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Beebe Junior High School

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Vision:

At Beebe Junior High, we envision a safe, caring, and supportive environment characterized by a rigorous curriculum which meets the individual learning and social

needs of each student. Our collaborative learning community, composed of innovative, intentional, and compassionate teachers, engaged parents, supportive

community members, and other stakeholders, will collaboratively create a culture that equips students with the tools needed for a limitless future.

Values:

•Every child is valuable and individuality is appreciated.

• In order for students to learn, we must provide a secure, loving, and safe environment.

• We strive to work in a strong, positive partnership with parents and caregivers to mold students to become productive, responsible citizens.

• A healthy balance must exist between academics and intentional relationships; one act of kindness can change a life.

• Students will meet our expectations, but it is up to us to set the goal (i.e., high, individualized expectations).

• We must cultivate students to be reflective thinkers, problem-solvers, responsible for their behavior, and for their independent learning.

• All students deserve individualized instruction in order to best meet the needs of each student.

• We aim to create lifelong learners in our students by modeling our love of learning and by continuing to grow and improve as educators.

Mission:

The mission of Beebe Junior High is to provide a dynamic and challenging learning culture that encourages high expectations for student success. We believe

education is the shared responsibility of the student, home, and community.

"Every Student Matters, Every Moment Counts!"

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Goals:

ALL students at Beebe Junior High will be performing at grade level on math and literacy assessments.

Data Review:

Needs Assessments, Accreditation Reports, Similar Feedback:

Overall ESSA Score 77.08

Weighted Achievement Score 75.78

Value-Added Growth Score 84.27

School Quality and Student Success Score 56.12

ESSA School Letter Grade: B

https://myschoolinfo.arkansas.gov/Schools/Detail/7302009

Student Outcome Data:

SCHOOL YEAR 2017-2018

7th Grade Math: 54.65%

8th Grade Math: 67.21%

7th Grade Literacy: 53.70%

8th Grade Literacy: 64.78%

7th Grade Science: 44.19%

8th Grade Science: 53.31%

Our Leadership Team’s progress in fully implementing Indicators and meeting Objectives:

During the 2018-2019 school year, Beebe Junior High will continue to work with ICU by focusing on the quality of the completed work. Teachers have been trained in

PLCs that Work over the summer. We are going to strengthen our PLCs to increase collaborative, data-driven meetings and discussions to improve student

achievement. Our teachers and administrators are also receiving Day 2 training of Kagan Cooperative Learning Strategies in order to create more interactive and

https://myschoolinfo.arkansas.gov/Schools/Detail/7302009

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engaging classroom environments within our school.

We have fully implemented the following indicators:

ID07: A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff will meet regularly (twice a

month or more for an hour each meeting).

ID04: All teams will prepare agendas for their meetings.

IE01: The principal makes sure everyone understands the school’s mission, clear goals (short term and long term), and their roles in meeting the goals.

Selected Indicators:

Engage teachers in aligning instruction with standards and benchmarks

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

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

ID04 All teams prepare agendas for their meetings.(39)

ID07 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a

month or more for an hour each meeting).(42)

Expect and monitor sound instruction in a variety of modes

IIIA17 All teachers re-teach when necessary.(126)

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

IE01 The principal makes sure everyone understands the school’s mission, clear goals (short term and long term), and their roles in meeting the

goals.(52)

IE05 The principal participates actively with the school’s teams. (56)

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

Help parents to help their children meet standards

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

school success.(76)

Make decisions to assist students based on data

HS02 The Leadership Team implements, monitors, and analyzes results from an early warning system at the school level using indicators (e.g., attendance,

academic, behavior monitoring) to identify students at risk for dropping out of high school.(5513)

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

SE05 All teachers use cooperative learning methods and encourage questioning, seeking help from others, and offering help to others.(5546)

Beebe Junior High School

Comprehensive Progress Report6/6/2018

! = Past Due Objectives KEY = Key Indicator

Mission:The mission of Beebe Junior High is to provide a dynamic and challenging learning culture that encourages high expectations for student success. We believe education is the shared responsibility of the student, home, and community.

"Every Student Matters, Every Moment Counts!"

Vision:

At Beebe Junior High, we envision a safe, caring, and supportive environment characterized by a rigorous curriculum which meets the individual learning and social needs of each student. Our collaborative learning community, composed of innovative, intentional, and compassionate teachers, engaged parents, supportive community members, and other stakeholders, will collaboratively create a culture that equips students with the tools needed for a limitless future.

Goals:ALL students at Beebe Junior High will be performing at grade level on math and literacy assessments.

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

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

Initial Assessment: Agendas are not sent out early for everyone to look at in advance. They are not located in a central location for other staff members to preview.

Limited Development 10/08/2015

Priority Score: 2 Opportunity Score: 3 Index Score: 6

How it will lookwhen fully met:

Prior to regularly scheduled Team meetings, the team secretary will ask for input for topics of discussion and prepare an agenda. The agenda will be sent electronically to each team member so that he/she can prepare materials necessary to participate fully in the meeting.

Objective Met06/06/18

Greg Stinnett 12/01/2015

Action(s) Created Date1

11/28/15A Google folder will be created with a meeting agenda template. Each team secretary can access this Google folder and use the template to plan for the upcoming meeting.

Complete 10/05/2015 Fran Howard 12/01/2015

Notes: Brook Singletary, Beebe/COOP technology adviser, will assist in creating the Google folder and setting up the agenda template. She will also assist in making the folder and form available to the necessary team members.

Brook Singletary <[email protected]>Implementation: 06/06/2018

Evidence 6/1/2018 All meeting agendas and notes are recorded in Indistar.

11/28/2015The Google folder and enclosed forms is available to all Beebe Junior High faculty members. It is being used as a common storage area for Team agendas. minutes, and other team information. It can be accessed at: <https://drive.google.com/a/badger.k12.ar.us/folderview?id=0B23v_NrP-zg-UC13QzFBUVp0c3c&usp=sharing_eid&ts=56128ab4>

Experience 6/1/2018 Leadership team met on average twice per month before school and recorded all meeting notes.

11/28/2015Mrs. Howard was able to work with Mrs. Singletary and create the necessary Google folder and documents. The information was distributed to the Beebe Junior High faculty on October 5, 2015. There was some initial confusion among faculty as to how the Google folder and documents were to be accessed without altering the template; however, that problem was solved, and Teams are regularly utilizing the folder and documents to prepare/share team meeting information.

Sustainability 6/1/2018 Leadership team meetings will continue to be recorded and managed in Indistar. 11/28/2015We will need to monitor the Google folder and enclosed documents to ensure that Teams continue to create agendas for all meetings and keep accurate minutes. The agenda template will be revised as needed. Additional documents will be created in the Google folder as needed.

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

Implementation Status Assigned To Target Date

Initial Assessment: We have recently formed this team and have met only a couple of times. We have members from both grades and all 4 core subjects represented. We discussed our roles and purpose of the leadership team. We also picked the 7 indicators we want our building to work on first.




When fully in place the Leadership team will meet twice a month. They will also meet for a day in the summer to plan the focus for the building the following school year. The leadership team would meet to look over the data from all areas of the building (discipline, attendance, evaluation summaries) to better guide their decision making process. Evidence of this indicator in place would be team meeting agendas and minutes.


Art Bell 12/01/2015

Action(s) Created Date1 11/10/15 Schedule Team Meetings twice a month. Complete 10/13/2015 Travis Barrentine 12/01/2015

Notes: Leadership Team has regularly scheduled meetings before school on the second and last Thursday of the month. Additional meetings will be held as necessary.

2 11/10/15 Determine a process for placing or replacing team members of the Leadership Team.

Complete 11/27/2015 Travis Barrentine 05/20/2016

Notes: Leadership Team members will be added or replaced as necessary to keep a balanced representation from among the various subject areas and grades. In the event a team member needs replacing, the remaining team members will select his/her replacement from the department/grade needing representation. Team members may be added in the event of new courses/curriculum added to the Junior High in order to maintain a variety of input.

Current members include:

Administration: Art Bell <[email protected]>Administration: TBDLanguage Arts: Greg Stinnett <[email protected]>,Math: Michelle Jones <[email protected]>,Science: Fran Howard <[email protected]>,History: Gwen Lane <[email protected]>,Physical Education: Mike Garrett <[email protected]>,

Implementation: 06/01/2018Evidence 6/1/2018

11/28/2015Minutes from reglarly scheduled Leadership Teams are uploaded to Indistar. The agendas and minutes for each building Team meeting are also available on Indistar.

Experience 6/1/2018

11/28/2015The Leadership Team was formed, met to select objectives, distributed information to the faculty via Team Meetings, and now meets regularly to assess and monitor progress.

Sustainability 6/1/2018

11/28/2015Leadership Team has regularly scheduled meetings before school on the second and last Thursday of the month. Additional meetings will be held as necessary.

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

IE01 The principal makes sure everyone understands the school’s mission, clear goals (short term and long term), and their roles in meeting the goals.(52)


Initial Assessment:The principal communicates with the Leadership team and with the organized PLC teams to discuss the school's mission and goals. The principal also communicates the expectations of student improvement through planning and careful practice.

-Leadership Team in place (meetings take place once a month)

-Teachers are organized into subject-area Instructional PLC Teams and meet periodically throughout the school year.

We are working hard at the junior high to ensure success with all students. ICU is fully in place. All teachers are working together to improve student learning. Failure is not an option. Students are placed in ICU if work is not complete. At that time, parents are contacted through text message/email. Lifeguards also help monitor students’ progress throughout the school year.

Full Implementation 04/30/2018

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


Initial Assessment:During the 2018-2019 school year, the principal and assistant principal will develop a schedule of weekly classroom observations to ensure teachers maximize instructional time.


How it will lookwhen fully met: When the objective is fully met, weekly observations will be made with

teachers to ensure maximum instructional time is being utilized. The evidence will be available in EdReflect and through paper documentation of weekly observations with teachers.

Art Bell 05/30/2019

Action(s) Created Date

Notes:

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

Initial Assessment:PLC meetings take place at least every month throughout the school year. The principal and assistant principal participates actively in the meetings and also encourages teachers to meet outside of the scheduled meetings. Our teachers collaborate within subject area for UBD planning and class preparation.

PLC Meetings focus: Learning – Collaborative – Data-Driven

PLC considerations: These are questions the principal brings in to focus that help to guide the work.

1) What do we expect our students to learn?

2) How will we know if they are learning?

3) How will we respond if they are not learning?

4) How will we respond if they already know it?

Full Implementation 05/02/2018

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

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


Initial Assessment:Parents are informed through the following programs/events concerning their child's progress throughout the school year and ways parents may be involved in their child's education:

• ICU• Remind 101 for Parents• Open House• Back to School Bash• Parent Teacher Conferences


How it will lookwhen fully met: When this objective is met, parents will have the opportunity to

participate actively in the daily functions of their child's education. Evidence will be provided through assignments in ICU, documented communication with parents through Remind, and sign-in sheets of parents attending events.

Art Bell 05/30/2019


Notes:

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

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


Initial Assessment: • Team has begun UBD planning • Difficult to complete due to planning/prep periods • Pre/Post Test Items need to be rigorous—want all teams on same page • Teams aren’t giving same assessments (rigor); exception Edulastic (Math)




• Need a unit from each department—show they’re working toward goal • Classroom observations, student work (common assessments, district common assessments, other data collection), and summaries of observations.


Art Bell 10/01/2020

Action(s) Created Date1 10/13/15 Professional development refresher on UBD unit development. Complete 06/30/2017 Greg Stinnett 06/30/2017

Notes: Professional development has been set for grades 5-12 in an intense training in UBD.

2 10/13/15 Staff will become comfortable using Edulastic. We will train the teachers over 2 sessions.

Complete 01/06/2017 Art Bell 09/23/2016

Notes: The district and the school provided 2 training sessions for teachers using Edulastic and all teachers have utilized the program. Creating common assessments.

Implementation: 04/17/2018Evidence 4/17/2018

Experience 4/17/2018

Sustainability 4/17/2018

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

IIIA17 All teachers re-teach when necessary.(126) Implementation Status Assigned To Target Date

Initial Assessment:Teachers are expected to review data from Edulastic and other common assessments to review and reteach the standards and strands that students are struggling to comprehend.



Teachers will reteach the standards needed for students and reassess to ensure students meet the learning objectives.

Art Bell 05/30/2018


Notes:

Core Function: High School: Leadership and Decision MakingEffective Practice: Make decisions to assist students based on data

HS02 The Leadership Team implements, monitors, and analyzes results from an early warning system at the school level using indicators (e.g., attendance, academic, behavior monitoring) to identify students at risk for dropping out of high school.(5513)


Initial Assessment:It was discussed within the leadership team about what to do with students not succeeding within each class. The Power of ICU by Danny Hill was purchased for a book study during the 2016-2017 school year. At the beginning of the 2017-2018 school year, ICU began being implemented. Students are placed in ICU when assignments are not completed. We want all students to succeed. In doing so, we want them to know the importance of completing assignments. ICU helps us identify those students at risk. We are able to keep track of how many missing assignments per student. Teachers volunteer during lunch to work in the ICU room. Lifeguards are in place to help monitor students’ progress on those missing assignments. We want every student to know we care. "Every Student Matters, Every Moment Counts!" We are all working together to ensure success with our students.



How it will lookwhen fully met: "Remember why you began a career in education: Your love for

children and learning. If you believe it, you can do it--You CAN have EVERY student turn in EVERY assignment." (Danny Hill and Dr. Jayson Nave, Power of ICU) This is the goal of the Beebe Junior High! Not only do we want the students to complete the assignments, but have the assignments completed correctly. It is about creating tools and opportunities that will guide them toward learning.

https://www.icudatabase.com/beebejh/The Power of ICU Database Dashboard will be used as evidence to show the current number of missing assignments, the number of students missing assignments, and the overall completed assignments.

We hope that in a few years, the numbers for students not completing assignments will decrease drastically and that we would no longer have to provide ICU for students.

Michelle Jones 05/22/2020

Action(s) Created Date 1 of 2 (50%)1 5/1/18 Teachers identify students for ICU Complete 11/01/2017 Travis Barrentine 10/01/2017

Notes: Teachers are responsible for adding and removing students after work is completed.

2 5/1/18 Lifeguard Role-Identify students with multiple missing assignments and repeat offenders.

Art Bell 01/15/2019

Notes: What is our goal in helping students? We need to have multiple teachers to help lifeguard/mentor students.

Implementation: 05/01/2018Evidence 5/1/2018 Evidence can be found on our ICU Database. Reports can be

provided.Experience 5/1/2018

5/1/2018- Teachers remembering to add and remove students from ICU. Teachers making sure students were assigned for late work only and not for absent work.

Sustainability 5/1/2018 Teachers maintaining accurate records on student assignments and continuing to add students to ICU.

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

social/emotional competencySE05 All teachers use cooperative learning methods and encourage

questioning, seeking help from others, and offering help to others.(5546)


Initial Assessment:Professional development was provided to teachers on Kagan Cooperative Learning strategies during the summer of 2017. Additional Kagan training will be provided in the summer of 2018 by Kagan trained personnel, as well as during August 2018 building professional development.


How it will lookwhen fully met: There will be ongoing classroom observations and individual

conversations between the principal, assistant principal, and teachers on what cooperative learning strategies have been successful in improving student achievement.

Art Bell 08/09/2018


Notes:

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