r€¦ · greene county tech high school comprehensive progress report 10/31/2018! = past due...

birmingham_tammy

Sticky Note

Please review. We have to get our plan approved on Thursday and our plan must be posted by August 1. I did not have access to our Vision. The Mission statement was already in Indistar.

birmingham_tammy

Sticky Note

Greene County Tech High School

Comprehensive Progress Report10/31/2018

! = Past Due Objectives KEY = Key Indicator

Mission: The administration, faculty, and staff of Greene County Tech High School believe that each student can achieve mastery of essential skills to his or her maximum potential. Student growth in knowledge, ability, and character through study, training, and experience is a cooperative effort of students, parents, faculty, and administration. We accept the responsibility to teach and guide all students, challenging them to improve performance in all areas.

Vision:

Goals:Improve the performance, especially that of economically disadvantaged and disabled students, in literacy, content, and practical reading as well as their writing in the areas of content and style.Improve writing and critical thinking of all students enrolled in Advanced Placement Language and Literature courses. This improvement should result in an increase of the percentage of qualifying scores on the AP exams. Improve the performance, especially that of economically disadvantaged and disabled students, in Algebra, Plane and Coordinate Geometry, and Trigonometry. Improve students' understanding of the concepts of calculus, statistics, and computer science and the application of these concepts, and their ability to make connections among graphical, numerical, analytical, and verbal representations of mathematics. This improvement should result in an increase of the percentage of qualifying scores on the AP exams.

Core Function: School Leadership and Decision MakingEffective Practice: Establish a team structure with specific duties and time for instructional planning

ID01 A team structure is officially incorporated into the school governance policy.(36)

Implementation Status Assigned To Target Date

Initial Assessment: In this district, team structure is modeled by our district administration team (Superintendent and two Assistant Superintendents)and the building administration team (all building principals and assistant principals). These two teams meet on regular intervals and at those meetings important information is shared with administrators who then bring it back to the buildings. Our school has a team structure that consists of a Leadership Team, teacher Instructional Teams, and a School Community Council. At this time we feel that although the building-level teams exist, there is a need for them to meet on a more regular basis and to keep notes of the meeting that can be kept on file and used as a reference for future goals and planning.

Limited Development 12/10/2015

Priority Score: 2 Opportunity Score: 2 Index Score: 4

How it will lookwhen fully met:

When this objective is fully met, there will be evidence that information from the district administration team is disseminated to the building leadership team which then passes the information on to the teacher instructional teams. Meeting agendas and notes will be kept on file as evidence of those meetings and as proof of the dissemination of information.

Chad Jordan 05/24/2019

Actions 0 of 4 (0%)10/31/18 The leadership team will meet on the first Wednesday of each month

during Enrichment from 1:30 to 2:15 pm. Chad Jordan 05/24/2019

Notes:

10/31/18 Agendas, notes, and sign-in sheets for all team meetings will be kept in a folder on the school's Google Team Drive.

Charles Nelson 05/24/2019

Notes:

10/31/18 School faculty meetings will be held once a month following district-level administration meetings.


Notes:

10/31/18 Department meetings will beheld at least once each month following faculty meetings.


Notes:

Implementation: 10/17/2018

Evidence 3/29/2017Department meetings resulted in changes in curriculum.

Experience 3/29/2017Leadership team meetings took place twice a month during enrichment to meet this task requirement.

Sustainability 3/29/2017We will need to continue leadership meetings

ID04 All teams prepare agendas for their meetings.(39) Implementation Status Assigned To Target Date

Initial Assessment: Agendas are created for most, but not all, meetings (department, faculty, leadership, etc.).




Agendas will be created prior to all meetings at the High School. This includes, but not limited to faculty, department, and leadership meetings.


Actions 0 of 2 (0%)10/31/18 Mr. Nelson will check monthly to see that meeting agendas and minutes

from every meeting are kept in a folder in the office and/or in the shared Google Team Drive.


Notes:

10/31/18 Mr. Jordan will email all department heads and ask them to create and submit agendas, meeting notes, and sign-in sheets for each department meeting.


Notes:

Implementation:Evidence 3/29/2017

Agendas and minutes are available in the office.Experience 3/29/2017

Meeting agendas have been submitted for all departmental meetings.Sustainability 3/29/2017

Department heads will continue to submit agendas for all meetings.

ID07 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)


Initial Assessment: Prior to the development of this school improvement plan, the building Leadership Team existed on paper only. Since beginning this process, a team consisting of the building principal, assistant principals, instructional leaders, and school counselors has been created and has been meeting.




When this objective is fully met, the Leadership Team will meet at least twice each month. The calendar of meeting dates, meeting agendas and notes, and sign in sheets will be provided as evidence for this objective.


Actions 0 of 2 (0%)1/25/16 Using Microsoft Outlook, invite Leadership Team members to pre-

scheduled meetings on the first and third Wednesday of each month. Erin Jordan 05/24/2019

Notes:

1/25/16 Agenda, notes and sign-in sheets for all Leadership Team meetings will be kept on file in Mr. Nelson's office.


Notes:


agendas, sign-in sheets, and minutes are available in the officeExperience 3/29/2017

All leadership team meetings were sent to members through microsoft outlook

Sustainability 3/29/2017meetings will continue to take place throughout the year

ID10 The Leadership Team regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(45)


Initial Assessment: Presently, interim assessment data in English/Language Arts and Mathematics is available and is used within departments to create changes in classroom instruction to meet student deficits. However, there has been no discussion about about using this data for overall school improvement or assessing professional development needs.




When this objective is fully implemented, the leadership team, under the guidance of the building administrative team will have timely access to ACT and ACT Aspire scores as well as interim assessment scores for English Language Arts and Mathematics. This data combined with classroom observation data gathered by the administrative team will be used by the leadership team to identify general areas of concern and potential professional growth for the teaching staff in the building. Once areas of concern have been identified, the leadership team will then work to develop ideas for professional development focus areas.


Actions 0 of 3 (0%)3/28/16 Assessment data will be gathered and stored in a central location in the

administrative office suite. Ray Stricker 05/24/2019

Notes:

3/28/16 Interim assessment data (when available) will be gathered and stored in a central location in the administrative office suite.

Meredith Baine 05/24/2019

Notes:

3/28/16 The leadership team will be called together prior to the end of the school year to analyze the assessment data. After areas of concern have been identified the leadership team will brainstorm ideas for professional development sessions that would address the concerns shown by the data.


Notes: It may be determined necessary that the leadership team meet more than one time in order to make an informed decision.


Assessment data was collected and used during department meetings to determine needs for students before the master schedule was completed and before students were assigned to classes.

Experience 3/29/2017Data for all assessments and interims are kept in the counselor's office

Sustainability 3/29/2017Data will continued to be collected and kept in the counselor's office.

Core Function: School Leadership and Decision MakingEffective Practice: Align classroom observations with evaluation criteria and professional development

IF06 Teachers are required to make individual professional development plans based on classroom observations.(70)


Initial Assessment:In the Spring semester of each school year, teachers are required to complete a Professional Growth Plan. This plan outlines their professional goals and professional development required and/or suggested that will help them meet those goals.


How it will lookwhen fully met: When this objective is fully met, all teachers in the building will have set

and recorded their professional growth plans, goals, and professional development plans in Ed Reflect. These goals will be aligned to the TESS (Teacher Excellence and Support System) standards provided by the Arkansas State Department of Education.


Actions 0 of 2 (0%)10/31/18 At least once each year, all teachers will use Ed Reflect to create their

PGPs and align their goals to those provided by the ADE.Chad Jordan 05/24/2019

Notes:

10/31/18 At least once each semester, all teachers will be observed in their classroom. These observations will be followed by a face-to-face meeting between the teacher and supervisor for the purpose of giving constructive feedback to the teacher.


Notes:

IF11 The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984)


Initial Assessment: This indicator is fully implemented. At GCT High School all staff receive high quality, ongoing, job-embedded, and differentiated professional development in the form of department meetings/workdays, AP Summer Institutes, sessions at the educational cooperative chosen by individual teachers, and mandated training provided by administration at the beginning and throughout the school year. Administrators and teachers must continue to research at attend quality professional development opportunities during the summer months as well as during the school year.

Full Implementation 03/28/2016

Core Function: School Leadership and Decision MakingEffective Practice: Expanded time for student learning and teacher collaboration

IH01 The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)


Initial Assessment: In our school, we offer one 40 minute class period each day that acts as a guided study hall. We call this class period "Enrichment" and it is required most students everyday of the week. Because athletics is scheduled during the last class period of the day, in-season coaches will use this period as an extension of practice time in order to allow student-athletes to get home at a reasonable time. However, each Thursday, Enrichment period is attended by all students, including athletes, so that they are allowed time to receive additional support from their teachers, make up missed exams, work on homework, etc. There are no immediate plans to remove this guided study hall from the school's master schedule.


Core Function: School Leadership and Decision MakingEffective Practice: Ensure High Quality Staff - Recruitment, Evaluation, and Retention

II01 The school works collaboratively with the district to recruit and retain highly-qualified teachers to support school improvement.(3982)


Initial Assessment: Policies, processes, and procedures ensure that school leaders have access to hire, place, and retain highly-qualified professional and support staff. School leaders systematically determine the number of personnel necessary to fill all roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school.


Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Engage teachers in aligning instruction with standards and benchmarks

IIA01 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)


Initial Assessment: Instructional Teams within each department meet at least three days during each summer to evaluate current curriculum documents for all courses taught in the building. The purpose of this meeting is to determine whether or not there are alignment issues between written curriculum, tested curriculum (based on state standards), and taught curriculum. Once existing documents have been evaluated and new documents have been created (if necessary) these documents are shared with every teacher who will be teaching that course in the upcoming school year. Throughout the school year teachers make notes of changes that need to be made in the curriculum document as well as what worked/did not work for each lesson presented during the course. This process is ongoing and is revisited each summer.


Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Assess student learning frequently with standards-based assessments

IID02 The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)


Initial Assessment: School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning and is used each year to evaluate the progress of all students toward standards-based objectives.


Core Function: Classroom InstructionEffective Practice: Expect and monitor sound instruction in a variety of modes

IIIA01 All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)


Initial Assessment: At GCT High School, all teachers are expected to create a cohesive and coherent curriculum based on standards found on the curriculum framework documents provided by the state department of education. Once curriculum has been designed, teachers must then create and submit to administrators a syllabus and pacing guide for each course being taught. This document is then followed to ensure the alignment of standards, curriculum, instruction, and assessment. In the case of English Language Arts and Mathematics, alignment is done within The Learning Institute (TLI) software. After alignment is complete, teachers have access to the document.


Core Function: Family Engagement in a School CommunityEffective Practice: Explain and communicate the purpose and practices of the school community

FE04 The school’s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983)


Initial Assessment: Each year GCT High School provides students and parents with a copy of the student handbook. The Student/Parent compact is a one-page document located at the front of the student handbook. All students are required to return a signed copy of the compact by the end of the second week of the new school year.


Core Function: High School: Opportunity to LearnEffective Practice: Ensure content mastery and graduation

HS04 The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)


Initial Assessment: School personnel implement a process to determine the counseling, assessment, referral, educational, and career planning needs of all students. Additionally, they provide and/or coordinate programs necessary to meet the needs of all students whenever possible. Measure of program effectiveness are in place, and school personnel use the data from these measure to evaluate all programs. Improvement plans related to these programs are designed and implemented when needed to more effectively meet the needs of students.


HS05 The school provides all students extended learning opportunities (e.g., summer bridge programs, after-school and supplemental educational services, Saturday academies, enrichment programs) to keep them on track for graduation.(5515)


Initial Assessment: Summer school is offered to students who have failed classes. Summer school meets five days a week, all day, for three weeks. Students and parents are contacted to ensure the student is aware of the need to be in summer school. Teachers, administrators, and counselors will continue to work together to communicate to students the need to be in summer school or risk their on-time graduation.


Core Function: High School: Opportunity to LearnEffective Practice: Assist students with transitions

HS13 The school provides senior students with formal supports as they make the transition out of high school (e.g., college and career planning, job fairs).(5523)


Initial Assessment: We have opportunity fair, take students to local job fair, and resume workshops, English teachers require resume class, industry presentations at school etc.



All students are aware of the skills needed for employment in AR. They are also aware of college admission requirements.

Objective Met Ray Stricker 05/25/2017

Actions 1 of 1 (100%)3/29/17 Attend education and career meetings at GCHTC. Complete 03/29/2017 Ray Stricker 09/22/2017

Notes: We discussed the format of the industry presentations.

Greene County Tech Jr. High School

Comprehensive Progress Report

Mission: The mission of Greene County Tech Junior High is to educate all students to their highest academic potential. The staff will challenge students to surpass the ordinary by achieving the highest possible personal development in all areas – mental, physical and emotional. The school will provide a complete and flexible curriculum which allows equal opportunities for all students. Positive encouragement and self-esteem will be evidenced by the students’ pride in themselves, their school and respect for their fellow student and others. Successful implementation of this statement is the responsibility of the faculty, students, parents and the community working together toward a common goal of quality education.

Vision:

Greene County Tech Jr. High School is committed to working together to inspire a passion for learning and to ensure all students succeed to the best of their ability. The leadership team is committed to making sure state mandates are followed with the best interest of our students using the resources available.

Goals:

Every student will have a Student Success Plan by May 1, 2019. Every student will have been given direction with their strengths and weaknesses in academics.

All students will be guided in discovering his/her learning style and how to approach learning based on his/her individual strengths and areas for growth.

! = Past Due Objectives

KEY = Key Indicator

Core Function: School Leadership and Decision Making

Effective Practice: Establish a team structure with specific duties and time for instructional planning

ID07 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)


Initial Assessment: Currently, we have established a leadership team. The team consists of department chairs, principals and other key faculty members. This team plans on meeting on the 10th and 25th of each month at 1:30 in the Jr. High Library. If one of these days falls on a day school is not in session, we will hold it on the Friday or Monday around this date.


How it will look

when fully met: The leadership team will meet twice monthly. The team will evaluate where the Jr. High currently is and what needs to be done in order to achieve full implementation of these selected indicators.

Michael Todd 05/31/2019

Actions 0 of 3 (0%)

10/2/15 Using Microsoft Outlook, an invitation will be sent to each team member. This invitation will also include any materials members need to read through before the meeting.

Leigh Rogers 05/31/2019

Notes:

10/2/15 Minutes and agendas will be updated in Indistar Leigh Rogers 05/31/2019

Notes:

10/2/15 Present progress at monthly faculty meetings. Michael Todd 05/31/2019

Notes:



Initial Assessment: The Leadership team, under the guidance of the building administration, will have access to ACT Aspire Interim Exam and ACT Aspire scores for English, Reading, Science and Mathematics. The data will be used to look for general areas of concern, as well as areas of achievement in each department allowing for professional development in each department.


How it will look

when fully met: When this objective is fully implemented, each department head will be able to look at how their department as a whole scored on each area and be able to discuss and implement strategies in each department to help with areas of concern.


Actions 0 of 2 (0%)

10/23/18 ACT Aspire Interim Exams will be given in each of the 4 subjects throughout the year following the schedule provided to each teacher.

Phyllis Morgan 03/31/2019

Notes:

10/23/18 Assessment data will be stored in a central location with easy access for all teachers.


Notes:


Effective Practice: Align classroom observations with evaluation criteria and professional development



Initial Assessment: GCT Jr. High faculty receives professional development in many forms. These include AP Summer Institutes, professional development at the Educational Co-Op and training during the school year provided by the district administration. Teachers are allowed to choose what professional development will best suit his/her needs in the classroom and attend based on that. All must be approved in a professional development plan before the teacher may begin the training.


How it will look

when fully met: Teachers will complete professional development plan in May outlining all planned professional development. Teachers will then spend the summer completing the required number of hours. All required summer hours must be completed before the start of the next school year. Some additional required hours may be provided during the school year as the school calendar allows.


Actions

Notes:


Effective Practice: Help parents to help their children meet standards

IG01 Parents receive regular communication (absent jargon) about learning standards, their children’s progress, and the parents’ role in their children’s school success.(76)


Initial Assessment: GCT Jr. High uses a variety of ways to communicate with parents. These include Remind, Facebook, Tech Connect, notes and e-mail.


How it will look

when fully met: All teachers will use a variety of communication tools to communicate with parents. Some of these may include Remind, Facebook, Tech Connect, notes and e-mail.


Actions

Notes:


Effective Practice: Expanded time for student learning and teacher collaboration

! IH01 The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)


Initial Assessment: Currently, the Jr. High offers credit recovery to students in 9th grade for any class they failed to receive credit. Summer school is an option for 9th graders as well.


How it will look

when fully met: Students will receive enough credits to pass to 10th grade. This will be accomplished through credit recovery and/or summer school.

Theresa Justus 06/30/2017

Actions 0 of 2 (0%)

11/12/15 Any 9th grade student who receives a failing grade 1st semester in a core course will be recommended for placement in credit recovery the following semester.

Theresa Justus 01/31/2017

Notes:

11/12/15 Any 9th grade student receiving a failing grade 2nd semester in a core course will be recommended for summer school.


Notes:


Effective Practice: Ensure High Quality Staff - Recruitment, Evaluation, and Retention



Initial Assessment: A copy of the highly qualified materials for each staff member can be found in Mr. Todd's office or the Central Office.


Core Function: Curriculum, Assessment, and Instructional Planning

Effective Practice: Engage teachers in aligning instruction with standards and benchmarks



Initial Assessment: Instructional teams in each content area meet, plan, and develop units of instruction by grade level. These are uploaded into Bloomboard and used for formal and informal observations, and professional growth plans. Professional development time is scheduled each summer by department to allow teachers to review, modify, and align curriculum for the next year. The special education department also meets to determine individual student needs, specifically for science and social studies.



Effective Practice: Assess student learning frequently with standards-based assessments



Initial Assessment: The Jr. High currently uses TLI testing in Literacy and Math. This will be completed 2 times this school year. Currently, we are working to get our resource students taking the TLI in both these areas. The Science department is also working to determine what assessment will work best for their department.



How it will look

when fully met: All teachers in all 4 core subject areas will administer the ACT Aspire Exam


Actions 0 of 1 (0%)

11/12/15 Test sessions will be set up and tickets will be printed for each testing session


Notes:

Implementation:

Evidence 3/29/2017 All TLI data can be accessed by the classroom teacher, Mr. Todd or Mr. Metheny.

Experience 3/29/2017 All Resource Students completed the TLI examinations

Sustainability 3/29/2017 We do not give TLI any longer. All students will be required to complete the ACT Aspire Interim Exams.

Core Function: High School: Opportunity to Learn

Effective Practice: Ensure content mastery and graduation



Initial Assessment: Greene County Tech Jr. High is developing a Student Success Plan for each student. This will include information concerning future course load, as well as career information for future success.


How it will look

when fully met: All students will have a Student Success Plan at the end of the 8th grade that will be updated and expanded on each year. This will include information on future courses, as well as information on interested careers.


Actions

Notes:

HS05 The school provides all students extended learning opportunities (e.g., summer bridge programs, after-school and supplemental educational services, Saturday academies, enrichment programs) to keep them on track for graduation.(5515)


Initial Assessment: Summer school is offered to students who failed a class. If a 9th grade student fails the first semester of a course, they can be placed in APEX during Enrichment 2nd semester to try and recover the credit from first semester. Teachers, administrators and the counselor will continue to communicate with students at risk.


HS06 The school provides all students with opportunities for content and credit recovery that are integrated into the regular school day to keep them on track for graduation.(5516)


Initial Assessment: If a 9th grade student fails a course first semester, that student is placed in credit recovery second semester. This course occurs during the Enrichment period. Students work online using APEX in order to achieve that first semester lost credit.


Core Function: School Leadership and Decision MakingEffective Practice: Focus the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

IE06 The principal keeps a focus on instructional improvement and student learning outcomes.(57)


Initial Assessment: The principal makes sure that teachers has the professional development that they need to stay up to date on standards for the course the teacher is teaching.



The principal will provide the teachers with information on how to improve student learning and on any professional development opportunities that will help with student learning.

Trish Davis 06/08/2019

Actions 0 of 1 (0%)3/29/17 The principal will provide information to teachers about professional

development that will help improve student learning. Trish Davis 06/08/2019

Notes:

Greene County Tech Middle School



Mission: Our Greene County Tech Middle School believes the total learning process is a cumulative one where parents, teachers, and children work together in a caring environment which enhances thinking, reasoning, and problem solving. The core concepts of Reading, Writing, and Math will remain the focus of our curriculum by providing an emotionally and physically safe environment; we guide our students to reach their maximum academic, social-emotional and physical potentials.

Vision: At GCT, we believe all can achieve.

Goals:To implement and expand an effective intervention planned on evidence-based strategies of instruction.

To provide opportunities for PLC's to meet and collaborate on best practices concerning on-going interventions and classroom instructions.

IE11 The principal provides incentives for teacher and student accomplishment.(62)


Initial Assessment: Students that do work hard and do well during assessments are rewarded for their accomplishments.



There will be incentives in place for teachers and students. A list of the incentives that are given to each group will be made.


Actions 1 of 3 (33%)3/30/17 A committee will be formed to determine what incentives the students

will get and what they will get them for. Complete 02/24/2017 Trish Davis 08/11/2017

Notes: Things to consider: attendance, behavior, work ethic 3/30/17 A committee of teachers and administration will be formed to establish

reasons for incentives and what they will be. Trish Davis 08/10/2019

Notes:

12/12/17 Donations for teacher and student incentives will be given. Trish Davis 08/10/2019Notes: Teachers will be recognized for perfect attendance.


IF02 The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development.(66)


Initial Assessment: IF02: Indicator: The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development. In planning for Professional Development, building level and Central office administration have, in the past, used various reports, parent and staff surveys and a variety of data sources to determine the needs of the faculty in assuring best practices in teaching methods for the benefit of all students. In the future, the Leadership Team which was recently developed as dictated by the revamped ACSIP, will be reviewing “patterns of practice” and analyzing the summary accounts in determining needed professional development. However, the planning of beneficial professional development by the administration has zeroed in on the following using “patterns of practice.” TESS: Formal and informal observations and summative evaluations are used to determine the “patterns of practice” and the key needs to be addressed. All faculty and administration have undergone extensive TESS training to be familiar with each of the four Domains and the rating scale used and how it is applied. The Middle School administration periodically attends TESS


recalibration in order to be consistent in the evaluation process. For example, one of the patterns seen from analyzing recent results involved lower level questioning in the majority of the classrooms. As a result, professional development was provided the faculty on the use of higher level questioning on Bloom’s Taxonomy conducted by Jim Johnson. TESS also is used as a means of developing each teacher’s PGP based on observations concentrating on the rating results of the four Domains. PGP’s are cooperatively developed and mutually agreed upon with input from the teacher and the administration. The professional development hours required by ADE related to the PGP is 18 hours. Professional Development is planned to address the most pressing needs of the staff to be conducted on sight. However, the Northeast Arkansas Educational Co-op is a resource for teachers to acquire specific professional development hours to target areas of need. Another avenue to address professional development as outlined in teachers’ PGPs is the IDEAS portal. ACADEMIC TEAMS: Each academic area has a team of teachers that disaggregate data from the state mandated assessments, TLI result and students grades. Since TESS observations target teaching strengths and weaknesses and good teaching practices are instrumental in student achievement, the teams utilize the summary data, as well. The data derived from these sources are used by each of the academic teams to determine if additional professional development is needed to target low achieving areas. For example, the data indicated that a majority of seventh grade students were scoring Basic or Below Basic on the Science Benchmark assessment. As a result, the seventh grade teachers used the data to pursue additional professional development specific to their subject matter and state frameworks. PEER OBSERVATIONS: The Middle School has utilized this teacher-to-teacher type of resource. A teacher needing a better understanding of a teaching practice or TESS related component can gain insight of how to address a professional need by doing so. Although it has not been done frequently, it has been used with mutual agreement between the teachers involved and the administration. SUMMARY: A Leadership Team is now in place under the new guidelines of ACSIP. A focus in the area of Professional Development will be in the planning using the summary accounts of TESS observations.

IF06 Teachers are required to make individual professional development plans based on classroom observations.(70)


Initial Assessment: In planning for Professional Development, building level and Central office administration have, in the past, used various reports, parent and staff surveys and a variety of data sources to determine the needs of the faculty in assuring best practices in teaching methods for the benefit of all students. In the future, the Leadership Team which was recently developed as dictated by the revamped ACSIP, will be reviewing “patterns of practice” and analyzing the summary accounts in determining needed professional development. However, the planning of beneficial professional development by the administration has zeroed in on the following using “patterns of practice.”




A Leadership Team is now in place under the new guidelines of ACSIP. A focus in the area of Professional Development will be in the planning using the summary accounts of TESS observations.

Objective Met10/04/18


Actions2/22/16 Following informal and/or formal evaluations teachers will meet with

administrators for a summative evaluation. Teachers will develop a Professional Growth Plan that addresses areas of improvement.

Complete 03/30/2017 Trish Davis 06/10/2016

Notes:

Implementation: 10/04/2018Evidence

3/30/2017Teachers professional development plans are kept in the principals office.

Experience

3/30/2017This helps teachers see what professional development they need every year.

Sustainability

3/30/2017Teachers will make professional development plans every spring.



Initial Assessment: The Middle School Staff and Administration take part in Professional Development opportunities to expand their effectiveness based on the needs of the student body and the needs of the staff. Professional Development is planned and tied into the results of students’ assessments, results of TESS informal and formal evaluations, and Professional Growth Plans. The staff is consulted and their preferences for Professional Development is taken into considerations when Professional Development is scheduled and implemented. The District Administration and Middle School work together to provide Professional Development pertinent to the needs of the students and staff. Planning is coordinated and decisions are made with the Administration and Staff providing input through a Needs Assessment Surveys provided by the District and Northeast Arkansas Educational Cooperative.. Results of the Surveys, TESS evaluations and State mandated Professional Development drive the provided PD. The Resources targeted toward the needed Professional Development include the Northeast Arkansas Educational Cooperative, the IDEAS portal, Arkansas Methodist Hospital, The Learning Institute and Arkansas State University to name a few. In planning effective Professional Development, data driven sources are used. These sources include TLI assessment data, Bloomboard Summary Reports, State Mandated Student Assessments, and Arkansas Department of Education Data Center information. The effectiveness and assessment of the provided Professional Development is determined by the implementation of lesson plans targeting desired areas of improvement, results and monitoring of TLI assessments, state mandated student assessment data, and TESS observations related to teacher’s individual Professional Growth Plans. Professional Development opportunities are designed to provide pertinent educational information, qualified knowledgeable presenters and designed to focus on the targeted areas of need. In doing so, the professional development can be utilized to provide continuous improvement in teaching and learning. Adoption of new textbooks, frameworks and standards, pacing guides, TLI modules and information, and state mandated assessments are reviewed periodically in order to implement the professional learning on a continuous basis.


Core Function: School Leadership and Decision MakingEffective Practice: Help parents to help their children meet standards



Initial Assessment: The school has variety of ways they communicate with parents. Limited Development 09/28/2017


All teachers will send home notes, and use remind, eschool, and e-mail. Trish Davis 05/25/2019

Actions 0 of 2 (0%)9/28/17 Parent Nights are held to provide information about the parents' role in

their children's school success.Trish Davis 03/30/2019

Notes:

9/28/17 Teachers communicate through notes, remind, eschool, and email about assignments, projects, and assessments.


Notes:

Core Function: School Leadership and Decision MakingEffective Practice: Expanded time for student learning and teacher collaboration

IH01 The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)


Initial Assessment: Greene County Tech School District buses the majority of its students to and from school which is an obstacle for having an extended school day in place. Other ways implemented to extend learning time have been put into place at the Middle School. Block Scheduling: The sixth grade schedule allows Math and Literacy classes to be blocked into 90 minutes allowing the students to have extended time in those academic areas. The Middle School monitors and uses data, such as the results of state mandated assessments, TLI results and individual student grades, to determine the ongoing needs of the students and adjustments in scheduling. Enrichment Classes: Enrichment classes for the seventh grade allow students to be assigned to core teachers in the areas they may be struggling in academically. If, for example, assessment data, classroom grades and/or report card grades indicate a student is experiencing poor academic performance or slow growth in the area of math the student’s schedule is adjusted in order to assign that student’s enrichment class with the student’s math teacher. During the enrichment period, the teacher can then give one-on-one attention to assist the student in skills the student may be lacking. Tutoring:


Opportunities are afforded students to have tutoring for ESL students with an ESL teacher. Students are pulled from their study hall or enrichment class to meet on a set schedule to assist ESL students with mastery of the English language and/or academic pursuits. General tutoring is available to any student needing assistance prior to the school day beginning. The tutor works closely with the core teachers and stay abreast of the assignments and the tutor is provided with each teacher’s pacing guides to aid in the tutoring process and planning. Students who are being monitored by the Student Assistance Team may be assigned tutoring in cooperation with the students’ parents. Students commuting via the district’s bussing system report when the bus arrives at the school while others meet with the tutor when the parent agrees to provide the transportation. Science Remediation: Remediation is required for Math and Literacy for students who did not meet the state requirements on state mandated assessments. Greene County Tech Middle School, although not legally required to do so, has included Science Remediation for students who either did not have passing grades or were not Proficient on the their assessments. Seventh grade students are scheduled for Science Remediation one of the four quarters. Sixth grade students are remediated during one of the Enrichment periods throughout the school year. After the implementation of the Science Remediation, data disaggregation showed a mark improvement in students’ achievement and grades. Interventions: Students brought before the Student Assistance Team experiencing academic struggles may be assigned Interventions (RTI) in Math and/or Literacy. The Middle School uses Moby Max for the RTI. Data is collected prior to a student beginning the program and after a period of six to eight weeks additional data is collected to determine whether growth in the skills needed by the student have occurred. If the data assessed indicates there has been growth the student continues with the Interventions. However, if the pre and post testing indicates little or no growth, the Student Assistance Team my recommend psychological testing to determine if there is a need for Special Education and an IEP. Connections for Dyslexia Students: Students needing assistance with the issues associated with Dyslexia are pulled from the students’ Study halls or Enrichment classes a minimum of three times per week. The School uses the Connections program and utilizes trained personnel in the Connections program. Co-Teaching Classes: The seventh grade schedule has two Literacy and one Math Co-Teaching classes. These Co-Teaching classes have trained teachers in the strategies, planning and the implementation of the Co-Teaching model and best practices as provided by the Arkansas Department of Education. Each of the Co-Teaching classes have one

regular education teacher and one Special Education teacher who team teach the curriculum. Students assigned to the course are carefully scheduled to assure a wide array of academic abilities. Data is collected to determine the benefits of the course through TLI results, State Mandated assessments and individual grade reports. Professional Development Professional Development is planned based on the needs of the teachers and staff in providing the extended school time in the most effective way possible for the benefit of the students. The Co-Teaching team of teachers were given the time and support, not only by the Middle School administration, but also by the ADE’s Co-Teaching Personnel through on-sight visits, professional development workshops and a series of webinars sponsored by the ADE. The Dyslexia Specialist has been trained in administering Level I and Level II screeners to identify the students in need and provided Connections training to effectively use the program in assisting students with dyslexia . Professional Development in the use of the Moby Max program, its use and data collection was provided by the Moby Max representative to the necessary staff. The Academic tutors for ESL students and the students struggling academically have been through training, as well. Tutors are included and provided opportunities in Professional Development when pacing guides are constructed prior to the school year in order for the tutors to familiarize themselves with the state frameworks and expectations.

Core Function: School Leadership and Decision MakingEffective Practice: Ensure High Quality Staff - Recruitment, Evaluation, and Retention



Initial Assessment: The Middle School consults with the District’s upper administration and vice versa when a staffing need arises. Each takes into account the positions needing filled, required certifications, the subject matter involved and the needs of the students. In previous years, all applications were housed at the Central Office where applications could be pulled by the administration covering the appropriate criteria. Beginning in the 2015-2016 school year, the District implemented the online job management system, TalentEd. This system allows interested educators to fill out electronic applications which can be accessed by the Middle School Administration and the District’s Administration when a position is open. TalentEd, since it is internet based, allows the job base to be expanded reaching a wider search area to attract the most qualified and highly sought out applicants. In taking into account the targeted areas of school improvement and the recruitment and retention of high qualified teachers, the Middle School Administration and the District review the school’s report card, TESS evaluations, and state-mandated assessments to name a few sources to seek out highly qualified teachers and to give aid and support to teachers in order to retain the most effective. In order to ensure that all children, including those with special needs, benefit from highly qualified teachers, the Middle School works closely with the Special Education Director when fulfilling positions in the area of Special Education. All newly hired educators are assigned a mentor who works closely with the new hire lending support to fully acclimate the new staff to the building and the inner workings specific to the Middle School. The District revamped its salary schedule effective in the 2015-2016 year giving monetary incentives to educators with a MSE resulting in five Middle School teachers enrolling in a Masters’ Program this school year. The District, also, gives educators that are National Board Certified additional pay. Monetary incentives, such as these, encourages educators to seek out employment with the Middle School which broadens the base of highly qualified seeking employment. A wider base allows the Middle School Administration to select from a greater number of highly qualified, and by increasing salaries for MSE’s and National Board Certified teachers, helps to retain those already employed. To ensure ample time to recruit and fill positions with highly qualified teachers, the District has a timeline that allows the Middle School Administration to begin the process in a timely fashion. Teachers must return an Intent to Return form by February alerting Administration of possible openings at the Middle School. Teachers are recommended for rehire in March. This gives the Middle School the time to competitively interview and hire educators for the next school year.





Initial Assessment: Teachers meet during summer to plan and organize units for the year. Limited Development 02/11/2016



All teachers will meet during the summer to plan and organize units for the upcoming year. Special Education and English Language Learners students will be included in as many regular education classes as possible.



Actions3/28/16 Teachers will make sure all standards are covered when making the

pacing guide for the next year.Complete 07/29/2016 Trish Davis 08/12/2016

Notes:

Implementation: 03/29/2017Evidence 3/29/2017

Completed pacing guides are housed in Mrs. Davis' office.Experience 3/29/2017

Teachers will meet every summer and discuss the pacing guide from the previous year and see what needs to be updated.

Sustainability 3/29/2017Teachers will meet every summer and discuss the pacing guide from the previous year and see what needs to be updated.




Initial Assessment: The GCT Middle School gives an interim ACT Aspire test 3 times a year before the ACT Aspire test in the spring. The test covers reading, science, mathematics, and English.


IID04 The school maintains a central database that includes each student’s test scores, placement information, demographic information, attendance, behavior indicators, and other variables useful to teachers.(102)


Initial Assessment: Teachers and administration has information on students available to them via the ADE website.



Teachers and administration will have up to date information on every student.


Actions 0 of 1 (0%)3/30/17 Teachers and Administrators will update the information about

students on the ADE website as necessary. Trish Davis 08/10/2019

Notes:

IID10 Instructional Teams use student learning data to identify students in need of instructional support or enhancement.(108)


Initial Assessment: The building has a Student Assistance Team in place where students can be refereed that evaluates the students and determines if they have a learning disability. he team determines if students need to be placed in resource or receive other services. Students that do not make the required score on the ACT Aspire are required to be remediated.


Core Function: Classroom InstructionEffective Practice: Expect and monitor sound instruction in a variety of modes



Initial Assessment: Teachers have professional development each summer to adjust pacing guides that have been aligned with the standards.





Initial Assessment: The following is from the school compact page from the student handbook that parents sign and return ever year. As parents/guardians, we will support the educational environment of our child by: - monitoring attendance - making sure that homework is completed - reading to my child (30 minutes a day if possible) - monitoring the daily amount of television children watch - volunteering at my child’s school - attending parent/teacher conferences, activities and special events - participating, as appropriate in decisions relating to my child’s education - promoting positive use of my child’s extracurricular time - encourage my child to follow and obey the school’s parent/student handbook - staying informed about my child’s education and communicating with the school promptly reading all written notices, by telephone, mail, and responding as appropriate. ______________________________________ ___________________


Core Function: High School: Opportunity to LearnEffective Practice: Ensure content mastery and graduation



Initial Assessment: Sixth graders meet individually and in classes with the counselor on careers. Sixth and seventh graders have assistance with the selection of courses pertaining to career choices.


Core Function: School Leadership and Decision MakingEffective Practice: Establish a team structure with specific duties and time for instructional planning

ID05 The principal maintains a file of the agendas, work products, and minutes of all teams.(41)


Initial Assessment:Agendas, minutes, and work products are completed at weekly instructional team meetings and filed with the principal. Principal attends majority of meetings and provides feedback as needed. Meetings will continue throughout the year with data collected on student achievement. These are grade level/subject specific meetings. The Leadership team meets to discuss topics affecting the overall school. These agendas and minutes are also kept in principal's office.


Greene County Tech Intermediate School



Mission: Greene County Tech Intermediate School believes the total learning process is a cumulative one where parents, teachers and children work together in a caring environment which enhances thinking, reasoning, and problem solving. The core concepts of Reading, Writing, and Math will remain the focus of our curriculum. By providing an emotionally and physically safe environment, we guide our students to reach their maximum academic, social-emotional, and physical potentials.

Vision:

Goals:



Initial Assessment:Through implementation of the PLC process, instructional teams are collecting and analyzing data to drive instruction and interventions. Teams meet weekly to discuss instructional needs and analyze results of common assessments. Progress monitoring takes place twice weekly for students marked at risk.


How it will lookwhen fully met: To be fully met, teachers will determine the data needed to drive

instruction. They will also determine the level of proficiency needed by students to exhibit mastery of skills. Teachers will collaborate to develop progress monitoring and interventions.

Amie Cole 05/24/2019

Actions 0 of 1 (0%)10/16/18 Team created data analysis tool and systematic intervention tool Amie Cole 05/24/2019

Notes:

ID11 Teachers are organized into grade-level, grade-level cluster, or subject-area Instructional Teams.(46)


Initial Assessment:All teachers are part of an instructional team based on content and grade level.


ID12 Instructional Teams meet regularly (twice a month or more for 45 minutes each meeting) to conduct business.(47)


Initial Assessment:All teachers meet weekly for 40 minutes. Special meetings are called when necessary to allow teachers to meet for longer periods of time.


Core Function: School Leadership and Decision MakingEffective Practice: Focus the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

IE02 The principal develops the leadership capacity of others in the school.(53)


Initial Assessment:Committees were established this year to share decision making and address topics important to the instructional needs of students. These committees meet to discuss goals and activities.


IE04 Principal ensures teachers maximize the time available for instruction.(5547)


Initial Assessment:The master schedule was arranged so that teachers have common planning time with partners, common intervention time, and forty minutes of Success time. Success time is used to meet for whole group interventions and also used to pull for assemblies. This reduces the time that teachers are asked to have students out of the instructional day. All additional services for students such as speech, OT, PT, and dyslexia are also scheduled during Success or Intervention time, keeping students in instructional classes.


IE05 The principal participates actively with the school’s teams. (56) Implementation Status Assigned To Target Date

Initial Assessment:Principal meets with 75% of the weekly meetings. The goal is to meet with 100% of meetings.


How it will lookwhen fully met: Either principal or assistant principal will be in attendance at each team

meeting. This will be evident by sign-in sheets for the meetings.


Actions

Notes:

IE10 The principal celebrates individual, team, and school successes, especially related to student learning outcomes.(61)


Initial Assessment:A celebration committee was established and has met to begin a celebration calendar to determine what should be celebrated and when. The principal has met with the committee monthly. Some students and teachers have been celebrated.


How it will lookwhen fully met: A calendar of celebrations will be established to include student and

teacher celebrations. What to be celebrated and how to celebrate will be established. These celebrations will take place publicly and privately depending on the event.


Actions 0 of 1 (0%)10/16/18 Calendar of celebrations Ashley Winberry 12/21/2018

Notes:


IF10 The principal plans opportunities for teachers to share their strengths with other teachers.(74)


Initial Assessment:Teachers have completed their goals for PGPs. These goals were collected and commonalities were established to determine ways to meet the needs of teachers. Surveys were sent to teachers to determine if anyone had "best practices" in these areas. These teachers are encouraged and asked to present at team meetings and at faculty meetings.


How it will lookwhen fully met: The most common goals will be available for all teachers to review and

provide feedback on best practices. Research based resources will be available to provide needed support. At least one best practice a month will be made available during team meetings/faculty meetings. These will be evident on agendas of meetings as well as any documents available from the presentation.

Misty Drope 05/31/2019

Actions 3 of 4 (75%)1/17/18 Develop list of common goals among teachers Complete 11/01/2017 Amie Cole 11/01/2017

Notes:

1/17/18 Develop rotation of teacher presenters for meetings Complete 05/09/2018 Misty Drope 05/31/2018Notes:

1/17/18 Present one "best practice" per meeting Complete 05/15/2018 Amie Cole 05/31/2018Notes:

10/16/18 Implement "What Works Wednesday". Each Wednesday teachers will submit to Google Classroom a strategy that works geared to a specific topic.

Ryan Carpenter 05/16/2019

Notes: A Google Classroom is established for the Faculty. The topic of "What Works Wednesday" will be added to the existing classroom.

Core Function: School Leadership and Decision MakingEffective Practice: Help parents to help their children meet standards



Initial Assessment:Parents receive interim and nine week report cards that include student grades as well as attendance. At each semester they receive reading levels. Eschool is also available for parent information. Teachers send home newsletters concerning learning objectives as well as have access to Remind or Class Dojo depending on the teacher.



IIA02 Units of instruction include standards-based objectives and criteria for mastery.(89)


Initial Assessment:Pacing guides are developed during the summer for teacher instruction. These guides are developed with facilitators and teachers. Lesson plans follow these pacing guides throughout the year.


Core Function: Curriculum, Assessment, and Instructional PlanningEffective Practice: Engage teachers in differentiating and aligning learning activities

IIC02 Instructional Teams develop materials for their standards-aligned learning activities and share the materials among themselves.(97)


Initial Assessment:Weekly meetings of instructional teams often bring about new topics or challenges. These will lead to the need for different instructional materials. Facilitators use feedback from teachers to develop materials and share with teachers at each grade level. Student achievement is also used to gauge the effectiveness of instructional materials and the need to alter any plans.


How it will lookwhen fully met: After meeting with teams weekly, facilitators will evaluate materials

and make changes as needed. This will be evident in agendas and new materials that are used.

Teresa Chipman 05/31/2019

Actions 1 of 3 (33%)1/17/18 Review of student data from common assessments will be used to drive

instructional materials. Complete 05/17/2018 Teresa Chipman 05/31/2018

Notes:

10/16/18 Teachers meet as instructional teams within a PLC framework to collaborate on instruction and common assessments.


Notes:

10/16/18 Teams will analyze data from common assessments to drive interventions.


Notes:


IID04 The school maintains a central database that includes each student’s test scores, placement information, demographic information, attendance, behavior indicators, and other variables useful to teachers.(102)


Initial Assessment:Some data is collected concerning student achievement. We are determining what data to collect and where to keep it so that it is accessible to teachers.


How it will lookwhen fully met: A data wall will be complete with student data for the majority of our

students. This data will include academic and demographic data to assist in student success. The data wall will be available to all teachers, but student identification will be private.


Actions 2 of 3 (67%)1/17/18 Determine data to be collected Complete 05/24/2018 Amie Cole 05/31/2018

Notes:

1/17/18 Select tool for showing data Complete 05/31/2018 Amie Cole 05/31/2018Notes:

10/16/18 The use of the data wall will be revised throughout the year to best serve students and drive instruction and interventions.


Notes:



Initial Assessment:Teachers are using universal screeners such as DIBELS and assessments such as STAR Reading and STAR Math to establish baseline and progress monitoring data. Common assessments are also being used to establish competency proficiency in the classroom.


How it will lookwhen fully met: Teachers will create the common assessments and the reflection tool

for analyzing the data from screeners. They will also update data walls and pull students for tiered interventions.

Ryan Carpenter 05/23/2019

Actions 0 of 1 (0%)10/16/18 Monthly data meetings Amie Cole 05/24/2019

Notes:

IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).(109)


Initial Assessment:Students are flagged based on data and grouped for interventions.



FE02 The school’s key documents (Parent Involvement Guidelines, Mission Statement, Compact, Homework Guidelines, and Classroom Visit Procedures) are annually distributed and frequently communicated to teachers, school personnel, parents (families), and students.(5497)


Initial Assessment:Documents are sent home in the student/parent handbook and are available online at the district website.




Initial Assessment: The Title 1 Compact is incorporated into Intermediate Student Handbook. Parents are required to sign/date/return to school. The signature page is maintained in the homeroom teachers files for verification purposes.



IF02 The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development.(66)


Initial Assessment: The principal has completed classroom observations and made an overall assessment of the Professional Development needs of the elementary building.




The principal has completed classroom observations. After all observations were complete the overall professional development needs were assessed and planned for.


Vonnie Greer 09/29/2016

Actions3/28/16 Principals can make an overall recommendation for Professional

Development in the building and have it added to the required district wide Professional development given before school.

Complete 09/29/2016 Vonnie Greer 05/30/2016

Greene County Tech Elem School



Mission: We, the staff of Greene County Tech Elementary School, believe that every student can learn the intended curriculum given the proper time and assistance. Our purpose is to educate all students to achieve their highest potential, while promoting self-worth, responsibility, and positive attitudes. The success of this mission statement is the responsibility of the faculty, students, parents, and the community all working together towards the common goal of quality education.

Vision: The Greene County Elementary School faculty and staff will pursue the education of all students to help them achieve their highest potential, while promoting self-worth, responsibility, and positive attitudes inside of a school family.

Goals:

Notes: The Arkansas Department of education dictates a lot of Professional Development given by Arkansas schools. However, a small portion of time can be allocated at each building for their specific professional development needs.

3/28/16 Copies of the summer Professional Development agenda will show the kinds of professional development given by the elementary building.


Notes: Administrator will continue to provide professional development based on building needs.

10/2/16 Provide hard copies of Summer PD agendas and sign in sheets. Use Bloomboard evaluations as evidence to support PD.


Notes: Keep copies of evaluations in Bloomboard.Implementation: 10/07/2016

Evidence 10/7/2016Copies of a full evaluation and rating from Bloomboard was used as evidence.

Experience 10/7/2016There is a lot of evidence to consider. Copies of a full evaluation and rating from Bloomboard was used as evidence.

Sustainability 10/7/2016The principal will continue to evaluate staff on a rotation schedule according to their Tiered status.



Initial Assessment: Flex days, Professional development days, faculty, PLC and team meeting are all opportunities for teachers to share their strengths, ideas and resources with each other. Agendas and sign in sheets are available to provide evidence of the time allotted for teacher collaboration.




Teachers will be given the opportunity to share ideas during the faculty meeting. This will be reflected in the faculty meeting agendas. Physical copies of ideas will be collected when available.


Mary Stormes 05/30/2017

Actions10/2/16 Collection of faculty meeting agendas and hard copies of teacher ideas

or product will be kept in the ACSIP storage box.Complete 05/30/2017 Mary Stormes 05/30/2017

Notes: An alternate will be appointed if the person responsible for this task cannot be at the faculty meetings.

Implementation: 07/19/2017Evidence 7/19/2017

Sign in sheets from meetings.Experience 7/19/2017

Teachers were only willing to share on certain occasions. Mostly when planning future events.

Sustainability 7/19/2017Teachers will have the same opportunities to share ideas at any open faculty meeting or gathering.


IID08 Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)


Initial Assessment:Learning data will be collected by instructional Facilitators with the aid of the school's counselors. Team meetings will be held to desegregate data by classroom and grade level. In the summer, summative data will be reviewed during the Curriculum Alignment P.D.


Core Function: Family Engagement in a School CommunityEffective Practice: Provide two-way, school-home communication linked to learning

FE05 The “ongoing conversation” between school personnel and parents (families) is candid, supportive, and flows in both directions.(5499)


Initial Assessment:Candid and supportive conversations about family issues are handled by the school's Social Worker, Nurse and Counselors. When fully implemented this indicator will show how the many services provided to our families is communicated. Data will be collected on the way these school professionals communicate with families to help meet their needs. the district will need to continue to support these services for families in the future.


FE06 The school regularly communicates with parents (families) about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5500)


Initial Assessment:Gct Elementary communicate with parents in several ways. The Math curriculum has an on line homework help page and additional practice page with in for home use. Parents are given a user name and password. In Literacy students are sent home with Guided Reading leveled readers and parents sign a nightly reading log when they have read with their child. Teachers the refrigerator curriculum which gives parents a general idea of the skills the students will be exposed to throughout the year. parent teacher conferences and weekly newsletters also give parents an opportunity to have discussions about their child's homework expectation.


FE07 The school's website has a parent (family) section that includes information on home support for learning, announcements, parent activities/resources, and procedures on how families may post items.(5501)


Initial Assessment:Gct Elementary communicate with parents in several ways. Our school has it's own website, Facebook page, on line calendar and additional resources such as lunch menus, media schedule and school closings.


Core Function: Student-Focused LearningEffective Practice: Social/Emotional Competency: Provide instruction, modeling, classroom norms, and caring attention that promotes students’

social/emotional competencySE03 All teachers establish classroom norms for personal responsibility,

cooperation, and concern for others.(5544)Implementation

Status Assigned To Target DateInitial Assessment: A random sampling of 14 photographs from 2nd and 3rd grades of the

indicator norms provides enough evidence to prove its establishment for the Elementary.


11/1/2018

Greene County Tech Primary School

Comprehensive Progress Report

Mission: The mission of Greene County Tech Primary School is to provide a safe learning environment that is nurturing and challenging for all students. Students will learn to read for understanding and pleasure, write for effective communication, and use math as a problem solving tool. GCT Primary staff will work with parents and community members to support students as they grow in knowledge and character to develop the skills and behavior necessary to become responsible, productive members of society.

Vision:

I believe our vision at GCT Primary is to have the mindset that all children can and will learn. We will do what is necessary to make sure that each student will show growth, be treated fairly, and be shown love. These are three things that I believe are absolutely necessary for students. If faculty can not have these three items to give, one might want to look for another position.

Goals:

All students will be successful in learning reading and math and will be lifelong learners.

All students will learn to interact socially in a successful manner so they can become independent successful individuals as an adult.

! = Past Due Objectives

KEY = Key Indicator


Effective Practice: Establish a team structure with specific duties and time for instructional planning

ID03 All teams operate with work plans for the year and specific work products to produce.(38)


Initial Assessment: While team meetings do take place and work is accomplished and we do have a plan for the meeting, the plan or stated purpose is not always given to the attendees. While we do schedule meetings we do not always get to meet as planned. We need administrative help to meet with fidelity as our meetings sometimes get cancelled. We also could use a stated purpose at the beginning of our meetings and a stay on task person to help us attain these goals.


How it will look

when fully met: Not only will meetings be held but specific meetings will be held for Math, Literacy, and attendance. These are our three areas that are

Eva Camp 04/26/2019

targeted for improvement this year. This will be fully implemented when all scheduled meetings are documented, a purpose and plan of work is stated, workers will be listed and responsible for the end product.

Actions 0 of 4 (0%)

10/24/18 Attendance data will be gathered. Letha Clark 03/15/2019

Notes: Each 9 weeks attendance will be tracked by the social worker and counselor. Parent letters will be sent home explaining how important attendance is to student's progress. Letters will go home with a warning of 6 days missed, excused or unexcused. These will be computer generated. Our goal is to have 95% attendance. Data will be gathered from Renaissance testing and interventions will be targeted from these results with the lowest 25th percentile of disadvantaged and low economic households.

10/24/18 Team meetings will be held with a purpose and a plan in place. Sherri Namors 03/25/2019

Notes:

10/24/18 The first team meeting will be held on 10/25/18 to discuss attendance with teachers. The ESSA formula for attendance will be explained and information will be sent home.

Letha Clark 03/25/2019

Notes: Attendance policies will be reviewed at our next handbook committee meeting and attendance will be explained to staff and parents in regard to the formula for student attendance by ESSA.

10/24/18 Math assessment data will be collected and compared to low economic and disadvantaged students. These students will be progress monitored throughout the school year and given small group interventions.

Debra Gray 04/06/2019

Notes: Students will be progress monitored each assessment period and data will be collected and gathered to determine who will need progress monitored and who will receive small group interventions.


Effective Practice: Focus the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

IE07 The principal monitors curriculum and classroom instruction regularly.(58)


Initial Assessment: There are 3 principals in GCT Primary & Preschool. However, there are 800 students in the bldg. This makes it very difficult to get out into the classrooms like we would like to. Unfortunately, we are mostly in classrooms removing behavior. We are working on behavior training so that we may afford to be in the classrooms more.


How it will look

when fully met: The principals will be able to spend at least 30% of their time in classrooms. We have too many students to make it more than this. This is our goal.


Actions 0 of 2 (0%)

10/25/18 Each principal will get into each teachers classroom at least 3 times a year. This may not always be in an evaluative manner but to see what the teacher is teaching and if the lessons are following the pacing guides and the correct curriculum.


Notes: It is imperative that principals get into the classrooms with more fidelity. This becomes a harder task each year because our discipline and the children we receive with more and more behavior or mental issues.

10/25/18 Principals will receive more behavior training so they can better help teachers who are struggling in the classroom. This will enable the teacher to deal with more occurrences and free the teacher and the principal up to better accomplish both jobs.


Notes: We are looking into a course called behavior tools to either send principals and classroom teachers to or just principals. We have to have the tools ourselves in order to free more time for principals to be able to go into the classrooms for other times not just behavior.


Effective Practice: Align classroom observations with evaluation criteria and professional development



Initial Assessment: Teachers seldom get opportunities to actually go to another room to observe another teacher. Novice teachers need the opportunities to view experienced teachers model lessons in areas of weakness.


How it will look

when fully met: Teachers will receive either professional development or teacher/teacher classroom modeling on weak areas that are determined per evaluations in classrooms.

Kodie Potter 05/15/2019

Actions 0 of 1 (0%)

10/24/18 Teachers will go to other teacher's classes to observe weak areas that were marked as weak areas on evaluations. Principal/asst. principals and coaches (literacy & math) are the only ones who could set this up.

Amanda Finch 05/25/2019

Notes: When needed per evaluation data, teachers could be sent to other teachers' classroom to observe materials that the teacher being sent needs due to weak marks on evaluations.


Effective Practice: Engage teachers in assessing and monitoring student mastery

IIB04 Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)


Initial Assessment: Each classroom teacher uses a variety of assessments to determine what support is appropriate for each student. Interventions are available for students who need more support, however, enhanced learning was somewhat limited in availability.



How it will look

when fully met: In order to determine the need for differentiate instruction, students are assess initially to establish reading levels. Students are instructed in small reading groups according to their specific reading levels to prevent frustration and enhance learning. Math pre-test are used to acknowledge the possible need for differentiated instruction.

Objective Met

04/27/18

Brad Andrews 05/25/2017

Actions

3/28/17 Results will be given to facilitators for documentation that these tasks have been completed.

Complete 05/25/2017 Leslie Wells 05/25/2017

Notes: While this tasks is partially complete, data is calculated and students are sometimes no longer at risk or become a risk and so the students will fluctuate according to intervention need.

3/27/17 Students are grouped for reading instruction according to individual needs and ability. Lessons are planned according to each reading group’s needs. Reading Recovery is available for the struggling reader


and advanced readers are encouraged to use the computer program, Accelerated Reader. MobyMax is used as RTI for math interventions.

Notes: The assessments mentioned above are ongoing and this data is collected throughout the school year.


Evidence 4/27/2018 Data is collected and stored with literacy and math coaches.

Experience 4/27/2018 Students continue to be monitored.

Sustainability 4/27/2018 Students will continue to be monitored in all data

IIB05 All teachers re-teach based on post-test results.(95) Implementation Status Assigned To Target Date

Initial Assessment: During team meetings, data is analyzed to determine the reason specific skills were marked incorrect by students and if re-teaching is necessary. For example; MY MATH ASSESSMENTS are studied after assessment are given by the teachers to determine if it was the instructional strategies, teacher’s methods, students’ lack of understanding or the way the problem was presented, etc. In literacy DIBELS scores are used to determine if students is meeting literacy Benchmarks. If not, students may require interventions. The classroom teacher will continue to monitor students’ progress until benchmarks are met.



Effective Practice: Assess student learning frequently with standards-based assessments



Initial Assessment: This is an ongoing process for Greene County Tech Primary. It is current and fully developed and implemented throughout the year.



How it will look

when fully met: The objective will be met when 3 Benchmark tests have been administered.

Objective Met

03/28/17

Leslie Wells 05/25/2016

Actions

2/10/16 Copies of running records, report of DIBELS report sheet, progress monitoring trajectory, copy of TLI school summary or classroom


summary, Moby Max trajectory, IEP, Connections, IOWA & Qualls test results.

Notes: Leadership team discussed various assessments that are given throughout the building showing modifications for individual students.


Evidence 3/28/2017 All copies of data have been entered in ACSIP box with data attached. 3/28/2017 All documentation will be with ACSIP box under correct heading.

Experience 3/28/2017 During team meetings all teachers were asked to collect necessary data to meet this objective. 3/28/2017 During team meetings, classroom teachers were asked to submit necessary data to meet this objective.

Sustainability 3/28/2017 Each year this objective will be reassessed. 3/28/2017 Each year this objective will need to be reassessed.

IID03 Teachers receive timely reports of results from standardized and objectives-based tests.(101)


Initial Assessment: After each assessment each teacher is given a report of the standardized assessment scores. These results are discussed with the teachers after each assessment during teacher meetings. From that data we discuss our weaknesses and strengths.


IID06 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)


Initial Assessment: Results from renaissance assessments are almost immediate. This data shows our weaknesses and strengths so we can immediately re mediate students if students have not acquired mastery in subject matter,


IID08 Instructional Teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies.(106)


Initial Assessment: We currently use several modes of assessment to accurately gauge whether our curriculum or our instruction is working. We have found several holes in our curriculum this year that we are trying to correct.


How it will look

when fully met: Assessments are studied to see if mastery is obtained for our objectives in student learning. This is an ongoing process that is never complete as we are constantly looking, analyzing, and studying our data for accurate curriculum and student learning.

Sherri Namors 05/25/2019

Actions 0 of 2 (0%)

10/25/18 Dibels data will be turned in and analyzed by instructional team. Sherri Namors 05/25/2019

Notes: Data from literacy is obtained and kept in a dibels notebook and is shared with administration. This data is studied and analyzed to suggest weaknesses and strengths that must be addressed for student learning to occur.

10/25/18 Attendance data will be collected so that we can target low attending students so our instruction time can be as viable as possible.

Amanda Miller 05/25/2019

Notes: We are trying to improve our report card grade through student growth and attendance. In order to achieve this goal we must study all of our data to assess strengths and weaknesses not only in curriculum but also in attendance. One can not teach a student who is not here for instruction time.



Initial Assessment: Using student learning data is one of the most important objectives in our building. We are constantly tracking the data to identify those students in need of support in all subject areas. It is a continuous cycle from the first day of school until school ends to look at every viable piece of data we monitor. This not only tells us which students need


support but also keeps us crosschecking to make sure we have not missed any student.


How it will look

when fully met: This objective is ongoing. It is never going to be fully completed as the data is continuous. We also send our first grade data to the second grade building so they have a starting part with the new group of 2nd graders they will receive. Each student assistant meeting sheet, 504, IEP, assessment data etc. will go with this student so they will know where the student is at upon entering the new building.

Objective Met

04/27/18

Sherri Namors 05/25/2018

Actions

4/27/18 Look at Renaissance data to make sure each student is showing growth and track each teacher's class as a whole to make sure all teachers are showing growth.

Complete 05/25/2018 Sherri Namors 05/25/2018

Notes:

4/27/18 Look at dibels data to determine if students need to be progress monitored throughout the school year or if they are at benchmark.

Complete 05/18/2018 Sherri Namors 05/25/2018

Notes:


Evidence 4/27/2018

Experience 4/27/2018

Sustainability 4/27/2018

Core Function: Classroom Instruction

Effective Practice: Expect and monitor sound instruction in a variety of modes



Initial Assessment: Instructional teams and grade level clusters collaborate yearly to reevaluate and align curriculum to meet the current Common Core Standards. A TLI literacy and math tool is used to help with this alignment by developing a pacing guide to ensure that the CCSS are being met and that there is coherence in what is being taught across


the same grades as well as vertically between grades. The TLI pacing guide is used to guide instruction and assessment for the standards taught throughout the school year.

IIIA02 All teachers develop weekly lesson plans based on aligned units of instruction.(111)


Initial Assessment: All teachers deliver sound instruction in a variety of modes to the students; Teacher-Directed Instruction (whole class/ small group/through introducing the lesson); all teachers turn in weekly lesson plans and monitor alignment through weekly team meetings


How it will look

when fully met: The objective is met when all teachers complete weekly lesson plans align to the pacing guide and are turned in weekly throughout the year. Classroom evaluations are also evidenced of standard protocol when presenting new lessons.

Objective Met

04/27/18

Amanda Finch 05/25/2018

Actions

4/27/18 The standard protocol when presenting a lesson is: -using pacing guides to plan lesson that have been aligned to state standards -teachers complete and turn in lesson plans with state students standards -teachers target learning objectives based on grade level expectations

Complete 05/25/2018 Amanda Finch 05/25/2018

Notes: High standards and expectations for all students; curriculum instruction aligned with state standards-Links to Domain 1: Planning and preparation of Danielson's Framework


Effective Practice: Expect and monitor sound homework practices and communication with parents

IIIB01 All teachers maintain a file of communication with parents.(150) Implementation Status Assigned To Target Date

Initial Assessment: Teachers send newsletters home with Monday papers. The students also have take home folders that includes daily reports of homework, discipline and weekly grades. Teachers also utilize text messages or the remind app on the internet to give important updates or news. The


five week grades at parent teacher conferences are reviewed with parents and the report cards are sent at the 9 week intervals.


Effective Practice: Expect and monitor sound classroom management

IIIC10 All teachers reinforce classroom rules and procedures by positively teaching them.(165)


Initial Assessment: Training - Professional development on Conscious Discipline

Classroom observation - from administration. Teachers will implement in classroom procedures and rules.

Student observation on behavior and how they are changing their responses to peers based on what they have been taught/observed by teacher.



How it will look

when fully met: GCT Primary will continue education in Conscience Discipline to get a better understanding on this type of program and continue to implement more techniques of Conscience Discipline in their classroom. This is will be evident by the materials and procedures used by teachers daily in their classrooms. A decrease in student discipline referrals will also indicate having met this goal.

Objective Met

04/27/18


Actions

4/27/18 Material evidence-teachers will show procedures used in classroom. Complete 05/25/2018 Letha Clark 05/25/2018

Notes:

4/27/18 Referrals-review data on year previous referrals numbers to this years referral number.

Complete 05/25/2018 Letha Clark 05/25/2018

Notes:

4/27/18 Training certificate-all teachers obtain training in Conscience Discipline. Complete 05/25/2018 Letha Clark 05/25/2018

Notes:


Evidence 4/27/2018 Teachers are handling appropriate discipline in their classrooms and teaching students to handle situations with their peers in more effective ways.

Experience 4/27/2018 Additional training was provided at the beginning of the year for new ways to implement Conscience Discipline in the classroom.

Sustainability 4/27/2018 Additional training and classroom monitoring will need to continued in order to make sure Conscience Discipline is effective building wide.

Core Function: Family Engagement in a School Community

Effective Practice: Explain and communicate the purpose and practices of the school community



Initial Assessment: Greene County Tech Primary has a School-Parent Compact in the Student Handbook. Each student is given a handbook and the the parent is required to sign the agreement each year.



How it will look

when fully met: Greene County Tech Primary will have a Parent-School compact that describes how the school and parents can work together to help students achieve the state's standards. The school is most effective when parents and teachers work together. The compact will provide parents with information on how to best help their child achieve.

Objective Met

03/28/17

Jill Bateman 08/18/2015

Actions

2/12/16 1. Review current compact with Parent Involvement Committee to determine if it needs to be updated. 2. Make necessary changes to make compact more meaningful to parents and teachers.

Complete 08/18/2015 Jill Bateman 08/18/2015

Notes:


Evidence 3/28/2017 Documentation and meeting minutes will be available.

Experience 3/28/2017 Title one meeting is held each year to let parents know what types of opportunities are available for their children.

Sustainability 3/28/2017 Each year a title one parent meeting will be held.

Core Function: Family Engagement in a School Community

Effective Practice: Educate parents to support their children's learning and teachers to work with parents

FE10 The school provides parents (families) with practical guidance to establish a quiet place for children’s studying at home and consistent discipline for studying at home.(5504)


Initial Assessment: Parents were provided with ways to engage in their child's educational environment. The school/parent compact was updated in summer 2017 and send home in September 2017 along with the Parent Information Packet. These two packets listed several ideas for communication between school and home, and ways to provide a nurturing space at home to promote learning. Parents were also given tips on what and how to study with their children at home. A Parent Night was held after school in September entitled, Parenting Kids with Love and Logic, which gave parents strategies for discipline and ways to encourage healthy habits for learning between school and home.



How it will look

when fully met: Progress reports and report cards will show that effective study habits have led to an increase in grades and positive behavior.

Objective Met

10/25/18

Amber Farmer 05/24/2019

Actions

10/25/18 Parent Representative will send home occasional flyers on information of how to best help their students study and to prepare them for our formative assessments as well,.

Complete 10/25/2018 Amber Farmer 05/25/2019

Notes: It is important for families to understand the importance of sitting down with their kids and letting them read to them. It is also as important to have parents realize the need for good attendance and

the proper nutrition and rest. It is our goal to help parents by sending out information to them periodically to remind them of these items.


Evidence 10/25/2018 We have a parental plan in place and will continue each year to update this plan.

Experience 10/25/2018

Sustainability 10/25/2018 Parents will continue to receive information to help their students in the future.

Core Function: Student-Focused Learning

Effective Practice: Social/Emotional Competency: Provide instruction, modeling, classroom norms, and caring attention that promotes students’ social/emotional competency

SE01 The school promotes social/ emotional competency in school rituals and routines, such as morning announcements, awards assemblies, hallway and classroom wall displays, and student competitions.(5542)


Initial Assessment: GCT Primary does have school rituals. Each morning announcements are made which include a morning welcome, lunch choices, birthday announcements, & event announcements. Each year Primary building has an honors day program to honor grades the students have made. We also have field days, Arkansas Days, and other student competitions.


SE02 All teachers teach and reinforce positive social skills, self‐respect, relationships, and responsibility for the consequences of decisions and actions.(5543)


Initial Assessment: Conscious discipline workshop was made available to all classroom teachers and certified staff for professional development for 2016-17 school year. Limited amount of materials were purchased and teachers have implemented the program in different ways. A book study is being conducted to share methods and strategies that have been successful in each classroom.



How it will look

when fully met: Teachers received training in Conscious discipline in order to implement the structures within each classroom. Teachers will have

Objective Met

04/27/18

Elizabeth Combs 05/25/2017

built a school family according to the specific procedures and provided students with coping strategies and the ability to deal with their own emotional needs.

Actions

3/27/17 • This is an ongoing training of Conscious Disciple, therefore, it will take a few years to become fully implemented. • Teachers will implement the curriculum by establishing specific conscious discipline structures, such as; breathing techniques, brain smart start, wish well boards and providing “safe place” in each classroom. • Teachers will continue to learn by collaboration, training and book study. • Conscious Discipline Coach will visit periodically and be available if necessary.

Complete 05/31/2017 Lindsay Roberts 05/25/2017

Notes:

4/27/18 Conscious discipline will be looked at again in the fall 2018, Complete 04/24/2019 Letha Clark 08/25/2018

Notes:


Evidence 4/27/2018 When students start pulling cons. discipline out and telling each other what is appropriate.

Experience 4/27/2018 During observation it will be noted if this is occurring in the classroom.

Sustainability 4/27/2018 Modeling cons. discipline will be necessary so the students understand.

SE04 All teachers are attentive to students’ emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5545)


Initial Assessment: Conscious discipline workshop was made available to all classroom teachers and certified staff for professional development for 2016-17 school year. Limited amount of materials were purchased and teachers have implemented the program in different ways. A book study is being conducted to share methods and strategies that have been successful in each classroom.



How it will look

when fully met: Teachers help students learn the emotional states, identify their own emotional state and manage those emotions.

Objective Met

04/27/18


Actions

3/27/17 Conscious Descipline, professional development training, book study (Conscious Discipline, by Dr. Becky A. Bailey)

Complete 05/19/2017 Lindsay Roberts 05/25/2017

Notes:


Evidence 4/27/2018 When students come to the office one way of knowing if the teacher is doing a good job they know the terms of conscious discipline.

Experience 4/27/2018 It was not easy trying to get all teachers onboard with the same discipline when they have different ways of doing things.

Sustainability 4/27/2018 Cons. Discipline will still need to be monitored and evaluated.