table of contents - Dawson Education Cooperative

Transcription

TABLE OF CONTENTS
Mission Statement ...........................................................................................................................
Dawson Education Cooperative Map ...........................................................................................
Dawson Education Cooperative Organizational Chart ..............................................................
Dawson Education Cooperative Board of Directors....................................................................
ESC Annual Report ........................................................................................................................
Governance………………………………………………………………………………..
Staffing…………………………………………………………………………………….
Dawson Teacher Center……………………………………………………………………
Administrative Services……………………………………………………………………
Anecdotal Reports………………………………………………………………………….
Employment Policies and Practices………………………………………………………..
Dawson Education Cooperative Salary Schedules……………………………………………...
Dawson Education Cooperative Teacher Center Committee…………………………………
Program Summaries
Administration
Administration Summary ............................................................................................
Teacher Center Program ..............................................................................................
Behavior Intervention Consultant ........................................................................................
Career and Technical Education...........................................................................................
Community Health
Community Health Nurse ...........................................................................................
School Based Nutrition and Physical Activity ...........................................................
Distance Learning.................................................................................................................
Early Childhood Special Education
Early Childhood Special Education ...........................................................................
Medicaid .....................................................................................................................
Education Services for Visually Impaired..................................................................
Literacy Department .............................................................................................................
Math Department ..................................................................................................................
Media, Technology and Distance Learning
Media ..........................................................................................................................
Technology .................................................................................................................
School Based Tobacco Prevention and Education Program ................................................
Science Program ...................................................................................................................
TARGET Testing .................................................................................................................
1
Additional Programs
English as a Second Language ..................................................................................
Special Education Consultant for English Language Learners .................................
Pathwise Classroom Mentoring/Observation System ...............................................
Special Projects ...............................................................................................................................
Professional Development Activities Report ................................................................................
2
Ron Wright
Director
Beth Neel
Assistant Director
TC Coordinator
Dawson Education Service Cooperative
711 Clinton Street
Arkadelphia, Arkansas 71923
(870) 246-3077 FAX (870) 246-5892
TO:
Arkansas’ Educators
FROM:
Ron Wright, Director
SUBJECT:
2013-2014 Annual Evaluation Report
The data for Dawson Education Service Cooperative (ESC) Annual Evaluation for 2013-2014 is
enclosed in this document. There have been many changes during this fiscal year, but our staff
continues to serve our schools and students well. Dawson serves 23 school districts and the
Department of Youth Services. The following counties are served by Dawson: Clark, Dallas,
Garland, Grant, Hot Spring, Pike and Saline. In addition many of our staff and programs serve
schools outside the ESC boundaries. These services are provided both on site in Arkadelphia
and in local schools.
Although budget cuts have reduced some staff and programs other have been added. Overall
revenue streams have been reduced but the trend appears to be positive as many new programs
are being added, restoring needed services.
Dawson ESC is served by exemplary instructional and support staff. They provide professional
development, instruction and accurate information to all customers. Along with these services,
the HIPPY program was a good addition to our cooperative this year. It is the goal of Dawson
ESC to improve and increase quality service to all students, parents and educators.
Ron Wright
3
Dawson Education Services Cooperative
Mission Statement
Our children are the promise of the future. The mission of the Dawson
Education Service Cooperative is to help ensure each student’s future by
providing high quality services, resources, and programs to schools. By
“Serving the Schools, Serving the Children” the cooperative helps
teachers and administrators learn new teaching strategies and refine
skills and practices that directly impact student achievement.
We are in the teaching business!
4
The Dawson Education Cooperative serves the area shaded in green on the map above. Dawson
services the following counties:
• Clark
• Dallas
• Garland
• Grant/Poyen School District
• Hot Spring
• Pike
• Saline
5
Dawson ESC Organizational Chart
6
Salary Schedule
FY 13/14
DAWSON EDUCATION COOPERATIVE
ADE Website Employees
250 DAY EMPLOYEE
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Network Support
37,527.00
38,027.00
38,527.00
39,027.00
39,527.00
40,027.00
40,527.00
41,027.00
41,527.00
42,027.00
42,527.00
43,027.00
43,527.00
44,027.00
44,527.00
45,027.00
45,527.00
46,027.00
46,527.00
47,027.00
47,527.00
48,027.00
48,527.00
49,027.00
49,527.00
Board Approved
Technical
48,901.00
49,401.00
49,901.00
50,401.00
50,901.00
51,401.00
51,901.00
52,401.00
52,901.00
53,401.00
53,901.00
54,401.00
54,901.00
55,401.00
55,901.00
56,401.00
56,901.00
57,401.00
57,901.00
58,401.00
58,901.00
59,401.00
59,901.00
60,401.00
60,901.00
November 13, 2013
Index 1.06 for ADE Quality Data Officer Section Leader
7
Professional
60,273.00
60,773.00
61,273.00
61,773.00
62,273.00
62,773.00
63,273.00
63,773.00
64,273.00
64,773.00
65,273.00
65,773.00
66,273.00
66,773.00
67,273.00
67,773.00
68,273.00
68,773.00
69,273.00
69,773.00
70,273.00
70,773.00
71,273.00
71,773.00
72,273.00
FY 13/14
MAUMELLE DISTANCE LEARNING INSTRUCTORS
2% draft
STEP
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
BSE
34,928.00
35,378.00
35,828.00
36,278.00
36,728.00
37,178.00
37,628.00
38,078.00
38,528.00
38,978.00
39,428.00
39,878.00
40,328.00
40,778.00
41,228.00
41,678.00
42,128.00
42,578.00
43,028.00
43,728.00
44,428.00
45,128.00
45,828.00
46,528.00
47,228.00
47,928.00
48,628.00
49,328.00
50,028.00
50,728.00
51,428.00
Steps 1-19 = $450 increments - BSE
Steps 1-19 = $500 increments - MSE
Steps 20-31 = $700 increments
Board
Approved
November 13, 2013
8
MSE
38,403.00
38,903.00
39,403.00
39,903.00
40,403.00
40,903.00
41,403.00
41,903.00
42,403.00
42,903.00
43,403.00
43,903.00
44,403.00
44,903.00
45,403.00
45,903.00
46,403.00
46,903.00
47,403.00
48,103.00
48,803.00
49,503.00
50,203.00
50,903.00
51,603.00
52,303.00
53,003.00
53,703.00
54,403.00
55,103.00
55,803.00
FY 13/14
Paraprofessional
190 Days
Range 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
CDA
15,219.00
15,669.00
16,119.00
16,569.00
17,019.00
17,469.00
17,919.00
18,369.00
18,819.00
19,269.00
19,719.00
20,169.00
20,619.00
21,069.00
21,519.00
21,969.00
22,419.00
22,869.00
23,319.00
23,769.00
Board Approved
November 13, 2013
AA/AS in ECE
16,975.00
17,425.00
17,875.00
18,325.00
18,775.00
19,225.00
19,675.00
20,125.00
20,575.00
21,025.00
21,475.00
21,925.00
22,375.00
22,825.00
23,275.00
23,725.00
24,175.00
24,625.00
25,075.00
25,525.00
9
BA/BS in ECE
22,243.00
22,693.00
23,143.00
23,593.00
24,043.00
24,493.00
24,943.00
25,393.00
25,843.00
26,293.00
26,743.00
27,193.00
27,643.00
28,093.00
28,543.00
28,993.00
29,443.00
29,893.00
30,343.00
30,793.00
FY 13/14
PROFESSIONAL SALARY SCHEDULE
240 DAY
PROFESSIONAL
CONSULTANT
STEPS
TECHNICAL
SUPERVISOR
1
42,818.00
49,955.00
2
43,318.00
50,455.00
3
43,818.00
50,955.00
4
44,318.00
51,455.00
5
44,818.00
51,955.00
6
45,318.00
52,455.00
7
45,818.00
52,955.00
8
46,318.00
53,455.00
9
46,818.00
53,955.00
10
47,318.00
54,455.00
11
47,818.00
54,955.00
12
48,318.00
55,455.00
13
48,818.00
55,955.00
14
49,318.00
56,455.00
15
49,818.00
56,955.00
16
50,318.00
57,455.00
17
50,818.00
57,955.00
18
51,318.00
58,455.00
19
51,818.00
58,955.00
20
52,318.00
59,455.00
21
52,818.00
59,955.00
22
53,318.00
60,455.00
23
53,818.00
60,955.00
24
54,318.00
61,455.00
25
54,818.00
61,955.00
Director = 1.60 of appropriate step
Teacher Center Coordinator = 1.20 of appropriate step
Behavior Intervention Coordinator = 1.51 of appropriate step
I.
COORDINATOR
MANAGERIAL
57,918.00
58,418.00
58,918.00
59,418.00
59,918.00
60,418.00
60,918.00
61,418.00
61,918.00
62,418.00
62,918.00
63,418.00
63,918.00
64,418.00
64,918.00
65,418.00
65,918.00
66,418.00
66,918.00
67,418.00
67,918.00
68,418.00
68,918.00
69,418.00
69,918.00
GRANTS
PROFESSIONAL
58,652.00
59,152.00
59,652.00
60,152.00
60,652.00
61,152.00
61,652.00
62,152.00
62,652.00
63,152.00
63,652.00
64,152.00
64,652.00
65,152.00
65,652.00
66,152.00
66,652.00
67,152.00
67,652.00
68,152.00
68,652.00
69,152.00
69,652.00
70,152.00
70,652.00
Program Technical - Employee has proven skills, college degree or other training
that would enable success with regards to providing direct services, being
responsible for budget and expenditures, and reporting to a Coordinator or
Director.
II. Consultant Supervisor - BSE or above. Employee has program responsibilities,
trains personnel, supervises program, develops budget, annual reports and
directs expenditures.
III. Coordinator Managerial - MSE or above. Employee is responsible for all aspects
of programs. Employee also has responsibility for more than one program,
supervises and directs a staff, develops budget, directs expenditures,
and develops annual reports. Employee reports to the Director. Employee
also supervises and directs program activities in the LEA'S.
IV. Employees placed at Dawson to provide professional services as per grant directed.
Board Approved
November 13, 2013
10
FY 13/14
SUPPORT SALARY SCHEDULE
240 DAY
STEPS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
LEVEL I
17,482.00
17,732.00
17,982.00
18,232.00
18,482.00
18,732.00
18,982.00
LEVEL II
19,983.00
20,233.00
20,483.00
20,733.00
20,983.00
21,233.00
21,483.00
21,733.00
21,983.00
22,233.00
22,733.00
23,233.00
23,733.00
24,233.00
24,733.00
25,233.00
25,733.00
26,233.00
26,733.00
27,233.00
27,733.00
28,233.00
28,733.00
29,233.00
29,733.00
LEVEL III
25,691.00
25,941.00
26,191.00
26,441.00
26,691.00
26,941.00
27,191.00
27,441.00
27,691.00
27,941.00
28,441.00
28,941.00
29,441.00
29,941.00
30,441.00
30,941.00
31,441.00
31,941.00
32,441.00
32,941.00
33,441.00
33,941.00
34,441.00
34,941.00
35,441.00
Steps 1-10 = $250.00 increments
Steps 11-25 = $500.00 increments
Technology Assistant - Index 1.10
Board Approved
Level I - Entry level skills - typing, computer word processing, some office software
use knowledge, calculator skill, etc. No minimal formal training.
Level II - Intermediate typing and calculator skills, computer software literate, word
processing, etc., skilled. Ability to put these to use immediately. Telephone
answering skills, plus some formal training in these areas (i.e. some college courses
or seminars with certificate of completion or able to prove skills by demonstration).
Level III - Highly skilled, completed training and proven ability in work area.
Board Approved
November 13, 2013
11
FY 13/14
TEACHER SALARY SCHEDULE
190
STEPS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
BSE
34,713.00
35,163.00
35,613.00
36,063.00
36,513.00
36,963.00
37,413.00
37,863.00
38,313.00
38,763.00
39,213.00
39,663.00
40,113.00
40,563.00
41,013.00
41,463.00
41,913.00
42,363.00
42,813.00
43,263.00
MSE
38,165.00
38,665.00
39,165.00
39,665.00
40,165.00
40,665.00
41,165.00
41,665.00
42,165.00
42,665.00
43,165.00
43,665.00
44,165.00
44,665.00
45,165.00
45,665.00
46,165.00
46,665.00
47,165.00
47,665.00
*Speech Therapist who have ASHA certification
**1.51 Index for Behavior Intervention Consultant
*** 1.42 Index for ESVI Consultant
****1.35 for ESVI Data Specialist
Increments = $450 BSE
Increments = $500 - MSE & Speech Therapist
Board Approved
November 13, 2013
12
SPEECHTHERAPIST
40,458.00
40,958.00
41,458.00
41,958.00
42,458.00
42,958.00
43,458.00
43,958.00
44,458.00
44,958.00
45,458.00
45,958.00
46,458.00
46,958.00
47,458.00
47,958.00
48,458.00
48,958.00
49,458.00
49,958.00
2013/2014 Teacher Salary Schedule
200 Day
Step
1
BSE
36,540.00
MSE
40,174.00
2
3
36,990.00
37,440.00
40,674.00
41,174.00
4
5
37,890.00
38,340.00
41,674.00
42,174.00
6
7
38,790.00
39,240.00
42,674.00
43,174.00
8
9
10
39,690.00
40,140.00
40,590.00
43,674.00
44,174.00
44,674.00
11
12
41,040.00
41,490.00
45,174.00
45,674.00
13
14
41,940.00
42,390.00
46,174.00
46,674.00
15
16
42,840.00
43,290.00
47,174.00
47,674.00
17
18
43,740.00
44,190.00
48,174.00
48,674.00
19
20
44,640.00
45,090.00
49,174.00
49,674.00
Board Approved
November 13, 2013
13
Dawson Education Service Cooperative
____________
Officers of the Board
Name
Ronnie Kissire
Steve Anderson
Ron Wright
Billie Garlin
Position
Board President
Vice-President
Director/Ex-Officio
Secretary
School District
Ouachita
Lake Hamilton
Dawson Education Cooperative
__________________
Members of the Board
Name
Donnie Whitten
Jerrod Williams
Jeff Collum
Susan Stewart
Randy Rutherford
Anne Butcher
Nancy Anderson
Don Collins
Darin Beckwith
Nathan Gills
Allen Blackwell
Daniel Henley
Joyce Craft
Andy Curry
Jeff Alexander
Steve Anderson
Shawn Cook
Gail McClure
Brian Golden
Bobby Gray
Ron Kissire
Jerry Newton
Roger Featherston
Position
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
Board member
14
School District
Arkadelphia
Bauxite
Benton
Bismarck
Bryant
Centerpoint
Cutter Morning Star
Fordyce
Fountain Lake
Glen Rose
Gurdon
Harmony Grove
Hot Springs
Jessieville
Kirby
Lake Hamilton
Lakeside
Magnet Cove
Malvern
Mountain Pine
Ouachita
Poyen
South Pike County
Teacher Center Committee
Committee Member Joan Crowder New assignment New assignment Michael Copeland New assignment Cass Adams Nancy Anderson New assignment Rhonda Lawson Kristi Campbell Brenda Wilson Carla Jester New assignment Anne Gentry Michael Carey Jarrod Bray Kristi Anderson Tammy Brown New assignment Tina Hobbs Rebecca Morris Lyn McDade Laura Sanders District Arkadelphia School District Bauxite School District Benton School District Bismarck School District Bryant School District Centerpoint School District Cutter Morning Star School District Delight/Murfreesboro School District Fordyce School District Fountain Lake School District Glen Rose School District Gurdon School District Harmony Grove School District Hot Springs School District Jessieville School District Kirby School District Lake Hamilton School District Lakeside School District Magnet Cove School District Malvern School District Mountain Pine School District Ouachita School District Position Middle School Teacher Expires 2013 Middle School Librarian 2014 Teacher/Coach 2013 High School Teacher 2013 Elementary Teacher 2014 Curriculum Coordinator 2013 Elementary Administrator 2013 Teacher 2014 Literacy Coach-‐teacher 2013 Elementary Teacher 2013 Middle School Teacher 2013 Literacy Coach 2014 Elementary Teacher 2013 Central Office Administrator High School Teacher 2013 High School Administrator Elementary Math Coach 2013 Elementary Teacher 2013 High school Teacher 2013 Elementary Administrator 2014 Central Office Administrator-‐-‐SpEd Elementary Administrator 2014 Poyen School District Curriculum Administrator 2013 2013 2014 2014 Dawson Education Cooperative
Annual Report 2013-2014
Arkansas Department of Education….
16
Arkansas Department of Education
Education Service Cooperative (ESC) Annual Report
DATE: June 2014
LEA# 10-20
ESC# 10-20
ESC NAME: Dawson Education Cooperative
ADDRESS: 711 Clinton Street, Arkadelphia, AR 71923
PHONE NUMBER: 870-246-3077
DIRECTOR: Ron Wright
TEACHER CENTER COORDINATOR: Beth Neel
NAMES OF COUNTIES SERVED: Clark, Dallas, Garland, Hot Spring, Pike, Saline and Poyen
School District in Grant County
NUMBER OF DISTRICTS:
23
NUMBER OF STUDENTS: 41,784
FREE LUNCHES: 18,564
REDUCED LUNCHES: 3,790
FREE/REDUCED: 22,354
NUMBER OF TEACHERS: 3,874
I. GOVERNANCE:
A.
How is the co-op governed?
Board of Directors _ X _ or Executive Committee _X___
How many members on the Board? 23
How many times did the Board meet? 11
Executive Committee 8
Executive Committee? 3
When is the regular meeting? Second Wednesday of each month except for July
Date of current year’s annual meeting: June 2014
B.
Does the co-op have a Teacher Center Committee? YES _X____
If yes, then:
How many are on the Teacher Center Committee? 23
How many members are teachers? 10
NO _______
How many times did the Teacher Center Committee meet? _3_______________
When is the regular meeting? ____As scheduled_(three times per year)_______
C.
When was the most recent survey/needs assessment conducted? Fall 2013
D.
Have written policies been filed with the Arkansas Department of Education?
Yes ___X_____No ________
17
II. STAFFING:
Please list (or attach a list of) all staff members of the co-op (including those housed at
the co-op and paid through other sources), their titles and the salary funding sources for
the positions. Place an asterisk (*) beside those who are housed at the co-op only and
whose salary does not flow through the co-op’s budget.
(S=State, F=Federal, H=Head Start, M=Medicaid, P=Private, B=Base Funds, D=District)
Annual Report - Staffing
13-14 Employee List
Last Name
First Name
Fund
Hire Date
ADAMS
SHARON
6705
Oct 17, 1989
ANKTON
SANDRA
2005
Jul 5, 1994
ARNOLD
MICHAEL
2360
Mar 17, 2003
ASHBAUGH
DAVID
2260
May 5, 2008
BARBER
CARRIE
2382
Aug 20, 2012
BERRY
CHRISTOPHER
2225
Nov 17, 2008
BOYETTE
TAMMY
2381
Sep 13, 2004
BRISENTINE
FRANCES
2234
Jul 1, 2007
BROGDEN
SHARON
2260
Jul 1, 2008
BROOKS
SUSAN
2365
Aug 9, 2010
BURROUGHS
AMANDA
2365
Aug 17, 2007
CLARK
JERRI
2901
Aug 16, 2010
CLEMENTS
AMY
2365
Aug 17, 2007
CLEMENTS
JANNA
2365
Aug 17, 2007
CLIFTON
MONYA
6706
Jul 1, 2013
COLE
CAROLYN
2365
Jan 7, 2008
COLEMAN
GAYANNE
2381
Jul 1, 2012
COLEMAN
MELINDA
2234
Jul 1, 2010
COOPER
ROBERT
2234
Aug 18, 2006
CRAFT
KATRINA
2225
Apr 8, 2013
CURRY
LAURA
2365
Aug 16, 2010
DAVIS
LINDA
2042
Jul 1, 2009
DEMPSEY
TAMRA
2028
Aug 21, 2009
DEMPSEY
TAMRA
2360
Aug 21, 2009
DENISON
JENNIFER
2365
Jul 1, 2010
DENSON
REBECCA
2260
Aug 18, 2006
DENTON
CHARLOTTE
2365
Aug 11, 2008
DIXON
CITRONELLA
2260
Jul 25, 1991
DYESS
LESLIE
2020
Dec 3, 2013
EDDY
STEPHANIE
2090
Jan 15, 2006
EUBANK
MICHEELA
6701
Apr 12, 2012
FINLEY
RACHAEL
2365
Jul 1, 2010
FLANNIGAN
TANIKA
2090
Aug 30, 2005
FLANNIGAN
TANIKA
2198
Aug 30, 2005
FLANNIGAN
TANIKA
2381
Aug 30, 2005
FLANNIGAN
TANIKA
2382
Aug 30, 2005
FOWLER
DIANA
2260
Aug 17, 1998
FRANCIS
SANDRA
2260
Aug 13, 1991
FREEMAN
JANIE
2291
Jul 1, 2013
FULTON
SUSAN
2260
Jan 6, 1992
GARLIN
BILLIE
2360
Dec 1, 2005
GIBSON
KIMBERLY
2365
Oct 31, 2007
GILMER
HEATHER
2234
Aug 7, 2007
GLOVER
HOLLY
2225
Jul 9, 2012
GORDON
SHEILA
2365
Aug 17, 2007
GOTTLIEB
REBECCA
2234
Jul 1, 2006
HAMPEL
KRISTI
2365
Nov 3, 2008
HERRON
VINCE
2007
Jul 1, 2012
HILL
VANESSA
2365
Sep 2, 2008
HILLIS
DONNA
2365
Mar 15, 2010
HINE
AMANDA
2365
Aug 17, 2007
HIPPS
LAURA
2260
Aug 14, 2000
HITTENRAUCH
JUDY
2090
Jul 1, 2010
HUGHES
PAULA
2365
Aug 17, 2007
HUTCHINS
PAMELA
2389
Jan 7, 2003
JACKSON
STEPHANIE
2365
Aug 17, 2007
JACKSON
TIMOTHY
2007
Jul 1, 2012
JENNINGS
LINDA
2260
Jul 1, 2007
JESTER
TERESA
2260
Jul 9, 2012
KELLY
MICHAEL
2234
Aug 15, 2007
KINARD
REBECCA
2234
Aug 7, 2007
KIRKPATRICK
ROSE
6701
Jul 1, 2007
KIRKSEY
NANETTE
2260
Sep 24, 1991
LAMB
PATRICIA
2360
Sep 25, 1995
LANCASTER
LAURA
2365
Jan 3, 2011
LAWRENCE
BONNIE
6707
Jul 1, 2013
LEATHERS
SHANNON
2260
Aug 19, 2005
LESTER
CYNTHIA
6707
Jul 1, 2013
LEWIS
TONJA
2365
Aug 1, 1996
LINDSAY
TITUS
2225
Aug 15, 2011
MALCOM
BRENDA
2360
Nov 1, 2006
MALCOM
JAMES
2234
Aug 20, 2004
MASCUILLI
KATHY
2381
Aug 10, 2005
MATTHEWS
BRITTNEY
2260
Aug 1, 1997
MATTHEWS
COURTNEY
2365
Aug 6, 2009
MCAFEE
CINDY
2005
Aug 20, 2012
MCCAULEY
MILES
2007
Sep 1, 2013
MCDERMOTT
SHANA
2365
Jul 1, 2010
MCGRAW
CATHY
2260
Feb 8, 1996
MCKINNON
SARA
2234
Aug 7, 2007
MCLAUGHLIN
KRISTEN
2365
Jul 1, 2008
MCMAHAN
TERESA
2365
Feb 1, 2001
MCMILLAN
TONIA
2362
Jul 1, 1999
MENDOZA
ERIKA
2373
Jul 1, 2010
MIDDLETON
CHARLES
2360
Feb 9, 2000
MIDDLETON
DIEDRA
2365
Jun 24, 1991
MILES
STACY
2042
Jul 1, 2009
NEEL
BETH
2360
Jul 1, 2004
NELSON
VERONICA
2360
Aug 9, 1999
NEWTON
WILMA
2360
Aug 20, 1999
PARKER
NAOMI
2365
Aug 17, 2007
PENTECOST
SHASTA
2260
Aug 18, 2006
PHELAN
ROBIN
2360
Jul 31, 1998
POTTS
LEESA
2234
Jul 1, 2006
PROTHRO
REGINA
2272
Jan 21, 2014
REED
ALEXANDER
2007
Jul 1, 2012
ROGERS
KIM
2260
Aug 20, 2004
ROWLAN
CYNTHIA
2373
Jul 1, 2007
RUTHERFORD
KERI
2365
Aug 9, 2010
SALLOUKH
MELINDA
2260
Oct 2, 2006
SHANKLES
CARRIE
2365
Aug 17, 2007
SHEPHERD
APRIL
2361
Aug 6, 2004
SHUFFIELD
MICHELLE
2365
Aug 17, 2007
SIMS
SHANNON
2365
Aug 17, 2007
SMART
PAMELA
2365
Aug 17, 2007
SMITH
SHERRY
2198
Jul 1, 2004
SPEERS
TAMRA
2365
Aug 17, 2007
STAMPS
AMANDA
2234
Jul 24, 1995
STARKEY
ALEECIA
6701
Jul 1, 2007
SUMMERS
RYAN
2225
Jul 1, 2006
TAYLOR
REYDA
2381
Jul 1, 2013
TEE
RIONEL
2225
Aug 18, 2008
THOMASON
MELISSA
2260
Aug 18, 2006
THOMPSON
MARY
2260
Aug 17, 2007
VANZANDT
ANGELA
2225
Dec 1, 2005
VENTRESS
LEIGH
2365
Aug 17, 2007
WARNER
TERESA
2260
Jul 1, 2010
WEEMS
AMBER
6752
Jan 22, 2013
WEST
AMBER
2365
Jun 10, 2013
WHITE
ASHLEY
2234
Aug 17, 2007
WHITE
LESLIE
2260
Aug 20, 2007
WHITE
REGINA
2234
Oct 1, 2008
WIER
SHELLY
6701
Jul 1, 2010
WILLIAMS
JENNY
2090
Aug 6, 2009
WOOD
KELLYE
2234
Jul 1, 2009
WRIGHT
MARGARET
2291
Jul 1, 2001
WRIGHT
RONALD
2360
Jul 1, 2012
WYATT
KARYN
2365
Jan 7, 2008
WYLIE
MEREDITH
2234
Jul 1, 2007
BAGSBY
MELANIE
2234
Aug 7, 2013
BARNES
REBECCA
2260
Aug 1, 2013
BRYANT
KENNETH
2234
Aug 7, 2013
BUCKELEW
COURTNEY
2365
Aug 12, 2013
CABRIALES
VERENICE
2028
Oct 7, 2013
CARTER
KAREN
2365
Aug 8, 2012
COLEMAN
JENNIFER
2260
Sep 18, 2013
CONDE
HEATHER
2373
Aug 12, 2013
COTTRELL
TIFFANY
2234
Aug 8, 2012
CURRAN
GAIL
2365
Aug 7, 2013
EFIRD
HOLLY
2365
Aug 8, 2011
EMBREY
HETHER
2373
Aug 8, 2011
EVANS
LATASHA
2260
Sep 9, 2013
FORSYTHE
DEBORAH
2365
Aug 8, 2012
FREEMAN
HEIDI
2234
Aug 7, 2013
GIBSON
CRYSTAL
2028
Oct 7, 2013
III.
GOMEZ
ERICA
2365
Oct 31, 2011
HART
MOLLY
2365
Aug 12, 2013
HILL
DAWNA
2365
Aug 12, 2013
JOHNSON
BREANNA
2365
Nov 12, 2013
JONES
THERESA
2365
Aug 7, 2013
KINDERVATER
CHERYL
2365
Aug 8, 2011
KISSIRE
KARISSA
2365
Aug 7, 2013
LAMBERT
ALESA
2260
Sep 9, 2013
MATLOCK
CONSTANCE
2365
Aug 12, 2013
MCKEEHAN
TAMMY
2365
Aug 8, 2012
MEDLOCK
POLLY
2365
Jan 3, 2013
MORGAN
CATHERINE
2028
Jan 6, 2014
MORRISON
AMY
2365
Mar 7, 2008
MURRAY
DREWANN
2365
Aug 12, 2013
PERKINS
TAMMY
2234
Aug 7, 2013
PREWETT
GLENDA
2373
Aug 12, 2013
RICHEY
RAMSI
2365
Aug 8, 2011
ROARK
JASON
2234
Aug 8, 2012
ROBERTS
JENIFER
2365
Feb 12, 2009
SARVER
AMANDA
2365
Aug 7, 2013
SCARBROUGH
SHIRLEY
2234
Aug 7, 2013
SCHRADER
JACK
2260
Sep 24, 2012
SCOTT
MELINDA
2365
Aug 8, 2012
SEXTON
KIMBERLY
2234
Aug 8, 2012
SIETMANN
KATHLEEN
2365
Nov 5, 2013
SMELSER
WENDY
2028
Oct 7, 2013
WALKER
RENEE
2234
Jul 1, 2011
WEEKS
LISA
2365
Aug 8, 2012
WOOLFORD
BROOKE
2365
Aug 12, 2013
TEACHER CENTER
Please attach a list of all in-service training/staff development workshops offered through
the co-op, including month offered, topic, number of districts participating, number of
participants and location of workshops. Place an asterisk (*) beside those which provided
curriculum assistance. Include a cumulative total of participants. See attached form.
A.
Does the co-op provide media services to schools?
(upon request)
Does the co-op provide delivery to the districts? YES [ X ] On request NO [
]
How many districts participate in the media program? 23 public, 5 private, 2
institution of higher education
Do districts contribute dollars to the media services
21
YES [ X ]
NO [
]
How are media charges per district determined (formal or per ADM)? Please
describe: $3.00 X ADM (public schools); $3.00 per ADM (private schools); no
charge to Henderson State University or Ouachita Baptist University.
.
Does the co-op operate a “make-and-take” center for teachers? YES [ X ] NO [ ]
How many teacher visits have been made to the center? (Count all teachers who
have visited the center, using duplicate counts for teachers who have visited the
center more than once).
Number of Teacher Participants 5,297
Number of Henderson Participant 4,237
Number of Ouachita Participants 305
Dawson 226
Other School Districts 529
IV.
ADMINISTRATIVE SERVICES
Please check administrative services offered through the co-op:
[ X ]
Cooperative purchasing
[ X ]
Planning assistance
[ X ]
Special education services
[ X ]
Gifted and talented assistance
[ X ]
Grant writing assistance
[ X ]
Personnel application
[ X ]
Evaluation procedures
[ X ]
Migrant student Identification
[ X ]
Bookkeeping assistance
[ X]
Technology training
[ X]
Curriculum alignment
[ X]
Business Management training
[ X]
Computer technician
[ ]
C.P.E.P. administration
[ X]
E-Rate applications
[ X]
Assessment data analysis
[ X]
Instructional facilitator training
22
V.
[ ]
Math coaches training
[ ]
TARGET interim assessments
[ X]
Math/Science/Literacy specialists
[ X]
Numerous professional development opportunities for teachers
[ X]
Administrators and local board members
[ X]
Other (Individual district requests)
DIRECT SERVICES TO STUDENTS
Please check the student services provided through the co-op:
VI.
[X ]
Student assessment program
[X ]
Itinerant teachers – please list areas:
[X ]
Music, art, speech pathology
[X ]
Occupational therapy and physical therapy
[X ]
Computer-assisted instruction
[X ]
Mentor programs: AIMMS
[X ]
Gifted/talented programs: 23 participating districts
[X ]
Video instruction
[X ]
Speech therapist
[X ]
Low incidence handicapped
[X ]
Other (Please specify):
Early Childhood Special Education 3-5 years of age, Distance
Learning, 11 teachers
ANECDOTAL REPORTS
Please attach three or four descriptions of activities which demonstrate partnerships,
agreements or creative ways that the co-op has assisted local districts. The co-op
personnel may write the reports, or the descriptions may be written by local schools
served by the co-op. These reports may also include letters sent to the co-op or
evaluations of a co-op activity.
23
Classroom Walk-Through Reflection of High Yield Strategy Practice
Dawson Education Cooperative partnered with Arkansas IDEAS on the use of
walk-through data, in a PLC setting, to examine the use of high yield instructional
strategies as the project goal. Participants had access to the High Yield Strategy
course in Arkansas IDEAS and worked to plan for differentiating support to all
participants to assist them in sharing the information with other educators. On-site
assistance with observation consistency/reliability practice and report generation is
included in this PLC training.
CGI-Cognitively Guided Instruction Year I
Dawson Education Cooperative provided Cognitively Guided Instruction (CGI) as
a teacher professional development program that has teachers exploring a framework
for how elementary school children learn concepts of number operations and early
algebra. This knowledge is used to further drive instruction. Dawson Education
Cooperative has included this training in the MSP grant that is in the second year
of implementation.
Instructional Facilitating
Dawson Education Cooperative provided Instructional Facilitating Training, based on
Dr. Jim Knight’s Instructional Coaching Institute from the University of Kansas Center
for Research on Learning, to refine the Instructional Facilitator’s understanding of
their various roles and distinguishes between effective and ineffective coaching
practices. The training also provides leadership skills for reform, fostering internal
commitment in others, and determining when it is or is not appropriate for modeling
in a classroom.
Enhancing Education Through Technology Grant (TIE) Project
Dawson Education Cooperative provided TIE project to increase technology integtration
across the state of Arkansas. To embrace all forms of technology, meet the needs of
teachers and administrators, and address State standards and licensure issues while
enhancing instruction through integrated technology practices. Dawson Co-op partnered
with the education cooperatives across the state to offer the opportunity to train teachers
from their area to become TIE Cadre members. Currently Cadre members have
conducted over 300 workshops across the state on 72 different technology modules.
The trainings have impacted 5,000 teachers and administrators. The modules are all
project based and have been developed by teachers. Modules include trainings on
things such as blogs, classroom wikis, high yield strategies with technology, internet
safety, podcasting and video editing. The Cadre members not only train for the
education co-ops in the summer but are also able to help train in school buildings and
districts.
VII.
EMPLOYMENT POLICIES AND PRACTICES
Act 610 of 1999 requires that each educational service cooperative report the following
information:
24
EMPLOYED
Number of new males employed by the cooperative for the 2013-2014 school year:
For this number above, please provide the number in each of the following racial classifications:
White __2___
African American ____
Hispanic _ ____
Asian ______
American Indian/Alaskan Native ______
Number of new females employed by the cooperative for the 2013-2014 school year:
White _29___
African American 4___
Hispanic _1___
Asian ______
TERMINATED
Number of males terminated by the cooperative during the 2013-2014 school year: ____1___
White ______
Hispanic _ ____
Asian __1___
Number of females terminated by the cooperative during the 2013-2014 school year: __1____
White __1___
African American ___
Hispanic _ ____
Asian ______
American Indian/Alaskan Native _____
SEEKING EMPLOYMENT
Number of males seeking employment by the cooperative during the 2013-2014 school
year: __3___
For this numbers above, please provide the number in each of the following racial
classifications:
White ___3___
Hispanic _ ____
Asian ______
25
Number of females seeking employment by the cooperative during the 2013-2014 school
year: __15___
For this number above, please provide the number in each of the following racial
classifications:
White __13__
African American
2___
Hispanic _ ____
Asian ______
American Indian_ ___
Alaskan Native______
26
27
Program Summaries….
2013-2014
PROGRAM:
ADE DISTANCE LEARNING CENTER
FUNDING SOURCE:
COMPETITIVE GRANT: Yes X
RESTRICTED X
No___
NON-RESTRICTED__
PARTICIPATING DISTRICTS:
Statewide
PERSONNEL:
Michael Lar, Program Director, M.B.A., Rainbow Bagsby, Spanish Teacher, M.A.T., Frances
Brisentine, Science Teacher, B.S., Melinda Coleman, English Language Arts Teacher, M.A.T.,
Heidi Freeman, Spanish Teacher, B.A., Rebecca Gottlieb, French Teacher, B.A., Tammy
Perkins, Spanish Teacher, B.A., Leesa Potts, Career and Technical Ed Teacher, M.S.E., Shirley
Scarbrough, Spanish Teacher, B.A., Kimberly Sexton, , English Language Arts Teacher, M.S.E.,
M.S., Renee Walker, Spanish Teacher, M.A., Meridith Wylie, , English Language Arts Teacher,
B.A..
GOAL:
The goal of the ADE Distance Learning Center has remained constant from beginning of the
program.
•
To help alleviate the increasing shortage of available qualified teachers,
•
To provide additional course-scheduling opportunities,
•
To provide an opportunity for students to access an enriched curriculum and additional
courses beyond those mandated by the Standards for Accreditation of Arkansas Public
Schools, and
•
To develop and make available online professional development and instructional
resources for all teachers and administrators.
At the conclusion of the 2012 – 2013 school year, half of the courses offered by the ADE DLC
were transitioned to the newly created Virtual Arkansas program. At the completion of the 2013
– 2014 school year, the remaining course offerings will be moved to Virtual Arkansas and the
ADE DLC will no longer exist. During this final year of operation, the ADE DLC provided
instruction in Chemistry (1), Drama (.5), French I (1), French II (1), Oral Communication (.5),
Personal Finance (.5), Physical Science (1), Physics (1), Spanish I (1), and Spanish II (1), a total
8.5 of the 38 specified units. In the Career and Technology Career area, the ADE DLC offered
Fashion Merchandising (.5) and Sports and Entertainment Marketing (.5).
The ADE DLC strives to serve as many Arkansas students as the Standards will permit. For the
2013 – 2014 academic year, the ADE DLC teachers taught 1,611 Arkansas students from 88
high schools. The ADE DLC over schedules student enrollment in class periods and this is
based on historical data that indicates that by October 1 of each year, student enrollment will
decline to be less than or equal the teacher to student ratio of 1:30 per period.
28
PROGRAM SUMMARY:
The 2013 – 2014 academic year will be the final year of operation for the ADE DLC. The state
will be ending the support for the synchronous method of digital learning. As much as possible,
the ADE DLC adheres to the Standards of Accreditation for Arkansas schools. The ADE DLC
has integrated the best real-time features of CIV and Web-based real-time technologies that
result in a highly interactive and technology-rich educational experience for the students. The
ADE DLC has been instrumental in moving Arkansas secondary schools that receive content
from the ADE DLC to 1:1 computing. Schools that receive content from the ADE DLC must
provide a computer for each student during the class period.
We believe that interaction is essential if students are to be successful in a distance-learning
course is to be successful. Enhanced interaction in a distance-learning course not only increases
student satisfaction, but also increases student achievement. DLC instructors strive to create a
learning environment that is conducive to high interactivity while affording the student an
appropriate amount of educational autonomy.
The mean passing rate of students enrolled in ADE DLC courses over the past thirteen years is
95.2 percent. The range includes grades of 60 and above. This is the result of having the best
instructors available and the integration of real-time desktop technology with the CIV
technology. The growth in student enrollments and the number of schools wishing to receive
content from the ADE DLC is the result of the quality and the impact the ADE DLC teachers
have had on student achievement at the local district level.
Six years ago, the ADE DLC began posting video modules for selected content areas on the
Web. These modules on the Web are available to not only ADE DLC students, but also to
students with internet access from any location. Over the past year, an ADE DLC Spanish
teacher has achieved the number 1 ranking at ADE iTunes University site with almost 500,000
subscribers and his textbook is number one in the free textbook category.
MAJOR HIGHLIGHTS OF THE YEAR:
On June 30, 2013, the ADE DLC facility in Maumelle was closed and for the 2013 – 2014
academic year, the eleven ADE DLC teachers taught from home. Three ADE DLC Spanish
teachers interviewed with and were hired by Virtual Arkansas. To honor the students that
schools had reserved seats for in Spanish I and Spanish II, the ADE DLC hired three new
Spanish teachers and these teachers hold Standard Teaching Licenses and are highly qualified.
After completing the first year of operation as digital learning is transitioned to the blended,
asynchronous environment, the efficiencies provided by the asynchronous environment are
evident. With the implementation of Act 1280, enrollment in digital learning classes will
increase. The added flexibility provided by the asynchronous environment will benefit school
districts in the state and districts will realize even greater benefits as we work together to
transition to a totally asynchronous environment by the end of the 2014 – 2015 academic year.
The move to an asynchronous environment will more opportunities for both students and
schools. Some of the benefits include
•
•
Increased scheduling flexibility for student schedules and local master schedule
24/7 access to content, resources, and student progress for students, administration and
parents
29
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Taking an online course will help prepare students for college and career readiness
Makes student more responsible for learning
Schools and providers will not have the expense of CIV equipment
The original CIV equipment is reaching end-of-life.
Extends the learning beyond the period or school day
Additional available bandwidth for local traffic
More offerings available for supplementing local curriculum
Instant feedback on course registration/confirmation
Reduction of textbook expenses
Increased access to instructor
More individualized and personalized instruction
Paced- learning by the student, Stop, pause, rewind, multiple playings
Access to 21st Century technology-rich environment
Content design and instruction will be consistent and aligned to Common Core State
Standards
Increased access to credit recovery courses
Students will become familiar with online testing format
Students with illnesses, injuries, special circumstances are able to be served
ESL/SPED ED/504 are able to be addressed, monitored, and stored.
30
PROGRAM:
ADMINISTRATION
FUNDING SOURCE:
Base Funds
COMPETITIVE GRANT:
Yes
RESTRICTED
No X
NON-RESTRICTED X
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter Morning Star, Fordyce,
Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot Springs, Jessieville, Kirby, Lake
Hamilton, Lakeside, Magnet Cove, Malvern, Mountain Pine, Ouachita, Poyen, and South Pike
County.
PERSONNEL:
Ron Wright, Director, B.S.E., M.S.E.
Beth Neel, Teacher Center Coordinator, M.S.E.
Trish Lamb, Business Manager
Veronica Nelson, Assistant Business Manager, B.B.A.
Tamra Dempsey, Business Office Assistant
Billie Garlin, Administrative Assistant
Brenda Malcom, Receptionist
Sandra Ankton, Professional Development Specialist, B.B.A.
Sue Newton, Secretary
GOAL:
The director of the Dawson Education Cooperative is employed by the Board of Directors to
administer the programs and services of the organization. The director’s duties also include
maintaining and supervising both the licensed and non-licensed employees. The director works
closely with the teacher center coordinator and the program coordinators to insure a seamless and
productive work environment for all employees.
PROGRAM SUMMARY:
The Dawson Education Cooperative is allocated from the state a base grant each year. This base
grant provides for a director, a teacher center coordinator, a business office, and other classified
office personnel. The remainder of the co-op budget comes from grants and the local school
districts it serves. The funds are “pooled” so that stronger programs can be returned to each of
the member schools.
The director, who is hired by the Board of Directors, has the responsibility for general
supervision of all cooperative programs. A Board of Directors that consists of a representative
from each of the member school districts governs Dawson Co-op. The Board has elected to use
an Executive Committee which is made up of one representative from each of the six counties,
the Board President, the Board Vice President, and the immediate Past President. The actions of
the Executive Committee are submitted to the full Board of Directors for concurrence.
31
The educators in the twenty-three school districts Dawson serves guide the Co-op. Our schools’
staff is the major source of input for direction of Co-op services. The Teacher Center Committee
and facilitator groups are comprised of teachers and other staff from all member schools in the
areas of literacy, math, science, social studies, counselor, drug education, career and technical,
technology, gifted and talented, principals, assistant superintendents, distance learning, etc. All
of these groups ensure responsiveness to the needs of local districts by Co-op staff through their
continuing input.
The Co-op is able to provide many additional services because of its collaboration between the
Arkansas Department of Education and the institutes of higher education. The Co-op is a part of
the statewide co-op network, which meets regularly to discuss issues and concerns. The
Arkansas Department of Education is a vital link for the Co-op in planning and implementing
activities that enhance student learning. Henderson State University, Ouachita Baptist
University, College of the Ouachitas, and National Park Community College are strong partners
with Dawson Co-op. The Co-op also has strong community support, with staff members serving
on committees for local, regional and state agencies. Dawson co-op works closely with the
Arkansas Legislature and believes in Governor Beebe’s platform for success: “In Arkansas,
Education and Economic Development go hand-in-hand.”
Major Highlights of the Year:
At each of the monthly superintendents’ meetings, the superintendents received professional
development on one device of technology. Also, each year a highlight in administration is taking
the superintendents and their families on a four-day conference within the state. At the
conference, well-known presenters provide the superintendents with the required hours of
professional development—six hours in technology, 3 hours in parental involvement, 4 hours in
Tier I Fiscal update, Lottery Scholarship training, and training in data processing, leadership and
fiscal responsibilities.
32
PROGRAM:
ARKANSAS INDUCTIVE MENTORING MODEL (AIMM) TRAINING
FUNDING SOURCE:
ADE Grant
COMPETITIVE GRANT: Yes___
RESTRICTED FUNDING__X__
No_X_
NONRESTRICTED FUNDING_____
PERSONNEL:
Lenett Thrasher, Teacher Center Coordinator Ed.S.
Regional Trainers
PROGRAM SUMMARY:
Arch Ford held three trainings for Pathwise Project Director Updates during the summer and fall
of 2013.
Arkansas Inductive Mentoring Model (AIMM) training will be replacing Pathwise training for
the 2014-15 school year. AIMM trainers attended their initial training in March of 2014 and will
begin providing sessions throughout the Arch Ford region in May 2014. New mentor training
provides understanding of the elements of the AIMM Mentor process and how to utilize the
ATLAS online system for gathering and reporting information to the state. The mentors/mentees
will be utilizing the AIMM learning modules via Moodle. The AIMM Program at Arch Ford
Cooperative will continue to support participating districts in creating and sustaining a successful
mentoring program for new teachers in the profession.
GOALS:
• Become familiar with the Framework for Teaching (FfT) and the relationship between
AIMM and TESS (Teacher Effectiveness Support System)
• Use the AIMM Orientation Guide
• Know and be able to implement mentor responsibilities
• Navigate a mentoring module in Moodle
• Identify effective coaching techniques for use in the mentoring process
33
PROGRAM:
ARKANSAS BETTER CHANCE FOR SCHOOL SUCCESS (ABCSS)
FUNDING SOURCE:
ARKANSAS BETTER CHANCE FOR SCHOOL SUCCESS
Created Under § 6-45-105(a)(1)(B).
COMPETITIVE GRANT: YES X
RESTRICTED X
NO_____
NON-RESTRICTED____
Bauxite, Benton, Bismarck, Bryant, Delight, Harmony Grove, Hot Springs, Jessieville, Magnet
Cove, Malvern, Mt. Pine, Murfreesboro, and Poyen.
PERSONNEL:
Tonja Lewis, Coordinator, M.S.E.
Diedra Middleton, Program Specialist, A.A.
Amber West, Administrative Assistant, B.B.A.
P4 Certified Teachers:
Susan Brooks, Amanda Burroughs, Jana Clements, Laura Curry, Ashley Denison, Charlotte
Denton, Holly Efird, Dawna Hill, Stephanie Jackson, Cheryl Kindervater, Laura Lancaster,
Courtney Matthews, Kristen McLaughlin, Polly Medlock, Ramsi Richey, Keri Rutherford,
Amanda Sarver, Melinda Scott, Carrie Shankles, Michelle Shuffield, Shannon Sims, Pamela
Smart, LeighAnn Ventress, Brooke Woolford, Karyn Wyatt
CDA/AA/BA Certified Paraprofessionals:
Courtney Buckelew, Karen Carter, Amy Clements, Carolyn Cole, Gail Curran, Rachael Finley,
Debbie Forsythe, Kimberly Gibson, Erica Gomez, Kristi Hampel, Vanessa Hill, Donna Hillis,
Amanda Hine, Paula Hughes, Constance Matlock, Shana McDermott, Tammy McKeehan,
Teresa McMahan, Amy Morrison, Drewann Murray, Naomi Parker, Jennifer Roberts, Tamra
Speers, Lisa Weeks.
Part-time Substitutes – As needed – Sub Teach
GOAL:
To provide high-quality, developmentally appropriate programs for preschool children,
provide a safe and nurturing environment that promotes development and enhances the learning
of each individual child in the program, establish relationships with families of each preschool
child, collaborated with community members to deliver high quality services to preschool
children and their families, provide qualified and well trained staff
PROGRAM SUMMARY:
The Dawson Education Cooperative Arkansas Better Chance for School Success Program
provides high-quality, developmentally appropriate preschool programs for educationally
deprived children ages 3 and 4 years from families with gross income not exceeding 200% of the
Federal Poverty Level.
34
Scholastic Book Fair; Donuts for Dads; Muffins for Moms; Visits from Community Firemen;
Dentists and Doctors; St. Jude Trike A Thon; Family Fun Day; Preschool Graduation
PROGRAM:
AR CO-TEACHING PROJECT & THE STRATEGIC INSTRUCTION
MODEL (SIM) PROFESSIONAL DEVELOPMENT
FUNDING SOURCE:
State Performance Grant
RESTRICTED X
No _X_
NON-RESTRICTED__
AR Co-Teaching Project:
The Arkansas Co-Teaching Project provides technical assistance to all districts in Arkansas
interested in beginning or improving an existing co-teaching program. During 2013-14, the
project had one cohort of schools participating in its comprehensive yearlong professional
development package. The cohort included the following districts and schools: Bryant
(Hurricane Creek Elementary, Springhill Elementary, Robert Davis Elementary, Salem
Elementary, Bryant Elementary, and Bethel Middle), Farmington (Farmington High), Harrison
(Harrison Middle), Pine Bluff (Jack Robey Jr. High, Pine Bluff High, and Belair Middle),
Quitman (Quitman Elementary), Siloam Springs (Allen Elementary, Northside Elementary,
Southside Elementary, Siloam Springs Intermediate, Siloam Springs Middle, and Siloam Springs
High), and Two Rivers (Two Rivers High). The project also offered email and telephone
technical assistance in the co-teaching model to all districts statewide.
Adolescent Literacy Intervention Project Strategic Instruction Model (SIM) Learning Strategies
Professional Development Project: The role of the AR SERC consultant was limited during
2014-15 to program reviews, participating in SIM professional developers’ activities, and
promoting SIM professional development activities.
PERSONNEL:
Rose Merry Kirkpatrick, Educational Consultant, Coordinator of AR Co-Teaching Project &
Strategic Instruction Model (SIM) Professional Developer, B.A., M.S.E.
GOAL:
The AR Co-Teaching Professional Development Project was designed to provide technical
assistance and professional development to districts interested in beginning or improving a coteaching program. Co-Teaching is, “an instructional delivery approach in which a classroom
teacher and a special education teacher (or other special service professional) share responsibility
for planning, delivering, and evaluating instruction for a group of students, some of who have
exceptional needs” (Friend, Reising, and Cook). By adopting this model, schools were able to
meet the highly qualified requirement and at the same time, students with disabilities were able
35
to access the rigorous general education curriculum and receive their special education services
in the least restrictive environment, the general education classroom. In addition to providing a
solution to these regulatory issues, many early adopters of the model within the state reported
academic and behavior gains for students with disabilities who previously had been taught in
special education pull-out programs. Unfortunately, as more schools rushed to implement the
model, not all met with the success they had anticipated. Upon closer examination, it was
determined that the implementation practices of some schools were negatively impacting their
results. The AR Co-Teaching Professional Development Project was created to assist districts
and schools in improving the fidelity of implementation and the effectiveness of the co-teaching
model.
Professional Development Project:
The AR-SERC consultant also serves as a Strategic Instruction Model (SIM) Learning Strategy
professional developer with the UCA Mashburn Center’s Adolescent Literacy Intervention
Project. The project provides a yearlong professional development package to interested special
education teachers and intervention teachers in Arkansas involved in school based programs
designed to improve academic outcomes for struggling adolescents including those with
disabilities.
PROGRAM SUMMARY:
The AR Co-Teaching Project:
The AR Co-Teaching Project provided a comprehensive professional development package and
onsite overview sessions to interested schools across the state of Arkansas. The yearlong
comprehensive package follows research based professional development practices and includes
a series of two face-to-face sessions for co-teachers focusing on classroom application of the
model, one face-to-face session for co-teaching building leadership teams addressing school
wide implementation issues, a series of three follow-up webinars on differentiated instruction in
the co-taught classroom for co-teachers and two follow-up webinars for co-teaching building
leadership teams addressing implementation issues, on site coaching, ongoing email and
telephone consultation, and assistance with compiling and analyzing implementation evaluation
data for co-teaching building leadership teams to assist them in creating ongoing system support
for the model and improving fidelity of classroom application. The professional development
package activities begin in the fall and continue until the end of the school year.
The project’s team consists of the project coordinator; co-teaching professional developers from
collaborating agencies and projects; independent state co-teaching coaches; and Dr. Lisa Dieker
and Dr. Cynthia Pearl, University of Central Florida, national co-teaching professional
developers and researchers. As part of the efforts to adhere to current best practices in
professional development, the project relies upon implementation evaluation data collected from
participating schools to guide its planning and to provide direction to schools participating in its
comprehensive professional development package.
In addition to the comprehensive professional development package, the project team provided
overview sessions in one half day to one full day formats to interested districts to provide basic
information about the model as well as offer resources for continued learning. The project team
36
also offered the following services to all interested districts and schools in Arkansas:
presentations at the AR Council for Exceptional Children Conference, a co-teaching
informational website, and email/telephone technical assistance.
As a SIM professional developer with the UCA Mashburn’s Center’s Adolescent Literacy
Intervention Project, the AR-SERC consultant collaborated with Mashburn Center and Arkansas
State Personnel Development Grant (SPDG) staff to promote professional development
opportunities for schools interested in implementing SIM Learning Strategies to address the
needs of struggling adolescents including those with disabilities. The consultant was also
available to provide SIM Learning Strategies professional development as needed.
During the 2013-14 school year, the Arkansas Co-Teaching Project provided a comprehensive
yearlong professional development package to a statewide cohort of 19 schools. In order to
increase accessibility and provide additional alternatives, the project recorded webinars for
school teams to use at their convenience. Due to inclement weather, the project team
rescheduled face-to-face sessions and onsite coaching visits to meet the needs of participating
schools.
The professional development services provided by the AR Co-Teaching Project have always
emphasized the importance of the building principal in implementing the co-teaching model with
fidelity. During 2013-14, the project team developed an online Moodle course for beginning
principals/assistant principals for the ADE Teacher Effectiveness Unit to include in their
mentoring program. The project team also developed a similar online Moodle course for the unit
for beginning special education supervisors that emphasized how these individuals can support
building principals in their implementation efforts.
Fidelity of implementation continued to be an important goal for the project. Each participating
school is required to participate in the project’s comprehensive professional development
package. The package contains an implementation evaluation plan that measures change in
system support (school practices) for the co-teaching model, application of the co-teaching
model in the co-taught classroom, and the model’s impact on students. Since this process is not
completed until the end of the school year, the information included in this year’s report includes
the results from 2012-13.
The pre/post analysis of the 25 schools participating in the statewide 2012-13 cohort indicated
that 74% of the 2,562 students in co-taught classrooms received grades of C or higher. When
disaggregated by students with disabilities, it was found that 69% of these students received
grades of C or higher. This was a drop in percentages from previous years. After disaggregating
the data further, it was determined that two factors may have influenced the results. Seven
participating schools were identified by the ADE as either Priority or Focus schools in need of
improvement which was an increase over previous years. This was also the first cohort for
which there were sufficient numbers of responses in the science category for a disaggregated
37
analysis. Unfortunately, results for science had a slightly negative skew for all students and for
students without disabilities with a high percentage of both groups of students in the F category.
In addition to grades as an outcome measure, participating schools customized their
implementation evaluation plan to include other academic and social outcome measures
appropriate for their grade level.
Changes in school system practices are necessary in order to implement the co-teaching model
with fidelity. Changes in system practices are measured by the Action Planning Checklist. The
survey includes a list of 29 building support actions critical to a successful co-teaching program.
The average participating school addressed 79% of the items to some extent by the spring of
2013. A disaggregation of one district in which three schools were identified as Priority Schools
indicated that the average school in this group addressed 90% of the items to some extent. Coteachers changes in instructional practices and collaborative relationship development with their
partners was measured with the Colorado Assessment of Co-Teaching (CO-ACT) survey. At the
conclusion of the yearlong professional development, a total of only 6 of the 42 items had means
of less than 4.0 (agree) indicating that many of these teachers perceived that progress had been
made over the school year.
Individual school evaluation results from 2012-13 were shared with the school’s Co-Teaching
Building Leadership Team (BLT) for their use in planning for 2013-14. The summary
evaluation results were used by the AR Co-Teaching Project’s team in improving the 2013-14
professional development package. Implementation evaluation data for 2013-14 will be
collected at the end of the school year. The data will then be compiled and analyzed and a final
report provided to schools participating in the 2013-14 professional development package.
As part of the collaborative agreement with AR State Personnel Development Grant (SPDG), the
SPDG literacy consultant serves on the AR Co-Teaching Project’s professional development
team. The project team is therefore able to access AR SPDG resources to improve its practices
and to share results with other SPDGs. The AR Co-Teaching Project was cited as an exemplary
initiative in March, and the team shared their results in a national webinar with state SPDG
directors and staff from the Office of Special Education Programs (OSEP).
The AR SERC consultant’s role was limited to assisting with program review, professional
developers’ sessions, and promotional activities during 2013-14.
PROGRAM:
38
ARKANAS INDUCTIVE MENTORING MODEL (AIMM) TRAINING
FUNDING SOURCE:
ADE Grant
RESTRICTED FUNDING__X__
No_X_
NONRESTRICTED FUNDING_____
PERSONNEL:
Lenett Thrasher, Teacher Center Coordinator Ed.S.
Regional Trainers
PROGRAM SUMMARY:
Arch Ford held three trainings for Pathwise Project Director Updates during the summer and fall
of 2013.
Arkansas Inductive Mentoring Model (AIMM) training will be replacing Pathwise training for
the 2014-15 school year. AIMM trainers attended their initial training in March of 2014 and will
begin providing sessions throughout the Arch Ford region in May 2014. New mentor training
provides understanding of the elements of the AIMM Mentor process and how to utilize the
ATLAS online system for gathering and reporting information to the state. The mentors/mentees
will be utilizing the AIMM learning modules via Moodle. The AIMM Program at Arch Ford
Cooperative will continue to support participating districts in creating and sustaining a successful
mentoring program for new teachers in the profession.
GOALS:
• Become familiar with the Framework for Teaching (FfT) and the relationship between
AIMM and TESS (Teacher Effectiveness Support System)
• Use the AIMM Orientation Guide
• Know and be able to implement mentor responsibilities
• Navigate a mentoring module in Moodle
• Identify effective coaching techniques for use in the mentoring process
39
PROGRAM:
ARKANSAS LOCAL EDUCATION AGENCY RESOURCE
NETWORK (AR LEARN)
FUNDING SOURCE:
State Performance Grant
COMPETITIVE GRANT:
RESTRICTED Yes X
Yes___
No X
NON-RESTRICTED__
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter-Morning Star, Fordyce,
Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot Springs, Jessieville, Kirby, Lakeside,
Lake Hamilton, Magnet Cove, Malvern, Mountain Pine, Ouachita, Poyen and South Pike County
in the Dawson Education Cooperative and all other school districts in the state of Arkansas.
PERSONNEL:
Sandra Ankton, Program Manager, B.S.
GOAL:
The AR LEARN mission is to promote sound research-based building and classroom educational
practices to achieve the educational results required by the individuals with Disabilities
Education Act (IDEA) and the Arkansas Department of Education.
It is the mission of AR LEARN to be able to respond to statewide needs as well as those of
individual school districts. AR LEARN also provides customized technical assistance on-site by
independent special education consultants who assist in helping any school district meet required
IDEA State Performance Plan targets. ARLEARN is particularly interested in working with
districts that have been determined by this office to be in the "needs assistance" category for full
state and federal compliance.
Customized technical assistance is delivered on site by independent special education consultants
who can assist in helping any school district meet required IDEA State performance plan targets,
as the need arises.
PROGRAM SUMMARY:
The Arkansas Local Education Agency Resource Network (AR LEARN) is a local education
network that partners with statewide public and private local education agencies and other
educational entities to assist in meeting the challenges of providing 21st century special
education services. The state wide professional development program is designed to build the
capacity of local special education personnel and, to the extent appropriate, that of general
educational professionals as well.
Highlights of the Year:
AR LEARN offered “Educating Children with Asperger’s Syndrome in the General Education
Classroom, in all fifteen Arkansas Education Service Cooperatives. Mary Ann McIntyre, was
the presenter. The workshop reached a total of 240 teachers/educators. AR Learn also sponsored
the 2013 ADE Special Education Unit’s Administrator’s Academy.
40
PROGRAM:
ARKANSAS TRANSITION SERVICES
FUNDING SOURCE:
RESTRICTED X
No X
NON-RESTRICTED__
Statewide
PERSONNEL:
Monya Clifton, Arkansas Transition Consultant, M.S.E.
GOALS:
The Arkansas Department of Education, Special Education Unit, funds a grant by which the
consultant group, Arkansas Transition Services, works to effectively assist students with
disabilities, educators, parents, agency personnel and community members in preparing students
to transition from school to adult life and reach positive post school outcomes, as mandated by
the Individuals with Disabilities Education Improvement Act of 2004.
PROGRAM SUMMARY:
Arkansas Transition Services consists of six transition consultants across the state, including a
state transition coordinator. District, regional and state-wide trainings and technical assistance
are provided throughout the year. Arkansas Transition Services develops and provides trainings
based not only on Federal mandates, but also on the needs of school districts in the area of
transition. Some of these trainings include meeting IDEA transition requirements, how to
develop transition classes, transitions assessment trainings, person-centered planning, selfdetermination, using technology in transition trainings, how to gain parental participation and
how to establish local transition teams. ATS also works with adult service providers around the
state to improve service delivery systems and linkages with schools. A collaborative effort is
made among districts, agencies and ATS to hold Agency Fests and Transition Fairs to increase
the knowledge of agency services around the state.
A Transition Summit is also held every other year for local transition teams around the state to
meet and assess the needs of the team’s area. These teams then develop a plan based on those
needs to improve transition outcomes. College Bound is another annual event held in
collaboration with University of Central Arkansas. It is a three day residential program to
increase students’ knowledge of accommodations, assistive technologies, leadership skills, and
other exciting aspects of college life. Parents are also invited to attend and learn about the
possibilities for their children at the college level.
The Arkansas Interagency Transition Partnership is a state level transition team that includes
state level agency personnel, school personnel, and parents. The mission of the AITP is, through
coordination and collaboration, to identify critical issues to improve lifelong outcomes for youth
and young adults with disabilities. The partnership does this through evaluating the transition
process and systems; addressing unmet needs; articulating and proposing data-driven system
improvements (policy and programs); removing barriers and establishing creative problem
solving local teams.
41
Arkansas Transition Services has worked and continues to work closely with the National
Secondary Transition Technical Assistance Center. NSTTAC is a national Technical Assistance
and Dissemination center funded by the U.S. Department of Educations Office of Special
Education Programs. NSTTAC helps build capacity to support and improve transition planning,
services, and outcomes for youth with disabilities and disseminate information and provide
technical assistance on scientifically-based research practices with an emphasis on building and
sustaining state-level infrastructures of support and district-level demonstrations of effective
transition methods for youth with disabilities.
HIGHLIGHTS:
Three districts in this region (Caddo Hills, Fountain Lake, and Malvern) applied and were
selected to participate in the statewide dropout prevention project to receive intense technical
assistance in the dropout prevention project with National Dropout Prevention Center for
Students with Disabilities (NDPC-SD) and signed an interagency agreement with us in an effort
to improve graduation rates, decrease dropout prevention and improve re-entry programs for
dropouts..
Hot Springs School District held a Career Fair this year.
Garland County Schools held a Transition Fair at National Park Community College this year.
42
PROGRAM:
DAWSON CAREER EDUCATION
FUNDING SOURCE:
Carl D. Perkins Vocational and Education Act of 2006
FUNDING AMOUNT:
$441,635.00
COMPETETIVE GRANT:
RESTRICTED X
Yes___
No_X__
NON-RESTRICTED__
Arkadelphia, Bauxite, Benton, Bismarck, Centerpoint, Cutter Morning Star, Fordyce, Fountain
Lake, Glen Rose, Gurdon, Harmony Grove, Jessieville, Kirby, Lake Hamilton, Lakeside, Magnet
Cove, Malvern, Mountain Pine, Ouachita, Poyen, South Pike County.
PERSONNEL:
Ann Wright, Career Education Coordinator, B.S.E., M.S.E.
Janie Freeman, Career Education Program Assistant
GOALS:
To assist Dawson Perkins Consortia schools in meeting federal Carl Perkins IV Performance
Indicators with program improvement and integration activities and working toward goals set in
the five year local plan to meet Perkins IV law, updated annually based on ACE data to each
LEA and Dawson Perkins Consortia.
To work as a liaison between ACE and the Dawson Perkins LEAs to implement Career
Education (CE) programs and projects, i.e. ACE Technical Assistance Visits, WEtesting at End
of CE courses and reporting these test results back to each LEA, CE completers and placement
reporting, national certifications, and with CE student organizations; and to work with each LEA
to develop new/expanded Programs of Study.
To provide support for Professional Development of Career Education administrators, teachers
and counselors in consortium schools, i.e. Kuder/Navigator, CAPS, training and national
certification for technology certifications such as Adobe, IC3, NCCER, OSHA, FACS ServSafe.
To provide Professional Development to enhance integration of activities across all programs of
study as part of Career Education curriculum to meet federal Perkins Indicators to meet
negotiated target goals.
PROGRAM SUMMARY:
In 2012-2013, Dawson completed the SREB/HSTW contract for services set in place under the
Perkins IV for school improvement with a goal of improving literacy and geometry achievement
of CE program completers in accordance with Perkins IV mandates. The effort involved
sustained and focused professional development, with SREB school improvement consultant,
Donald Westerman. In this final year of services, DESC CE with SREB worked in partnership
with ADE for implementation of LDC and MDC with state and national coordinators working
toward the initiative and standards to meet Common Core State Standards (CCSS). (Literacy
43
Design Collaborative, Math Design Collaborative and Common Core State Standards) Perkins
IV was signed into law August 2006, and DESC Perkins Consortia has met the target goals set in
place with ACE negotiated target goal as set and approved in our 5 year plan. The CE
Coordinator, new DESC Director, Ron Wright and SREB Coach, Donald Westerman traveled to
meet on-site with each DESC school superintendent for program evaluation and future planning
to determine the needs of each LEA. In addition, the CE Coordinator met weekly with the DESC
Board of superintendents in conversation with AR legislators serving our counties; these
meetings proved most helpful in discussion of schools meeting the demands in today’s changing
technologies and economic times.
Major Initiatives implemented in 2012-2013:
MITA—Microsoft Information Technology Academy—All schools have TOT—Train the
Trainer
This project was initiated by the Governors Workforce Cabinet, realizing that today’s students
need new 21st century skills. This customized statewide program includes the entire Microsoft
E-Learning Resources library. Participation was rolled out via ACE Business Education
technologies, but is open to all schools K-12. Training will continue into the 2013-2014 schools
year, with summer PD.
AR Dept. of Career Education, working with a new vendor, PCG initiated a new end of Career
Education courses testing to enhance test efficient, more complete and accessible immediately by
classroom teachers to bring immediate helps to students during the course with user friendly
expedient data reporting access. This better meets the accountability required by the federal
Perkins Indicator of Student skills attainment Career Development Facilitator (CDF) Open to all
schools, 15 thus far have Career Coaches on-site, plus, Dawson CE and NPCC.
CCSS and LDC/MDC at #12 Pilot schools; Dawson Career Education Coordinator and SREB
School Improvement Coach worked very closely with ADE statewide trainers to enhance this
initiative with a focus taken to Career Pathway classroom instructors of schools joining this
initiative, this will expand with 11 schools in 2013-2014.
44
PROGRAM:
DAWSON CENTER FOR DISTANCE LEARNING
FUNDING SOURCE:
FUNDING AMOUNT:
$574,401.71
COMPETETIVE GRANT: Yes_X_
RESTRICTED X
No___
NON-RESTRICTED__
Junction City, Greenland, Jessieville, Mountain Pine, Poyen, Highland, McGehee, Bay, Hector,
Gurdon, DeWitt, Hampton, Kirby, Green County, Bismarck, Bigelow, Cabot, Prairie Grove,
Fouke, Decatur, County Line, Caddo Hills, Arkadelphia, Centerpoint, Lincoln, Scranton, Eureka
Springs, Pangburn, Genoa Central, Blytheville, Manilla, Carlisle, Hillcrest, Junction City, White
County, Bauxite, Academics Plus, Fordyce, Ouachita, Lafayette, St. Joe, Harmony Grove,
Dover, Acorn, East Poinsett County, South Pike County, Lamar, Glen Rose, Western Grove,
Western Yell, Blevins, Lisa Academy, Hazen, Izard County, Benton, Arkansas School for the
Blind, Junction City, Mayflower, Lakeside, and Lake Hamilton.
PERSONNEL:
April Shepherd; DL Coordinator; MSE: Curriculum and Instruction
Amanda Stamps; Administrative Assistant
James Malcom: DL Technician
Robert Cooper; BA in Sociology
Heather Gilmer; Master of Arts in Teaching
Tiffany Cottrell: BS Criminal Justice
Mike Kelly: Doctor of Education: Counseling and Counselor Education
Becky Kinard: Bachelor of Science in Nursing
Jason Roark: Master of Arts in Teaching
Sara McKinnon; Master of Arts in Teaching
Kenny Bryant; Bachelor in Aviation
Ashley White: Master of Arts in Teaching
Gina White: Juris Doctorate; Bachelor’s Degree in Business
Kellye Wood: Bachelor of Science in Nursing; Completed NTL Program
GOALS:
Working closely with the Arkansas Department of Education and the Arkansas Department of
Career Education, Dawson Center for Distance Learning provides a career focused curriculum
addressing both the national and state career cluster standards. Students gain a solid foundation
of career awareness and explore opportunities found within their chosen career pathway.
Dawson Center for Distance Learning provides classes in the following national career clusters:
Arts, Audio Visual Technologies and Communication, Finance, Health Science, Law, Public
Safety Corrections and Security and Marketing Sales and Service.
The goals for Dawson Center for Distance Learning include: (1) ensure that each student
45
receives quality instruction from a licensed high qualified instructor, (2) maintain the academic
integrity of distance learning for students in grades 9-12, (3) meet or exceed the AR Curriculum
Frameworks, (4) incorporate Common Core Standards within the Career and Technical
curriculum and (5) prepare students for success within the world of work and/or the
postsecondary environment.
PROGRAM SUMMARY:
In 2004, Dawson Education Cooperative received a grant from the Arkansas Department of
Education to provide instruction to schools using compressed interactive video (CIV). The
instructors provided schools and students with quality instruction in classrooms that were
conducive to learning.
The Dawson Center for Distance Learning began with two teachers and seventeen students in
2004. In 2013 - 14, Dawson has expanded to include eleven teachers and twenty-seven course
offerings. The courses offered in 2013-14 Abnormal Psychology, Advanced Photography,
Airport, Airspace and Weather Conditions, Arkansas Legal, Criminal Law, Forensics and the
Law, Fundamentals of Flight, Fundamentals of Photography, Human Anatomy and Physiology,
Human Behavior and Disorders, Introduction to AAVTC, Intermediate Photography,
Introduction to Career Communications, International Travel, Introduction to Criminal Justice,
Introduction to Hospitality, Introduction to Law, Public Safety, Security and Corrections,
Introduction to Medical Professions, International Travel, Medical Procedures, Medical
Terminology, Pathology, Private Pilots Operation, Spanish I, Spanish II, and Travel Destinations
and Travel and Tourism. Each course met or surpassed the AR Frameworks. In all 1,376
students were serviced and received quality instruction through the Dawson Center for Distance
Learning during the 2013-2014 school year.
Dawson was granted approval from the AR Department of Career and Technical Education to
pilot the first Aviation Program of Study within the state of Arkansas. A flight instructor from
Henderson State University delivered instruction to seventy students from Arkadelphia High
School, Lakeside High School, and Lake Hamilton High School during the 2013-2014 school
year. During the first year of pilot, students were enrolled in Aviation I. Over the past two years
students have continued the program of study and graduated as completers in Aviation. Students
receiving credit in the Aviation classes will be allowed to transfer credit toward Henderson State
University once they have completed twelve hours of instruction at Henderson State University.
Students completing the Aviation Program of Study will be able to transfer a total of nine hours
to Henderson State University. Seventy students have completed classes in the Aviation
program of study through Dawson Center for Distance Learning in the 2013-14 school year.
Seniors from Arkadelphia High School and Lake Hamilton High School have enrolled with
Henderson State University and are currently pursuing a major in the field of Aviation.
Eighty-seven students received CPR certification through the Medical Procedures class.
Two students, from Bigelow High School, attended Skills USA in 2014 and competed in the
Medical Terminology Competition. One of the students from Bigelow, Spencer Brazil won the
Gold and is flying to Kansas City to compete in the national Skills USA competition. Three
students from Bay High School attended SkillsUSA and participated in the Photography contest.
Several field trips were offered during the year to supplement the career and technical education
curriculum. Students enrolled in Photography class traveled to the Little Rock and Memphis
46
Zoo to take pictures of the animals. The students entered a local competition which made them
eligible for entrance into the Arts Guild Competition. Students enrolled in Criminal Law
attended district court in northeast Arkansas to view case trials. The students got an opportunity
to meet the judge and converse about court proceedings. Spanish students attended a play in
Texarkana that highlighted the culture and language of Mexico.
The Health Science teachers, Becky Kinard and Kellye Wood, traveled to receiving sites to
certify students in CPR. Every student tested in CPR passed with 100% proficiency.
PROGRAM:
47
DISTANCE LEARNING COORDINATOR
FUNDING SOURCE:
FUNDING AMOUNT:
$75,000
RESTRICTED X
No X
NON-RESTRICTED__
Hamilton, Lakeside, Magnet Cove, Malvern, Mountain Pine, Ouachita, Poyen and South Pike
County.
PERSONNEL:
April Shepherd, Distance Learning Coordinator, M.S.E.
GOAL:
To provide distance learning training for administrators, counselors, teachers, facilitators, and
cooperative employees; assist public schools with determining distance learning and technology
needs which include distance learning hardware and equipment, software, curriculum and
professional development; provide public schools with information on distance learning
technology rules and regulations; develop and coordinate distance learning activities between
schools and other cooperatives; provide support for school districts in the area of distance
learning; provide communication to counselors and district administration as to the academic
needs of the districts through distance learning; develop the cooperative as a provider of content
to assist with the ever growing needs of Arkansas schools in content areas; financially manage
the Dawson Center for Distance Learning Grant and distance learning program, and work with
schools to promote and coordinate sharing of resources between districts.
PROGRAM SUMMARY:
The Distance Learning Coordinator provides leadership within the Dawson Education
Cooperative and the state of Arkansas for the field of distance learning. The Distance Learning
Coordinator promotes distance education and provides information and resources that enhance
the distance learning experience for students, faculty, administrators and technicians.
During the 2013 - 2014 school year, Lakeside and Arkadelphia participated in the Aviation
Program of Study. Lake Hamilton began offering classes to their students and the number of
students enrolled in the program increased from fifty- four to seventy. Five students completed
twelve hours of instruction in Aviation at Henderson State University. The students were able to
transfer a total of nine hours to Henderson State University toward their Aviation Degree for the
Aviation classes they received in high school. These five students have advanced in the program
at Henderson and were currently flying solo during their first year of enrollment.
Act 1280 states, beginning with the entering ninth grade class of 2014-15 each high school
48
student shall be required to take at least one digital learning course for credit to graduate.
Dawson worked with schools within the consortium to meet this new mandate and offer
assistance to districts to satisfy the requirements. Several options were made available to the
districts and individual site visits, for professional development, were delivered to schools to
assist teachers in developing and establishing online content for the 2014-15 school year.
Dawson purchased and installed a new server to record and store videoconferences. The
videoconferences can be accessed electronically via the world wide web through the Dawson
website. Each Dawson school received a username and password to access the state
videoconferences.
Dawson Distance Learning Department implemented and installed an online program that
provides teachers the capability of placing their curriculum online so that students have access to
their curriculum via the world wide web.
PROGRAM:
49
EARLY CHILDHOOD SPECIAL EDUCATION
FUNDING SOURCE:
FEDERAL
COMPETETIVE GRANT:
Yes _
STATE
No X
RESTRICTED
X
NON-RESTRICTED _
Gurdon School District, Arkadelphia School District, Bismarck School District, Centerpoint
School District, Fordyce School District, South Pike County School District, Kirby School
District, Magnet Cove School District, Glen Rose School District, Ouachita School District,
Malvern School District, Benton School District, Bryant School District, Harmony Grove School
District, Bauxite School District, Fountain Lake School District, Cutter-Morning Star School
District, Jessieville School District, Mt. Pine School District, Lake Hamilton School District,
Lakeside School District, Hot Springs School District, Poyen School District
PERSONNEL:
Sandra Francis, ECSE Coordinator (M.S.E), Stan Schrader, ECSE Teacher (B.S.E), Shannon
Leathers, ECSE Teacher (M.S.E), Susan Fulton, ECSE Teacher (B.S.E), Nannette Kirksey,
ECSE Teacher (B.S.E), Diana Fowler, ECSE Teacher (M.S.E), DeAnn Hipps, ECSE Teacher
(M.S.E), Melissa Thomason, ECSE Teacher (M.S.E), Rebecca Tate, ECSE Teacher (M.S.E),
Mary Thompson, ECSE Teacher (B.S.E), Cathy Renae McGraw, ECSE Teacher (M.S.E),
Rebecca Barnes, ECSE Teacher (B.S.E ), Sharon Brogden, SLP (M.S.E, C.C.C), Brittany
Matthews, SLP (M.S.E, C.C.C), Melinda Salloukh, SLP (M.S.E, C.C.C), Kimberly Rogers, SLP
(M.S.E, C.C.C), Leslie White, SLP (M.S.E, C.C.C), Teresa Warner, SLP (M.S.E, C.C.C), Shasta
Pentecost, ECSE Behavior Specialist (M.S.E, L.P.C), Citronella Dixon, ECSE Intake (B.S.E),
Danette Jennings, ECSE Intake (B.S.B.A), Alesa Lambert, ECSE Paraprofessional (C.D.A),
Latasha Evans, ECSE Paraprofessional (C.D.A), Jennifer Coleman, ECSE Paraprofessional
(C.D.A), Teresa Jester, ECSE Administrative Assistant, David Ashbaugh, ECSE Assistant,
Amber Weems, ECSE Medicaid Billing
PROGRAM GOALS:
To provide special education and related services for children with disabilities from three to five
years of age, to transition from Early Intervention into ECSE services and to transition from
ECSE into school age programs.
PROGRAM SUMMARY:
The Early Childhood Special Education Services are provided in a manner which meets the
individual development/educational needs of each child, which may include screening,
evaluation, speech/language therapy, direct or consulting developmental instruction, counseling,
physical therapy, and occupational therapy. Special Education services are provided in the
child’s natural preschool environment, which may include home, Head Start Centers, private and
parochial preschools, Arkansas Better Chance Programs, or in the classrooms located on nine
school district campuses. Special Education services are provided through written individualized
education plans that address each child’s unique developmental/educational needs with the
50
ultimate goal of bringing their skills up to an age commensurate level so that they are prepared
for success upon entering their school district’s kindergarten program.
The Early Childhood Special Education Coordinator participates in and supports a Local
Interagency Coordinating Council and a Special Education Advisory Committee. In addition,
the program participates in transition from Early Intervention Programs, and transition into and
transition from Developmental Disability Kindergarten Programs.
The Early Childhood Special Education staff were issued cell phones to allow the families and
centers to have direct contact with the teachers and therapists. The Early Childhood Special
Education staff’s technology needs were updated with IPad Airs in order to increase their
student’s developmental/educational achievement.
PROGRAM:
FUNDING SOURCE:
FUNDING AMOUNT:
51
EDUCATION SERVICES FOR THE VISUALLY IMPAIRED
ESVI is a statewide educational consultative service program
administered by the Arkansas Department of Education, Special
Education. My salary is administered through Dawson Education
Cooperative.
COMPETETIVE GRANT: Yes___
RESTRICTED__
No X
NON-RESTRICTED X
Statewide
PERSONNEL:
Cindy Lester, Data Management Coordinator/Preschool Specialist (BSE) located at Dawson
Cooperative
Regional vision consultants are located in Education Service Cooperatives.
The ESVI Central Office is located at: Arkansas Department of Education, Special Education,
1401 W. Capitol Avenue, Victory Building, Suite 425, Little Rock, AR 72201
GOAL:
To provide consultation, direct and support services to students who are visually impaired or
blind, to their parents and to the school, center and related staff.
PROGRAM SUMMARY:
Vision Consultants travel statewide to provide evaluations, consultations and recommendations
for adaptations and modifications to meet the needs of students who are blind or visually
impaired ages 3 through 21. Consultants also loan adaptive equipment to students and assist the
Instructional Materials Center in loaning Braille and Large Print textbooks to local school
districts. Consultation, assessment, recommendations and instruction in the area of orientation
and mobility is provided in the school and local communities. In addition, professional
development opportunities are offered to parents, teachers and related staff.
52
PROGRAM:
FACILITIES SPECIALIST
FUNDING SOURCE:
Local
COMPETITIVE GRANT:
Yes __ No X
RESTRICTED __
NONRESTRICTED _X_
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter Morning-Star, Fordyce,
Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot springs, Jessieville, Kirby, Lake
County
PERSONNEL:
Leslie Dyess
PROGRAM GOALS:
It is the goal of the Facilities Specialist to advance the level of academic facilities for the
Districts within the Co-op. This is accomplished by helping to identify the facility needs of the
districts and by aiding with the development of a strategic plan for meeting those needs. The
utilization of facilities standards, rules, and funding programs to meet said needs is essential to
accomplishing this goal.
PROGRAM SUMMARY:
The Dawson Education Cooperative’s Facilities Specialist provides support for the school
districts and their staff in the area of facilities planning and construction compliance with
Arkansas School Facilities standards/guidelines.
On a yearly basis, the Facilities Specialist will assist the School Districts with their 6 year
Facility Master Plan updates. This update will take into consideration current facility conditions
and student enrollment as it relates to space availability within the campus. During even
numbered years, the Facilities Specialist will assist in preparing application submissions for
Partnership Program funding of those construction projects previously determined by the Master
Plan to be necessary in meeting the facility needs of the District.
It is the ongoing responsibility of the Facilities Specialist to discuss/evaluate the needs of each
individual district within the Dawson Education Cooperative to determine what type of support
can be offered.
Establishment of the position of Facilities Specialist is by far the most significant
accomplishment of the year for this program. Other milestones which have been met include
Master Plan submissions (Feb 1), Partnership Project Application Submission (March 1), and the
execution of project Agreements.
PROGRAM:
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GIFTED AND TALENTED
FUNDING SOURCE:
COMPETITIVE GRANT: Yes __ No X
RESTRICTED X
NONRESTRICTED __
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter Morning-Star, Fordyce,
Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot springs, Jessieville, Kirby, Lake
County
PERSONNEL:
Regina Prothro, Gifted and Talented Specialist, M.S.E. (part-time only)
Sue Newton, Secretary
PROGRAM GOALS:
Striving to bring the very best opportunities for educators directly or indirectly involved with the
area of gifted education. Such opportunities include differentiation, problem solving and critical
thinking skills, Common Core implementation, and the increase of rigor across content areas.
PROGRAMSUMMARY:
The Dawson Education Cooperative’s Gifted and Talented Program provides support for
teachers of the gifted through professional development presented at quarterly meetings and
during the summer.
At the request of the school districts, the following academic activities are provided annually:
•
Quiz Bowl Tournaments
•
Chess Tournaments
•
Monitoring support/preparation
•
Secondary content training
*These events were not limited to gifted children.
Services were minimized for the 2032-14 school year, as Dawson Education Cooperative was
unable to fill the GT specialist position until the spring. Consortia schools were not charged a
service fee for the current school year. Regina Prothro was hired during the second semester and
will continue to work half time during the 2014-15 school year.
PROGRAM:
FUNDING SOURCE:
54
HOME INSTRUCTION FOR PARENTS OF PRESCHOOL
YOUNGSTERS (HIPPY)
Maternal Infant Early Childhood Home Visiting Grant (MIECHV)
COMPETITIVE GRANT: Yes ___ No _X_
RESTRICTED _X_
NONRESTRICTED ___
PARTICIPATING COUNTIES:
Clark, Dallas, Garland, Montgomery and Pike
PERSONNEL:
Wendy Smelser, Coordinator
Verenice Cabriales, Home Visitor
Crystal Gibson, Home Visitor
Cathy Morgan, Home Visitor
PROGRAM GOALS:
HIPPY’s goal is to empower parents as primary educators of their children in the home and
foster parent involvement in school and community life to maximize the chances of successful
early school experiences. HIPPY helps parents empower themselves as their children's first
teacher by giving them the tools, skills and confidence they need to work with their children in
the home. The program was designed to bring families, organizations and communities together
and remove any barriers to participation that may include limited financial resources or lack of
education.
PROGRAM SUMMARY:
Home Instruction for Parents of Preschool Youngsters (HIPPY) is an evidenced-based program
that works with families in the home to support parents in their critical role as their child's first
and most important teacher.
HIPPY strengthens communities and families by empowering parents to actively prepare their
children for success in school. Parents are provided with a set of carefully developed curriculum,
books and materials designed to strengthen their children's cognitive skills, early literacy skills,
social/emotional and physical development.
One major highlight of the year was being able to expand our program to include Garland
County.
55
PROGRAM:
LITERACY
FUNDING SOURCE: Arkansas Department of Education, Learning Services Division, K-12
Literacy Unit
COMPETITIVE GRANT:
RESTRICTED X
Yes__ No X
NON-RESTRICTED__
County.
PERSONNEL:
Tammy Boyette, Literacy Specialist, M.S.E.
Robin Phelan, Literacy Specialist, M.S.E.
Karen Taylor, Literacy Specialist, M.S.E.
Gayanne Coleman, Literacy Specialist, M.S.E.
Tanika Flannigan, Program Assistant, B.B.A
GOAL:
To enhance teacher awareness and implementation of current best practices through high quality
professional development that will meet the needs of students through integrated assessment and
responsive instruction. As Common Core State Standards are implemented it ensures that all
students are meeting the state and national standards in literacy.
PROGRAM SUMMARY:
•
ELLA is a two-year professional development opportunity offered by the Arkansas
Department of Education and the Arkansas Education Service Cooperatives. It is
designed to assist K-1 teachers and K-12 special education teachers in the
implementation of a comprehensive literacy program by increasing their knowledge and
skills in the area of research-based, developmentally appropriate instructional practices. It
focuses on teaching students along the continuum of literacy learning systems
development, using appropriate assessments to inform systematic and explicit instruction,
and the routines and procedures for classroom management. This professional
development opportunity is aligned to the Common Core State Standards and research
findings provided by the National Reading Panel Report.
56
•
Effective Literacy for Grades 2-4 is a two-year professional development opportunity
offered by the Arkansas Department of Education and the state's education service
cooperatives. It is designed to assist teachers in grades 2-4 and K-12 special education in
the implementation of a comprehensive literacy program by increasing their knowledge
and skills in research-based, developmentally appropriate instructional practices. It
focuses on teaching students along a continuum of literacy learning progressions, using
an assessment system to inform systematic and explicit instruction, choosing instructional
strategies proven to prevent or remediate reading failure, and utilizing evidence-based
practices for classroom management.
•
Content Literacy Professional Development is a group of literacy offerings for academic
content area teachers and special education teachers of grades 5-12. These offerings are
aligned to the Common Core State Standards for literacy in history/social studies,
science, and technical subjects. Each workshop is designed to provide evidence-based
instructional strategies to support students reading and writing in the academic
disciplines. Educators may choose workshops specifically designed for their content area
and/or grade band.
•
Capacity Building for Instructional Facilitators is a two-day professional development
opportunity based on Diane Sweeney’s work concerning student-centered coaching. It is
offered through a partnership of the Arkansas Department of Education (ADE), the
Arkansas Education Cooperatives, and the Arkansas STEM Centers. Instructional
facilitators will be given the opportunity to learn how to develop and sustain coaching
cycles, design and implement learning labs, as well as monitor the impact of coaching on
student achievement using the Results-Based Coaching Tool. This training is for anyone
wanting to support teachers’ implementation of student-centered classrooms.
•
Comprehensive Literacy for Adolescent Student Success (CLASS) is a two-year
professional development opportunity offered by the Arkansas Department of Education
and the education service cooperatives. It is designed to assist English language arts
teachers for grades 5-12 in implementing a comprehensive, research-based approach to
literacy instruction. This professional development opportunity is aligned to the Common
Core State Standards for English language arts and emphasizes instructional strategies to
integrate the four strands: reading, writing, speaking and listening, and language.
•
Moodle is a Course Management System (CMS), also known as a Learning Management
System (LMS) or a Virtual Learning Environment (VLE). It is a free web application that
educators can use to create effective online learning sites. Moodle courses are currently
being developed that will be available in Fall 2012. These courses address the big shifts
in the Common Core State Standards, and include the following courses:
Informative/explanatory writing (K-3)
57
Informative/explanatory writing (4-5)
Informative/explanatory writing (6-12)
Argumentative Writing (6-12)
Text Complexity (2-5)
Text Complexity (6-12)
Close Reading (3-5)
Close Reading (6-12)
Vocabulary (4-5)
Vocabulary (6-12)
Foundational Skills (K-5)
Phonics (K-3)
•
Reading Recovery is an early intervention program for first graders at risk for literacy
failure. The program involves an intensive one-to-one session between the at risk child
and the Reading Recovery teacher for 30 minutes a day, every school day. Instruction is
short term and the student is released from the program when he/she is on grade level.
Reading Recovery training is a one year program with continued contact after the first
year.
In addition to serving the Dawson area schools, the following schools are also served outside the
Dawson Co-op area:
Ashdown
Bradley
Hope
Magnolia
Smackover
Texarkana (Kilpatrick, Trice Elementary, and Fairview Elementary)
The major focus in all the schools throughout this year has been the Common Core State
Standards—unpacking the standards.
58
PROGRAM:
MATHEMATICS
FUNDING SOURCE: Arkansas Department of Education, K-12 Mathematics Specialist Grant;
matching grant from professional development funds
COMPETITIVE GRANT:
RESTRICTED X
Yes___
No X
NON-RESTRICTED__
County.
PERSONNEL:
Carrie Barber, Secondary Mathematics Specialist, B.S.E., M.S.E
Cindy McAfee, Elementary Mathematics Specialist, B.S.E., M.S.E.
Tanika Flannigan, Program Assistant, B.F.A.
GOAL:
To promote and support effective, research-based mathematics practices for all students by
providing professional learning opportunities and technical assistance to teachers, math coaches,
curriculum specialists, administrators, school improvement team members, instructional
assistants, mathematics interventionists, SPED, and Title 1 math teachers in the area of
standards-based mathematics curricula, instruction, and assessment.
PROGRAM SUMMARY:
Dawson Education Service Cooperative, in partnership with the Arkansas Department of
Education, administers the Mathematics Program for grades K-12, established by ACT 1392 of
1999, for the improvement of mathematics instruction throughout Arkansas. Assistance is
provided to schools through professional learning programs for math content including the
Common Core Standards for Mathematics, researched based pedagogy, interventions for
struggling students, demonstration lessons, teacher observations, technical assistance, and
teacher/administrator conferences in order to improve the teaching and learning of mathematics
through increased content understanding and improved instructional strategies across the
curriculum. Professional learning opportunities offered in 2013-2014 include the following:
•
Common Core Standards for Mathematics. As implementation of the CCSSM moves up
into the high schools, the math specialists continue to provide professional development on the
content, the learning progressions of the various strands, and the standards for students’
mathematical practice. This year, specialists also played a role in providing awareness of
PARCC Online as a resource for the upcoming assessments.
•
Mathematics Design Collaborative (MDC). This is a statewide initiative that also utilizes
a research-based framework designed around junior high and senior high students and the use of
59
formative assessments to drive instruction. The goal of the training is for teachers to learn how
to effectively implement formative assessments to provide teachers with better insight into
student learning needs and allow them to quickly adjust teaching strategies and emphasis on the
student demand. They regularly analyze student work for student growth and reflection of
teaching practice.
•
Cognitively Guided Instruction (CGI). This is a statewide initiative that utilizes a
research-based framework designed around how elementary school children learn concepts of
number, operations, and early Algebra. The goal of this training is for teachers to learn how to
utilize this framework to inform their mathematics instruction. Teachers learn to analyze and
write mathematically demanding story problems and number sentences in order to further
students’ understanding of whole numbers and the properties of operations of whole numbers.
Attention is also focused on how to recognize student responses in terms of cognitive
development, facilitate discussions that will provide a window into children's thinking,
strengthen children’s ability to reason about arithmetic, and build students’ capacity for algebraic
reasoning.
•
Extending Children’s Mathematics (ECM). This is the third and final year for this
professional development, funded through the MSP Grant: Thinking Mathematically. Through
ECM, teachers in grades 3-6 come to see how the intuitive knowledge and sense making that
provides a basis for children’s learning of whole numbers and whole number computation can be
extended to fractions and decimals. As with CGI, attention is focused on how to recognize
student responses in terms of cognitive development, facilitate discussions that will provide a
window into children’s thinking, strengthen children’s ability to reason about fractions and
decimals, and build students’ capacity for proportional and algebraic reasoning.
A second cohort involving five school districts within the coop service area participated in their
first implementation year of Mathematics Design Collaborative with plans to continue
participation. The five school districts that participated in the initial year of MDC
implementation continued participation at varying levels. A new cohort of K-3rd grade teachers
participated in their first year of Cognitively Guided Instruction while another twenty-five 3rd6th grade teachers completed a second year of Extending Children’s Mathematics. There was
increased demand for on-site technical assistance with curriculum selection and design, and
multiple requests were filled for on-site Common Core State Standards overviews, grade band
content study, grade specific content study, and instructional tasks supportive of the Standards of
Mathematical Practice.
60
PROGRAM:
MEDICAID
FUNDING SOURCE: Medicaid, AR Kids, ARMAC
RESTRICTED X
NON-RESTRICTED _
Gurdon School District, Arkadelphia School District, Centerpoint School District, Fordyce
School District, South Pike County School District, Kirby School District, Magnet Cove School
District, Glen Rose School District, Ouachita School District, Malvern School District, Benton
School District, Bryant School District, Harmony Grove School District, Bauxite School District,
Fountain Lake School District, Cutter-Morning Star School District, Jessieville School District,
Mt. Pine School District, Lake Hamilton School District, Lakeside School District, Hot Springs
School District
PERSONNEL:
Sandra Francis, Early Childhood Special Education Coordinator,
Amber Weems, Medicaid Billing
GOAL:
The Medicaid Program is a federally operated program to provide monetary reimbursement for
evaluations, speech and language therapy, physical therapy, and occupational therapy.
PROGRAM GOALS:
To provide timely filing of Medicaid eligible claims for reimbursement on services rendered by
the Early Childhood Special Education Department for speech and language therapy, physical
therapy, occupational therapy, and vision and hearing screenings.
PROGRAM SUMMARY:
The Medicaid Program is a federally operated program that provides reimbursement for services
for children with disabilities. The program affects children who are being serviced for hearing or
vision screenings, speech, physical or occupational therapy evaluations and services and have
met all requirements to be eligible for the Medicaid Program.
Upon receiving parental consent, the Medicaid staff submits records, including the Medicaid
assignment number, completed IEP, reports, history and evaluations for each eligible student.
After all information has been received the information is then presented to the child’s physician
for a physician’s referral and prescription. The Medicaid staff must provide certification
information on each therapist serving the students that are Medicaid eligible. After all files are
completed, the billing is electronically submitted to EDS for payment by the Arkansas Medicaid
Program.
Medicaid staff updated our Medicaid Billing Program to increase ease of reimbursements.
Medicaid reimbursements to the Early Childhood Special Education program for the 2013-2014
school year have increased.
61
PROGRAM:
PATHWISE CLASSROOM MENTORING OBSERVATION SYSTEM
FUNDING SOURCE:
ADE Grant
COMPETITIVE GRANT:
Yes ___
No X
RESTRICTED X
NON-RESTRICTED ___
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter Morning Star, Glen Rose,
Gurdon, Harmony Grove, Lakeside, and Ouachita.
PERSONNEL:
Tammy Boyette, Technology Coordinator, B.S.E., M.S.E.
Tanika Flannigan, Administrative Assistant
GOAL:
Designed for administrators and teachers of all levels, the Pathwise Mentoring/Training offers
research-based professional development programs that advance professional learning and
practice for school leaders and teachers. Programs are built on widely accepted standards that
provide a common language for discussing, assessing and improving educator practice. Through
workshops, training sessions and collaboration, Pathwise addresses critical issues, such as
beginning teacher induction, teacher observation and feedback, and school leadership. Training
programs for teachers are based on standards of teacher practice derived from ETS research and
presented in Charlotte Danielson's widely acclaimed book, Enhancing Professional Practice: A
Framework for Teaching, 2nd edition (ASCD, 2007). Likewise, school leadership programs are
based upon the nationally accepted standards of the Interstate School Leadership Licensure
Consortium (ISLLC), as presented in A Framework for School Leaders: Linking the ISLLC
Standards to Practice (ETS, 2002). Pathwise was created not only to lead to better practice, but
also to boost school's effectiveness, increase teachers' quality, and ultimately, improve the
students' learning.
PROGRAM SUMMARY:
The Pathwise Classroom Observation System is an assessment tool for the evaluation of the
classroom performance of student teachers and first-year teachers, built on a framework of
essential teaching skills as defined by professional educators.
The Pathwise system is divided into four domains and 19 Pathwise criteria as a way of
organizing the complex world of teaching. Trainees learn to recognize performance on the 19
criteria in a range of educational settings. Participants focus first on the domains of creating an
Environment for Student Learning and Teaching for Student Learning, the domain that is most
directly observable. They learn to analyze written contextual information provided by the
beginning teacher, which often provides secondary evidence for these domains.
Participants then learn to use this kind of information, combined with a pre-observation
interview and a post observation interview or written reflections, to evaluate performance in the
domains of Organizing Content Knowledge for Student Learning and Teacher Professionalism.
Member school districts have participated in Pathwise Training with approximately 128 in
attendance. Eight trainings were administered through DEC.
62
PROGRAM:
SCHOOL-BASED HEALTH
FUNDING SOURCE:
Arkansas Department of Health, Master Tobacco Settlement
COMPETITIVE GRANT:
RESTRICTED ___
Yes___
No X
NON-RESTRICTED X
County.
PERSONNEL:
Tommie Rogers, Community Health Nurse Specialist, R.N., B.S.N.
GOAL:
The goal of the Community Health Nurse Specialist (CHNS) is to improve the health of youth in
Arkansas. Activities include advocating for implementation of tobacco prevention education,
acting as a resource for the 23 school districts served by Dawson Co-op and linking school health
and Hometown Health coalitions. The CHNS promotes and provided education to reduce the
health consequences of tobacco, and educates youth about the health risks associated with
tobacco use. The CHNS promotes programs to encourage persons who already use tobacco to
stop by incorporating the Center of Disease Control’s Nine Best Practices for a Comprehensive
Tobacco Control Program. The CHNS offers technical assistance to the school’s in their
wellness endeavors such as promoting healthy eating and healthy moving, implementation of
Coordinated School Health, and in the development of the Act 1220 mandated school Wellness
Committees.
PROGRAM SUMMARY:
The Community Health Nurse Specialist (CHNS) is an employee of the Arkansas Department of
Health (ADH), but housed in the education cooperative. The CHNS works with schools,
community coalitions, health care providers, and the County Health Unit Administrators to
improve the health of the community. The Division of Health provides supervision for
Hometown Health and tobacco prevention/cessation related activities in the schools and
communities. The CHNS abides by ADH policies and procedures. The education cooperative
provides routine administrative supervision and promotes school-based enforcement of state law
prohibiting tobacco use on campus and promotes cessation activities as an alternative to
suspension.
The major highlights of the year included providing Vision/Hearing/Scoliosis/ BMI and other
health related trainings to assist the school nurses in their specific job duties, collaborating with
the schools and ADH to offer flu shots on the school campuses, providing technical assistance to
all Dawson school nurses on a daily basis as needed, and participating in the Hometown Health
Coalitions.
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PROGRAM:
SCHOOL-BASED NUTRITION AND PHYSICAL ACTIVITY PROMOTION
FUNDING SOURCE: Arkansas Department of Health (ADH)
FUNDING AMOUNT: ADH funds the salary and travel for the Community Health Promotion
Specialist (CHPS). ADH also provides reimbursement for the CHPS’s office space.
COMPETETIVE GRANT:
RESTRICTED ___
Yes___
No_X_
NON-RESTRICTED_X_
Arkadelphia, Bauxite, Benton, Bismarck, Bryant, Centerpoint, Cutter Morning Star, South Pike
County, Fordyce, Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot Springs, Jessieville,
Kirby, Lake Hamilton, Lakeside, Magnet Cove, Malvern, Mountain Pine, Ouachita, and Poyen
School Districts
PERSONNEL:
Emily Lyons, RDN, LD
Community Health Promotion Specialist (B.S.)
GOAL:
The goal of the Community Health Promotion Specialist (CHPS) is to support and enhance
school-based health initiatives aimed at improving the overall health status of students and
promoting healthy behaviors.
PROGRAM SUMMARY:
The Community Health Promotion Specialist is employed by the Arkansas Department of Health
(ADH) and housed in the Education Cooperative. The CHPS works with schools, community
coalitions, health care providers, and the Hometown Health Regional Team to address the
problem of childhood obesity. The duties of the CHPS include: providing technical assistance
and guidance to School Wellness Committees that work to improve the health of the students and
staff by emphasizing physical activity, good nutrition, and tobacco prevention messages;
partnering with Arkansas Department of Education staff to promote the implementation of
Coordinated School Health (CSH) programs designed to meet the physical, social, and emotional
needs of students; coordinating, facilitating, and providing trainings to school personnel, ADH
colleagues, and community members; providing training and technical assistance to the schools
on the School Health Index (SHI), a required annual assessment that evaluates school policies
related to physical activity, nutrition programs, staff wellness, health education, parental
involvement, health services, social/psychological services, and healthy school environment
issues including tobacco control; and acting as a liaison linking community coalitions, schools,
local health units, and health care providers.
Major highlights of the year include providing BMI Certification trainings to school personnel,
as well as other health-related trainings, providing technical assistance to School Wellness
Committees, assisting with school flu clinics, and providing technical assistance to promote
Coordinated School Health.
PROGRAM:
64
CONSULTANT FOR SCHOOL-BASED SPEECH-LANGUAGE
PATHOLOGY SERVICES
FUNDING SOURCE:
Arkansas Department of Education, Special Education Unit and
Arkansas Special Education Resource Consultants
RESTRICTED X
No X
NON-RESTRICTED__
All Arkansas school districts and early childhood programs
PERSONNEL:
Shelly Wier, M.S., CCC-SLP, State Consultant
GOAL:
The State Consultant functions in many ways to support and improve the provision of speech and
language services in Arkansas’ schools. Previously housed within the Easter Seals Outreach
Program (1998-2010), this program is now located within the Arkansas Special Education
Resource Consultants and works in association with the Arkansas Department of Education,
Special Education Unit.
PROGRAM SUMMARY:
Responsibilities and services provided by the state Speech-Language Pathology (SLP) consultant
include consultation and technical assistance to individuals, ADE program advisory staff, and
districts on a variety of communication, regulatory and service delivery issues; provision of
continuing professional education information in the form of training, self-study materials, and
announcements from other sources; maintenance of statewide communication system via website
and email that provides professional news and information; maintenance of a resource and
equipment loan program which includes professional texts, assessment tools, and auditory
trainers; representation of school-based speech-language pathologists’ interests within the ADESEU, and other relevant agencies; and self-study of professional materials and attendance of
local and national conferences and seminars to develop and maintain knowledge of regulatory
guidelines and best practices.
The SLP consultant spent the most time this year providing individual consultations and followup on the standards-based IEP development process, including a session at the 2013 SEAS
Arkansas Educational Conference in Hot Springs. Additional workshops, in-services, and
consultations were provided by request on the topics of auditory/language processing, SLI rules
and regs, caseload management and service delivery, assessment of speech production, and
evaluation resources. Research and review of professional resources regarding vocabulary
development, assessment and intervention has been ongoing in preparation for professional
development to be provided during the remainder of this school year and the next, with over 16
workshops scheduled by the end of June 2014. Consultation via phone and email remained
demanding with over 367 requests for advice, technical assistance, and/or referral. The loan
65
library of tests, texts, and equipment was only available part of this year due to loss of
administrative assistant and office relocation. In addition to continued participation in the
Medicaid Therapy Advisory Council, the SLP consultant has participated on the State Education
Agencies Communication Disabilities Council (SEACDC), which serves to advise and consult
with appropriate agencies and committees, to formulate and recommend policies and procedures,
and to establish liaisons with other organizations/associations, for the purpose of promoting
appropriate speech, language, and hearing services. Continued participation on the ArkSHA
Performance Evaluation Committee (assigned to develop an appropriate tool for school-based
SLPs) was necessary for final edits and submission to ADE. Conferences attended this year
include the ASHA Schools Conference in Long Beach, CA, the ArkSHA State Convention, the
Council for Exceptional Children State Convention and Amy Faith’s “Bilingual Basics 2,” which
was facilitated through this office.
66
PROGRAM:
SCIENCE
2013-2014
FUNDING SOURCE: Arkansas Department of Education
COMPETITIVE GRANT:
RESTRICTED X
Yes___
NoX
NON-RESTRICTED__
County.
PERSONNEL:
Sherry Smith, K-12 Science Specialist, B.S.E., M.S.E.
Tanika Middleton BA Program Assistant
GOAL:
The goal of the science department is to promote and support effective science practices for all
students by providing in-service training and technical assistance to teachers, administrators,
instructional assistants, science tutors, and parents in the area of standards-based science
curricula, instruction, and assessment and to promote awareness of the Science Benchmark test
to be given in 5th, 7th and the EOC for Biology.
PROGRAM SUMMARY:
Dawson Education Cooperative, in partnership with the Arkansas Department of Education, will
work with the Arkansas Public School personnel in the following areas: Increase awareness of A
Framework for K-12 Science Education and Next Generation Science Standards, alignment of
science curriculum with state and national frameworks and science classroom assessment with
statewide science exams, promote science instructional strategies that use inquiry and laboratory
techniques, provide professional development and implementation of science training,
mentoring/coaching elementary and high school science teachers, and choosing standards-based
science instructional material. The Science specialist will also work with district teachers in
integrating technology into science instruction, organizing and managing the operation of science
laboratory equipment, creating a science laboratory environment including addressing the safety
issues and working with ADE and ADHE and other specialists from across the state.
Picture Perfect workshops were conducted throughout the 2013-2014 year. Technical assistance
was provided to teachers working with Vernier science probes in their classrooms and training
was provided to curriculum supervisors in the integration of science SLE’s into math, reading,
and writing classes. Teachers were provided with a list of the equipment they could check out
for use in their classrooms from the science department. The Dawson Microscope Traveling Lab
continued to provide microscopes, cameras and a laptop to the teachers who have been trained in
their use. The 21st Century Challenge competition (in conjunction with HSU) and the K-6
Science Fair were held for all the districts in the co-op area in May 2013. The 2014 K-6 Science
Fair is scheduled to be held on May 19, 2014 at Crossgate Church in Hot Springs. The 21st
67
Century Competition is planned for May 2, 2014 at Magnet Cove High School. Professional
Developments which integrated CCSS with science were held over the summer of 2012. More
integration workshops are planned for the summer of 2014. The NGSS were endorsed by the
State Board in April. There will be professional development opportunities for teachers to help
them integrate the strategies required by NGSS into their classrooms. There will be a one day
professional development for those teachers who are not at all familiar with the NGSS. There
will be a two day PD for those who have already started working on implementing the strategies
from NGSS into their classes. Many opportunities for teachers to become more familiar with
NGSS will be offered during the school year 2014-1015. The Science specialist will be working
in schools with the science teachers helping them use the strategies from NGSS.
PROGRAM:
68
SPECIAL EDUCATION/TRAUMATIC BRAIN INJURY
FUNDING SOURCE:
COMPETITIVE GRANT:
RESTRICTED X
Yes___
No X_
NON-RESTRICTED__
Any district in the state may participate, if a student ages three to twenty-one resides or receives
educational services in that district. This includes charter schools.
PERSONNEL:
Aleecia A. Starkey, M.S.P., CCC-SLP, CBIS
GOAL:
The mission of the consultant for students with bran injury is to provide technical assistance and
training to aid in ensuring students with acquired brain injuries receive a free appropriate public
education (FAPE) in the least restrictive setting as required by IDEA. This consultant works in
with the Dawson Education Cooperative Liaison Group and in association with the Arkansas
Department of Education, Special Education Unit.
PROGRAM SUMMARY:
The responsibilities of the consultant for students with brain injury involve providing
presentations on best practices in the areas of identification, assessment and programming for
students who have an acquired brain injury. This includes, but is not limited to students with
post-concussion syndrome, mild to moderate brain injury, severe brain injury or who have
another injury to the brain due to disease, infection or surgical procedure. These presentations
may be in standalone workshops or seminars or as part of state level conferences. To determine
how the most effective teaching strategies after a brain injury the consultant may also provide
information or presentations on normal brain development and what areas of learning are
compromised after an injury.
Many Arkansas students who acquire a brain injury did not have a primary handicap nor need
special education prior to their injury, therefore one of the duties of the consult is to provide
information to the student, parent and/or school district about what special education or Act 504
services a student may need when returning to school after a brain injury.
Consultations by school/home visits, telephone and/or emails are provided at the request of the
school district or the parents of the student. The number of school visits varies depending on the
needs of the student and the amount of training needed by the school district.
The brain injury program utilizing both the consultant and the administrative assistant track the
number of students referred to the consultant for students with brain injury, their school status,
grade and type of injury. Information about the students is kept for several years, as the needs of
students with injuries change as they move through the grades and cognitive demands increase.
One of the biggest areas of need is for the brain injury program to provide training to multiple
69
disciplines about the needs of students with brain injury and to liaison between medical facilities
and the school districts where the students receive their education. The medical facilities may be
local doctors and hospitals or specialty hospitals and/or clinics.
Presentations June 2013 through April 22, 2014
Date Presentation Location 06/06/13 06/11/13 06/18/13 Side Effects Side Effects Brain Friendly Classroom How to Assist with TBI and ASD How to Assist with TBI and ASD Side Effects Side Effects 07/09/13 07/22/13 7/23/13 07/31/13 APR Number WAESC AFESC OUR Number of Participants 23 12 9 NWAESC 24 3 OUR 46 3 OUR NWAESC 33 24 3 3 3 3 3 08/05/13 8/13/13 Side Effects Executive Functions 08/14/13 How to Assist with TBI and ASD Brain Injury and ASD Executive Functions Food for Thought Executive Functions 25 100 3 3 75 3 20 3 25 3 21 3 16 4 45 3 3 21 3 12/10/13 12/12/13 Food for Thought Food for Thought Returning to School after Brain Injury Executive Function Food for Thought El Dorado Food for Thought ARESC 19 15 3 02/14/14 Side Effects 14 3 02/25/14 Executive Functions 12 3 08/15/13 8/27/13 09/08/13 09/14/13 09/30/13 11/07/13 11/08/13 11/21/13 NEAESC LRSD – SLP, OT, Psych Exam, Supervisors Tri District Nurses Little Rock Preschool Staff Conway School District Searcy Conway – special and general education staff at one school NCAESC Harrison Springfield Missouri – Mercy Hospital Fort Smith Staff Little Rock Nurses Valley View School District Staff CIRCUIT Status for 2013 to 2014 (April 22, 2014)
Pending:
Open:
Closed:
6 students
33 students
10 students
Provided support through phone calls, on-site consultations and attendance at due process annual
review conference, separate programming review conferences and evaluation conferences.
Materials have been provided to schools and parent when requested.
Have provided input to Arkansas Children’s Hospital through meetings with UAMS and ACH
staff. Serve on the Arkansas Trauma Rehabilitation Counsel.
71
PROGRAM:
STATE MONITORING OF IDEA
FUNDING SOURCE: Arkansas Department of Education
COMPETITIVE GRANT:
RESTRICTED X
Yes___
No X
NON-RESTRICTED__
Assigned to districts in the Dawson Co-op area, Southwest Co-op area and DeQueen/Mena Coop area (43 districts), participate in monitoring and technical assistance state-wide.
PERSONNEL:
Rhonda Barringer, Public School Program Advisor, M.S.E.
GOAL:
Monitoring and Program Effectiveness for IDEA.
PROGRAM SUMMARY:
Monitor districts for IDEA compliance and provide technical assistance in the areas of due
process, assessment, and address findings from the results of monitoring.
Was the lead monitor for six school districts and provided 25 technical assistance visits. Served
as team member for monitoring of seventeen districts. Co-authored a new Existing Data Review
Form and chairs the pilot of the form in 25 districts state-wide.
PROGRAM:
FUNDING SOURCE:
72
TEACHER CENTER
Base Funds
COMPETETIVE GRANT: Yes__ No X
RESTRICTED X
NON-RESTRICTED__
Fountain Lake, Glen Rose, Gurdon, Harmony Grove, Hot Springs, Jessieville, Kirby, Lakeside,
Lake Hamilton, Magnet Cove, Malvern, Mountain Pine, Ouachita, Poyen, and South Pike
County.
PERSONNEL:
Beth Neel, Assistant Director/Teacher Center Coordinator, M.S.E.
Sue Newton, Teacher Center Assistant
GOAL:
The goal of the Dawson Teacher Center is to provide equipment resources to our member
schools and universities.
PROGRAM SUMMARY:
Dawson’s Teacher Center is located on Henderson State University campus in the Teacher
Education building. The center is staffed by HSU and Dawson employees and is open from 8:00
a.m. until 5:00 p.m. Monday through Friday.
Dawson Education Cooperative and Henderson State University share in the purchase of
equipment in order to provide patrons with a variety of options. Resources include computers,
software, printers, cutout dies and cutters, a heat press, bookbinders, laminators, copy systems,
paper cutters, an opaque projector, video and audio cassette recorders and a cassette editor, label
makers, and a poster maker machine.
Dawson Education Cooperative also operates a Teacher Curriculum Center on-site. It is
equipped with a large inventory—the above mentioned items in the Dawson/HSU Teacher
Center are also available at Dawson Co-op. There are many additional items for curriculum and
assessment support available to teachers/school districts and the math and science departments
house materials specific to those content areas.
Dawson Co-op has an on-line ordering system for all items in the Teacher Center. Teachers may
order supplies and Ellison cuts electronically and have them delivered via the Dawson media
van. Because the cooperative is moving to a more digital system, the media van will operate on
a district request basis in the future. Many video resources that required CD delivery in the past
are now accessible via SnapStream and Dawson Cooperative has purchased an additional server
to accommodate this growing demand for electronic video sharing.
PROGRAM:
73
TECHNOLOGY/MEDIA
FUNDING SOURCE: Member School Districts, ADE Grant
COMPETITIVE GRANT: Yes X No ___
RESTRICTED X
NON-RESTRICTED ___
County.
PERSONNEL:
Tonia McMillan, Coordinator, B.S.E., M.S.E.
Michael Arnold, Network Administrator, B.B.A.
Vince Herron, Technology Technician
Alex Reed, Technology Technician
Timothy Jackson, Technology Technician
Mike McCauley, Technology Assistant
GOAL:
The Instructional Technology Department goal is to provide all member school districts timely,
efficient, and effective resources to help promote increased student achievement through the use
of technology/media services. It is our mission to empower our learning community to
communicate, innovate, integrate and collaborate by using existing and emergent technologies
coupled with tried and true teaching. In addition, Dawson Educational Cooperative's Technology
staff provides technical support, consultation, infrastructure management, desktop support,
technology planning, funding procurement, E-rate application assistance, network security and
professional development for area schools in our cooperative area. Monthly workshops/meetings
for district technology coordinators are held so they may stay abreast of the latest advances in
technology. In addition, there are 4 trainings held for school district instructional technology
coaches to assist them in learning integration technology strategies. Professional Development
courses for classroom technology integration are offered for teachers in the summer and
throughout the school year. The Technology Dept. also works with Arkansas Department of
Education (ADE) and the state's Department of Information Services (DIS) to make sure our
schools are participating in any and all programs that can provide technological benefits to the
districts, the teachers, and their students.
PROGRAM SUMMARY:
The coordinator provided the school districts with information and training concerning
technology. This information was coordinated with the Arkansas Department of Education
(ADE) and Arkansas Department of Information Systems (DIS). Information was also
distributed from federal agencies and organizations such as Schools and Libraries Division
(SLD) of the Universal Service Administrative Company that deal with E-rate for public schools.
Other topics included network security issues as well as policies concerning legal use of the
school network. Technology workshops were held on a variety of technology related topics.
74
Technology in-service workshops were focused on classroom integration of technology to
improve student achievement that was consistent with the Common Core State Standards and
ISTE Standards. An online automation program was used by schools to order technology/media
equipment from the technology/media dept. The coordinator provided the school districts with
information and training concerning media and current issues relating to media in education
through a network consisting of media specialists from member school districts. This
information was coordinated with the Arkansas Department of Education and Arkansas Library
Associations. Dawson Education Cooperative continued to work with the Arkansas Department
of Education and the Arkansas Education Cooperative Technology Coordinators. Meetings were
held once a month and information was provided to Dawson school districts. Arkansas
Department of Education video conference initiatives continued to be supported with duplication
of tapes and other materials when requested by the schools. Videotapes and DVD’s were
purchased that supported ADE initiatives. The media center provided download services on
CD/DVD for teachers upon request. In addition, Arkansas Dept. of Education CIV’s are
recorded and made available to member school districts through Dawson’s website.
Administrators within the school districts were provided training on the use of technology
equipment/software that would enable them to be more productive and efficient in their daily
routines. A heavy emphasis was on teacher evaluation and the preparation of the PARCC
Assessment. Instructional Technology Coaches (ICT) received 4 days of training to take back to
their schools and disseminate. This training enabled schools to receive the most up to date
training in instructional technology. A major focus in the technology/media dept. was
technology equipment and how it can be used effectively in the classroom. Teachers were able to
check out equipment and be provided training on how it can be used effectively in the classroom.
Equipment included, iPads, SMART tables, iPods, Senteo Response Systems, etc. The DEC
Technology Dept. worked closely with the school districts and made site visits to assist in
PARCC/LAN Evaluations to prepare schools for online testing. Reports were made to Arkansas
Dept. of Education and School Superintendents on School District readiness. In
addition, School District Testing Coordinators were trained on the testing infrastructure and will
become a new cohort for the upcoming school year.
PROGRAM:
75
TOBACCO PREVENTION AND EDUCATION GRANT PROGRAM
FOR CLARK COUNTY
FUNDING SOURCE:
Arkansas Department of Health, Master Tobacco Settlement,
Tobacco Prevention and Cessation Program
FUNDING:
COMPETITIVE GRANT: Yes X No __
RESTRICTED:
Yes X
NON-RESTRICTED__
Clark County Community At Large, that includes city and county governments/municipalities,
businesses, industries, students, school personnel and faculty of the Arkadelphia, Gurdon, and
Centerpoint School Districts.
PERSONNEL:
Pam Hutchins, Tobacco Prevention and Education Coordinator
GOAL:
To prevent, educate, and help those that want to quit tobacco in the Clark County, Arkansas area.
Through this process, relationships and partnerships will be formed to build a stronger tobacco
prevention, education, and cessation program for the residents of Clark County that include
businesses, industries, city and county government/municipalities, K-12 students, parents, and
staff/faculty, and Higher Education students, and staff/faculty.
PROGRAM SUMMARY:
To plan, coordinate, partner, and implement Tobacco Prevention and Education workplan
activities in the Clark County, Arkansas area. This includes three school districts in Clark County
which are Arkadelphia School District, Gurdon School District, and Centerpoint School District.
This also includes offering tobacco cessation services and resources through the Arkansas
Quitline, and tobacco prevention and education presentations to local business and industries,
city and county governments and agencies/municipalities, and the community at-large that are
located in Clark County.
• Dr. Victor DeNoble, the first whistle blower (Scientist) of Phillip Morris Tobacco
Industry for the discovery of Nicotine addiction, spoke to over 1,100 students and staff
combined from the Centerpoint School District, Arkadelphia School District, and Gurdon
School District, about the dangers of tobacco and the power of nicotine addiction, on
September 11, 2013.
• Dr. Victor DeNoble, the first whistle blower (Scientist) of Phillip Morris Tobacco
Industry for the discovery of Nicotine addiction, will speak to a group of students with
the Southwest Arkansas Preparatory Academy that are from Centerpoint, Gurdon, and
Arkadelphia School Districts on June 10, 2014, and Dr. DeNoble will speak to the publicat-large in Arkadelphia, June 10, 2014, at Dawson Education Cooperative.
76
•
•
•
•
•
•
Tobacco Prevention, Education, and Cessation Booths at the Clark County Fair, Gurdon
Forrest Festival, Henderson State University, Ouachita Baptist College, and Gurdon and
Centerpoint School Districts to educate about Act 811 Smoke-Free Car law, Second-hand
smoke, cessation information, and the harmful effects of tobacco.
Conducted Tobacco Prevention, Education presentations to the Becoming a Healthy
Clark County Coalition (BaHCC), Arkadelphia Housing Authority, Gurdon School
District Wellness Team, and the Clark County expectant mothers and fathers at the Baby
Safety Shower.
The first Minority Barber/Beauty Shop Health Initiative was conducted for the residents
of Clark County to receive free health screenings (Cholesterol, Blood Sugar, and Blood
Pressure, and AR SAVES and Stamp Out Smoking Cessation information was given out
to participants) and assistance with nurse referrals to local physicians, health department,
clinics, and the local hospital, when referrals were warranted.
Daycare Tobacco policies were reviewed and recommendations and suggestions were
made to strengthen the daycare tobacco policies. Two daycares approved and adopted
their tobacco policies for their businesses.
The Arkadelphia City Park Tobacco Policy was reviewed and recommendations and
suggestions given to make the city park tobacco policy stronger.
The Henderson State University and Ouachita Baptist College, Health Services
Department employees took part in the Arkansas S.T.O.P. Program, 2 A’s and a R (Ask,
Advise, and Refer). This is an online tobacco cessation training to equip the Health
Services employees to adequately address student and staff tobacco cessation needs with
each visit to the school’s clinic. The Health Services staff received CEU’s for the training
in tobacco cessation.
77
78
Special Projects….
2013-2014
Special Projects: Arkansas Leadership Excellence and Development System (LEADS)
Competitive Grant
Yes
No
Goals and Description: The Interstate School Leaders Licensure Consortium (ISLLC) standards
provide the foundation for the Arkansas Leadership Excellence and Development System
(LEADS). The Arkansas Department of Education partnered with Connie Kamm to develop an
evaluation tool for school administrators. All current administrators in Arkansas were required
to attend training on this new evaluation system which was piloted statewide during the 2013-14
school year. The Arkansas Department of Education trainers led the sessions during the summer
of 2013 at each educational cooperative as well as additional trainings in the central AR area. A
support session was offered in February at Arch Ford for superintendents in that region. LEADS
will be fully implemented statewide in 2014-15.
79
Special Projects: Teacher Excellence Support System (TESS)
Competitive Grant
Yes
No
Goals and Description: The Framework for Teaching by Charlotte Danielson provides the
foundation for the Arkansas Teacher Excellence and Support System (TESS). Teachscape
partnered with Charlotte Danielson and Educational Testing Service (ETS) to develop FOCUS,
software that provides district evaluators with comprehensive training and scoring practice,
followed by a scientifically designed assessment of ability to accurately and consistently apply
the Danielson rubric for teaching performance. The Arch Ford Cooperative offered seven
FOCUS support sessions for administrators between March and December 2013 as well as two
trainings on Domains 1 and 4 of the Danielson rubric. The Arkansas Department of Education
provided training for administrators at each cooperative on coaching and Professional Growth
Plans, Scripting, and Specialty Rubrics during the fall of 2013. The ADE also held a TESS
feedback session during the spring of 2014 at each cooperative. Additionally, two
representatives from each cooperative participated in an extended training that began in the fall
of 2013 and will continue in the fall of 2014 to support administrators through the coaching
process for TESS. The ADE is currently scheduling additional sessions to extend the learning
and support administrators and teachers as they fully implement TESS as the teacher evaluation
system in the 2014-15 school year.
80
81
Professional Development Activities….
2013-2014
INSERT SUMMARY ATTENDED REPORT FROM ESCWORKS
NOTICE OF NON-DISCRIMINATION
Dawson Education Cooperative does not discriminate on the basis of race, color,
national origin, sex or disability and admission or access to or treatment or
employment in its programs and activities. Any person having inquiries
concerning compliance with the regulation of 1972, Section 504 of the
Rehabilitation ACT of 1973 or other state of federal law is directed to contact;
Ron Wright, Director
Veronica Nelson, Equity Coordinator
711 Clinton Street
Arkadelphia, AR 71923
870-246-3077
121

table of contents - Dawson Education Cooperative

Transcription

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