership for the
Assessment of Readiness for College and Careers (PARCC). PARCC is
developing a common assessment aligned to the Common Core State
Standards, which is scheduled to be completed and ready to administer
in the 2014-15 school year.
 The U.S. Department of Education required all states seeking an
ESEA Flexibility to develop and adopt guidelines for local teacher
and principal evaluation and support systems. Through its ESEA
Flexibility request, Arkansas affirmed its current course of action
regarding the establishment and implementation of a statewide
system for educator evaluation and support .
 Teacher Excellence Support System (TESS); Teacher Evaluation
System
 Principal Evaluation System
 Arkansas is staging implementation of this evaluation system
over several years, with a cohort of schools and districts piloting
the system in 2012-13 and 2013-14, and implementation for all
remaining districts by 2014-15.
 Under this ESEA Flexibility, Arkansas will continue to hold
all districts and schools accountable for the academic
performance of all students, while strengthening the state’s
focus on proficiency, growth and graduation rate gaps.
 Starting in summer of 2012, schools were classified in one
of five accountability and assistance levels. Schools
meeting their proficiency gap closing goals were placed in
the Exemplary or Achieving levels, schools not meeting
their gap closing goals were placed in Needs Improvement
level, schools with the largest proficiency gaps for student
subgroups and for all students were placed in the Needs
Improvement Focus Level. The state’s lowest performing
schools were placed in Needs Improvement Priority level.
 Annual Measureable Objectives (AMOs)
 Targeted Achievement Gap Group (TAGG)
 Classification System:
 Exemplary
 Achieving
 Needs Improvement
 Needs Improvement Focus
 Needs Improvement Priority
 Schools will no longer have to focus on meeting Adequate Yearly
Progress (AYP) – a single measure, assigned arbitrarily that was
the same for everyone regardless of where they were starting
from or the challenges in their student population.
 Instead, we’ll be able to look at performance, growth, and
graduation rate (for high schools) and establish Annual
Measureable Objectives (AMOs) that are unique to each school.
 Each school and school district is assigned AMOs based on
student growth, student performance, and graduation rate (for
high schools). By looking at the data in different ways, schools
gain clarity regarding the areas in which improvement efforts
should be focused.
 Targeted Achievement Gap Group (TAGG) – one
population group which includes:
 Economically disadvantaged
 Students with disabilities
 English learners
 It only takes 25 students to make a TAGG group!
 Eliminates multiple counting of students who are in more
than one subgroup.
 Adopt college-and-career-ready standards and
assessments
 Set new ambitious but achievable Annual Measurable
Objectives (AMO) toward specific goals
 State, districts, schools, student groups
 Implement system of differentiated recognition,
accountability, and support
 Identify high performance and/or growth, persistent subgroup issues, lowest
performance, schools not meeting annual targets
 Goal is to reduce the proficiency, growth, and graduation rate gaps by half by
2016-2017
 Implement educator evaluation system
 http://www.arkansased.org/divisions/communicat
ions/video-gallery/39/commissioner-discussesesea-flexibilit
Principal
Mrs. Glenda Bryan
Assistant Principal
Mrs. Kristi Rice
Grade Levels
 Pre-K
 Kindergarten
 Pre-First
 First
Enrollment
 720 Students PK-1
 51.5 Certified Teachers
& Administrators
 Status: Accredited by ADE and Advanced
 All 2012-13 teachers are licensed. All
teachers are highly qualified in core
content areas.
 Two (2) teachers are currently working
under an Additional Licensure Program
 Accountability Designation: Needs
Improvement School in both Literacy and
Math (AES receives designation from MES.)
 Implement Common Core State
Standards in all curricula areas.
 Promote the vision at AES that ALL
students can be successful learners and
can strive for excellence.
 Continue professional learning communities
that embrace learning rather than teaching,
work collaboratively to help all students learn,
and use data from formative and summative
assessments to make decisions concerning
curriculum and instruction. (Defour, Eaker,
and DuFour)
 Continue to implement behavior
interventions to reduce inappropriate
behavior in the classroom.
(Canter, McLeod, Dr. Joe Martin)
Provide Response to Intervention
(RtI) to students in need of help
academically and/or behaviorally.
 Provide after school tutoring (2 days a week) for
students with academic improvement plans and/or
intensive reading intervention plans
 Use Classroom Walkthrough to support high yield
teaching strategies and authentic student
engagement in learning.
 Incorporate guided reading into the literacy
curriculum for both kindergarten and first grade
 Continue to promote parental and community
involvement through our HEART Committee
(Helping Educate And Reach (kids) Together), Watch
D.O.G.S. and Magnificent M.O.M.S. programs.
Parent Night
Watch Dog Dad
Magnificent Mom
 Use communication tools such as Newsletters,
Calendars, notes, and School Messenger messages to
provide a consistent, clear understanding of what
students are expected to learn, so parents know what
they need to do to help their children be successful in
school.
 Continue use of technology resources to enhance
student learning (SmartBoards, SmartTable, mobile
laptop computer labs, iPads, iPods, and netbooks)
 Continue use of HeadSprout, Education City, Starfall,
Reading Eggs, IXL Math, Accelerated Reader software
 Implement the use of iPads in the classrooms
*Each teacher has an iPad for use in their classrooms at this time. It
is our goal to add more iPads as funding is available to do so.
Grade Levels
Principal
Ms. Joyce Liphford
 Second
 Third
Enrollment
Assistant Principal
Ms. Jamie Brothers
 609 Students 2-3
 46 Certified
Teachers &
Administrators
 Status: Accredited by ADE and AdvancED
 All 2012-13 teachers are licensed. All teachers
are highly qualified in core content areas.
 Two (2) teachers are currently working
under an Additional Licensure Program
 Accountability Designation: Needs
Improvement School in both Literacy and
Math
AYP Reports were replaced in
2012 with ESEA
Accountability reports.
Schools & Districts will be
held accountable for their All
Students and Targets
Achievement Gap Group
(TAGG) for the purpose of
designation.
You must test 95% of all
students (including
mobile) to meet percent
tested. You will be a
“Needs Improvement
School” the first year you
do not test 95% in Math
or Literacy.
Your percent proficient must
meet or exceed your AMO. We
met performance for “All
Students” in Literacy only. –
GREEN
You can be classified as
Achieving through one year,
or three years in performance
or growth (where
applicable). In order to be
designated as Achieving for
Literacy or Math, a
school/district must meet
the projected AMO or 94%
proficient.
ESEA TAGG
information
is provided
as well.
Look for two green boxes
together! No Two Green Boxes
together in One Quadrant .
Thus, this school is Needs
Improvement for Literacy and
Math.
 Become Bucket Fillers by giving sincere compliments, helping
without being asked, and genuinely showing kindness and respect
to others. To make bucket filling a habit and a way of life, resulting
in individuals with full buckets who are healthy mentally,
emotionally, and socially. Have you filled a bucket today?
 Create a safe, bully-free school environment by “speaking up for
those who won’t speak for themselves.” (Kevin Horner, three-time
“People’s Choice “ award winner)
 Continue to implement Failure Free Reading Program to enhance
student fluency, vocabulary, and comprehension for SPED and
students performing in the bottom 10%. Our Failure Free students
reading levels grew from 0.8 to 2.5, and reading passages scores rose
from 59% on pre-tests to 94% on post-tests.
 Use effective strategies for working with parents by
sending home Weekly Book Bags with activities to
increase vocabulary and enhance reading comprehension
skills for parents and students to work together.
Continue to use technology through the use of the Smart
Boards, Computer Lab, Smart Response Systems, iPods,
Portable Notebook Lab, iPads, and Front Row Sound
Systems.
 Through the Accelerated Reader Program, MES students
read an average of 127 books last year, and 28/28 MES
classrooms achieved Model Classroom. Our goal this year
is also to meet the criteria for Master Classroom and
Master School.
 Continue to promote parental involvement through
our PEACE Volunteer Program (Parents
Experiencing Awesome Children Everyday) and
Watch D.O.G.S. program.
Continue to implement the CCSS in literacy, using
six units to teach the learning expectations. Math
skills are taught using On Core and the CGI
(Cognitively Guided Instruction) mathematical
approach. CGI allows students to construct
strategies for themselves when given a word
problem.
 Promote the mission at MES that ALL students can
learn at high levels.
Principal
Ms. Julie Molloy
Assistant Principal
Ms. Debbie Reginelli
Grade Levels
 Fourth
 Fifth
Enrollment
 607 Students 4-5
 43 Certified
Teachers &
Administrators
 Status: Accredited by ADE and AdvancED
 All 2012-13 teachers are licensed. All
teachers are highly qualified in core
content areas.
 One (1) teacher is currently working under
an Additional Licensure Program
 Accountability Designation: Achieving in
Literacy and Needs in Improvement in
Math; Overall designation is Needs
Improvement School
 Teachers provide relevant, regular
Benchmark practice in the content areas
of Math, Reading and Science.
 Classroom teachers work regularly in
PLCs as content specialists in specific
subject areas for more efficient and
effective instruction.
 Instructional Assistants are assigned to work
with specific classroom groups. This allows
for continuous, consistent assistance for these
students.
 Instructional Assistants’ schedules are
determined by the team teachers to maximize
supports for lower performing students.
 Instructional Assistants help teachers with
instruction by working one-on-one with
students, working with small groups of
students, and assisting teachers with
implementing learning activities.
 Instructional Assistants also relieve PLC
content teachers to do the work necessary
for the planning and implementation of
Common Core State Standards.
 Benchmark Booster Club after school,
twice weekly for TAGG students.
 (TAGG – Targeted Achievement Gap Group)
Principal
Ms. Connie Steele
Teachers
5 full time
2 part-time
2 paraprofessionals
Changes for 12-13
Moved from the Crawfordsville
campus to MHS North Annex
campus
 Open to Marion School District
Students Only
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Information for 11-12
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1 teacher currently working
under an Additional
Licensure Plan
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Served 67 students
from 2 districts
Graduated 11 seniors:
6 MHS; 5 WMHS
Principal
Ms. Carissa J. Lacy Grade Levels
 Sixth
 Seventh
Assistant Principal
Mr. Willie Rogers Enrollment
Assistant Principal
Mr. Blake Owen
 664 Students 6-7
 45 Certified Teachers
& Administrators
 Status: Accredited by ADE and AdvancED
 All 2012-13 teachers are licensed. All
teachers are highly qualified in core
content areas.
 Four (4) teachers are currently working
under an Additional Licensure Program
 Accountability Designation: Achieving in
both Literacy and Math
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Students that are not meeting proficiency in
Literacy and/or Math are provided interventions.
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During school hours, Enrichment teachers will identify
low Student Learning Expectations and provide a mini
lesson with leveled practice and monitor student
progress.
After -school tutoring will be provided to remediate
Literacy and Math skills to a target group performing
under benchmark standards.
Teachers use data from The Learning Institute to
progress monitor students and plan
interventions.
 MMS has a school-wide focus on increasing
vocabulary skills of all students. Students are
exposed to an array of vocabulary activities each day
during homeroom time.
 Activities are assigned from the book, Building
Vocabulary from Word Parts, by Tim Rasinski
 Students are given a word part a week- prefix,
suffix, or root
 Students read passages and/or complete a writing
piece using the words they have learned to see the
connection of words in text
•
Failure Free Reading is used in Special Education
Classrooms as a non-phonics approach to teaching
reading. Each Special Education classroom utilizes net
books to enhance student vocabulary and
comprehension.
•
Administrators will continue using classroom
walkthroughs to support high yield teaching and
learning strategies.
•
Professional Learning Communities (P.R.I.D.E.) will
continue to meet weekly to discuss high yield teaching
strategies and analyze student data to increase the
achievement of all students.
 Each content area is represented on the Campus
Leadership Team. The CLT meets monthly to discuss
areas of improvement and gain at MMS.
 Prior to the Benchmark Week, MMS will participate in
a Benchmark Blitz to get students excited and
prepared for the benchmark exam.
Principal
Mr. Elmer West
Grade Levels
 Eighth
 Ninth
Assistant Principal
Ms. Natalie Rooney
Enrollment
 661 Students 8-9
Dean of Students
Mr. Melvin Brown
 48 Certified Teachers
& Administrators
Status: Accredited by ADE and
AdvancED
All 2012-13 teachers are licensed. All
teachers are highly qualified in core
content areas.
Accountability Designation:
Achieving School in both Literacy
and Math
 Students not at proficient level in Literacy take
an in-class Literacy tutorial course during school
hours in addition to the regular Language Arts
class.
 Students at MJHS participate in a Vocabulary
program. All faculty members have been trained
in the Academic Vocabulary method that helps
raise comprehension and achievement in various
subject areas.
 Teachers have developed and implemented plans
to increase scores on the Benchmark exam in the
area of open response questions
 DEAR: MJHS has implemented the Drop
Everything and Read program to support the
overall academic program.
 We are continuing our character education
program in an effort to help the whole student,
thus helping with test scores.
Principal
Mr. Steve Landers
Grade Levels
 Tenth
 Eleventh
Assistant Principals
Mr. Jim Marotti
Mr. Clint Williams
 Twelfth
Enrollment
 908 Students 10-12
 64 Certified Teachers
Dean of Students
Mr. Irving Clay
& Administrators
 Status: Accredited by ADE and AdvancED
 All 2012-13 teachers are licensed. All
teachers are highly qualified in core
content areas.
 One (1) teacher is currently working under
an Additional Licensure Program
 Accountability Designation: Needs
Improvement Focus School in both
Literacy and Math
 We are continuing the strategies that have
yielded significant growth in recent years.
 We are meeting twice monthly in our PLC’s to
strengthen teaching strategies to reach all
students to strengthen literacy and math
skills.
 K-3 Enrichment (Ms. Leah Schmidt)
 4th - 5th Self-Contained with Cluster Grouping
 6th - 7th Pre-AP: English, Math, Science, and Social Studies
 8th Pre-AP: Pre-AP English, Pre-AP World History, Pre-AP
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Science, Algebra I
9th Pre-AP: Pre-AP English, Pre-AP Physical Science, Pre-AP
Civics/Economics, Geometry
10th Pre-AP: Pre-AP English, Pre-AP World History, Biology,
Algebra II
11th AP: AP English, AP U.S. History, Chemistry I , and
Trigonometry
12th AP: AP English, AP Statistics, AP Environmental Science,
Calculus, Physics, and AP World History
 Avondale Elementary, Marion Elementary,
and Marion Intermediate are Title I schoolwide schools that use federal Title I funds to
pay for additional instructional staff and
supplies.
 Title I funds are federal funds that cannot be
used to pay for anything required by state or
local laws.
 MSD’s Title I allocation for the
2012-13 school year: $1,420,023.00
 Students are served based on academic
need, not income levels. If a school has
at least 40% of its students qualifying for
the National School Lunch Program and
has a plan to serve all students, it can
become a Title I School-wide school that
can serve all students at that school.
 The ABC Preschool is a state funded program.
 The student selection for the ABC Preschool
program follows state guidelines.
 Marion’s ABC Preschool program is funded to
serve 3 classrooms with 20 students each.
 Marion’s ABC Preschool program employs 1
certified teacher and 1 paraprofessional for each
ABC preschool classroom.
 Title II-A targets professional development for
teachers and administrators.
 The district’s Title II-A Teacher Quality program
allocation this year is $196,072.00.
 Title II-A funds are used to pay ½ of the salary
of our Instructional Technology Facilitator to
assist teachers with curriculum and technology.
 Heart Beats:
Avondale Elementary
Parent centers are on
each campus.
 Watch D.O.G.S.:
Marion Elementary
Avondale Elementary
 P.E.A.C.E.: Parents Experiencing Awesome Children Everyday
Marion Elementary
 Career Action Planning:
Marion Middle School
Marion Jr. High School
Marion High School
 Parents are encouraged to participate in
school activities and in the review and design
of school improvement plans.
 Comments and suggestions are encouraged
and may be submitted to the building
principal or to:
PARENT COORDINATOR:
Homer Peters
Marion School District
200 Manor Street
Marion, AR 72364
• The Marion School District does not
discriminate on the basis of race, color, national
origin, sex, age, disability, or veteran status.
 Equity complaints may begin with the district's
equity coordinators:
EQUITY COORDINATORS:
Dr. Robin A. Catt (K-5)
Mr. Hugh Inman (6-12)
Marion School District
Marion School District
200 Manor Street
200 Manor Street
Marion , AR 72364
Marion, AR 72364
 In conclusion, we would like to thank the entire
staff – bus drivers, substitutes, custodians, food
services staff, maintenance crew, technology crew,
secretaries, paraprofessionals, teachers, media
specialists, counselors, instructional facilitators,
and administrators – of the Marion School District
for their dedication and continuous effort to make
our schools safe and nurturing learning
environments for our students.
 In addition, we would also like to thank our school
board for your continuous support.