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Annual Report

2013-2014

2235 California Ave., SW Camden, AR 71701

Phone: 870-836-1600 Fax: 870-836-1629

South Central Service Cooperative

May 21, 2014

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Table  of  Contents  Director’s  Remarks  .........................................................................................................................................................  3    Mission  Statement  ...........................................................................................................................................................  5    State  Map  of  Cooperatives  ...........................................................................................................................................  5    SCSC  Organizational  Chart  ..........................................................................................................................................  6    SCSC  Board  of  Directors  ...............................................................................................................................................  7    South  Central  Service  Education  Service  Cooperative  (ESC)  Annual  Report  ........................................  8  I.    GOVERNANCE:  ..........................................................................................................................................................................  8  II.  STAFFING:  ...................................................................................................................................................................................  9  III.   TEACHER  CENTER  .........................................................................................................................................................  12  IV.   ADMINISTRATIVE  SERVICES  ....................................................................................................................................  12  V.   DIRECT  SERVICES  TO  STUDENTS  ............................................................................................................................  13  VI.   ANECDOTAL  REPORTS  ................................................................................................................................................  14  VII.   EMPLOYMENT  POLICIES  AND  PRACTICES  .......................................................................................................  20  

 Salary  Schedules  ...........................................................................................................................................................  22    SCSC  Teacher  Center  Committee  ...........................................................................................................................  27    SCSC  Fiscal  Report  (Revenue  Summary)  ...........................................................................................................  28    Annual  Report  Program  Description  2013-­‐14  ................................................................................................  29    Special  Projects  and  Programs  ...............................................................................................................................  67    Summary  Attended  Reports  ....................................................................................................................................  70    Notice  of  Non-­‐Discrimination  .................................................................................................................................  95  

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Director’s Remarks Our mission at South Central Service Cooperative is to “empower our schools and communities to meet their educational goals through all available resources. By linking our schools together for success, our spirit of cooperation guides us to practice what we teach.” Empowering our schools and communities to meet their educational goals through all available resources is a guiding principle for South Central Service Cooperative. Since our beginning in 1985, the staff continues to strive to put students first. To do that, we work to address the needs of licensed and non-licensed employees in our districts. This includes teachers, administrators, counselors, cafeteria workers, bus drivers, board members, and parents. To inform our public, the staff at South Central Service Cooperative researched and composed this annual report of services delivered to our schools during 2013-14. This report will document services and products delivered by each department; it will also provide extensive financial information. The purpose of this report is to inform participating school personnel, local district board members, area legislators, Arkansas Department of Education personnel, the Governor and his staff, and other interested parties about the services of the South Central Service Cooperative. We trust that by providing this information, we will make people aware of services that they may not use because of a lack of awareness of their availability. We also hope that those who utilize these services on a regular basis will be made aware of the depth of offerings, so they can utilize all that is available and also give us feedback on strengths and areas of concern. The South Central Service Co-Op area includes thirteen school districts in four counties; this equates to approximately 1,356 public school teachers and administrators and 15,967 students. Some services are provided to several private schools, home schools, etc. in the area in keeping with federal rules and regulations concerning federal funds also generated by those students. A close working relationship has also been established between the co-op and SAU in Magnolia. South Central Service Cooperative also works with Henderson State University to coordinate Pathwise Mentoring training for our districts and with the University of Central Arkansas and SAU to offer Common Core State Standards Mathematics instruction and Arkansas Frameworks Curriculum for Science instruction to teachers through a grant from the ADE. This grant is a Math/Science Partnership Grant. The staff members of the South Central Service Co-Op have carefully prepared this report in compliance with A.C.A. § 6-13-1020 which requires, “In an annual meeting of the board of directors, . . . the education service cooperatives shall report to their constituent school districts on the year’s operation.” This document represents a wide range of services and activities. Included below is a list of services jointly shared by our member districts and by some districts outside the SCSC boundaries; districts outside our co-op purchase their share of the services.

● Arkansas Better Chance Preschools (Total of 13) ● ADE School Improvement Supervisor ● APSCN Student Support ● APSCN Financial Support ● Behavior Intervention Consultant for K-12 ● CPR and AED Training and Materials Supply Service ● Distance Learning Coordinator & Programs ● ECH Special Education Consortium ● Facilities Coordinator and Facilities Planning Services Consortium ● Gifted & Talented Coordinator ● Home School Testing Coordinator and Services

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● Library Media Services & Materials ● Literacy Specialists ● Math Specialist ● Science Specialist ● Math, Science, Technology Consortium ● Professional Development Consortium ● Medicaid in the Schools ● School Community Health Nurse ● School Vision Equipment Repair Assistance ● Teacher Center ● Technology Coordinator & Services ● Technology Training Center ● Work Force Education Coordinator & Services

In 1985, four employees staffed the co-op; however, in 2013-14, there are 54 full-time employees and 8 part-time employees. SCSC hires, on a consultant basis, speech therapists, occupational therapists, physical therapists, psychological examiners, nurses, interpreters, etc. based on IEP specified needs for our 3-5 year old students. Consultants are also employed to provide summer, after-school, and specific-topic workshops; classroom demonstrations; grant writing; etc. A revenue spreadsheet is included with this report that represents a five-year span of account revenues. On January 13, 2011, South Central Service Cooperative moved into its new home at 2235 California Avenue. From a space standpoint, our old home had approximately 7,800 square feet of space compared to approximately 13,500 square feet in the new facility. The parking lot is a popular item at the new building. No longer do teachers have to park in the cemetery when the parking lot fills! We are very thankful for the partnership with Mayor Chris Claybaker and the City of Camden on this building. Common Core State Standards, PARCC and Arkansas’s new teacher evaluation (TESS) process are huge endeavors for our schools in the coming years. South Central Service Cooperative is investing people, time, and money so our schools and students will be successful in these efforts. As our mission guides us, the staff at South Central Service Cooperative will strive to “link our schools together for success.”

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Mission Statement “Kids are our business!” The mission of the South Central Service Cooperative is to empower our schools and communities to meet their educational goals through all available resources. By linking our schools together for success, our spirit of cooperation guides us to practice what we teach.

State Map of Cooperatives

County School District Calhoun Hampton Columbia Emerson-Taylor-Bradley, Magnolia Ouachita Bearden, Camden Fairview, Harmony Grove Union El Dorado, Junction City, Norphlet, Parkers

Chapel, Smackover, Strong-Huttig

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SCSC Organizational Chart

Media/Teacher Center Secretary/Web Designer

Bookkeeper

Distance Learning Education

Coordinator

K-12 Literacy Specialist

K-12 Math Specialist

K-12 Science Specialist &

Gifted/Talented Coordinator

(Interim) Technology Coordinator

DIS (APSCN) Student

Field Specialist

Reading Recovery Specialist

Facilities Coordinator

Teachers/Itinerant Teachers

Intake Provider

Paraprofessionals

Behavior Intervention Specialists

Speech Pathologists

COPA Clerk

Medicaid Secretary

Administrative Assistant/Asst. Bookkeeper

Network Manager

Community Health Nurse

Act 349 of 1985 - Established Cooperatives

Full Board of Directors

Director

Director's Executive Secretary

Teacher Center Coordinator

Early Childhood Coordinator

Teacher Center Committee

Receptionist/Data Entry Clerk

Media Courier

Career & Technical Education

Coordinator

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SCSC Board of Directors

Officers of the Board

Name Position School District Jimmy Cunninhgam President Hampton School District Saul Lusk Vice President Strong-Huttig School District Walton Pigott Secretary Harmony Grove School District

Members of the Board

Name Position School District Denny Rozenberg Board member Bearden School District Robert Davis Board member Camden Fairview School

District Jim Tucker Board member El Dorado School District Gary Hines Board member Emerson-Taylor- Bradley Robby Lowe Board member Junction City School District John Ward Board member Magnolia School District Michael White Board member Parkers Chapel School District Dave Wilcox Board member Smackover-Norphlet School

District

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South Central Service Education Service Cooperative (ESC) Annual Report

DATE: May 21, 2014 LEA# 5220000 ESC# 11

ESC NAME: South Central Service Cooperative

ADDRESS: 2235 California Avenue, SW

PHONE NUMBER: 870-836-1609

DIRECTOR: Marsha Daniels TEACHER CENTER COORDINATOR: Karen Kay McMahen

NAMES OF COUNTIES SERVED: 5 Calhoun, Columbia, Lafayette, Ouachita, and Union NUMBER OF DISTRICTS: 13 NUMBER OF STUDENTS: 15,967 FREE LUNCHES: 9,336 NUMBER OF TEACHERS: 1,356 REDUCED LUNCHES: 1,386 PAID LUNCHES: 5,245

I. GOVERNANCE:

A. How is the co-op governed? Board of Directors 13 or Executive Committee

How many members on the Board? 13 Executive Committee __ How many times did the Board meet? 12 Executive Committee __ When is the regular meeting? First Wednesday of the month.

Date of current year’s annual meeting: May 21, 2014

B. Does the co-op have a Teacher Center Committee? YES [X] NO[ ] If yes, then: How many are on the Teacher Center Committee? 13 How many members are teachers? 9 How many times did the Teacher Center Committee meet 3

When is the regular meeting? No regular meeting. Committee met 3 times: September, January, and March

C. When was the most recent survey/needs assessment conducted? December 2013

D. Have written policies been filed with the Arkansas Department of Education? Yes [X] No [ ]

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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)

* NAME POSITION FUNDING

SOURCE NEW HIRE

RESIGNED TERMINATED /RIF

Allen, Cynthia Itinerant Teacher S X

Ball, Theressee Itinerant Teacher S X

Barnes, Gina Paraprofessional S X

Barr, Iris Paraprofessional S

Baxter, Marva Teacher S X

Bean, Sammie Paraprofessional S

Bean, Sonya Floater S X

Brian, Karla Early Childhood Coordinator S

Bonsall, Amanda Speech Therapist S

Borne, Carmen Distance Learning Coordinator S X

Burchfield, Betty Itinerant Teacher S

Cates, Julie Paraprofessional S

Collins, Lynsey Teacher S X

Curry, Deborah Literacy Specialist S

Davis, Ella Faye Administrative Assistant to the Director

B

Daniels, Marsha Director B

Faucett, Rhonda Floater S

Gibson, Charlotte

Paraprofessional S X

Hall, Tiffany Floater S X

Hargiss, Traci Long Term Sub./Webmaster B/S X

Harper, Debra Teacher S

Harris, Margaret Paraprofessional S

Hartsfield, Sonia Behavior Specialist F

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Herrin, Tammy Floater S

Hinton, Holly Speech Therapist S X

Holeman, Haley Teacher S

Jermany, Tristan Technology Coordinator B

Johnson, Laura Teacher S

* Johnson, Martha APSCN Student Field Analyst

Lacy, Latarsha Paraprofessional S

Lea, LaVonda Teacher S

Marquez, Anna Floater S X

* McDonald, Rhonda

Community Health Nurse Specialist

McKinney, Jackie

Teacher S

McMahen, Karen Kay

Teacher Ctr. Coordinator B X

Melson, Khaila Media/Teac.Ctr. Secretary B/S X X

Melson, Rex Media Courier B/S X

Morgan, Tara Teacher S

Neely, Alicia Paraprofessional S

* Nichols, Charlotte

APSCN Financial Management Field

Norwood, Sandy Paraprofessional S X

Powell, Sondra Itinerant Teacher S

Ray, Amy Itinerant Teacher S X X

Redford, Adrianna

Speech Therapy Asst. S X

Rogers, Angela Speech Therapist S

Rogers, Kelly Floater S

Rone, Martha Itinerant Teacher S

Scott, Glen Bookkeeper B/S

Sexton, Kathy Teacher S

Seymour, Kaitlyn

Speech Therapy Asst. S X

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Shew, Donna Paraprofessional S

Sims, Belinda Teacher S

Sims, Kimberly Paraprofessional S

Stinnett, Leah Math Specialist S X

Stover, Claudia Teacher S X

Sullivan, Terry Workforce Coordinator F

Tyson, Kierra Receptionist/Secretary B/S

Tyson, Wendy Paraprofessional S

Vick, Jessica Floater S X

Waggoner, Amanda

Teacher S X

Walker, Jocelyn Assistant Bookkeeper/ Administrative Assistant

B/S

Warriner, Anna Literacy Specialist S

Watson, Kay Early Childhood Intake Provider

S X

Watts, Karron Science Specialist/GT Coordinator

S X

Womack, JoAnn Technology Specialist S

Woodard, Jeannine

MITS Secretary M

Wooldridge, JoAnne

Facilities Coordinator D

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III. 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? YES [ X ] NO [ ] Approximate the number of titles in media center: 4,056 Does the co-op provide delivery to the districts? YES [ X ] NO [ ]

How many districts participate in the media program? 12

How many titles (including duplicate counts) were provided to schools during this current year? 54 Do districts contribute dollars to the media services? YES [ X ] NO [ ] How are media charges per district determined (formal or per ADM)? Please describe: Schools were charged a flat rate based on size of district. Total contributed to media was $5,750.

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: 275

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

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[ 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 [ X ] 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 ] Home School Testing [ X ] Vision and Hearing Equipment Maintenance and Repair [ X ] Career and Technical [ X ] K-12 Behavior Support Teacher Training [ X ] Community Health Nurse to Support School Nurses [ X ] Other (please specify)

Tobacco Cessation Programs CPR & AED Training and Materials Supply Support

V. DIRECT SERVICES TO STUDENTS

Please check the student services provided through the co-op: [ ] Student assessment program [ X ] Itinerant teachers – please list areas: Early Childhood & Special

Education

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[ ] Music, art, speech pathology [ ] Occupational therapy, physical therapy [ ] Computer-assisted instruction [ X ] Mentor programs: Pathwise [ X ] Gifted/talented programs: 13 participating districts [ X ] CIV instruction [ X ] Speech therapist services to 3-5 year-old children

[ X ] Occupational and physical therapy services to 3-5 year-old children

[ ] Low incidence handicapped [ X ] Other (Please specify):

Early Childhood Special Education 3-5 years of age, Nursing Services Arkansas Better Chance Science Fair Judging

VI. 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.

Name of Project/Program: The South Arkansas Mathematics Standards Partnership, Year 3 Program Summary: In July 2011, South Central Service Cooperative partnered with Southern Arkansas University’s Educational Renewal Zone (ERZ) to write a federal grant proposal entitled The South Arkansas Mathematics Standards Partnership. This grant was approved for year 2 during 2012-13 and for year 3 during 2013-14 academic year. Grant writers were Tim Daniels, Associate Professor of Biology from SAU and Roger Guevara, SAU ERZ Director. The partnership was designed as a three-year project to create and provide professional development activities to enhance both teacher content knowledge measured by approved pretest and instructional skills in two learning progressions identified in the Common Core State Standards for Mathematics. Instructional skill growth was measured by the use of an instrument called the Revised Teacher Observation Protocol (RTOP). The focus group for the training was teachers of mathematics in grades 3-8. For Year 1, the two learning progressions identified in a needs assessment were the Measurement and Data domain in grades 3-5 and the Statistics and Probability domain for grades 6-8. The total amount of the grant for FY12, Year 1, was $167,807.04. For Year 2, the two learning progressions identified via a needs assessment device completed by Year 1 participants for extending learning to Year 2 were Number and Operations, Fractions for

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grades 3-5 and Operations and Algebraic Thinking for grades K-5. The Measurement and Data domain from grades K-5 and the Statistics and Probability domain form grades 6-8 continue to be used as a context when meaningful and appropriate. The total amount of progress of the teacher in content knowledge and in the use of the revised instructional methods taught. For Year 3, the learning progressions focus was on Ratios and Proportions and on Algebraic Expressions and Equations. The total budget for Year 3 was $210,635.00. Year 3 included the addition of a technology integration component. Each participant received an iPad Mini with a protective cover. The partnership is a collaborative effort of Southern Arkansas University, the University of Central Arkansas, South Central Service Cooperative, and 14 public schools including: Ashdown, Camden-Fairview, Emerson-Taylor-Bradley, Foremen, Fouke, Genoa Central, Harmony Grove, Hope, Junction City, Magnolia, Norphlet, Smackover, Strong-Huttig, and Texarkana. A total of forty teachers are participating in the training. Linda Griffith, Professor of Mathematics at UCA, and Tim Daniels, Associate Professor of Biology at SAU, delivered training during three Saturdays in the fall of 2013 and during three Saturdays in the spring of 2014. An additional ten days of training will take place in June and July 2014. Half of the class met at SCSC in Camden, and the other half met in Texarkana. Compressed interactive video enabled the two professors to team teach both groups, even though the sites are in two separate co-op service regions. Name of Project/Program: PARCC Online Field Testing Program Summary: PARCC Online testing has been a large project this year. The SCSC Technology Coordinator has attended many trainings and meetings as well as teaming up with DIS to make visits to all of the schools that are field-testing the online test component. Seven of our thirteen districts participated. This visit included an extensive checklist developed by DIS and ADE for the purpose of helping the schools be as ready as possible for this project. 100% of these schools invited the SCSC Technology Coordinator and SCSC Specialists to observe testing in order to facilitate the process of online testing to all of our districts, especially those not chosen to participate in the online portion. All specialists including the SCSC Teacher Center Coordinator have witnessed the online PARCC field tests. In addition, during math and literacy instructional facilitators’ meetings, the online sample questions were showcased for instructional facilitators to practice and to see the components of the field test. The SCSC Technology Coordinator has taken a leadership role for our districts to help them with this transition by keeping in contact with the technology coordinators and the testing coordinators at each district. After the online field testing was completed, specialists with the help of the technology coordinator compiled a list of suggestions for schools to incorporate into their testing plans for the 14-15 school year. Name of Project/Program: Consolidated Purchasing Program Summary: The South Central Service Co-op has assisted its area schools in cooperative purchasing since the 1990’s. The service was established to meet the schools’ common needs to purchase products, equipment, and services at the lowest competitive prices to be aligned with the Arkansas bid laws. In addition to substantial financial savings, it affords the schools tremendous hours of time management. Schools may effectively and efficiently use the time savings on student achievement, teacher accountability, curriculum development, advanced technology, etc. We provide cooperative purchasing for copy paper, laminating film, diploma seals, CIV equipment maintenance agreements, and Staples Advantage, an online office supply company. Our original services were for copy paper and laminating film. Throughout the years, we acquired CIV

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equipment maintenance agreements, diploma seals, and Staples Advantage. The school completes an order form for copy paper, laminating film, and diploma seals. The paper will be delivered and invoiced to the individual schools. All laminating film is delivered to the co-op in 1 bulk order. Mrs. Walker complies and separates the schools’ lamin orders for each individual school. Each school is invoiced, and the lamin is delivered to each school through our media services. Each school is provided a list of its CIV equipment and prices for maintenance on each piece of equipment. The schools signed a cooperative agreement form for the awarded company to maintain the equipment in a given year. Staples Advantage is an online ordering system for office, computer, and janitorial supplies provided by a partnership through National Joint Powers Alliance (NJPA), a public purchasing agency. Each school has an individual account where the school can place orders, and the orders are delivered to the perspective school. If the cooperative group of schools order supplies in excess of $75,000 within a given year, Staples Advantage pays South Central Service Coop a rebate check. The check is calculated from actual purchases x 1% of purchases at or over $75,000. Staples Advantage has a price scale for the percentages (1%, 2%, 3%, 4%, 5%). The check is made payable to South Central Co-op. Each school will get a check from the co-op for its purchase percentage. Name of Project/Program: Facilities Consortium Program Summary: On September 4, 2007, the SCSC Board of Directors approved the recommendation of the director to hire JoAnne Wooldridge as Facilities Coordinator. At this point, 12 of the 13 member districts joined together to form the SCSC Facilities Consortium. The primary function of the facilities coordinator at that time was to assist districts with the writing and implementation of each district’s facilities master plan. In 2002, the court case and the subsequent ruling in the Lake View School District versus the State of Arkansas resulted in the decision by the judge that the State of Arkansas was required to develop a system to ensure that its public school systems maintained a state of facilities equitability. As a result of this ruling, the Arkansas Division of Public Schools Academic Facilities and Transportation Division (ADPSAFT) was established. In 2007, the South Central Service Cooperative hired its first Facilities Coordinator to assist schools with compliance in relation to the new laws, ADPSAFT Rules and Regulations, etc. The SCSC Facilities Coordinator, a former employee of ADPSAFT, possessed the skills, a Bachelor of Science degree from UALR in Construction Management, and the accompanying background and experience required to support our districts with these compliance issues and in serving as a liaison between our member districts and the ADPSAFT. Since her initial hire date of September 4, 2007, Mrs. Wooldridge has participated in a facility planners association to influence changes in the masterplan partnership process. As such, she has served as an advocate for member districts who are a part of the SCSC Facilities Consortium. Name of Project/Program: Math Coaches Training Program Summary: Our Math Coach training began in the fall of 2013 and continued until our final meeting on March 21, 2014. Dr. Linda Griffith, Professor at UCA, led our training. There were originally ten people from six school districts in attendance. This number stayed consistent throughout the training. The attendees represented instructional facilitator and math coach positions in grades K-12. We began our initial meeting with a general discussion of curriculum development. This

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topic would be the unifying thread of conversation and focus of the work of our group throughout all of the meetings. The atmosphere was that of a professional learning community with all persons contributing to the problems and discussion. We discussed what has been lacking in previous curricula and how we could learn from past mistakes. As a matter of rule, the group looked for discernable mathematical patterns that could be used to reinforce articulation and coherence in the mathematics curriculum. We agreed with Dr. Griffith’s belief that meaning of operations and properties should be a point of emphasis in a coherent curriculum. These are topics that move across grade level and create deeper understanding of mathematics. Part of our conversation centered on the fact that there is a difference between memorizing and knowing from memory - fact fluency means you have to understand what you are doing or know if from memory. In addition, there is procedural fluency. Students need to learn to reason abstractly and quantitatively. Students should be able to come up with an algorithm and apply the algorithm. We began to construct curriculum through a pattern set forth by Dr. Linda Griffith, based on the Common Core State Standards. We discussed the need for the curriculum to be both focused and coherent as we build a vision for our future units of study. To attain both focus and coherence requires the standards to be used in multiple units. This practice forces connections between standards in a given grade and adjacent grades. Using isolated topics promotes fragmented curriculum that lacks focus and does not appear to be coherent. We, as a group, discussed what it means to learn. We determined that learning is changing ones behavior with consistent training. To build learning into a curriculum required looking at more than one grade level (look back and forward) for the purpose of filling holes and differentiation. The pattern developed by Dr. Griffith for curriculum development, to promote both focus and coherence, requires each unit to have three sets of standards associated with it: focus standards from the grade level, the reason the unit exists; supporting standards (from prior grades, from prior/future units in this grade, from next grade), and standards that provide context. The assessment should include, no less than four and no more than three, parallel assessments. Increase the rigor of the assessments throughout the year. Criteria for whether or not something should be tested: Is it significant? Can you test it? Is it intrusive? Is it teachable? Dr. Griffith suggested teachers build their textbook as they go through the year. The book should include problems or tasks teachers plan to give to students. These problems or tasks should be accessible to the student through prior knowledge but have the potential to reveal student thinking. As part of the textbook, teachers should keep examples of student work. They should include three or four examples of student work for each task or problem assigned. There should be an example of the direct modeler, the counter, and the abstract thinker for each task or problem type. Websites that Dr. Griffith uses: Engage NY, Common Core tools.me, illustrative mathematics, illuminations (nctm), Dan Meyer "3 Act Math." Teachers should set a learning goal (unpack the standard). The standard is the outcome statement, which may not happen in one unit. We should divide learning goals into two sets: procedural ability and conceptual knowledge. Procedural ability may be from a previous unit and develop the corresponding procedural skill in the next unit. To facilitate growth of conceptual knowledge, a teacher should differentiate amounts of work given to students based on different levels of procedural ability. Current problems with curriculum: educators set expectations too low; we are going back too far to start most concepts; and we measure conceptual learning by assessing procedural skills.

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Teachers assume if students can get the right answer that they understand the concepts. Our discussion centered on how curriculum development can aid with these problems. We further discussed creating unit summative assessments. The timing of this task is crucial because this needs to be done after unit goals have been determined and before instructional materials for the unit have been selected. If the teacher knows how he or she is going to assess student learning, then he or she will have a much better sense of the types of materials that will be needed for the assessment. On the topic of what assessments should consist of, according to Dr. Griffith, 50% of the points should be accessible to all or most of the students. Grades should reflect change in learning over time. Use 50/40/10 pattern for assessments- 50% of work is something with which all the kids can be successful, 40% should be the new content students are learning, 10% of the material is inaccessible to all except the students who have a deep understanding of the mathematical content. This prototype reflects a growth mindset, or the belief that mathematical ability can be increased over time. Administering the summative assessment does not need to be a big one day "test." Rather, the summative assessment should consist of problems and tasks over the course of the school term. The teacher should look at the learning goals and the summative assessment problems and tasks when selecting instructional materials (formative assessment problems and tasks) for the unit to be identified. Interim Assessments: ideally everyone starts with the same formative assessment and then everyone teaches his own students based on student thinking. At the two-thirds point in a unit, the teacher should use a common formative assessment lesson (FAL) like those found in Mathematics Design Collaborative (MDC). What occurs after the formative assessment should depend on the outcome of the FAL. The effectiveness of formative assessment depends on the willingness of the teacher to change his or her instruction based on the outcome of the formative assessment. Dr. Griffith referenced the article that can be found on the Arch Ford Mathematics Department website, Purposeful Pedagogy & Discourse Model - Responding and Orchestrating Discourse written by Aimee Adams and Linda Jaslow. We spent a great deal of time discussing formative assessment. The research by Black and Wiliam on formative assessment indicates that it is the key for low performing students. As a PLC, we read and labored over the article, Inside the Black Box: Raising Standards Through Classroom Assessment, by Dylan Wiliam and Paul Black. During the conversation we discussed that the line between formative assessment and instruction is very gray. The tasks teachers use to assess what students are thinking can often be used to move student thinking forward. Before choosing the problems and tasks, which will be used for instruction or assessment, teachers should determine if the item is accessible to the students without being taught directly. Can the students engage in the learning through working on this task or problem? Does this item have the potential to reveal the mathematics through working on the task? Is this task or problem the tool needed to move the student to the learning goal? Formative questions: never ask a question that has only one right answer. Rather than asking a question like, "What is 4 times 6," the teacher should ask, "What are two numbers that have a product of 24?" Rather than asking what a scalene triangle is, ask, "Can you construct a triangle that has no two sides that are equal?” Classrooms need diversity of learners/learning/instructional strategies to move all learners forward. There are three

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roadblocks to good formative assessment: lack of content knowledge, rarity of high quality formative assessments, superficiality of, most testing that does not test deep understanding. There is a generative design of formative questions. Think about some questions that would habitually be asked that are either right or wrong and that make the answer into the question. Formative assessment requires rigorous, relevant tasks - with an entry point. When choosing a task, think, “Is there a way to do this task even if they don't know how to do the mathematics efficiently?” Dr. Griffith asserted, "I believe in common planning." Instructional material should be universally chosen/designed/used by everyone. A new teacher should be working from the same materials "box" as a veteran teacher. Administrators should be sure teachers are planning, but give them some flexibility to change based on student needs. The students’ needs should be discovered from formative assessments. When planning, discuss the amount of time you are allocating for the unit and be willing to change the plans. Everyone in the school should use the same summative assessment. All teachers should have a hand in designing that assessment. How do daily planning and weekly lesson plans fit into this curriculum? According to Dr. Griffith, if you believe in formative assessments, which has a big effect size, every teacher cannot be on the same page on the same day, and plans may change based on findings of formative assessment. Over the course of our monthly meetings, we developed a skeletal curriculum based on strands from the Common Core State Standards for Mathematics. Those documents were shared among group members so that each person could take the basis of a vertically aligned mathematics document and change it based on his or her district’s needs. This work continues at the district level.

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VII. EMPLOYMENT POLICIES AND PRACTICES

Act 610 of 1999 requires that each educational service cooperative report the following information:

EMPLOYED

Number of new males employed by the cooperative for the 2014-15 school year: For this number above, please provide the number in each of the following racial classifications: 0

White ______ African American ______

Hispanic ______ Asian ______

American Indian/Alaskan Native ______

Number of new females employed by the cooperative for the 2014-15 school year: For this number above, please provide the number in each of the following racial classifications: 15

White _11___ African American __4____

Hispanic ______ Asian ______

American Indian/Alaskan Native ______

TERMINATED

Number of males terminated by the cooperative during the 2014-15 school year: For this number above, please provide the number in each of the following racial classifications: 0

White ______ African American______

Hispanic ______ Asian ______

American Indian/Alaskan Native ______

Number of females terminated by the cooperative during the 2014-15 school year: For this number above, please provide the number in each of the following racial classifications: 0

White _____ African American _____

Hispanic _____ Asian _____

American Indian/Alaskan Native _____

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SEEKING EMPLOYMENT

Number of males seeking employment by the cooperative during the 2014-15 school year: 0 For this number above, please provide the number in each of the following racial classifications:

White______ African American______

Hispanic______ Asian ______

American Indian/Alaskan Native ______

Number of females seeking employment by the cooperative during the 2014-15 school year: 23 For this number above, please provide the number in each of the following racial classifications:

White_16___ African American__6___

Hispanic______ Asian___1___

American Indian/Alaskan Native______ Unknown______

22

Salary Schedules

Licensed Salary Schedule FY 2013-14

Intake Provider

Steps *0 $40,6021 $41,0822 $41,5623 $42,0424 $42,5225 $43,0026 $43,4827 $43,9628 $44,4429 $44,922

10 $45,40211 $45,88212 $46,36213 $46,84214 $47,32215 $47,32216 $47,32217 $47,32218 $47,32219 $47,32220 $47,322

*Based on 240 Days

* Teacher Center Coordinator See Supplemental Schedule)* ECH Coordinator (Index Multiplier 1.1)* Intake Provider (Index Mulitplier 1.132)**Behavior Support Specialist (Index Multiplier 1.395 - for a 200 Day Contract)

Initial Adoption: April 28, 2013Last Revision: June 25, 2013Last Adoption: June 25, 2013

Teacher Bachelor's Degree Teacher Masters Degree

Coordinators, Supervisors, Technology

$30,744 $35,130 $44,375$31,224 $35,680 $45,071$31,704 $36,230 $45,767$32,184 $36,780 $46,463$32,664 $37,330 $47,159$33,144 $37,880 $47,855$33,624 $38,430 $48,551$34,104 $38,980 $49,247$34,584 $39,530 $49,943$35,064 $40,080 $50,639$35,544 $40,630 $51,335$36,024 $41,180 $52,031$36,504 $41,730 $52,727$36,984 $42,280 $53,423$37,464 $42,830 $54,119$37,944 $43,380 $54,815$37,944 $43,380 $54,815$37,944 $43,380 $54,815$38,424 $43,930 $55,511$38,904 $44,480 $56,207$39,384 $45,030 $56,903

*Based on 190 Days */**Based on 190 Days *Based on 240 Days

$480.00 Yearly Increment. $550.00 Yearly Increment. $696.00 Yearly Increment

23

Classified Salary Schedule FY 2013-14

Speech Therapist SLP Asst. Aides Admin.

Assistant

Media Van

Driver **

Certified Long-Term Substitute Teacher

Steps *0 $58,750 $30,744 $14,224 $39,311.60 7.26 $18,9971 $59,300 $31,224 $14,376 $39,791.60 7.51 $19,3012 $59,850 $31,704 $14,528 $40,271.60 7.76 $19,6053 $60,400 $32,184 $14,680 $40,751.60 8.01 $19,9094 $60,950 $32,664 $14,832 $41,231.60 8.26 $20,2135 $61,500 $33,144 $14,984 $41,711.60 8.51 $20,5176 $62,050 $33,624 $15,136 $42,191.60 8.76 $20,8217 $62,600 $34,104 $15,288 $42,671.60 9.01 $21,1258 $63,150 $34,584 $15,440 $43,151.60 9.26 $21,4299 $63,700 $35,064 $15,592 $43,631.60 9.51 $21,73310 $64,250 $35,544 $15,744 $44,111.60 9.76 $22,03711 $64,800 $36,024 $15,896 $44,591.60 10.01 $22,34112 $65,350 $36,504 $16,048 $45,071.60 10.26 $22,64513 $65,900 $36,984 $16,200 $45,551.60 10.51 $22,94914 $66,450 $37,464 $16,352 $46,031.60 10.76 $23,25315 $67,000 $37,944 $16,504 $46,511.60 11.01 $23,55716 $67,550 $37,944 $16,656 $46,991.60 11.26 $23,86117 $68,100 $37,944 $16,808 $47,471.60 11.51 $24,16518 $68,650 $38,424 $16,960 $47,951.60 11.76 $24,46919 $69,200 $38,904 $17,112 $48,431.60 12.01 $24,77320 $69,750 $39,384 $17,264 $48,911.60 12.26 $25,077

*Based on 190 Days

*Based on 190 Days

*Based on 190 Days

*Based on 240 Days *Based on Hourly Rate

*Based on 190 Days

$550.00 Yearly Increment

$480.00 Yearly Increment

$152.00 Yearly Increment

$480.00 Yearly Increment

$0.25 Yearly Increment

$304.00 Yearly Increment

Initial Adoption:Last Revision:Last Adoption:

April 28, 2013

June 25, 2013

*Based on 240 Days *Based on 190 Days *Based on 190 Days

$696.00 Yearly Increment. $228.00 Yearly Increment. $304.00 Yearly Increment

$55,486 $18,054 $21,672$56,182 $18,282 $21,976

$54,094 $17,598 $21,064$54,790 $17,826 $21,368

$52,702 $17,142 $20,456$53,398 $17,370 $20,760

$51,310 $16,686 $19,848$52,006 $16,914 $20,152

$49,918 $16,230 $19,240$50,614 $16,458 $19,544

$48,526 $15,774 $18,632$49,222 $16,002 $18,936

$47,134 $15,318 $18,024$47,830 $15,546 $18,328

$45,742 $14,862 $17,416$46,438 $15,090 $17,720

$44,350 $14,406 $16,808$45,046 $14,634 $17,112

$42,958 $13,950 $16,200$43,654 $14,178 $16,504

BookkeeperLong-Term

Substitute Teacher (No Degree)

Long-Term Substitute Teacher

(With Degree)

Index Multiplier 1.052

$42,262 $13,722 $15,896

24

Hourly Salary Schedule FY 2013-14

Floating Substitutes

Subs

Steps *0 8.41 7.751 23456789

1011121314151617181920

*Based on Hourly Rate

*Based on Hourly Rate

Initial Adoption:Last Revision:Last Adoption:

April 28, 2013

June 25, 2013

14.46 16.86*Based on Hourly Rate *Based on Hourly Rate

$0.25 Yearly Increment. $0.25 Yearly Increment.

13.71 16.1113.96 16.3614.21 16.61

12.96 15.3613.21 15.6113.46 15.86

12.21 14.6112.46 14.8612.71 15.11

11.46 13.8611.71 14.1111.96 14.36

10.71 13.1110.96 13.3611.21 13.61

9.96 12.3610.21 12.6110.46 12.86

Secretary 1 Secretary 2

9.46 11.869.71 12.11

25

Supplemental Salary Schedule FY 2013-14

All employees that work 450 hours per semester or 900 hours per year are provided an additional $600.00 to their salary for an insurance supplement. The $600.00 is not reflected in any of the salaries or schedules listed in this document. The Director’s salary is negotiated. The Facilities Coordinator’s salary is determined yearly by a comparison study of other facilities coordinators’ salaries in co-ops around the state. Leading indicators such as the consumer price index, availability of staff, and market value are used to determine salary. The network engineer position is a part-time position. Currently, the salary is an hourly rate of pay and is determined yearly by a comparison study of other network engineers’ salaries in co-ops and in school district around the state with emphasis on those salaries of network engineers in this region of the state. Leading indicators such as availability of staff and market value are used to determine salary. Substitutes are paid $7.75 per hour.

Supplemental Pay for Additional Work or Duties:

Supplemental pay for additional work or duties is based on an increment or a fraction of an increment. One increment equals $1,800. Supplemental pay is awarded by the Director based on duties assigned and on availability of funds.

Teacher Center Coordinator:

The Teacher Center Coordinator’s salary is based on an assigned multiplier. The director will assign a salary multiplier based on degrees, areas of license, and experience. The Teacher Center Coordinator’s salary is based on a multiplier assigned to the “Coordinator, Supervisor, Technology” column in the Licensed Employee Salary Schedule, and it is based on degrees, areas of licensing, and experience. Multipliers are as follows:

1.17 Masters level teaching license plus experience as a content specialist, i.e., math or literacy specialist.

1.21 Principal’s license plus 5 or more years of building-level administrative

experience and/or district-level curriculum specialist licensing. 1.25 1.21 credentials plus 8 or more years experience as a district-level

curriculum specialist or coordinator or related P-12 field, i.e., cooperative experience.

1.29 1.21 credentials plus District Administrator licensing.

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Supplemental Salary Schedule (Cont’d) FY 2013-14

1.33 P-12 District administrator licensing plus Specialist Degree in

Administration plus 8 or more years experience at district level or related experience.

1.37 P-12 District Administrator plus Doctoral Degree in related field with up

to 5 years of district level or related experience. 1.4 P-12 District Administrator licensing plus Doctoral Degree in related field

plus 5 or more years experience in district-level administration or related experience.

Adopted: April 25, 2013 Last Revision: January 28, 2014 Last Adoption: February 26, 2014

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SCSC Teacher Center Committee Position Name District Term Elementary Teachers Teacher Rebekah Starnes Smackover 2016 Teacher Brandi Uhter Rick Strong-Huttig 2014 Teacher Debbie Harper Stephens 2015 Middle/Jr. High Teachers

Teacher Justin Welch Norphlet 2015 Teacher Gina Watkins Parkers Chapel 2015 Teacher Tara Hogue Hampton 2015 High School Teachers Teacher Leanna Hanry Junction City 2014 Teacher Jackie Phillips El Dorado 2014 Teacher Paula Metcalf Magnolia 2015 Administrator Positions

Principal Artie Furlow Camden Fairview 2014 Principal Vickie Spruell Emerson-Taylor-Bradley 2015 Principal Sherry Carter Harmony Grove 2015 Central Office Sonya Launius Bearden 2016

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SCSC Fiscal Report (Revenue Summary)

SOURCE 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014

ABC Program 1,132,633.00$ 1,009,422.00$ 1,013,310.00$ 1,047,330.00$ 1,009,130.00$ 1,002,132.00$

AIDS Education ********* ********* ********* ********* ********* *********

CPEP - ACT Remediation 66,435.00$ 65,088.36$ ********* ********* ********* *********

Base Funding 408,618.00$ 408,618.00$ 408,618.00$ 408,618.00$ 408,618.00$ 408,618.00$

Other Miscellaneous Revenue* 155,000.00$ 186,754.00$ 45,525.10$ 50,000.00$ 53,275.00$ 137,464.00$ -$

Carl Perkins Program 91,507.00$ 92,329.00$ 84,357.00$ 72,261.00$ 78,388.00$ 76,342.00$ -$

Title II, Part A Improving 78,731.00$ 56,945.00$ 46,709.00$ 38,512.00$ 43,290.00$ 38,512.00$

Early Childhood Preschool Program Federal Grant 253,705.00$ 246,462.00$ 247,570.00$ 248,075.00$ 246,620.00$ 237,419.00$ State Grant 547,500.00$ 580,024.00$ 582,598.00$ 602,981.00$ 544,050.00$ 594,732.00$

Gifted and Talented Program 54,500.00$ 56,500.00$ 30,500.00$ 28,500.00$ 28,500.00$ 28,500.00$

LEA Donations 8,000.00$ 4,750.00$ 6,500.00$ 6,500.00$ -$ 5,750.00$

Interest 25,000.00$ 18,000.00$ 34,000.00$ 25,551.00$ 25,289.00$ 25,000.00$

Title VI-B 135,690.00$ 116,241.00$ 123,059.00$ 204,512.00$ 159,820.00$ 154,330.00$

Headstart 56,573.00$ 57,780.00$ 85,496.00$ -$ -$ *********

Medicaid Reimbursement 41,235.00$ 84,995.00$ 65,588.73$ 64,434.00$ 85,399.00$ 75,000.00$

Technology Training Center 105,000.00$ 79,000.00$ 75,000.00$ 75,000.00$ 80,000.00$ 75,000.00$

Math/Science Workshop Fees 3,387.00$ 14,417.00$ 680.00$ 665.00$ 14,255.00$ 16,147.00$

Distance Learning 100,000.00$ 100,000.00$ 75,000.00$ 75,000.00$ 80,000.00$ 75,000.00$

Literacy Specialists 263,500.00$ 109,146.00$ 129,750.00$ 86,500.00$ 173,000.00$ 173,000.00$

Behavior Support Specialist ********* ********* ********* ********* ********* 103,000.00$

Workforce Education State Grant 50,000.00$ 50,000.00$ 50,000.00$ 50,000.00$ 50,000.00$ 50,000.00$

Pathwise Mentoring 27,753.00$ 1,200.00$ 350.29$ -$ 4,082.00$ -$

Math Specialist 87,000.00$ 86,500.00$ 86,500.00$ 70,578.00$ 86,500.00$ 86,500.00$

Smart Start 20,000.00$ 43,900.00$ 26,750.00$ 18,250.00$ -$ *********

Reading First 4,050.00$ ********* ********* ********* ********* *********

DHS Grant 6,000.00$ 6,000.00$ 6,000.00$ 6,000.00$ 6,000.00$ 6,000.00$

Prof. Development Consortium 95,862.72$ 82,962.00$ 147,061.04$ 66,221.00$ 48,230.00$ 67,095.00$

Literacy-Science 86,900.00$ 10,054.00$ ********* 86,500.00$ 86,500.00$ 86,500.00$

ARMAC 40,952.00$ 49,964.00$ 29,230.53$ 28,630.00$ 19,539.00$ 24,000.00$

Math/Science Grant 102,958.00$ 81,364.00$ 98,774.00$ 165,812.00$ 112,883.00$ 66,080.00$

ARRA ********* 99,937.00$ 42,781.51$ 13,872.29$ -$ *********

Advanced Placement ********* 5,300.00$ 8,800.00$ 4,400.00$ 7,900.00$ *********

TOTALS 4,145,271.00$ 3,803,652.36$ 3,550,508.20$ 3,544,702.29$ 3,451,268.00$ 3,612,121.00$

FISCAL YEARS 2009, 2010, 2011, 2012, and 2013Current as of May, 2014

29

Annual Report Program Description 2014-15

Program: Arkansas Better Chance Preschool Funding Source: Arkansas Better Chance/Arkansas Better Chance for School Success Competitive Grant: Yes Restricted __X__ Non-Restricted ____ Participating Districts Camden Fairview Norphlet Strong-Huttig El Dorado Parkers Chapel Harmony Grove Sparkman Personnel Name Position Degree Robin Cole Zephonia Avant Jackie McKinney Margaret Harris Haley Holeman LaTarsha Lacy Kathy Sexton Wendy Tyson Marva Baxter Claudia Stover Debbie Harper Julie Cates Haley Smith Emily Hudson Tara Morgan Donna Shew Belinda Sims Gina Barnes LaVonda Lea Sammie Bean Iris Barr Tammy Herrin Laura Johnson Alicia Neely Kimberly Sims Belinda Gill Rhonda Faucett Kelly Rogers Sonya Bean Yasmeen Stockton Ana Marquez

Early Childhood Coordinator ABC Consultant Camden ABC Teacher Camden ABC Paraprofessional Camden ABC Teacher Camden ABC Paraprofessional Harmony Grove ABC Teacher Harmony Grove Paraprofessional Harmony Grove ABC Teacher Harmony Grove ABC Teacher Norphlet ABC Teacher Norphlet ABC Paraprofessional Parkers Chapel ABC Teacher Parkers Chapel ABC Paraprofessional Parkers Chapel ABC Teacher Parkers Chapel ABC Paraprofessional Parkers Chapel ABC Teacher Parkers Chapel ABC Paraprofessional Sparkman ABC Teacher Sparkman ABC Paraprofessional Strong ABC Teacher Strong Paraprofessional Retta Brown ABC Teacher Retta Brown ABC Paraprofessional Camden ABC Floater Harmony Grove ABC Floater Norphlet ABC Floater Parkers Chapel ABC Floater Sparkman ABC Floater Strong ABC Floater Retta Brown ABC Floater

Masters Degree/Educational Admin. Bachelors Degree/Elementary Ed Associates Degree/EC Child Dev. Associate (CDA) Bachelors Degree/EC Child Dev. Associate (CDA) Bachelors Degree/EC Child Dev. Associate (CDA) Bachelors Degree/Family and Community Ed Bachelors Degree/ECE Bachelors Degree/EE Child Dev. Associate (CDA) Bachelors Degree/EE Bachelors Degree/History Bachelors Degree/ECE Child Dev. Associate (CDA) Bachelors Degree/EE HS Diploma Bachelors Degree/ECE Associates Degree/EC Bachelors Degree/Child Development HS Diploma Bachelors Degree/Elementary Ed Child Dev. Associate (CDA) HS Diploma HS Diploma HS Diploma HS Diploma HS Diploma HS Diploma HS Diploma

30

Goal The goal of the South Central Service Cooperative’s ABC preschool program is to identify qualifying 3-5 year-old students and to provide safe, healthy, nurturing, age-appropriate experiences for preschool children in a developmentally appropriate setting. Program Summary The South Central Service Cooperative provided ABC preschool services to 217 students in seven school districts in the Cooperative area. The curriculum is aligned with the Arkansas Early Childhood Framework to promote student readiness upon entry into kindergarten. Students are presented hands-on activities using manipulatives and technology that, when coupled with teacher guidance, encourage social, adaptive, cognitive, language, and motor development. In order to be accepted into an ABC Preschool Program, the child must qualify under one or more of the following areas: 1. Income level as listed on the application form. 2. Teenage parent. 3. Low birth weight (under 5.5 pounds). 4. Parent without high school diploma or GED. 5. History of abuse/neglect or drug/alcohol abuse. 6. Disability under IDEA. 7. Failed developmental screening. 8. English as a second language. Major Highlights of the Year The Arkansas Better Chance grant for the 2014-2015 year was successfully submitted and approved for 217 student slots located on eight sites in the Co-op service area. Two of the seven sites, Camden ABC, Retta Brown, received an ECERS review during the school year. ECERS, The Early Childhood Environmental Rating Scale, is the evaluation instrument used by the Division to monitor state ABC programs. All seven sites reviewed this year received passing scores. Mac computers have been provided for each of our early childhood classrooms for students’ use. Teachers have continued to create instructional podcasts or videos to encourage parent involvement and collaboration among the staff. Teachers have also incorporated the use of e-books and Explain Everything showcases into their instruction within their individual classrooms. The application for participation in the Child and Adult Care Food Program was successfully completed. It was approved, and early childhood staff was trained in proper submission of required data. The implementation of the pilot year of TESS with licensed early childhood staff occurred in 2013. The staff received training, developed Professional Growth Plans, and were evaluated using the TESS model. Our Early Childhood Education teachers’ were showcased in a TICAL Conference session titled, “Reimagine Content Creation in Early Childhood.”

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The South Central Service Co-op’s early childhood program has collaborated with regional and local early childhood programs to provide quality professional development in the areas of social development, literacy, math and science. The early childhood program has also partnered with local agencies such as HIPPY and Headstart to provide activities for families in celebration of Arkansas Children’s Week.

Program: Arkansas Induction Mentoring Model Funding Source: Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Karen Kay McMahen Teacher Center Coordinator Masters Plus 60

Leah Stinnett Math Specialist M.Ed

Goal Provide training to districts to become familiar with the Framework for Teaching (FfT) and the relationship between AIMM and TESS (Teacher Effectiveness Support System). The AIMM orientation guide will be used to help make participants aware of the mentor’s responsibilities, how to navigate a mentoring module in Arkansas Moodle and then to identify effective coaching techniques for use in the mentoring process. Program  Summary   Arkansas Inductive Mentoring Model (AIMM) training will be replacing Pathwise training for the 2014-15 school year. AIMM trainers from South Central Co-Op attended their initial training in March of 2014 and will begin providing sessions throughout the South Central region in August 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 South Central Service Cooperative will continue to support participating districts in creating and sustaining a successful mentoring program for new teachers in the profession.

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Major Highlights of the Year SCSC staff has been trained in Arkansas Moodle and professional development for the implementation of the program AIMM has begun. Training is scheduled for August 8, 2014.

Program: ADE/APSCN Student Applications Field Analyst Funding Source: Arkansas Department of Education Competitive Grant: No Restricted _X__ Non-Restricted ____ Participating Districts in South Central Service Cooperative Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Districts in South East Cooperative Cleveland County Hamburg Warren Crossett Hermitage Woodlawn SEACBEC(Southeast Arkansas Community Based Education Center) Personnel Name Position Degree Martha Johnson APSCN Student Field Analyst BBA Goal To provide end-user support to district users of the SMS statewide student management system, COGNOS reports, and meeting statewide guidelines. Program Summary The Student Applications Field Analyst provides services to districts within Arkansas that utilize the SMS statewide student management system software. The software is used to store district, school, and student data. Student Management Systems Applications is computer software used primarily to process and maintain student records. The SunGard Pentamation student management systems applications provided by APSCN include: Demographics, Attendance, Scheduling, Report Cards, Discipline, and Medical. With the use of nine cycles yearly, districts electronically submit data to the ADE. The student field analyst provides districts with consulting and training workshops through meetings at the Cooperative, through school visits, and she communicates closely with school personnel by e-mail and telephone. Various trainings offered throughout the year include, but are not limited to, SMS Required Fields for State Reporting, New Personnel, COGNOS Report Writing, Next Year Scheduling, and Year End Rollover.

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Major Highlights of the Year State Reporting training & completion of eSchool Implementation Training

Program: ADE/APSCN Financial Field Analyst Funding Source: Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel

Name Position Degree Charlotte Nichols APSCN Financial Field Analyst

Goal To provide end-user support to district financial users of the FMS state Financial Management System, COGNOS Reporting System and to provide support in the area meeting state financial coding guidelines.

Program Summary The Financial Applications Field Analyst provides services to districts within Arkansas that utilize the FMS statewide Financial Management System software. Financial Management Systems Applications computer software is used primarily to process and record financial transactions. The SunGard Pentamation financial management system application provided by APSCN includes the following integrated modules: Fund Accounting, Human Resources, Fixed Assets, Personnel Budgeting, Budget Prep, Purchasing and Warehouse. The Financial Field Analyst provides technical, practical, and accounting assistance for all of the modules as well as for the statewide reporting cycles or Statewide Information Systems. Various trainings offered throughout the year include, but are not limited to FMS required fields for State Reporting, new personnel, COGNOS Report writing, Fiscal Year End, and Calendar Year End processes.

Major Highlights of the Year State Reporting

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Program: Behavioral Support Specialist Funding Source: Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Sonia Hartsfield K-12 Behavioral Specialist Master of Education

Goal To provide technical assistance and support to local school district administrators and school personnel in the development and implementation of evidence-based behavior supports for students receiving special education services. To support school personnel in the identification and educational programming for students identified with autism. To provide professional development to local schools district administrators and personnel on evidence-based behavior supports.

Program Summary The Behavior Support Specialist (“BSS”) position provides technical assistance in the area of behavior to all school districts within the South Central Service Cooperative. The BSS receives request for technical assistance through the CIRCUIT on-line referral system. Once a request for services is received, the BSS works in conjunction with the Special Education Supervisor for the referring school district to identify and provide needed support for students with disabilities. Some of the services provided to school districts this year included: On-site Consultation provides the unique opportunity to more closely partner with and fully inform the extended network of teachers, paraprofessionals, services providers involved in the students life while minimizing the amount of disruption to his/her daily routine. Assistance with Functional Behavior Assessment (FBA) is an approach that incorporates a variety of techniques and strategies to evaluate the cause and to identify likely interventions intended to address problem behaviors. FBA’s look beyond the demonstrated behavior and focuses, instead, on identifying biological social, affective, and environmental factors that initiate, sustain or end the target behaviors. Assistance with Behavior Intervention Plans (BIP) is provided to school districts when they are working with students that display intense behaviors that require programming to be set

35

up for a specific student to try and help that student learn to manage or change his or her behavior. Assistance with Autism Identification is provided to SCSC area schools to help identify students that are on the Autism Spectrum. These students are identified by using a multi-disciplinary team approach along with “gold standard” evaluation procedures. Assistance with Programming for Autistic Students through the use of record review, observation, interviews, and evaluation, from the BSS can recommend programming for students on the Autism Spectrum. On-site Training with Teachers and Staff is provided when interventions are recommended for a classroom or individual student. Some of these interventions include how to set up a visually-driven classroom, how to pivot away from negative behavior, how to take data on behavior, how to manage negative behavior, and how to communicate with parents. Area BSS Meetings The BSS also attends monthly meetings with other cooperative BSS and the liaison from the Department of Special Education. Information presented at this meeting is shared with the Special Education Supervisors at their monthly meetings at the area-hosting co-op. Classroom-Based Behavior Intervention is one way to help students learn to manage their behavior along with the assistance of the teacher and other school staff. These interventions can take place in the classroom by helping teachers and students establish and manage a more structured environment by creating visual schedules, creating center-based learning environments, by establishing visual cues throughout the classroom, and by training the teachers and paraprofessionals to use the interventions appropriately.

Major Highlights of the Year Classroom/Individual Behavior Support The BSS has assisted 3 classrooms with over 74 on-site visits to help restructure their self- contained classroom environments. This was done throughout the school year by observing, making recommendations about the classroom, setting deadlines for staff, and monitoring the progress. The BSS has provided over 310 hours of behavior support for classrooms in the SCSC area. Individual Behavior Support The BSS has assisted with individual support for 20 students this school year (Emotionally Disturbed, Autism, Other Health Impaired, ADD, ADHD, Down Syndrome). This support included on-site consultation, student observation, record review, conference attendance, specialized evaluations, assistance with functional behavior assessments, safety and behavior support planning Professional Development Since this position is new to the SCSC, throughout this school year, the BSS has been going through train-the-trainer trainings. These trainings will enable the BSS to bring more behavioral trainings to the SCSC area schools. I am excited to say that the SCSC has scheduled 2 Behavior Tool trainings for the summer of 2014, 1 PCM training for the summer of 2014, and a 3-day Special Education Conference for the summer of 2014.

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Organizing and Offering the first 3-day Special Education Conference This conference is called SpEd. Up South Arkansas. It will be held on July 8, 9, and 10. This conference will aid our educators in formulating new ideas to use within our special education and general education classrooms. Behavior Tools Training of Trainers This training was given to all of the BSS in Arkansas during the 2013-2014 school year. The goal of this training is to train others in basic behavior understanding and management. The BSS has scheduled to do this training twice during the summer of 2014 and will offer it at times throughout the school year. This training lays the foundation for more intensive behavior trainings. Professional Crisis Management Training of Trainers This training was offered to all of the BSSs employed by the Co-Ops in the state of Arkansas. PCM is an advanced system of crisis management. Unlike other methods that teach intervention techniques only after individuals have become non-compliant, agitated or aggressive, PCM focuses primarily on prevention before a crisis occurs. PCM includes Crisis Prevention, Crisis De-escalation, Crisis Intervention, and Post-Crisis Intervention components. PCM utilizes "hands on" competency-based training and written tests to certify that individuals who receive instruction in PCM reach the highest level of skill acquisition. PCM is the only complete crisis management system available that can guarantee successful prevention and intervention with maximum safety, increased dignity, and total effectiveness. This training will be available to area schools to implement within their school districts. Offered First Area Co-Op LEA Meeting At the beginning of the school year, a meeting was set up at the SCSC to discuss the future of Special Education in our Co-Op area. LEAs from all of the 13 school districts were represented. The topics of discussion were the role of the BSS in the area schools, the need for more local training for special educators, and the idea of bringing a three-day special education conference to the South Arkansas area.

Program: Career & Technical Education Funding Source: Carl D. Perkins Funding Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Emerson-Taylor-Bradley Harmony Grove Junction City Parkers Chapel Smackover -Norphlet Personnel Name Position Degree Terry Sullivan Career & Technical Education Coordinator MSE - Henderson

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Program Summary The South Central Service Cooperative’s Career and Technical Education Department provides supporting resources to enable the eleven public schools and two secondary centers in our Cooperative area to initiate and maintain quality CTE programs in accordance with the Arkansas Department of Career Education’s Strategic Plan, Goals and Objectives. School districts in the South Central Carl Perkins Consortium are allotted funds through the Carl D. Perkins Career & Technical Education Act of 2006, usually referred to as Perkins IV. The amounts of these funds are determined by a state distribution formula. Once funds are assigned to a consortium, the funds lose their identify. The South Central Service Cooperative’s Perkins Consortium consists of eight school districts. The CTE office encourages the development, implementation, and improvement of CTE programs for “all” districts in the cooperative service delivery area by providing data collection and reporting; evaluation of CTE programs in schools; technical assistance in the form of professional development, new teacher assistance, policies and procedure interpretation, resource distribution, support services for special populations, and start-up grant support. The CTE coordinator provides support for programs of study, curriculum frameworks, career planning systems, end-of-course competency testing, and academic attainment of CTE students. The Coordinator also is responsible for preparing and administering the Carl D. Perkins Consortium Application which includes the preparation and submission of the application, budget management, implementation of Perkins activities, proposal accountability, technical equipment purchasing, distribution, and inventory, and preparation and submission of completer and placement reports for member schools. The CTE Coordinator also represents the education cooperative at local, state and national events and activities. Major Highlights of the Year 2014-15

A. South Central Service Cooperative’s Perkins Consortium met all Perkins Performance Indicators for the 2013-14 school year. We have met these indicators for the past five years and have not been required to submit an Improvement Plan to the Arkansas Department of Career Education. (Consortium data is attached).

B. Obtained and reported CTE Completer Data for 8 Districts (218 students) to the Arkansas Department of Career Education (ACE) and provided Completer Certificates to be given out at graduation/awards assemblies to those students. (Copy of Completers by District Report attached)

C. Obtained and reported CTE Placement Data for 8 Districts to ACE. D. Assisted CTE Instructors with the ACE Teacher Information System and On-line

Student Competency Testing System. E. Assisted with Literacy Design Component (LDC) at two participating districts.

PERKINS ACTIVITIES FOR 2014-15:

F. Industry Certifications – Bearden and Harmony Grove Business Classes. Licenses for Adobe Certified Associate (ACA) and Microsoft Office (MOS) certifications were purchased for these schools. This license, which includes practice tests, allows students and teachers to obtain their certifications in various Adobe products, such as Photoshop, Dreamweaver and Flash. We also purchased Microsoft Office Suite (MOS) certification tests for Harmony Grove that includes certifications in Word, PowerPoint and Excel.

G. Formative Assessments for CTE – Bearden, Emerson-Taylor-Bradley, Harmony Grove, Junction City, Norphlet, Parkers Chapel, and Smackover Schools. SCSC

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entered into an agreement with PCG Company to provide on-line formative assessments for the CTE classes that are tested by the Arkansas Department of Career Education for these schools. These tests were created by teachers in the Wilbur Mills Education Cooperative area and are being marketed by PCG as a way to increase EOC test scores. The tests and results are delivered using the same software as the State CTE End-Of-Course testing.

H. Project Based Learning in Survey of Agriculture Systems – A set of 25 Chrome Books was purchased for the Ag Department at Junction City High School to enable them to implement new projects and activities and increase technology-related learning for these students as they only have access to a few computers in their classroom.

I. Technology in Career Development – A set of 25 Chrome Books was purchased for the Career Development class at Parkers Chapel to enable students to demonstrate their use of technology to gather information about careers and to demonstrate an understanding of the ways in which work, family, and leisure roles are interrelated..

J. Pregnancy Prevention in FACS – An empathy belly was purchased for the FACS classes at Bradley High School. Through the use of this equipment, we hope to meet the expectation of deterring students from becoming pregnant while in school and encouraging them to complete high school. This hands-on equipment allows students to experience first hand the effects of pregnancy, not only on their body but on their activities.

K. Technology in Business Ed – As a continuation of a technology project started during 2013-14, we purchased an HDMI Projector for the Parkers Chapel Business Ed Department.

L. Meeting the Needs of Stephens CTE Students – The Stephens School District was merged into Camden Fairview, Magnolia and Nevada School Districts during this year. The Perkins funding for these students remains in our CoOp for 3 years and must follows these students. For this first year, we had Paul Vitale, professional motivational speaker, come to Camden Fairview and speak to the students. His presentation “Setting the Tempo for Achievement” encourages students to realize their maximum potential as an individual.

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2012-13 PERFORMANCE AND LOCAL TARGETS

South Central Arkansas Perkins Consortium

Performance Indicator Target Target

2008-09 2009-10Target Actual Target Actual Target Actual

2010-11 Plan*

Required Plan*

Required Plan*

Required

2011-12 Actual Plan*

Required

2013-­14 Target Actual Plan*

Required

2012-132014-­15 Target

Literacy

Geometry

Skill Attainment

School Completion

High School Graduation

Placement

NonTrad Participation

NonTrad Completion

47.28% 54.78% 64.48%50.37%

51.13% 52.42% 55.94% 61.78%

64.00% 59.87% 62.54% 64.32%

96.53% 94.26% 95.84% 93.47%

94.46% 92.21% 94.07% 85.00%

94.76% 94.94%

18.34% 23.41% 22.05% 23.07%

16.84% 21.30% 23.90% 23.91%

95.09% 92.75%

53.06% 68.47% 73.28%

57.67% 65.56% 73.45%

58.64% 64.32% 70.00%

95.98% 93.47% 93.47%

95.48% 85.00% 85.00%

91.30% 92.75% 94.19%

24.90% 25.26% 25.61%

36.90% 27.41% 27.41%

58.79%

65.61%

83.70%

95.67%

94.71%

94.38%

25.60%

23.93%

68.29%

76.88%

82.42%

98.59%

97.18%

92.82%

29.50%

31.00%

75.51%

78.31%

78.00%

96.00%

85.00%

95.00%

26.00%

27.00%

69.15%

79.28%

74.26%

95.85%

93.17%

95.56%

28.10%

29.81%

77.73%

29.00%

28.00%

95.00%

85.00%

96.00%

78.00%

80.28%

*Any performance of less than 90% of the target requires that the recipient submit an improvement plan in the following year.

Unless you have negotiated otherwise, the 2013-14 and 2014-15 targets shown are the state's targets. If you would like for us to consider a lower or higher target for your district, please contact Mary Ellen Koettel prior to 7/1/14 at mary.koettel@arkansas.gov.

The literacy and math targets are based upon Arkansas' NCLB waiver.

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Program: School Health Services Funding Source: Arkansas Master Tobacco Settlement Competitive Grant: No Restricted _X__ Non-Restricted ____ Participating Districts in South Central Service Cooperative Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Rhonda  McDonald Community  Health  Nurse  

Specialist R.N.,  B.S.N.

Goal The goal of the Community Health Nurse Specialist (“CHNS”) is to provide schools and communities with assistance and resources that will improve the health of students as well as the community as a whole in Arkansas. 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 are under the direction of ADH and adhere to policies and procedures of ADH. The CHNS are under the supervision of the South & Central CHNS Supervisor for ADH. The education cooperative provides administrative support and housing. The CHNS works with schools, day cares, community coalitions, health care providers, and local health unit administrators in the counties the co-op serves to improve the health of the community. Activities of the CHNS related to the school setting include advocating for implementation of tobacco-free policies, best practices for tobacco prevention education, and best practices for promoting and implementing policies and programs for nutrition, physical activity, and emerging public health issues in the school-age child. The CHNS provided education, technical assistance, and staff development for school staff and continue education for school nurses on the health issues such as the consequences of tobacco, injury prevention (intentional and unintentional), oral health, infant mortality, physical activity and nutrition. Currently, I am a CPR instructor, and I train school staff, nurses, and community members in American Heart Association CPR and First Aid.

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The CHNS assist schools in implementation of laws that affect the health and wellness in the school setting. CHNS offer assistance to schools on developing and maintaining wellness committees as required by Act 1220, new tobacco laws, new or changing rules and regulations (kindergarten physical, immunizations, etc.), and train school nurses on all mandatory screening (Hearing, Vision, BMI, & Scoliosis). Under the ADH, CHNS are able to offer free CNE on certain workshops to school nurses to maintain their profession license. CHNS survey nurses and school staff to offer training and workshop that meets the needs of school health. CHNS offer programs and presentations to the students on school campuses in an assembly setting or in the classroom. CHNS are available as presenters themselves or can provide presenters to meet the schools needs. I assisted three schools in the Drive Smart Challenge and presented distracted driving and underage drinking to several schools before prom. I have co-presented STD and Teen Pregnancy workshops in four counties and spoke to over 500 students. I have planned and will facilitate, and /or will present at several workshops this summer for school staff, wellness committees, and nurses both at SCSC and at other co-ops in SW Region. Southwest CHNS (Dawson, DeQueen/Mena, South Central, and Southwest Co-op CHNS) work closely together to meet the needs of SW Arkansas. We provide regional training to provide a level of consistency throughout the SW Region and cross boarders to assist in other school districts to meet the needs of the school. We completed two CNE packets for this summer workshops for school nurses (6 hours total). Activities of the CHNS related to the community setting include health fairs to promote health and wellness to the communities. Health fair may also be on the school campus, in the community, or at a local job site. Health presentations are offered to community clubs (Lions club, Rotary club, minority clubs, etc.), worksites, and for anyone else who requests these presentations. Here is a list of a few examples of presentations I can present in the community: CPR, First Aid, Stroke, Cardiovascular Health, Flu, Sun Safety, Child Maltreatment, STD, suicide etc. CHNS attend several statewide meetings and trainings to stay abreast of school health topics and issues. CHNS collaborate at the state, regional, and local levels to provide continuity between the Arkansas Department of Education and the Arkansas Department of Health for the health of our students. CHNS also works closely with Arkansas Children’s Hospital, local hospitals, Arkansas Center for Health Improvement (ACHI), State Injury Prevention, Arkansas Cancer Association, Arkansas Prevention Resource, and State and local police. I am a member of four County Health Coalitions, in which I chair AHOC- A Healthy Ouachita County. I attend the State Injury Prevention meetings, state CHNS meeting, and other regional and local meetings. In Ouachita and Dallas Counties, I assisted in the planning, facilitating, and presented at both Town Hall Meetings and one school assembly, which focused on underage drinking. Partnering with local health unit administrators, we strive to meet the health needs of the community. Major Highlights of the Year The major highlights of the year included providing mandatory screening (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 and administer flu shots on the school campuses and at SCSC for employees, providing technical assistance to all South Central school nurses, school staff, wellness chairs and communities. In the 2013-2014

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school year, CHNS for SCSC Co-op, provided two Town Hall Meetings for two different counties on underage drinking, trained three schools in the Drive Smart Challenge, presented STD and Teen Pregnancy to over 500 students, and have scheduled over nine workshops this summer for school staff and school nurses.

Program: Gifted and Talented Funding Source: Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover-Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Robin Cole GT Specialist Master in Education Goal To provide quality professional development for the Gifted/Talented Coordinators and to develop professional development sessions and model lessons that will enhance the classroom experience of GT students. Program Summary Assistance is provided to local school district administrators, to Gifted and Talented District Coordinators, and to teachers through consulting and training services including meetings at the Co-op, visits to schools, and staff development in-service training. Supervision is provided to assure that services to students are delivered, school records are accurate, and school GT Action plans are in compliance. The specialist serves as the liaison with ADE/OGTAP office and works closely with the state AGATE (Arkansans for Gifted and Talented Education) and AAGEA (Arkansas Association of Gifted Educational Administrators) organizations to develop public awareness and student programs. The Specialist provided professional learning opportunities to support the delivery of G/T services during the year including the following highlights. Major Highlights of the Year The GT Coordinator continued to work with G/T teachers to update the G/T Program Guide. G/T coordinators can use the guide as a resource for forms and how to meet the G/T standards. In addition, there was coordination with G/T specialists around the state to create Scope and Sequence documents for G/T.

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The specialist assisted new G/T teachers in how to use the new online system for G/T Program Approval Applications and helped the individual GT Programming Report for those GT Coordinators who needed assistance. Each school district in the SCSC received its GT Program Approval from ADE. Resources, training and support were provided for G/T teachers in meeting the needs of secondary G/T students. The GT Specialist also worked with new GT/AP Coordinators on developing their school district’s course audit pages, AP Test ordering, and the scoring of their TTCT. The GT Specialist also served, along side selected Aero Jet employees, as a judge in Camden Fairview’s Project Lead the Way’s rocket building team competitions. The GT Specialist also served as Head Quiz Bowl Moderator for the Senior High Regional Quiz Bowl Competition hosted by Harmony Grove High School. The GT specialist, with the help of cooperative personnel, hosted four QUIZ bowl competitions. The cooperative hosted 3rd and 4th grade in January and 5th and 6th in February. The GT Specialist updated new information for G/T programs on a quarterly GT Newsletter that was published on the state GT website at ADE, and the GT quarterly Newsletter was also linked through SCSC’s GT Website. The GT Specialist also worked in collaboration with the ABC Early Childhood Staff to produce eBooks for instructional purposes in the ABC Pre-School classrooms. The GT Specialist assisted Camden Fairview in hosting their AAIMS AP Awards Assembly for their students scoring a 3, 4, or 5 on one or more AP Exams.

Program: Home Schooling Funding Source: Arkansas Department of Education Competitive Grant: No Restricted ____ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Terry Sullivan Home School Contact Master of Education

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Goal To act as a liaison between local school district administrators, parents and/or guardians and the State Home School Office regarding information and technical assistance on laws and regulations governing home schools. To work with local administrators to set up dates and location(s) for annual home school testing of students in grade 3 through 9 as required by law.

Program Summary During the 2014-15 school year, 16 students representing 5 counties were tested at the South Central Cooperative’s Annex.

Program: South Central Service Educational Cooperative Literacy Program Funding Source: Grant-Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Anna Warriner Deborah Curry

K-12 Literacy Specialist K-12 Literacy Specialist

Masters of Education Masters of Education

Goal The goal of the SCSC Literacy program is to work with all participating educational institutions to support the goals and priorities established by the Arkansas Department of Education, to provide leadership in literacy instruction to districts through implementation of a statewide professional development network, and to provide the following listed services to Arkansas schools. These services include on-site technical assistance, analysis of data, models of best practices, coaching of teachers and instructional facilitators, Common Core State Standards curriculum development, TESS support, and professional development and leadership.

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Program Summary The SCSC Literacy Program is funded through grants from the Reading Department of the Arkansas Department of Education. Legislative Act 44 of 1983, which established the need for an increase in student achievement scores, initiated the funding. It was then continued through Act 999 of 1999, the Arkansas Comprehensive Testing and Assessment Act, which established that in Arkansas, all in-service training should be geared toward teaching Arkansas standards; subsequently, the Common Core State Standards, and increasing student achievement in literacy. Some of the professional development and projects we have worked on this year include: Early Literacy Learning in Arkansas (ELLA) was a two-year professional development designed to assist K-1 teachers and K-12 special education teachers. ELLA included structures built for teachers to increase their knowledge and skill level in the area of research-based, data-driven, and developmentally appropriate instructional practices. It provided educators with foundational knowledge of the continuum of literacy learning systems development, and how to teach and support students along the continuum. This professional development was based on the Common Core State Standards and research findings provided by the National Reading Panel Report. It focused on using appropriate assessments to inform systematic, explicit instruction. The training also provided participants with routines and procedures for organization, management, and implementation of comprehensive literacy. Each year one participant received the following professional texts: Apprenticeship in Literacy: Transitions Across Reading and Writing, K-4 by Linda Dorn and Tammy Jones, Bringing Words to Life by Isabel Beck, Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt, Leveled Books K-8, Matching Texts to Readers for Effective Teaching by Fountas and Pinnell, Phonemic Awareness in Young Children by Adams, Read it Again! by Parkes, Shaping Literate Minds by Dorn and Soffos, The Fluent Reader by Rasinski, and Word Journeys by Kathy Ganske. The two-year training consisted of 13 days. During 2013-2014, 15 teachers representing nine districts began ELLA year one training and 10 teachers representing five districts participated in year two training. Effective Literacy for Grades 2-4 (ELF) was a two-year professional development designed to assist teachers of grades 2-4 and K-12 special education teachers. It was designed to provide a study of comprehensive literacy, and the infrastructure components that support student learning by increasing teachers’ knowledge and skill level in the areas of research-based, data-driven, and developmentally appropriate instructional practices. Effective Literacy provides a foundational understanding of the literacy learning progressions, instructional strategies that have been proven to prevent or remediate reading failure, an assessment system to plan differentiated instruction that meets the needs of all students, and evidence-based practices for how to organize and manage a classroom environment that supports contexts for learning. The two-year training consists of 12 days. Each year one participant received the following professional texts: Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell, Teaching for Deep Comprehension by Dorn and Soffos, Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, by Bear, Invernizzi, Templeton, and Johnston, Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt, Is That A Fact? Teaching Nonfiction Writing, K-3 by Tony Stead, Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell, Teaching Reading Sourcebook, by Honig, Diamond, and Gutlohn, The Fluent Reader by Rasinski, and The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) by

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Katie Wood Ray. During 2013-2014, 25 teachers representing nine districts began ELF year one training and 3 teachers representing two districts participated in year two training. Comprehensive Learning for Adolescent Student Success (CLASS)-YEAR II CLASS was a two-year professional development designed for grades 5-12 to implement a framework to teach the Common Core State Standards (CCSS). CLASS showed teachers how they can integrate the components of the CCSS through interactive reading and writing. During this workshop, participants focused on how to select appropriate texts for the classroom using the text complexity model. In addition, they learned how to model close reading and motivate their students to take anecdotal notes. Examples were shown to teachers as to how they can incorporate reading and writing standards and strategies into each instructional day. There was a focus on informational and narrative forms of writing. Each teacher received texts to help them implement these strategies into daily instruction. Some of those texts included Comprehension and Collaboration by Harvey and Daniels, Write Beside Them by Kittle, and Texts and Lessons for Teaching Literature by Daniels and Steineke. A total of five teachers from two different districts attended this training. Literacy Design Collaborative (LDC) LDC offered teachers, coaches, and district leaders an instructional system for developing students’ literacy skills to prepare them for the demands of college and careers. LDC empowered teachers to build students’ literacy skills and understanding of science, history, English, CTE, and other content through meaningful reading and writing assignments that are aligned to the Common Core State Standards (CCSS). Teachers built 2-4 week modules that encompassed their content standards and the CCSS. These modules used the backwards design model to allow students to reach their learning goals. Any content area teacher in 9th or 10th grade could participate; however, grade levels of participation have varied in our co-op area. Participants were provided with a total of seven days of professional development, as well as at least six on-site support visits. Fifteen LDC support visits were made to Junction City High School, nine were made to El Dorado High School, and seven were made to Barton Jr. High School. Administrators were also provided support through webinars and on-site visits. The LDC support team for our area consisted of both K-12 Literacy Specialists, CTE Coordinator, Science/GT Specialist, SAU STEM Specialist, and SAU ERZ Specialist. Through LDC, schools had the opportunity to collaborate with each other in Professional Learning Communities and collaborate with the specialists. Instructional Facilitator/Capacity Building The Instructional Facilitator portion of this professional development included three days of study based on Dr. Jim Knight’s theories of instructional coaching, partnership principles, coaching components, addressing barriers to change, and communication strategies to build learning relationships. During the two-day Capacity Building training sessions, instructional facilitators were given the opportunity to study Diane Sweeney’s approach to developing and sustaining coaching cycles, designing and implementing learning labs, and monitoring the impact of coaching on student achievement. This training included 14 literacy, math, and science instructional facilitators representing four districts. Common Core Big Shifts This past summer we offered the following workshops created by the Arkansas Department of Education to help provide support in the implementation of the Common Core State Standards (CCSS): Disciplinary Literacy /Close Reading was a professional development opportunity designed to

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help support content area teachers in social studies, science, and technical subjects in grades 6-12 as they implemented the Common Core State Standards (CCSS) for literacy. The first part of this training provided background information to develop a foundational understanding of literacy as described in the CCSS. The second part of the professional development focused on their particular content area and the strategies used to help them design instruction that cultivates literacy through historical texts and scientific documents. Annotation skills which could be used in the classroom, were practiced by the participants. For the science portion of this workshop, we had three participants from two different school districts attend. For the social studies portion of this workshop, we had seven participants from four districts attend, plus one Arkansas Department of Education representative. Argumentative Writing 6-12 provided participants with the background knowledge necessary to teach the components of argument based on the Common Core State Standards (CCSS). In this workshop, participants learned about the research that supports the strategies used to teach this type of writing. Some of these strategies included the use of ethos, pathos, and logos when crafting an effective argument. They were also introduced to terms that included claims, rebuttal, and refutation. Strategies and model lessons, as well, as written samples of argumentative papers were provided. Each participant received the text, Teaching Argument Writing by George Hillocks, Jr. In Literacy Argumentative writing, we focused on how to make effective arguments comparing and contrasting works of literature. There were a total of seven participants from four districts. In Social Studies Argumentative Writing, we focused on how to use primary and secondary sources to effectively construct an argument. There were a total of eight participants from four districts that attended. Explanatory/Informational Writing The Common Core State Standards (CCSS) document recommends instruction that focuses on three types of writing: argument, informational/explanatory, and narrative. Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers' knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

The K-3 Explanatory/Informational Writing module provided grade-appropriate learning strategies to enable students to name a topic, supply relevant facts, and provide closure. A total of 16 teachers from 4 districts attended.

The 4-5 Explanatory/Informational Writing professional development modules provided grade-appropriate learning strategies to enable students to write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A total of 16 teachers from 4 districts attended.

The 6-12 Explanatory/Informational Writing module provided grade-appropriate learning strategies to enable students to write informative/explanatory text to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. A total of four teachers from 3 districts attended. Phonics and Structural Analysis K-3 The Common Core State Standards emphasize the importance of students reading grade-level, complex texts. In order to make this a reality, students must have strong decoding skills, which are addressed within the standards document. Phonics instruction gives students the tools they

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need to decode single syllable words. Structural analysis instruction gives students the strategies they need to break up multisyllabic words into manageable "chunks" enabling them to read and comprehend longer words. This professional development module addressed the phonics and structural analysis instruction that will enable students to decode and comprehend multisyllabic words. Thirteen participants, representing five school districts, attended the session. Close Reading 3-5 This module provided strategies that would enable participants to design instruction that promotes close reading behaviors such as: understanding your purpose in reading, understanding the author’s purpose in writing, seeing ideas in a text as being interconnected, looking for and understanding systems of meaning, engaging a text while reading, getting beyond impressionist reading, and formulating questions and seeking answers to those questions while reading. Eleven participants representing five school districts attended the session. Text Complexity for Grades 2-5 Supporting students in the reading of complex texts is a major component of the Common Core State Standards. This module focused on the need to expose students to grade-level texts of appropriate complexity. In addition, it focused on instruction that reflects a balance of 50 percent informational text and 50 percent literature that students are expected to read in ELA, science, social studies, and the arts. The Three Part Model for measuring text complexity was used to help participants determine how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. Ten participants representing five school districts attended the session. Text Complexity for Grades 6-12 Reading complex texts closely is at the heart of the Common Core State Standards (CCSS). This module focused on exposing students to grade-level texts of appropriate complexity. In addition, it focused on instruction that moved from a balance of 50 percent informational text and 50 percent literature in elementary to a higher emphasis in informational text in secondary (up to 70 percent informational in 12th grade) that students are expected to read in ELA, science, social studies and the arts. A Three Part Model for measuring text complexity was introduced to help participants determine how easy or difficult a particular text is to read as well as grade-by-grade specifications for increasing text complexity in successive years of schooling. A total of eight participants from four different districts attended.

Foundational Skills K-5 This module provided an overview of the foundational skills students need in order to achieve grade level expectations. The foundational skills are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with a capacity to comprehend texts across a range of types and disciplines. Twelve participants representing five school districts attended the session.

Vocabulary: Greek and Latin Roots 4-5 This module provided strategies that would enable participants to design instruction that promotes flexible word knowledge and behaviors which increase students’ vocabularies such as: using context as a clue to meaning of words, using common grade appropriate Greek and Latin affixes and roots as clues to the meaning of multisyllabic words, and consulting appropriate reference materials to find the pronunciation and clarify the precise meaning of words. Each participant received the professional text,

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Vocabulary Handbook by Stahl. Eight participants representing four school districts attended the session. Vocabulary 6-12 The Common Core State Standards document stresses that the key to students' vocabulary development is building rich and flexible word knowledge. Vocabulary instruction should provide students with strategies that provide a framework for independent vocabulary development. This module provided strategies that enabled participants to design instruction that promotes behaviors, which increase students' vocabularies such as using context clues, using Greek and Latin affixes and roots as clues to multisyllabic words, consulting appropriate reference materials to clarify the precise meaning of words, and verifying preliminary determination of the meaning of a word or phrase. Participants each received a copy of the text, Building Academic Vocabulary by Marzano and Pickering. A total of five participants from four different school districts attended. Introduction to Socratic Circles and other Common Core Strategies The focus of this workshop was to introduce various literacy strategies to teachers outside of the English Language Arts classroom that foster student engagement. Science, social studies, CTE, EAST lab, media specialists, and art teachers are just some of the different areas that attended. Becoming students themselves, gave the attendees the opportunity to learn different strategies that they could use in their classrooms. They were involved in the discussions and were able to practice the skills so that they could have a clear understanding of the process. Technology was also integrated by using Poll Everywhere as a formative assessment, and by presenting Apps that could be used in conjunction with specific strategies. This workshop was offered twice at the co-op this past summer, as well as in Magnolia as part of their August Professional Development Workshops. Each participant received a copy of Doug Beuhl’s book Classroom Strategies for Interactive Writing. There were 17 participants representing 10 districts that attended this training. Participants were also encouraged to contact the co-op specialists for help when integrating this program. Literacy and Technology Integration This year we had the opportunity to work with teachers to integrate technology into their instruction and research projects. In collaboration with Jo Ann Womack, our Technology Coordinator, we worked with teachers at Harmony Grove Elementary and High School, Camden Fairview Intermediate School, and Junction City High School to incorporate multi-media use in the classroom as it aligns to the Common Core State Standards for ELA and Technical Standards. We also wanted to help teachers effectively show how TESS component 3c: Student Engagement could be done with fidelity. Lesson planning also took place with the classroom teacher in order to determine how the technology could effectively be connected with the ELA instruction. Planning consisted of connecting a novel or unit with the technology. This project also included teaching students the basic functions of an iPad mini and iMovie. Major Highlights of the Year School Support Visiting schools to assist them with Professional Learning Communities, professional development, model lessons, and lesson planning was a top priority this year. From July 2013 through April 2014, a total of 585 hours was dedicated to visiting the 12 schools in our co-op area. Professional Development Delivered

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Throughout the summer and academic year, we have provided professional development to schools in our co-op area. From July 2013 through April 2014, a total of 1,414 hours has been devoted to this task. Digital Day The Literacy Department transitioned from our annual May SCSC Reading Fair to a Digital Day. In order to incorporate the skills demanded of the Common Core State Standards, students in grades 3-5 were asked to bring a digital presentation or product that they have worked on this year and connect it to literacy skills. During this showcase, students are able to display and present various forms of media to other schools, teachers, parents, community members and leaders, and co-op staff. Some of the presentations may include; using iMovie to present research about the Great Depression, creating an informational brochure to explain types of diseases, and using iMovie trailer to create a summary of the Reformation. Since this will be the first year of this new program, the students will vote a “Fan Favorite”. Next year, we would like to expand the Digital Day to incorporate 6th-8th grade students. Literacy Instructional Facilitators’ Professional Learning Community meeting was offered to area literacy coaches and specialists. This enabled participants to hear the latest updates from ADE, CCSS, and PARCC. Strategies, resources, and technology trends that best meet the needs of our districts and students were addressed during this session. Participants received the following professional texts: Instructional Coaching, A Partnership Approach to Improving Instruction by Jim Knight and Student-Centered Coaching by Diane Sweeney. Twelve literacy facilitators and 1 administrator representing six school districts attended the meeting. Literacy Lab at Harding University Literacy Lab is a two year intensive reading and writing program offered by Ken Stamatis in Searcy, Arkansas. This workshop was attended by a co-op literacy specialist in the hopes of providing support for middle and high school teachers in our co-op area. Mr. Stamatis provides personal insights and experiences on how to best meet the needs of our 5th -12th grade students in the English Language Arts and content area classrooms. Close reading, reading/writing workshop, and classroom libraries are just a few of the topics that are covered. One of the highlights of this training is the exposure to current authors and young adolescent fiction and non-fiction. National Math and Science Initiative Training of Trainers Professional Development This seven-day national training in Dallas, TX was attended by a South Central co-op literacy specialist in the hopes of providing teachers in our co-op area with the latest information and strategies that will help them implement the Common Core State Standards (CCSS). Formerly known as Laying the Foundation, NMSI created a new national training for elementary teachers in grades 3-5. This training integrates reading and writing skills in the areas of English Language Arts and Social Studies. It correlates the strategies to the CCSS, provides materials for teachers to use in the classroom, and also provides additional support for differentiation, gifted and talented, ELL, and special education. This training was attended at the request of our co-op districts. Technology Integration Conference for Administrative Leadership (TICAL) Both literacy specialists attended this conference February 18-19 in Little Rock. It focused on the latest technology trends and resources available to educators. Workshops were attended that focused on Google Drive, Apps in the Classroom, and using Educreations. Specialists were also able to visit with local students that were demonstrating how they use technology in

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their classrooms. One of the highlights included a presentation from our co-op regarding our Arkansas Sesquicentennial iPad Mini Project. We presented how backwards design planning, essential questions, and implementation of the Common Core State Standards could be tied to the technology that the participants used.

Program:         K-­‐12  Mathematics Funding  Source:   Arkansas  Department  of  Education         Competitive  Grant:        No Restricted  __X__     Non-­‐Restricted  ____ Participating  Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Leah  K.  Stinnett K-­‐12  Mathematics  Specialist Masters  of  Education  

in  Math  and  Science Goal The goal of the South Central Service Cooperative Mathematics Instructional Specialist Program is to assist all participating education institutions in meeting the goals and state standards established by the Arkansas Department of Education by promoting and supporting effective, research-based mathematics practices for all students by providing opportunities and technical assistance to teachers, instructional facilitators, curriculum specialists, administration, instructional interventionists, and parents in the areas of curriculum, instruction and assessment. The goal of this program is to improve the quality of student education by supporting individual educators in their efforts to continually grow and learn. The final outcome should be improved student achievement that supports college and career readiness goals. As teachers continually implement Common Core State Standards (CCSS) and encounter the Teacher Excellence Support System (TESS), they have been required to make monumental changes in pedagogy. South Central Arkansas Educational Service Cooperative mathematics program seeks to support growth and positive change that will empower teachers, and as a consequence, students of our cooperative area to be successful.

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Program Summary South Central Service Cooperative, in partnership with the Arkansas Department of Education Mathematics Program for grade K-12, was established by ACT 1392 of 1999 for the improvement of mathematics instruction throughout Arkansas. Assistance is provided to schools through professional learning opportunities, model lessons, lesson study, teacher observation, and technical assistance to improve the teaching and learning of mathematics through increased content understanding and improved instructional practices across the curriculum. Professional learning opportunities for 2014-2015 include: Curriculum Alignment: The focus of this opportunity is to align the local curriculum with the state curriculum documents by creating detailed curriculum maps, pacing guides, and lesson plans that include classroom assessments that are aligned with the state framework. The Math Specialist worked with teachers on creating and presenting lessons in classroom K-12 that addressed the existing curriculum. Flexibility in an effort to diagnose and address student misconceptions and gaps in learning is an imperative part of this process. Curriculum development, alignment, and articulation have been a focus of small groups of educators from various districts with an emphasis in mathematics as well as within districts. Math leaders from cooperating schools came together in Math Coaches Training under the leadership of Dr. Linda Griffith and developed curriculum in a Professional Learning Community to be shared with all participants’ districts. The program Mathematics Specialist (MS) worked with the Instructional Facilitators for individual districts to create curriculum for their individual needs. The curriculum was anchored in Common Core State Standards and the correlating frameworks developed by the Arkansas Department of Education. While we advocate planning, student-centered teaching is the goal. The Math Specialist advocates the approach of Sweeney, Knight, and Barclay with Instructional Facilitators. This approach keeps student thinking at the forefront of minute-to-minute and day-to-day teaching. Data -Disaggregation and Analysis: This opportunity promotes and helps with the development of a comprehensive understanding of test data. Teachers look at the school level data as well as their classroom and student data. We focus on modeling and supporting data based decision making at every level. Analyzing and planning next steps, including interventions for students and continual modification of lessons are addressed. South Central Service Cooperative has implemented an instructional analysis tool to further analyze test data for districts to determine whether low-test scores indicate a gap in the curriculum or an issue regarding instructional strategies. The program MS, in conjunction with the Teacher Center Coordinator (TCC), has given assistance to schools districts regarding their formative, interim, and summative assessment data. Our goal has been to find the gaps in instruction or curriculum, and support districts in bridging those gaps. Mathematics Design Collaborative (MDC): This professional development, as developed through a partnership between SREB and ADE, has been implemented in several of our cooperating schools. MDC gives teachers resources and tools to implement Common Core State Standards (CCSS) while allowing them flexibility to select topics and adapt assignments to their specific instructional plans. MDC helps teachers embed the new standards into instruction and engage students in assignments that address mathematical understanding. South Central Service Cooperative has three school districts that participated in the training during 2014-2015. The school teams included three administrators, one Mathematics Coach, two Instructional Facilitators, and six classroom teachers. MDC professional development consists of an initial three-day training in the summer months

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and is sustained with four follow up training days during the fall and spring. MDC trainers visit participating teachers’ classrooms four to six times during the school year to present or observe MDC in practice. These visits consist of a de-brief meeting which includes MDC trainers, the participating teacher, and the administrator supporting MDC. The MDC site-visit process includes a rubric, which allows objective analysis of the effectiveness of the formative assessment lessons (FAL) presented. MDC uses formative assessment lessons (FAL) and tasks to engage students in a productive struggle that builds fluency with their procedural skills, and deepens mathematical reasoning and understanding. Students participate in both individual and group learning as teachers use FALs and questions to check for students’ math understanding and correct common misunderstanding. Teachers use questioning techniques to support students in developing a deeper understanding of mathematical concepts. MDC includes mathematical practices as well as mathematical concepts in every professional development, every FAL, and every task. Formative Assessment as a means to drive instruction has been a pivotal part of the professional development experience at South Central Service Cooperative. Dylan Wiliam’s, Inside The Black Box and other resources from his website www.dylanwiliam.org is one source of supportive information regarding formative assessment and it’s powerful role in changing instruction. MDC includes Five “Key Strategies” for Effective Formative Assessment as published through NCTM and written by Dylan Wiliam. General School-Site Support: The goal of this program is to support classroom teachers in their efforts to meet the changing requirements of the classroom with model lessons through direct modeling, observations of lessons, or co-teaching lessons. This practice is reflective in nature, which requires meeting for planning purposes in advance of the lesson, as well as, meeting after the lesson to discuss and reflect for the purpose of growth and positive change in instruction for the benefit of students. Of the twelve districts that SCSC serves, seven of the districts have utilized this feature of our program. Lessons have been delivered in both elementary and secondary classrooms. It is not irregular for the school-site lessons to be multiple lessons during the course of the day. These lessons may be in cooperation with a single teacher or multiple teachers over the course of the day. Part of our service is to provide on-site training for school districts. This training could take the form of conducting/participating in meetings of various types or providing professional development. This service has been provided to six of our participating school districts. Cognitively Guided Instruction (CGI) Year 1: In CGI, teachers explore a framework for how elementary school children learn concepts of numbers, operations, and early Algebra. Teachers also learn how to use this framework to guide their mathematics instruction. They will learn to analyze story problems and number sentences to determine their mathematical demands and to recognize student responses in terms of cognitive development; assess student thinking and design problems that will develop their understanding of concepts and skills. TESS components addressed in this workshop include: 1B, 1E, 2B, 3C, 3E, and 4A. Cognitively Guided Instruction (CGI) Year 2: In CGI, teachers explore a framework for how elementary school children learn concepts of numbers, operations, and early Algebra.

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Teachers also learn to use this framework to guide their mathematics instruction. They will learn to analyze story problems and number sentences to determine their mathematical demands and to recognize student responses in terms of cognitive development; assess student thinking and design problems that will develop their understanding of concepts and skills. TESS components addressed for this workshop include: 1B, 1E, 2B, 3C, 3E, and 4A. ECM Years 1 and 2: Like CGI, Extending Children’s Mathematics (ECM) professional development is designed to enhance teachers’ ability to teach math for understanding by increasing teachers’ understanding of students’ mathematical thinking. Extending Children’s Mathematics PD develops teachers’ ability to use any curriculum to teach math for understanding. Extending Children’s Mathematics professional development focuses on the properties of operations that unite the study of multiplication and division number facts, multi-digit multiplication and division, the base ten number system, developing concepts of fractions as quantities, fraction operations and solving expressions and equations. Properties of addition and subtraction in the context of fractions and decimals will also be addressed. Extending Children’s Mathematics has been made available through cooperation between South Central Arkansas Educational Service Cooperative and Southwest Arkansas Educational Cooperative mathematics programs. TESS components addressed for this workshop include: 1B, 1E, 2B, 3C, 3E, and 4A. Fraction Concepts: Equal Sharing This course uses a required text, Extending Children’s Mathematics: Fractions and Decimals by Susan Empson and Linda Levi. These sessions will delve into the mathematics available for instruction when students engage in equal sharing problems. Attention is given to:

• Understanding  and  characterizing  student  approaches.  • Identifying  the  mathematics  embedded  in  student  work.  • Using  student  work  to  further  learning  about  fractions,  such  as;  equivalence  

Notation,  what  constitutes  a  whole,  and  addition  of  fractions.  • Recording  mathematical  thinking  and  attending  to  properties  of  operations.  

TESS components addressed for this workshop include: 1A, 1B, 2B, 3B, 3C. I-pad Apps for the Mathematics Classroom This course is taught in cooperation with SCSC’s Technology Specialist, JoAnn Womack. TESS components addressed for this workshop include: 1D, 2C, 2D, 3A, 3E. Problem Situations: Addition and Subtraction and the Nature of “Equals” Grades K-3 This course will investigate the different types of addition and subtraction situations and children’s understanding of the equal sign. The topics include: The structure of the different problem situations • How the problems are alike and different • How children’s thinking about the problem situations is different than the way adults think about it

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• Children’s strategies and level of development • Connections to operations and algebraic thinking • Instructional implications TESS components addressed in this workshop include: 1B, 1E, 2B, 3C, 3E, 4A. Building Integer Concepts with Deeper Understanding This course will focus on building conceptual understanding of integers using the operations of addition and subtraction. How can integers be viewed from four different perspectives? Course participants will examine how students build rules for integer operations through patterning and number line movement with the understanding that our end goal is to build procedural fluency. Topics of this course include: * The use of inductive reasoning through patterns; * How can sequencing of problem types reveal patterns of mathematics; and * How can properties be used to arrive at deductive proofs to justify traditional rules? TESS components addressed for this workshop include: 1A, 1B, 2B, 3B, 3C. Strategies, Algorithms, and Recording Systems: Multi-digit Multiplication and Division, Grades 3-6 In this workshop, we will focus on children's development of strategies from hands-on manipulative/pictures to applying properties of operations to solve multi-digit multiplication and division problems. This workshop will look at how strategies build from single digit facts to multi-digit numbers using similar strategies and properties of operations. There will be an emphasis on mathematizing and symbolizing students' informal strategies to help them become flexible and fluent in their application. TESS components addressed for this workshop include: 1A, 3B, 3C & 1E. Data  &  Statistics  for  MS  Teachers:    Building  the  Foundation  Teachers  will  examine  the  Data  and  Statistics  standards  progression  from  elementary  school  through  high  school  to  realize  the  significance  of  helping  students  understand  basic  statistical  ideas  in  middle  school.    Participants  in  this  workshop  will  learn  more  about  using  data  and  statistics  in  the  real  world  and  leave  the  workshop  with  resources  for  their  classroom.   TESS components addressed for this workshop include: 1A, 1B, 2B, 3B, 3C. Other Problem Situations: Multiplication and Division This course will investigate three different types of multiplication and division situations (equal grouping, multiplicative comparison and area/array). These include:

• The  structure  of  the  different  problem  situations.  • How  the  problems  are  alike  and  different.  • How  children’s  thinking  about  the  problem  situations  is  different  than  the  way  adults  

think  about  it.  • A  beginning  examination  of  understanding  the  implications  of  using  area/array  problems  

in  developing  multiplicative  understanding.  • Children’s  strategies  and  level  of  development.  • Connections  to  operations  and  algebraic  thinking.  • Instructional  implications.  

 

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TESS components addressed for this workshop include: 1A, 1B, 2B, 3B, 3C. High School Vectors This course will integrate algebraic and geometric thinking as it applies to vectors. Participants will consider how to build upon the experiences students have had with properties and operations in algebra and geometry to the effects of properties and operations on vectors, both graphically and in component form. We will apply slope concepts and complex numbers concepts from algebra, and translation concepts in geometry to vector concepts in physics, pre-calculus, and advanced topics and modeling with mathematics courses. As we explore vectors, we will address the following major concepts: · Identifying vector components from an initial and terminal point; · Applying the associative, commutative, and additive inverse property to vectors; · Applying scalar multiplication and expressing the result geometrically and in component form; · Vector addition (in component form, triangle models, and parallelogram models); and · Vector subtraction (in component form, adding a negative vector, and missing addend model) Tess Components for this workshop include: 1A, 1B, 2B, 3B, 3C. Major Highlights of the Year Teachers have requested a great deal of support during this year to understand and implement Common Core State Standards (CCSS) at the secondary level. The mathematics program has addressed multiple issues to support changes in pedagogy required to successfully implement CCSS. These changes were addressed primarily through providing professional development to meet the demands of CCSS classrooms and school-site visits to support teachers in implementing CCSS. The Math Specialist from South Central Service Cooperative presented Developing Integer Concepts of Addition and Subtraction with Deeper Meaning, Increasing Rigor and Relevance through Questioning, and Engineering with Eco-Bots at the Arkansas Curriculum Conference. This is an annual event sponsored by professional educational entities (e.g. ACTM, AAML, etc). Partnership for Assessment of Readiness for College and Careers has been a focus of this year. The PARCC Summit was held October 30, 2014 at Pulaski Technical College. Key speakers included Tommy Coy and Dr. Linda Griffith. The K-12 Mathematics Specialist was included in this event as a member of the panel as well one of the speakers. The MS from South Central Service Cooperative worked with a committee of Math Specialist’s to develop professional development for the Arkansas Department of Education. This was an opportunity to collaborate with specialists from education cooperatives and STEM centers from all over the state.

Program: Media Center Funding Source: SCSC/LEA/ECH/SPED Competitive Grant: No Participating Districts Bearden Hampton Parkers Chapel

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Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Traci Hargiss Media Secretary

Goal The goal of the SCSC Media Center is to provide a wide variety of up-to-date multimedia, professional materials and internet resources for administrators, teachers, students, and staff along with an effective and efficient delivery system to each member school. Program Summary The SCSC Media Center provides audio/visuals and other items that can be scheduled by participating member districts and makes weekly deliveries and pick-ups to 55 school buildings. A complete listing of available resources is listed at the cooperative website where teachers may place requests on-line. In addition, the Media Center supports the Traveler Project funded by the Arkansas State Library and provides information and workshops on resources. The media secretary maintains an email distribution list to keep all schools advised of information and resources available. Major Highlights of the Year The SCSC Media Center has gone through many changes this year. Data was collected and analyzed as to whether to continue the media courier route. Media checkouts have declined significantly in the last years. To date, only 54 items have been checked out from the media center. A survey was sent in August to district teachers to determine the lack of participation. Data gleaned from the survey indicated that teachers were unaware of their client codes or did not know of the media center. A mass update of the client codes for all participating districts was conducted. The database of client codes was sent to each library media specialist. In addition, a tour of the media center was conducted with the teacher center committee, professional development committee and principal job-alike meetings. A library media specialists’ meeting was held and the media center secretary conducted a presentation on how to use client codes, check out materials and navigate the L4U software. A survey was presented to the library media group to collect information on the relevance of VHS tapes. After the survey data was collected, the decision was made to remove all VHS, cassette, and slide material. In addition, any materials that had not been checked out in 5 years were taken off the inventory list. Those materials are available for free to all stakeholders. Once those materials are deleted from the inventory, the entire media center’s focus will move to the creating of posters, banners, and signs for teachers. This concept was very well received. In addition, the production of TESS & LEADS binders proved to be a benefit to area schools. The center is looking to explore the adding of heavy-duty printers and duplicators to produce student handbooks and carbon copy products. Specialists are in the process of developing teacher materials to be sold in the Teacher Center. The media courier route has been reduced to an “as needed” basis. The media center has explored the possibility of producing print shop materials for schools. Quotes are pricing options have been secured and a decision on which

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machines to lease will be made prior to July 1. The teacher center added an HP plot printer for the printing of materials for production in the center.

Program: Math, Science, and Technology Consortium Funding Source: LEAs in the Consortium Competitive Grant: No Restricted ____ Non-Restricted __X__ Participating Districts Emerson-Taylor-Bradley Harmony Grove Parkers Chapel Hampton Norphlet Strong-Huttig Personnel Name Position Degree Karen Kay McMahen JoAnn Womack Anna Warriner Karron Watts Leah Stinnett Carmen Borne Harry Dickens Tonia McMillian Susan Brooks-Young

Teacher Center Coordinator Technology Coordinator Literacy Specialist Science Specialist Math Specialist Distance Learning Coordinator Private Consultant, Corwin Press Technology Coordinator, Dawson Cooperative International Technology Consultant

Masters+ 60 BSE Masters Masters Masters Masters Masters Masters Masters + 60

Goal The goal of the SCSC Math/Science/Technology Consortium is to provide specific training in K-12 curriculum and instruction, to incorporate an integrated approach into mathematics and science instruction, to provide training in differentiating instructional methods, to learn to effectively integrate technology to support instruction, to create content that supports CCSS and PARCC, and also address the individual needs of member districts. Program Summary From 1985-2014, the South Central Service Co-Op has administered the Dwight D. Eisenhower Math/Science Professional Development Consortium (now entitled Math/Science/Technology Consortium) for its member schools. This consortium provides funding to support in-service training and retraining of teachers in grades K-12. The emphasis

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of that training is in the areas of technology, mathematics, and science.

Major Highlights of the Year With this consortium, the co-op has provided various types of training for teachers and administrators. Demonstration lessons in PreK-12 classrooms, Saturday and summer workshops, and are some of the ways that these funds have provided training in new methodologies for teaching. The training is long-term and is designed toward continuous improvement. The first project for the Math, Science, and Technology Consortium was to develop Instructional Technology Integrationists (ITIs) for area schools. This training was a four-day training that began year I of a 3-year training program for (ITIs). During the Instructional Technology Integrationists (ITI) year I training, each participant received an iPad Mini and a cover along with instruction on how to use the iPad Mini and a multitude of apps, technology websites, and iTunes U, etc. ITIs learned how to incorporate apps like iMovie, iBooks, Socrative, Skitch, and many others to create digital content for K-12 students. They also learned how to create an iTunes course which will house their digital content created and will be posted in iTunes U. The second project for the Math, Science, and Technology Consortium was to create digital content with classroom teachers. Susan Brooks-Young, an internationally recognized technology consultant, also led this project entitled, “Using Mobile Technology to Create Content”. During this 3-day training program, K-6 grade teachers learned how to create ebooks using the Book creator app, My Ebook Maker website, and the Explain Everything app. Participants showcased their epublications during a virtual showcase in May. Each K-6 teacher received an iPad Air with blue-toothed keyboard. The intent was to have them learn on a “PARCC approved” device. Finally, Pre-K demonstration lessons in classrooms have also been a major focus of the consortium. Over 250 lessons were delivered to classrooms that represented teachers of grades PreK-12 and their students. Districts that belonged to this consortium were able to send teachers for no additional registration fee to workshops throughout the summer that addressed science, mathematics, and technology, etc.

Program: Science Program Funding Source: Arkansas Department of Education Competitive Grant: No Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia

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Personnel Name Position Degree Karron Watts Science Master in Education Goal The goal of the Science Specialist is to increase the content knowledge and strengthen the professional practice of teachers through research-based professional development programs and technical support in the classroom, and promote awareness of the importance of science literacy among all students in Arkansas. Program Summary The science specialist will provide professional development for teachers of science through model lessons on the school site and at the Cooperative. Science coaching provides site-based classroom support, modeling and even team teaching, assistance with parental involvement activities, and the development of professional learning communities. The science specialist will also be able to provide up-to-date information after attending monthly meetings for the specialists and conferences on the local, state, and national level. The specialist will provide not only support but make an effort to provide resources for science coordinators and teachers. Information will be provided to the local science teachers through emails, meetings and professional development. Resources may be provided by check out from the cooperative or acquired with grants which the specialist will assist the teachers in writing. A new website was established and curricular links, resources and other useful information were updated. The specialist, in collaboration with the SAU STEM Center, acts as liaison between the state and the school districts in implementation of the Next Generation Science Standards. Major Highlights of the Year The specialist provided a variety of professional development during the summer of 2013, These included: The “E” in STEM for K-2 teachers. This PD provided an opportunity to demonstrate Engineering for the very young student. The “E” in STEM for 3-5 also provided opportunity for introducing teachers to the methods for presenting Engineering to their students. The “E “ in STEM for 6-8 provided teachers with methods for providing Engineering lessons to their students. Growing Up Wild provided teachers of K-2 students resources books and methods for teaching an integrated curriculum to the very young. Motivating Students to Write provided teachers with a plethora of ideas for motivating students to write. The excitement that the teachers showed for these ideas in their classrooms assured me that they would be used.

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The Next Generation Science Standards served as a way to promote the study of the Science Frameworks in anticipation of the adoption of the NGSS. Paper Roller Coasters was actually requested by teachers as it can be used in a variety of ways at different grade levels to teach physical science. The essential “E” refers to the 5E model and addresses the Engagement part of the model. The teachers went away with a variety of ways to introduce their lessons so that the students are motivated to see what comes next. Literacy and Science with Picture Books introduced the resource Picture Perfect Science and provided the resource for the teachers. The teachers actually wrote integrated lessons before leaving for the day. Britannica On-Line was presented to the teachers to demonstrate the resources available to them. The Student Centered Classroom provided teachers with information on how to become a facilitator rather than the giver of knowledge. Project Learning Tree was presented for the first time in several years. Along with doing the professional development session, a podcast was produced on how to build paper roller coaster parts and construct a roller coaster. Many teachers in the area worked with their students and attended the Paper Roller Coaster Competition in the fall of 2013. There were 98 participants. Participants worked in a group that consisted of 5 members; all of which were from different schools. The groups worked great together and learned to work cooperatively with people they had not worked with previously. Plans are for there to be a paper roller coaster completion each year. The SCSC Science Specialist completed the Basics Exam for Google for Education and continues to work on the next steps in Google for Education. The SCSC Science Specialist attended two on-going professional development programs for increasing knowledge and use of iPads and their apps that are appropriate for education. The Specialist began to move more into the early elementary with science lessons for K-2, an area that previously had not been used. Many model lessons were delivered. Teachers in “Creepy Crawly Science” learned the difference between spiders and insects. “Skins and Skulls” taught the characteristics of animals and how you can tell whether they are herbivores, carnivores, or omnivores. “Eggs, Eggs, Eggs” teaches a student that many animals hatch from eggs. Plans are being made to expand the number of lessons for K-2 students.

Program: Early Childhood Special Education Funding Source: Federal/State/Medicaid Competitive Grant: No Restricted ___X___ Non-Restricted ____

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Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Karla Brian Kay Watson Martha Rone Betty Burchfield Sondra Powell Theresse Ball Angela Rogers Amanda Bonsall Holly Hinton Kaitlyn Seymour Anna Redford Jeannine Woodard

Early Childhood Coordinator ECSE Intake Provider Special Education Teacher EC Special Education Teacher EC Special Education Teacher EC Special Education Teacher Speech Language Pathologist Speech Language Pathologist Speech Language Pathologist Speech Language Pathology Assistant Speech Language Pathology Assistant Medicaid Clerk

MSE BSE BSE MSE BSE MA MS MA MS BA BS HS

Goal

It is the goal of the Early Childhood Special Education Program to address the needs of children with disabilities through speech therapy, occupational therapy, physical therapy and teacher facilitated direct instruction to assist students in achieving their maximum potential.

Program Summary

The Early Childhood Special Education Program serves children with disabilities ages three through five. The program includes the following delivery options: preschool classroom, itinerant and homebound. Students receive educational and related services designed to meet their unique needs. Services provided include: screening, diagnostic services, specialized instruction, speech therapy/language development, physical and occupational therapy. The number of children served on December 1, 2013, Child Count was 242.

Major Highlights of the Year The Early Childhood Special Education staff has received training in standards-based IEPs and new required due process forms and procedures. During the 13-14 school year, the program implemented these forms and procedures. After intensive training, the pilot year of TESS and LiveBinder for portfolios was also implemented for licensed early childhood staff. The special education department has added two speech language therapy assistants to the staff this year. The entire special education staff has participated in many Child Find activities including developmental, speech, vision, and hearing screenings for area preschools. The staff has performed or contracted developmental, speech, occupational therapy, and physical therapy assessments to determine eligibility for special education for 3-5 year old students in the Co-op service area. Students found to be eligible were provided individualized special education

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services in accordance with IDEA guidelines. The South Central Co-op’s early childhood department has collaborated with regional early childhood programs to provide quality professional development for early childhood professionals. Examples of the trainings provided include Due Process and IDEA regulations and Common Core for Early Childhood.

Program: Teacher Center-Professional Development, Curriculum Support, Resources Funding Source: Base Funding Competitive Grant: No Restricted ____ Non-Restricted __X__ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Karen Kay McMahen Teacher Center Coordinator Masters+60 Natasha Avant Secretary Traci Hargiss Secretary Goal The teacher center coordinator’s (TCC) office has the responsibility of looking at the “Big Picture” of K-12 professional development that supports and enhances school improvement for all 13 school districts within our Cooperative region. The 2013-14 school year began with the instructional specialists working with the office of the teacher center coordinator to disaggregate the data of the 13 school districts and all the schools within the districts. A three-year look at data was compiled with a gain/loss of the three years. From this project, our specialists have a better picture to support our schools. Next, the TCC and specialists began to work with schools to find gaps in the data that show what are the results of teaching the Common Core State Standards and still being assessed using the ACTAAP testing processes. In addition, the office spent 2013-14 responding to the needs of schools in the areas of curriculum, instruction, and assessment. A list of workshops provided during the year is included in this annual report. One of the main focus areas for this school year was providing training in the Teacher Excellence Support System (TESS), which was piloted statewide in 2013-14. The cooperative provided trainings for teachers, counselors, librarians, principals, specialty administrators and superintendents. Cohort study groups were provided for administrators needing extra support in passing the TESS proficiency exam. Training will continue in the summer and throughout the upcoming school year with sessions provided on topics of concern in our region.

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Program  Summary   PD opportunities target the focus areas as outlined by the ADE, and PD sessions are offered to meet the requirements of law regarding the required 60 hours of PD, as well as, meeting the needs of schools based upon needs assessment survey results, SAI data, and CWT data from the 13 districts served. The Teacher Center Coordinator has the primary responsibility for reviewing, along with the Teacher Center Committee, Professional Development Committee, and Principal groups the data sets from the districts in planning PD to meet the major needs of the districts.        Major  Highlights  of  the  Year   Teacher Excellence and Support System (TESS) and Leader Excellence and Development System (LEADS) training were provided to administrators, teacher leaders, and teachers. Cooperative staff served area schools in presenting the 3-hour face-to-face training for TESS. During the school year, several trainings were held with area schools to facilitate the work of the TESS portfolio. In addition, principal meetings were held to work with principals on the timeline and documentation outlined in the TESS process. Tutoring sessions were held for principals needing extra support and training to secure a passing score on the TESS exam. Common Core State Standards (CCSS) Professional Development opportunities continued for grades K-8 in literacy and mathematics. CCSS began for grades 9-12 in literacy and mathematics. Capacity building will continue with Instructional Facilitation Training and Literacy Instructional Facilitation. The annual SCSC Administrators’ Summer Conference was in July. Tier I training was held at Southern Arkansas University in August. South Central literacy, math, science, Career and Technical Education (CTE), Education Renewal Zone (ERZ) personnel and SAU STEM math and science specialists were involved in the Literacy and Math Design Collaborative (LDC and MDC) this year. Three school districts in our region chose to be a part of this extensive training for literacy, math, science, social studies, and CTE teachers. LDC/MDC provides training to meet the required level of rigor and relevance required in true CCSS instruction. A three-day initial training took place in the summer of 2013 with six follow-up training days provided during the school year. Multiple group visits occurred throughout the year as the specialists supported the work of developing modules. This summer two additional schools have joined the work of LDC/MDC. The staff members of the professional development team at South Central will continue to support school improvement efforts through training in CCSS and PARCC. ADE provided trainings in math and literacy in all areas. In addition, training such as Cognitive Guided Instruction I & II, Extending Children’s Mathematics, classroom management, high yield instructional strategies, instructional technology, Teacher Excellence Support System (TESS), and administrative leadership were provided. These trainings will be the focus of our summer trainings and will continue throughout the coming school year.

Program: South Central Technology Training Center Funding Source: Grant-Arkansas Department of Education Competitive Grant: No

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Restricted __X__ Non-Restricted ____ Participating Districts Bearden Hampton Parkers Chapel Camden Fairview Harmony Grove Smackover- Norphlet El Dorado Junction City Strong-Huttig Emerson-Taylor-Bradley Magnolia Personnel Name Position Degree Jo Ann Womack Tristan Jermany

Technology Coordinator Part-time Network Technician

BSE MBA

Goal The goal of the SCSC Technology team is to work with all participating school districts to provide access to tools and materials related to implementation of the Common Core State Standards, to increase the impact of teaching and learning related to the integration of technology, and to increase the impact of quality professional development. Program Summary The SCSC Technology Training Center maintains the local area network (LAN), which provides reliable network connectivity, and provides technical support to all SCSC staff and presenters. The technology coordinator assists employees with technology hardware and software purchases, and provides training as needed. The technology department maintains the Cooperative website, the computer lab, the portable laptops, the sets of iPads, the compressed interactive video systems, and the presentation equipment in each conference room. The technology coordinator provides support to our member districts which includes: technical assistance, consultation on hardware and software, providing professional development opportunities, and support for Common Core State Standards and PARCC online testing. The technology coordinator works closely with the Arkansas Department of Education (ADE), the Department of Information Services (DIS), the Arkansas Public School Computer Network (APSCN), and the other Arkansas Education Cooperatives regarding technology initiatives to help SCSC staff and member districts remain informed and in compliance with technology requirements. One of the main focus areas for the SCSC Technology Coordinator is to assist other SCSC Specialists to develop and provide professional development that shows the integration of technology into their trainings as well as focusing on teaching teachers how to integrate technology into their lessons. Major Highlights of the Year: SCSC hosted over fifty technology professional development sessions during 2013-14. The majority of these sessions concentrated on the integration of technology into student lessons. An Instructional Technology Integrationist Cadre was formed during 2013-14 consisting of 37

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teachers and 9 SCSC specialists, and they received 24 hours of professional development. This group was developed to build Technology Integrationists within the schools; to give this group ideas of ways to integrate technology into lessons on a daily basis with the hope that this group would take their ideas back to their school to further the growth of this concept of technology integration. It has been very successful and will continue next school year with the same group of teachers. Another project was also started this year to begin creating mobile content to further integrate technology. We purchased iPad Airs with keyboards for 28 teachers to design ebooks and videos for content creation. They received 15 hours of professional development. They created this content and showcased it to one another as well as posting their content to the web. PARCC Online testing has been a large project this year. The Technology Coordinator has teamed up with DIS to make visits to all of the schools field-testing the online test component. Seven of our thirteen districts were participating. With this visit was an extensive checklist developed by DIS and ADE for the purpose of helping the schools be as ready as possible for this project. Along with these visits the Technology Coordinator and SCSC Specialists attended testing to facilitate problems. The Technology Coordinator has taken a leadership role for our districts to help them with this transition.

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Special Projects and Programs

Program Name: Teacher Excellence Support System (TESS)

Competitive Grant Yes No X

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, the 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 South Central Service Cooperative offered seventeen sessions for teachers and administrators between June and December 2013 as well as support sessions for superintendents and librarians. 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. In the 2014-15 school year, 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.

Program Name: Arkansas Leadership Excellence and Development System (LEADS)

Competitive Grant Yes No X

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 June at South Central for superintendents and principals in that region. In September and October, extra support was provided for principals to address timelines, understanding the documents and managing the day-to-day requirements of TESS and LEADS. LEADS will be fully implemented statewide in 2014-15.

Program Name: Understanding by Design Study

Competitive Grant Yes No X

Goals and Description: The work of Jay McTighe and Grant Wiggins is opening doors to student understanding. The specialists desired a deeper knowledge of the understanding by design process to better facilitate the LDC/MDC training.

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South Central Service Cooperative and SAU Stem Center specialists conducted a book study using the 2nd edition of Understanding By Design written by Jay McTighe and Grant Wiggins. The group was invited to participate in a Blackboard Collaborative class two times a month. Kelli Dougan, math specialist at NorthWest Cooperative, led the class. The group gained more instruction on the eight key tenets of UbD:

● curricular planning for student understanding ● developing and deepening student understanding ● unpacking and transforming content standards ● transfer of learning through authentic performance ● backward design of curriculum ● coaching for understanding ● reviewing units and curriculum ● analysis and adjusting of designs

The specialists saw a strong correlation to the modules being created in LDC/MDC, work of UbD, and project-based learning models. In February, the Teacher Center Coordinator traveled to San Antonio to tour the Manor New Tech High School in Texas. She shared key points from the tour and how the tour related to the work being done in the cooperative. In April, the specialists toured the El Dorado New Tech High School to further the learning and continue the support of area schools in the process of LDC/MDC. In the future, workshops will be developed for schools wanting to participant in project-based learning. Specialists will combine the knowledge of LDC/MDC and UbD to create a strong foundation for project-based learning. Data collected will be tracked and compared as schools embark upon the PARCC assessments.

Program Name: Literacy/Math Design Collaborative

Competitive Grant Yes No X

Goals and Description: Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) offers teachers, coaches, and leaders an instructional system for developing students’ literacy skills to prepare them for the demands of college and careers. Literacy/Math Design Collaborative LDC & MDC: The South Central Service Cooperative in conjunction with the SAU STEM Center and the Educational Renewal Zone partnered to deliver the Literacy Collaborative and Math Collaborative Design training to schools in the cooperative region. The LDC/MDC is an on-going professional development process, which consists of tasks aligned to the Common Core State Standards that target those skills needed in reading, writing, and mathematics. Formative assessment is used as a tool for monitoring what students are learning and identifying misunderstanding or skill weaknesses in students. These tasks work together to provide robust learning opportunities for students that are evaluated with a scoring rubric that helps educators across our state and nation calibrate high expectations. The LDC/MDC work is implemented in literacy, social studies/history, mathematics, science, and career education classes for students in grades 9-12. The support team consisted of Literacy, Math, Science and CTE specialists in addition to the STEM and ERZ staff. Together the team traveled to participating schools to meet with and support teachers and principals working in the LDC and MDC areas. Two new schools have signed up to begin work in the LDC/MDC area for the 2014-15 school year. The team will continue to support the work of the previous schools by offering a support day this summer and follow ups in the school year. Anna Warriner, SCSC Literacy Specialist, and Susan Johnson, STEM Science Specialist. have written modules for

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LDC that have been vetted by the SREB and deemed exemplar status. In addition, they were selected to sit on a round-table discussion at the High Schools That Works Conference in Nashville, TN in July.

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Summary Attended Reports

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Notice of Non-Discrimination South Central Service Cooperative does not discriminate on the basis of race, color, national origin, sex or disability in admission or access to or treatment of 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 or Federal law is directed to contact:

South Central Service Cooperative Marsha Daniels, Director

2235 California Avenue, SW Camden, AR 71701

870-836-1600