Comprehensive Plan Report
Comprehensive Plan Report A detailed report showing activity of the district team¶s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods. March 30, 2016
Beebe School District
NCES - 502880
Key Indicators are shown in RED.
District Context and Support for School Improvement Improving the school within the framework of district support Indicator Status
Plan
IA10 - The district regularly reallocates resources to support school, staff, and instructional improvement.(10)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 07/27/2015
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
- PLC Meetings - District Wide for Planning, Data, Assessment, and Instruction - We do not have a formal policy on how to relocate or utilize staff on a need basis. We either make a request to district administration or we try and work together at the building level to fill our staffing needs. Sometimes this formula is successful and sometimes it is not.
Assigned to:
Brandy Dillin
Added:
12/01/2015
How it will look when fully met:
- Evidence of allocation of time and staff for instruction improvement and dedicating time and staff to this process would be provided by the PLC meeting schedules and agendas. - Master schedules from some buildings who have block math and LA would show changes in staffing, time and student ratios in order to improvement performance and assessment in these two areas.
Target Date:
09/16/2016
Tasks: 1. - A formal district review of class and size numbers and staff responsibilities as well as relocating teachers to different grade levels or subject areas to address staffing needs and hiring practices. Assigned to:
Theresa Gilliam
Target Completion Date:
05/20/2016
Page: 1 of 8
Frequency:
twice a year
Comments: Implement Percent Task Complete:
Indicator Status
0 of 1 (0%)
IA14 - The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement.(14)(AllDistricts) Not a priority or interest Level of Development:
Initial: No development or Implementation 03/30/2016 Not a priority or interest
Explain why not a Priority or Interest: Currently, our school district does not have any schools that are listed as "needs improvement" and beyond those high needs areas that are an issue around the entire state, we do not have a problem staffing any of our buildings. As our district grows and this becomes an issue or if any schools are ever labeled as "needs improvement" and we have staffing issues as a result, we will reassess this indicator. Added:
Indicator Status
IA15 - The district allows school leaders reasonable autonomy to do things differently in order to succeed.(15)(AllDistricts) Tasks completed: 0 of 3 (0%) Level of Development:
Initial: Limited Development 09/28/2015
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 2 of 8
Describe current level of development:
The district has boundaries and limitations in regards to the degree and kind of autonomy granted to school leaders. There are no formal written description of these boundaries and limitations, the process and understandings have evolved over several years. School leaders are given a great deal of authority in decisions about schedules, budget, and personnel. School leaders are responsible for scheduling faculty and staff to meet the needs in their buildings. The schedules are reviewed by district personnel before the final schedule is presented. School leaders are responsible for their site budget each year. Building leadership teams discuss budget item needs and make suggestions to school leaders. Building budgets are reviewed by district personnel before the final budget is approved. School leaders are responsible for selection of personnel in their building. New personnel are interviewed and selected by a building committee. Recommendations are communicated to district personnel for approval. Other areas mentioned were faculty and staff professional development training and the evaluation of faculty and staff. School leaders are responsible for identifying specific professional development needs of their building personnel. Leadership teams within the building make recommendation to school leaders and then approved by district personnel. School leaders schedule faculty and staff evaluation schedules and activities. Evaluation timelines are reviewed by district personnel throughout the school year.
Plan
Assigned to:
Scott Embrey
Added:
09/28/2015
How it will look when fully met:
A review of current policies in relation to scheduling, budgets, hiring procedures, professional development trainings, and evaluations will have been completed by the district leadership team. The district leadership team will have met to discuss the expectations and parameters of school autonomy in relation to district goals and policies. The district leadership team has developed and written the expectations and parameters of school autonomy. The written expectations and parameters will be presented to building leaders. District level personnel will request and collect specific examples from the building leaders for each area identified.
Target Date:
03/18/2016
Tasks: 1. The leadership team will review current policies in relation to scheduling, budgets, hiring procedures, professional development trainings, and evaluations. Assigned to:
Michelle Jenkins Page: 3 of 8
Target Completion Date:
10/26/2015
Comments:
Current policies relating to the specific areas will be identified and reviewed by the members of the leadership team responsible for the indicator.
2. The district leadership team will meet to discuss the expectations and parameters of school autonomy in relation to district goals and policies. Assigned to:
Scott Embrey
Target Completion Date:
11/09/2015
Comments:
The district leadership team is comprised of the superintendent and assistant superintendents.
3. The district leadership team will develop written expectations and parameters of school autonomy in relation to the specific areas identified in the indicator. Assigned to:
Rick Duff
Target Completion Date:
12/14/2015
Comments:
Dr. Duff will edit information written and submitted by the district leadership team.
Implement Percent Task Complete:
0 of 3 (0%)
District Context and Support for School Improvement Taking the change process into account Indicator Status
IB13 - The district monitors progress of the extended learning time programs and other strategies related to school improvement.(4542)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 03/30/2016
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 4 of 8
Describe current level of development:
Currently, our secondary schools (7th-12th grade), in particular, follow an 8-period day with each class period consisting of 45 minutes. Throughout the school year, the secondary schools provide students with an RtI/Enrichment time during 5th period each day. Our elementary and middle schools (grades K - 6) offer a 90-100 minute block for both literacy and math, but this accomplished in the six-hour school day. All schools (K-12) provide extended learning opportunities two days per week, beginning in October and ending in April. These days are dedicated for those students struggling either in math or literacy. This program meets two times per week (school decision) before or after school for 1 hour. Students are invited based on their needs and teachers provide interventions in math and literacy. We support our summer school programs for grades 7 - 12. The district provides food on campus as well as designated areas off campus for students in grades PK - 12. Teacher resources necessary to meet student needs are also provided through district funds and support. A book mobile goes to several areas in the district to provide opportunities for students (PK - 12) to check out books. Elementary schools have programs to send books home for students to read with family members during the summer months.
Plan
Assigned to:
Scott Jennings
Added:
03/30/2016
How it will look when fully met:
When this objective is fully met, schools will offer a school day that is based on the needs of their students and parents. Secondary students will have more options to provide them with time for intervention and/or tutoring and more options for courses outside of the traditonal offerings. Evidence will be copies of school schedules and class offerings, data from student and teacher surveys, trend data on attendance and grades.
Target Date:
07/28/2017
Tasks: 1. High School principal, assistant principal, counselor, teacher, and assistant superintendent visit Pea Ridge High School in Pea Ridge, AR. Assigned to:
Scott Embrey
Target Completion Date:
12/09/2015
Comments: Implement Percent Task Complete:
0 of 1 (0%)
District Context and Support for School Improvement Clarifying district-school expectations
Page: 5 of 8
Indicator
Status
IC02 - The district designates a central office contact person for the school, and that person maintains close communication with the school and an interest in its progress. (29)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: No development or Implementation 12/01/2015 Will include in plan
Plan
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
1
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
There is not a specific person assigned to a building. We just call central office for the person who best can answer our question or help with a concern.
Assigned to:
Rick Duff
Added:
12/01/2015
How it will look when fully met:
That everyone is aware of the ³go to´person for their building. Central office has a list of assigned people for each building.
Target Date:
08/15/2016
Tasks: 1. a. Assign a person to each building b. Inform everyone of who their ³go to ³person is c. describe the role and expectations of the person assigned d. set up visits to the buildings for the assigned person Assigned to:
Mike Tarkington
Target Completion Date:
12/16/2016
Comments: Implement Percent Task Complete:
Indicator Status
0 of 1 (0%)
IC05 - The district provides a cohesive district curriculum guide aligned with state standards or otherwise places curricular expectation on the school.(32)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 03/30/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 6 of 8
Describe current level of development:
Currently the district has completed pacing guides for math, literacy, and science grades K-8 which are being implemented. These pacing guides were developed during the summer of 2013 by teachers, instructional coaches, and district instructional facilitators. The pacing guides are reviewed by the appropriate teacher groups. If revisions need to be made, a consensus from all teachers involved and justification are required. Once this is done, revisions will be made to the pacing guides. All subjects grades 9-12 have pacing guides but they need further development. All of the guides are submited to District Instructional Facilitators and located in a shared file available to all teachers. Teachers of grades K-8 started developing units of study/lessons that align with the state standards during the summer of 2014. These units are located in a shared filed accessable to all teachers. Teachers of grades 9-12 are working on units of study/lessons as they teach them during the 15-16 school year. All documents are shared with district instructional facilitators and placed in a shared folder for access by all teachers. Assessment data will drive changes in pacing guides, curriculum, and instructional environment.
Plan
Assigned to:
Theresa Gilliam
Added:
03/30/2016
How it will look when fully met:
Every grade level and subject will have an updated, easy to follow, pacing Guide published by and distributed by District Instructional Facilitators. Each skill/objective is addressed through units and lessons that are created by teacher groups and distributed by District Instructional Facilitators. Principals will make district expectations clear to each teacher.
Target Date:
08/06/2018
Tasks: 1. Teacher groups will review and revise pacing guides during team meetings and/or during district-wide scheduled meetings. Evidence that will show implementation will be meeting agendas, meeting minutes, and actual pacing guides. Assigned to:
Annita Blauser
Target Completion Date:
08/06/2018
Comments: Implement Percent Task Complete:
0 of 1 (0%)
School Leadership and Decision Making Establishing a team structure with specific duties and time for instructional planning Indicator Status
ID01 - A team structure is officially incorporated into the school governance policy.(36) (AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 12/01/2015
Index:
4
(Priority Score x Opportunity Score) Page: 7 of 8
Plan
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
Our district currently has no policies set in place. District leaders meet and discuss informally. At the building level, teaming is also addressed in an informal manner. There are no district guidelines set to guide principals and assistants in this area. Building level leaders conduct meetings and discussion based on the needs of their staff and students.
Assigned to:
Theresa Gilliam
Added:
12/01/2015
How it will look when fully met:
Written Policy Agendas and Minutes Team Members Roles for Members and Teams Professional Development
Target Date:
10/21/2016
Tasks: 1. Training is needed to know where to begin. Training needs to be focused on how to write policies, organize teams, etc. Assigned to:
Joyce Sullivan
Target Completion Date:
05/20/2016
Comments: Implement Percent Task Complete:
0 of 1 (0%)
Page: 8 of 8
Beebe School District
NCES - 502880
Key Indicators are shown in RED.
District Context and Support for School Improvement Improving the school within the framework of district support Indicator Status
Plan
IA10 - The district regularly reallocates resources to support school, staff, and instructional improvement.(10)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 07/27/2015
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
- PLC Meetings - District Wide for Planning, Data, Assessment, and Instruction - We do not have a formal policy on how to relocate or utilize staff on a need basis. We either make a request to district administration or we try and work together at the building level to fill our staffing needs. Sometimes this formula is successful and sometimes it is not.
Assigned to:
Brandy Dillin
Added:
12/01/2015
How it will look when fully met:
- Evidence of allocation of time and staff for instruction improvement and dedicating time and staff to this process would be provided by the PLC meeting schedules and agendas. - Master schedules from some buildings who have block math and LA would show changes in staffing, time and student ratios in order to improvement performance and assessment in these two areas.
Target Date:
09/16/2016
Tasks: 1. - A formal district review of class and size numbers and staff responsibilities as well as relocating teachers to different grade levels or subject areas to address staffing needs and hiring practices. Assigned to:
Theresa Gilliam
Target Completion Date:
05/20/2016
Page: 1 of 8
Frequency:
twice a year
Comments: Implement Percent Task Complete:
Indicator Status
0 of 1 (0%)
IA14 - The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement.(14)(AllDistricts) Not a priority or interest Level of Development:
Initial: No development or Implementation 03/30/2016 Not a priority or interest
Explain why not a Priority or Interest: Currently, our school district does not have any schools that are listed as "needs improvement" and beyond those high needs areas that are an issue around the entire state, we do not have a problem staffing any of our buildings. As our district grows and this becomes an issue or if any schools are ever labeled as "needs improvement" and we have staffing issues as a result, we will reassess this indicator. Added:
Indicator Status
IA15 - The district allows school leaders reasonable autonomy to do things differently in order to succeed.(15)(AllDistricts) Tasks completed: 0 of 3 (0%) Level of Development:
Initial: Limited Development 09/28/2015
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 2 of 8
Describe current level of development:
The district has boundaries and limitations in regards to the degree and kind of autonomy granted to school leaders. There are no formal written description of these boundaries and limitations, the process and understandings have evolved over several years. School leaders are given a great deal of authority in decisions about schedules, budget, and personnel. School leaders are responsible for scheduling faculty and staff to meet the needs in their buildings. The schedules are reviewed by district personnel before the final schedule is presented. School leaders are responsible for their site budget each year. Building leadership teams discuss budget item needs and make suggestions to school leaders. Building budgets are reviewed by district personnel before the final budget is approved. School leaders are responsible for selection of personnel in their building. New personnel are interviewed and selected by a building committee. Recommendations are communicated to district personnel for approval. Other areas mentioned were faculty and staff professional development training and the evaluation of faculty and staff. School leaders are responsible for identifying specific professional development needs of their building personnel. Leadership teams within the building make recommendation to school leaders and then approved by district personnel. School leaders schedule faculty and staff evaluation schedules and activities. Evaluation timelines are reviewed by district personnel throughout the school year.
Plan
Assigned to:
Scott Embrey
Added:
09/28/2015
How it will look when fully met:
A review of current policies in relation to scheduling, budgets, hiring procedures, professional development trainings, and evaluations will have been completed by the district leadership team. The district leadership team will have met to discuss the expectations and parameters of school autonomy in relation to district goals and policies. The district leadership team has developed and written the expectations and parameters of school autonomy. The written expectations and parameters will be presented to building leaders. District level personnel will request and collect specific examples from the building leaders for each area identified.
Target Date:
03/18/2016
Tasks: 1. The leadership team will review current policies in relation to scheduling, budgets, hiring procedures, professional development trainings, and evaluations. Assigned to:
Michelle Jenkins Page: 3 of 8
Target Completion Date:
10/26/2015
Comments:
Current policies relating to the specific areas will be identified and reviewed by the members of the leadership team responsible for the indicator.
2. The district leadership team will meet to discuss the expectations and parameters of school autonomy in relation to district goals and policies. Assigned to:
Scott Embrey
Target Completion Date:
11/09/2015
Comments:
The district leadership team is comprised of the superintendent and assistant superintendents.
3. The district leadership team will develop written expectations and parameters of school autonomy in relation to the specific areas identified in the indicator. Assigned to:
Rick Duff
Target Completion Date:
12/14/2015
Comments:
Dr. Duff will edit information written and submitted by the district leadership team.
Implement Percent Task Complete:
0 of 3 (0%)
District Context and Support for School Improvement Taking the change process into account Indicator Status
IB13 - The district monitors progress of the extended learning time programs and other strategies related to school improvement.(4542)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 03/30/2016
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 4 of 8
Describe current level of development:
Currently, our secondary schools (7th-12th grade), in particular, follow an 8-period day with each class period consisting of 45 minutes. Throughout the school year, the secondary schools provide students with an RtI/Enrichment time during 5th period each day. Our elementary and middle schools (grades K - 6) offer a 90-100 minute block for both literacy and math, but this accomplished in the six-hour school day. All schools (K-12) provide extended learning opportunities two days per week, beginning in October and ending in April. These days are dedicated for those students struggling either in math or literacy. This program meets two times per week (school decision) before or after school for 1 hour. Students are invited based on their needs and teachers provide interventions in math and literacy. We support our summer school programs for grades 7 - 12. The district provides food on campus as well as designated areas off campus for students in grades PK - 12. Teacher resources necessary to meet student needs are also provided through district funds and support. A book mobile goes to several areas in the district to provide opportunities for students (PK - 12) to check out books. Elementary schools have programs to send books home for students to read with family members during the summer months.
Plan
Assigned to:
Scott Jennings
Added:
03/30/2016
How it will look when fully met:
When this objective is fully met, schools will offer a school day that is based on the needs of their students and parents. Secondary students will have more options to provide them with time for intervention and/or tutoring and more options for courses outside of the traditonal offerings. Evidence will be copies of school schedules and class offerings, data from student and teacher surveys, trend data on attendance and grades.
Target Date:
07/28/2017
Tasks: 1. High School principal, assistant principal, counselor, teacher, and assistant superintendent visit Pea Ridge High School in Pea Ridge, AR. Assigned to:
Scott Embrey
Target Completion Date:
12/09/2015
Comments: Implement Percent Task Complete:
0 of 1 (0%)
District Context and Support for School Improvement Clarifying district-school expectations
Page: 5 of 8
Indicator
Status
IC02 - The district designates a central office contact person for the school, and that person maintains close communication with the school and an interest in its progress. (29)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: No development or Implementation 12/01/2015 Will include in plan
Plan
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
1
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
There is not a specific person assigned to a building. We just call central office for the person who best can answer our question or help with a concern.
Assigned to:
Rick Duff
Added:
12/01/2015
How it will look when fully met:
That everyone is aware of the ³go to´person for their building. Central office has a list of assigned people for each building.
Target Date:
08/15/2016
Tasks: 1. a. Assign a person to each building b. Inform everyone of who their ³go to ³person is c. describe the role and expectations of the person assigned d. set up visits to the buildings for the assigned person Assigned to:
Mike Tarkington
Target Completion Date:
12/16/2016
Comments: Implement Percent Task Complete:
Indicator Status
0 of 1 (0%)
IC05 - The district provides a cohesive district curriculum guide aligned with state standards or otherwise places curricular expectation on the school.(32)(AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 03/30/2016
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Page: 6 of 8
Describe current level of development:
Currently the district has completed pacing guides for math, literacy, and science grades K-8 which are being implemented. These pacing guides were developed during the summer of 2013 by teachers, instructional coaches, and district instructional facilitators. The pacing guides are reviewed by the appropriate teacher groups. If revisions need to be made, a consensus from all teachers involved and justification are required. Once this is done, revisions will be made to the pacing guides. All subjects grades 9-12 have pacing guides but they need further development. All of the guides are submited to District Instructional Facilitators and located in a shared file available to all teachers. Teachers of grades K-8 started developing units of study/lessons that align with the state standards during the summer of 2014. These units are located in a shared filed accessable to all teachers. Teachers of grades 9-12 are working on units of study/lessons as they teach them during the 15-16 school year. All documents are shared with district instructional facilitators and placed in a shared folder for access by all teachers. Assessment data will drive changes in pacing guides, curriculum, and instructional environment.
Plan
Assigned to:
Theresa Gilliam
Added:
03/30/2016
How it will look when fully met:
Every grade level and subject will have an updated, easy to follow, pacing Guide published by and distributed by District Instructional Facilitators. Each skill/objective is addressed through units and lessons that are created by teacher groups and distributed by District Instructional Facilitators. Principals will make district expectations clear to each teacher.
Target Date:
08/06/2018
Tasks: 1. Teacher groups will review and revise pacing guides during team meetings and/or during district-wide scheduled meetings. Evidence that will show implementation will be meeting agendas, meeting minutes, and actual pacing guides. Assigned to:
Annita Blauser
Target Completion Date:
08/06/2018
Comments: Implement Percent Task Complete:
0 of 1 (0%)
School Leadership and Decision Making Establishing a team structure with specific duties and time for instructional planning Indicator Status
ID01 - A team structure is officially incorporated into the school governance policy.(36) (AllDistricts) Tasks completed: 0 of 1 (0%) Level of Development:
Initial: Limited Development 12/01/2015
Index:
4
(Priority Score x Opportunity Score) Page: 7 of 8
Plan
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)
Describe current level of development:
Our district currently has no policies set in place. District leaders meet and discuss informally. At the building level, teaming is also addressed in an informal manner. There are no district guidelines set to guide principals and assistants in this area. Building level leaders conduct meetings and discussion based on the needs of their staff and students.
Assigned to:
Theresa Gilliam
Added:
12/01/2015
How it will look when fully met:
Written Policy Agendas and Minutes Team Members Roles for Members and Teams Professional Development
Target Date:
10/21/2016
Tasks: 1. Training is needed to know where to begin. Training needs to be focused on how to write policies, organize teams, etc. Assigned to:
Joyce Sullivan
Target Completion Date:
05/20/2016
Comments: Implement Percent Task Complete:
0 of 1 (0%)
Page: 8 of 8
