Marion School Board Meeting MSD Central Office Board Room 6:00 p.m 6:00 p.m.

It is the mission of the Marion School District to provide our students with a basic program of instruction so that they will acquire the academic, social, and decision- making skills needed to become productive citizens in our rapidly changing technological world.

We recognize individual differences in students and believe that all children can learn. We strive to meet their needs and interests by offering a balanced curriculum and creating an atmosphere conducive to learning.

President Mr. A. Jan Thomas, Jr. Vice-President Mr. Steve A. Sutton Secretary Rev. Jeffrey Richardson Mr. Wm. Bart TurnerMs. Darrylee Arms Mr. Brian ProffittMr. Daryel Jackson

Superintendent Mr. Don Johnston Deputy Superintendent Mr. Jeff Altemus Assistant Superintendent Mr. Alfred Hogan Director of Elementary Education K-5 Dr. Robin A. Catt Director of Secondary Education 6-12 Mr. Hugh Inman

Federal Programs Mr. Homer Peters Special Education Ms. Sue McQuay Ms. Helen Johnson Technology Coordinator Mr. Tim Taylor Technology Trainer Ms. Nancy Hardy

Maintenance & Custodial Services Mr. Dusty Duncan Food Services Ms. Susan MadisonTransportation Mr. Doyle Jones Health Services Ms. Leslie Brick

MES1 Special Education MJHS 1 Instructional Facilitator MHS1 Science Teacher ALE1 Social Studies Teacher

1 Special Education Paraprofessional (MES) (MES)

Adding Areas of Licensure: 5 Special Education Teachers 5 Special Education Teachers 2 English/LA Teachers 2 English/LA Teachers 1G/T Teacher 1G/T Teacher 1 Middle Level Teacher 1 Middle Level Teacher 1 Social Studies Teacher 1 Social Studies Teacher 1 Counselor 1 Counselor All core content teachers are highly qualified.

With a loss of one minority teacher and a gain of six, our minority teachers grew by five teachers for the school year. Our overall district percentage of minority staff increased to 16% for the school year. Marion School District is using TalentEd, Recruit, & Hire as MSD’s on-line application service to better serve our applicants and to provide our district with intuitive software to recruit, hire, develop, and retain the best teachers and leaders possible to positively increase student achievement.

All MSD board members received last year’s required annual training by December, 2011, and will have completed this year’s required hours by December 31, In accordance with Act 1775 of 2005, all members of a local school board of directors who have served on the board for twelve (12) or more consecutive months shall obtain no less than six hours of training and instruction by December 31 of each calendar year.

MSD provides at least 60 hours of on-site professional development annually. Every certified employee completes a minimum of 60 hours of training per year including at least 2 hours of parental involvement and 6 hours of technology training. Teachers who teach Arkansas history units or courses must also complete 2 hours of Arkansas history professional development annually.

All administrators complete an additional hour of Parental Involvement training for a total of 3 hrs. Administrators must also have training in instructional leadership, data disaggregation, and fiscal management. All secondary counselors and administrators have received the initial 3 hours of training in scholarships provided by the Arkansas Lottery. They must complete a one-hour update annually. All licensed personnel renewing their teaching license, must complete 2 hours of Child Maltreatment PD Training. All have completed the training.

Marion School District provided 392 hours of professional development between June 1, 2011 and August 17, Marion School District provided 392 hours of professional development between June 1, 2011 and August 17, Teachers were able to earn at least 42 hours of the required 60 hours before school began. Teachers were able to earn at least 42 hours of the required 60 hours before school began. Our Instructional Technology Facilitator offers our staff technology professional development throughout the year: New Teacher Orientation, Smart Notebook, Smart Response Our Instructional Technology Facilitator offers our staff technology professional development throughout the year: New Teacher Orientation, Smart Notebook, Smart Response

Schools Avondale Elementary Marion Elementary Marion Intermediate Marion Middle Marion Jr. High Marion High & Crittenden Prep Academy students PK Certified Teachers & Administrators 210 Classified Employees

Miles Traveled in 11-12: Miles Traveled in 11-12: 341,760 miles for regular daily routes 57,115 miles for trips 7,680 miles for after-school program 11,237 miles for summer school Meals Served in 11-12: 740,074 meals served to students 23,411 meals served to adults 46,613 meals contracted and served

The No Child Left Behind Act (NCLB), the most recent authorization of the Elementary and Secondary Education Act (ESEA), is the principal federal law affecting education from K-12. NCLB, passed in January of 2002, had the goal of all (100%) students being proficient by Because of the rising number of schools across the nation that were judged inadequate by NCLB, the U.S. Department of Education in September 2011 invited states to seek a waiver of specific requirements.

1. College-and Career-Ready Expectations for All Students 2. State-Developed Differentiated Recognition, Accountability, and Support 3. Supporting Effective Instruction and Leadership

Through the ESEA Flexibility request, Arkansas affirmed its planned course of action regarding the establishment and assessment of college-and career-ready expectations for all students. In 2010, our state Board of Education adopted the nationally based Common Core State Standards in mathematics and English language arts and literacy, and we are now in the process of transitioning to implementation of these standards:  Grades K-2School Year  Grades 3-8School Year  Grades 9-12School Year We are also a governing state in the multi-state Partnership for the Assessment of Readiness for College and Careers (PARCC). PARCC is developing a common assessment aligned to the Common Core State Standards, which is scheduled to be completed and ready to administer in the school year.

The U.S. Department of Education required all states seeking an ESEA Flexibility to develop and adopt guidelines for local teacher and principal evaluation and support systems. Through its ESEA Flexibility request, Arkansas affirmed its current course of action regarding the establishment and implementation of a statewide system for educator evaluation and support. Teacher Excellence Support System (TESS); Teacher Evaluation System Principal Evaluation System Arkansas is staging implementation of this evaluation system over several years, with a cohort of schools and districts piloting the system in and , and implementation for all remaining districts by

Under this ESEA Flexibility, Arkansas will continue to hold all districts and schools accountable for the academic performance of all students, while strengthening the state’s focus on proficiency, growth and graduation rate gaps. Starting in summer of 2012, schools were classified in one of five accountability and assistance levels. Schools meeting their proficiency gap closing goals were placed in the Exemplary or Achieving levels, schools not meeting their gap closing goals were placed in Needs Improvement level, schools with the largest proficiency gaps for student subgroups and for all students were placed in the Needs Improvement Focus Level. The state’s lowest performing schools were placed in Needs Improvement Priority level.

Annual Measureable Objectives (AMOs) Targeted Achievement Gap Group (TAGG) Classification System:  Exemplary  Achieving  Needs Improvement  Needs Improvement Focus  Needs Improvement Priority

Schools will no longer have to focus on meeting Adequate Yearly Progress (AYP) – a single measure, assigned arbitrarily that was the same for everyone regardless of where they were starting from or the challenges in their student population. Instead, we’ll be able to look at performance, growth, and graduation rate (for high schools) and establish Annual Measureable Objectives (AMOs) that are unique to each school. Each school and school district is assigned AMOs based on student growth, student performance, and graduation rate (for high schools). By looking at the data in different ways, schools gain clarity regarding the areas in which improvement efforts should be focused.

Targeted Achievement Gap Group (TAGG) – one population group which includes: Economically disadvantaged Students with disabilities English learners It only takes 25 students to make a TAGG group! Eliminates multiple counting of students who are in more than one subgroup.

Adopt college-and-career-ready standards and assessments Set new ambitious but achievable Annual Measurable Objectives (AMO) toward specific goals  State, districts, schools, student groups Implement system of differentiated recognition, accountability, and support  Identify high performance and/or growth, persistent subgroup issues, lowest performance, schools not meeting annual targets  Goal is to reduce the proficiency, growth, and graduation rate gaps by half by Implement educator evaluation system

ions/video-gallery/39/commissioner-discusses- esea-flexibilit ions/video-gallery/39/commissioner-discusses- esea-flexibilit

Grade Levels Pre-K Kindergarten Pre-First FirstEnrollment 720 Students PK Certified Teachers & Administrators Principal Mrs. Glenda Bryan Assistant Principal Mrs. Kristi Rice

Status: Accredited by ADE and Advanced All teachers are licensed. All teachers are highly qualified in core content areas. Two (2) teachers are currently working under an Additional Licensure Program Accountability Designation: Needs Improvement School in both Literacy and Math (AES receives designation from MES.)

Implement Common Core State Standards in all curricula areas.

Promote the vision at AES that ALL students can be successful learners and can strive for excellence.

Continue professional learning communities that embrace learning rather than teaching, work collaboratively to help all students learn, and use data from formative and summative assessments to make decisions concerning curriculum and instruction. (Defour, Eaker, and DuFour)

Continue to implement behavior interventions to reduce inappropriate behavior in the classroom. (Canter, McLeod, Dr. Joe Martin)

Provide Response to Intervention (RtI) to students in need of help academically and/or behaviorally.

Provide after school tutoring (2 days a week) for students with academic improvement plans and/or intensive reading intervention plans

Use Classroom Walkthrough to support high yield teaching strategies and authentic student engagement in learning. Use Classroom Walkthrough to support high yield teaching strategies and authentic student engagement in learning.

Incorporate guided reading into the literacy curriculum for both kindergarten and first grade

Continue to promote parental and community involvement through our HEART Committee (Helping Educate And Reach (kids) Together), Watch D.O.G.S. and Magnificent M.O.M.S. programs. Continue to promote parental and community involvement through our HEART Committee (Helping Educate And Reach (kids) Together), Watch D.O.G.S. and Magnificent M.O.M.S. programs. Watch Dog Dad Magnificent Mom Parent Night

Use communication tools such as Newsletters, Calendars, notes, and School Messenger messages to provide a consistent, clear understanding of what students are expected to learn, so parents know what they need to do to help their children be successful in school.

Continue use of technology resources to enhance student learning (SmartBoards, SmartTable, mobile laptop computer labs, iPads, iPods, and netbooks) Continue use of technology resources to enhance student learning (SmartBoards, SmartTable, mobile laptop computer labs, iPads, iPods, and netbooks) Continue use of HeadSprout, Education City, Starfall, Reading Eggs, IXL Math, Accelerated Reader software Continue use of HeadSprout, Education City, Starfall, Reading Eggs, IXL Math, Accelerated Reader software

Implement the use of iPads in the classrooms *Each teacher has an iPad for use in their classrooms at this time. It is our goal to add more iPads as funding is available to do so.

Grade Levels Second ThirdEnrollment 609 Students Certified Teachers & Administrators Principal Ms. Joyce Liphford Assistant Principal Ms. Jamie Brothers

Status: Accredited by ADE and AdvancED All teachers are licensed. All teachers are highly qualified in core content areas. Two (2) teachers are currently working under an Additional Licensure Program Accountability Designation: Needs Improvement School in both Literacy and Math

AYP Reports were replaced in 2012 with ESEA Accountability reports. Schools & Districts will be held accountable for their All Students and Targets Achievement Gap Group (TAGG) for the purpose of designation.

You must test 95% of all students (including mobile) to meet percent tested. You will be a “Needs Improvement School” the first year you do not test 95% in Math or Literacy.

Your percent proficient must meet or exceed your AMO. We met performance for “All Students” in Literacy only. – GREEN You can be classified as Achieving through one year, or three years in performance or growth (where applicable). In order to be designated as Achieving for Literacy or Math, a school/district must meet the projected AMO or 94% proficient. Look for two green boxes together! No Two Green Boxes together in One Quadrant. Thus, this school is Needs Improvement for Literacy and Math. ESEA TAGG information is provided as well.

Become Bucket Fillers by giving sincere compliments, helping without being asked, and genuinely showing kindness and respect to others. To make bucket filling a habit and a way of life, resulting in individuals with full buckets who are healthy mentally, emotionally, and socially. Have you filled a bucket today? Create a safe, bully-free school environment by “speaking up for those who won’t speak for themselves.” (Kevin Horner, three-time “People’s Choice “ award winner) Continue to implement Failure Free Reading Program to enhance student fluency, vocabulary, and comprehension for SPED and students performing in the bottom 10%. Our Failure Free students reading levels grew from 0.8 to 2.5, and reading passages scores rose from 59% on pre-tests to 94% on post-tests.

Use effective strategies for working with parents by sending home Weekly Book Bags with activities to increase vocabulary and enhance reading comprehension skills for parents and students to work together. Continue to use technology through the use of the Smart Boards, Computer Lab, Smart Response Systems, iPods, Portable Notebook Lab, iPads, and Front Row Sound Systems. Through the Accelerated Reader Program, MES students read an average of 127 books last year, and 28/28 MES classrooms achieved Model Classroom. Our goal this year is also to meet the criteria for Master Classroom and Master School.

Continue to promote parental involvement through our PEACE Volunteer Program (Parents Experiencing Awesome Children Everyday) and Watch D.O.G.S. program. Continue to promote parental involvement through our PEACE Volunteer Program (Parents Experiencing Awesome Children Everyday) and Watch D.O.G.S. program. Continue to implement the CCSS in literacy, using six units to teach the learning expectations. Math skills are taught using On Core and the CGI (Cognitively Guided Instruction) mathematical approach. CGI allows students to construct strategies for themselves when given a word problem. Continue to implement the CCSS in literacy, using six units to teach the learning expectations. Math skills are taught using On Core and the CGI (Cognitively Guided Instruction) mathematical approach. CGI allows students to construct strategies for themselves when given a word problem. Promote the mission at MES that ALL students can learn at high levels. Promote the mission at MES that ALL students can learn at high levels.

Grade Levels Fourth FifthEnrollment 607 Students Certified Teachers & AdministratorsPrincipal Ms. Julie Molloy Assistant Principal Ms. Debbie Reginelli

Status: Accredited by ADE and AdvancED All teachers are licensed. All teachers are highly qualified in core content areas. One (1) teacher is currently working under an Additional Licensure Program Accountability Designation: Achieving in Literacy and Needs in Improvement in Math; Overall designation is Needs Improvement School

Teachers provide relevant, regular Benchmark practice in the content areas of Math, Reading and Science. Classroom teachers work regularly in PLCs as content specialists in specific subject areas for more efficient and effective instruction.

Instructional Assistants are assigned to work with specific classroom groups. This allows for continuous, consistent assistance for these students. Instructional Assistants’ schedules are determined by the team teachers to maximize supports for lower performing students.

Instructional Assistants help teachers with instruction by working one-on-one with students, working with small groups of students, and assisting teachers with implementing learning activities. Instructional Assistants also relieve PLC content teachers to do the work necessary for the planning and implementation of Common Core State Standards.

Benchmark Booster Club after school, twice weekly for TAGG students. (TAGG – Targeted Achievement Gap Group)

Changes for Moved from the Crawfordsville campus to MHS North Annex campus Open to Marion School District Students Only Information for Information for Served 67 students Served 67 students from 2 districts Graduated 11 seniors: Graduated 11 seniors: 6 MHS; 5 WMHS 6 MHS; 5 WMHS Principal Ms. Connie SteeleTeachers 5 full time 2 part-time 2 paraprofessionals 1 teacher currently working under an Additional Licensure Plan

Grade Levels Sixth SeventhEnrollment 664 Students Certified Teachers & Administrators Principal Ms. Carissa J. Lacy Assistant Principal Mr. Willie Rogers Assistant Principal Mr. Blake Owen

Status: Accredited by ADE and AdvancED All teachers are licensed. All teachers are highly qualified in core content areas. Four (4) teachers are currently working under an Additional Licensure Program Accountability Designation: Achieving in both Literacy and Math

Students that are not meeting proficiency in Literacy and/or Math are provided interventions. During school hours, Enrichment teachers will identify low Student Learning Expectations and provide a mini lesson with leveled practice and monitor student progress. After -school tutoring will be provided to remediate Literacy and Math skills to a target group performing under benchmark standards. Teachers use data from The Learning Institute to progress monitor students and plan interventions.

MMS has a school-wide focus on increasing vocabulary skills of all students. Students are exposed to an array of vocabulary activities each day during homeroom time. Activities are assigned from the book, Building Vocabulary from Word Parts, by Tim Rasinski Students are given a word part a week- prefix, suffix, or root Students read passages and/or complete a writing piece using the words they have learned to see the connection of words in text

Failure Free Reading is used in Special Education Classrooms as a non-phonics approach to teaching reading. Each Special Education classroom utilizes net books to enhance student vocabulary and comprehension. Administrators will continue using classroom walkthroughs to support high yield teaching and learning strategies. Professional Learning Communities (P.R.I.D.E.) will continue to meet weekly to discuss high yield teaching strategies and analyze student data to increase the achievement of all students.

Each content area is represented on the Campus Leadership Team. The CLT meets monthly to discuss areas of improvement and gain at MMS. Prior to the Benchmark Week, MMS will participate in a Benchmark Blitz to get students excited and prepared for the benchmark exam.

Grade Levels Eighth NinthEnrollment 661 Students Certified Teachers & AdministratorsPrincipal Mr. Elmer West Assistant Principal Ms. Natalie Rooney Dean of Students Mr. Melvin Brown

Status: Accredited by ADE and AdvancED All teachers are licensed. All teachers are highly qualified in core content areas. Accountability Designation: Achieving School in both Literacy and Math

Students not at proficient level in Literacy take an in-class Literacy tutorial course during school hours in addition to the regular Language Arts class. Students not at proficient level in Literacy take an in-class Literacy tutorial course during school hours in addition to the regular Language Arts class. Students at MJHS participate in a Vocabulary program. All faculty members have been trained in the Academic Vocabulary method that helps raise comprehension and achievement in various subject areas. Students at MJHS participate in a Vocabulary program. All faculty members have been trained in the Academic Vocabulary method that helps raise comprehension and achievement in various subject areas.

Teachers have developed and implemented plans to increase scores on the Benchmark exam in the area of open response questions DEAR: MJHS has implemented the Drop Everything and Read program to support the overall academic program. We are continuing our character education program in an effort to help the whole student, thus helping with test scores.

Grade Levels Tenth Eleventh TwelfthEnrollment 908 Students Certified Teachers & Administrators Principal Mr. Steve Landers Assistant Principals Mr. Jim Marotti Mr. Clint Williams Dean of Students Mr. Irving Clay

Status: Accredited by ADE and AdvancED All teachers are licensed. All teachers are highly qualified in core content areas. One (1) teacher is currently working under an Additional Licensure Program Accountability Designation: Needs Improvement Focus School in both Literacy and Math

We are continuing the strategies that have yielded significant growth in recent years. We are meeting twice monthly in our PLC’s to strengthen teaching strategies to reach all students to strengthen literacy and math skills.

K-3 Enrichment (Ms. Leah Schmidt) 4 th - 5 th Self-Contained with Cluster Grouping 6 th - 7 th Pre-AP: English, Math, Science, and Social Studies 8 th Pre-AP: Pre-AP English, Pre-AP World History, Pre-AP Science, Algebra I 9th Pre-AP: Pre-AP English, Pre-AP Physical Science, Pre-AP Civics/Economics, Geometry 10 th Pre-AP: Pre-AP English, Pre-AP World History, Biology, Algebra II 11 th AP: AP English, AP U.S. History, Chemistry I, and Trigonometry 12th AP: AP English, AP Statistics, AP Environmental Science, Calculus, Physics, and AP World History

Avondale Elementary, Marion Elementary, and Marion Intermediate are Title I school- wide schools that use federal Title I funds to pay for additional instructional staff and supplies. Title I funds are federal funds that cannot be used to pay for anything required by state or local laws. MSD’s Title I allocation for the school year: $1,420,023.00

Students are served based on academic need, not income levels. If a school has at least 40% of its students qualifying for the National School Lunch Program and has a plan to serve all students, it can become a Title I School-wide school that can serve all students at that school.

The ABC Preschool is a state funded program. The ABC Preschool is a state funded program. The student selection for the ABC Preschool program follows state guidelines. The student selection for the ABC Preschool program follows state guidelines. Marion’s ABC Preschool program is funded to serve 3 classrooms with 20 students each. Marion’s ABC Preschool program is funded to serve 3 classrooms with 20 students each. Marion’s ABC Preschool program employs 1 certified teacher and 1 paraprofessional for each ABC preschool classroom. Marion’s ABC Preschool program employs 1 certified teacher and 1 paraprofessional for each ABC preschool classroom.

Title II-A targets professional development for teachers and administrators. Title II-A targets professional development for teachers and administrators. The district’s Title II-A Teacher Quality program allocation this year is $196, The district’s Title II-A Teacher Quality program allocation this year is $196, Title II-A funds are used to pay ½ of the salary of our Instructional Technology Facilitator to assist teachers with curriculum and technology. Title II-A funds are used to pay ½ of the salary of our Instructional Technology Facilitator to assist teachers with curriculum and technology.

Parent centers are on each campus. Heart Beats: Heart Beats: Avondale Elementary Watch D.O.G.S.: Watch D.O.G.S.: Marion Elementary Avondale Elementary Avondale Elementary P.E.A.C.E.: Parents Experiencing Awesome Children Everyday P.E.A.C.E.: Parents Experiencing Awesome Children Everyday Marion Elementary Marion Elementary Career Action Planning: Marion Middle School Career Action Planning: Marion Middle School Marion Jr. High School Marion High School

Parents are encouraged to participate in school activities and in the review and design of school improvement plans. Parents are encouraged to participate in school activities and in the review and design of school improvement plans. Comments and suggestions are encouraged and may be submitted to the building principal or to: Comments and suggestions are encouraged and may be submitted to the building principal or to: PARENT COORDINATOR: Homer Peters Marion School District 200 Manor Street Marion, AR 72364

The Marion School District does not discriminate on the basis of race, color, national origin, sex, age, disability, or veteran status. The Marion School District does not discriminate on the basis of race, color, national origin, sex, age, disability, or veteran status. Equity complaints may begin with the district's equity coordinators: Equity complaints may begin with the district's equity coordinators: EQUITY COORDINATORS: EQUITY COORDINATORS: Dr. Robin A. Catt (K-5) Mr. Hugh Inman (6-12) Dr. Robin A. Catt (K-5) Mr. Hugh Inman (6-12) Marion School District Marion School District Marion School District Marion School District 200 Manor Street 200 Manor Street 200 Manor Street 200 Manor Street Marion, AR Marion, AR Marion, AR Marion, AR 72364

In conclusion, we would like to thank the entire staff – bus drivers, substitutes, custodians, food services staff, maintenance crew, technology crew, secretaries, paraprofessionals, teachers, media specialists, counselors, instructional facilitators, and administrators – of the Marion School District for their dedication and continuous effort to make our schools safe and nurturing learning environments for our students. In addition, we would also like to thank our school board for your continuous support.