comprehensive plan reportwynne.k12.ar.us/staterequired/15-16districtacsip.pdfhow it will look when...

District Context and Support for School ImprovementImproving the school within the framework of district support

Indicator IA10 - The district regularly reallocates resources to support school, staff, and instructional improvement.(10)(AllDistricts)

Status Tasks completed: 2 of 17 (12%)Level of Development: Initial: Limited Development 10/01/2014Index: 6 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished

within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

The current level of implementation is limited. The resources are allocated through the guidance of our Superintendent, Carl Easley with fidelity. The staff is supported through professional development and curriculum alignment. Wynne Primary and Wynne Intermediate will have after school programs to support struggling learners based on the data collected through TLI, formative assessments, DIBELS, Classworks, and other sources within each school building. All four buildings, Wynne Primary, Wynne Jr. High, Wynne Intermediate, and Wynne High School have highly qualified certified teachers and highly qualified para-pros that intervene with the struggling learner in Math and Literacy. The interventionist use research based strategies to assist in closing the achievement gap of the struggling learner. Wynne High School has changed its schedule this 2014-2015 school year to an A/B block in order to meet the needs of transforming the high school to a Learning Academy in 2015-2016.

Plan Assigned to: Kathy LeeAdded: 10/01/2014

Wynne Public School District NCES - 514430

Key Indicators are shown in RED.

Comprehensive Plan Report A detailed report showing activity of the district team’s work on the improvement plan including

assessments, plans, tasks, monitoring, and implementation for selected time periods.

March 30, 2016

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How it will look when fully met: When this objective is met for the Wynne School District the plan will demonstrate support for school reform which will increase student performance and show how resources are allocated effectively indicating good stewardship of local, state, and federal resources district wide. The plan will further support best instructional practices within each building. The district Superintendent, Carl Easley will schedule District Leadership Meetings on the first and third Thursday of each month. Meeting agendas and minutes from District Leadership Meetings will provide evidence that the district plan is implemented and objectives are met.

Target Date: 06/03/2016Tasks:

0. ELL students and their families will be supported by the Majorie Crawford, district ELL coordinator. ELL students will receive tutoring and support to achieve closing the disparity between an ELL student and an English speaking student. Classroom teachers will be supported by necessary materials and supplies to support the learning and the district ELL coordinator will collaborate and review grades and progress of the ELL student. (salary 5,000.00)(benefits1,100.00)(p/s1,000.00)(m/s 2,045.52)

Assigned to: Stephanie LyonsTarget Completion Date: 06/10/2016Comments:

0. Title I funds will be set aside to assist children that are in need of materials, supplies, clothing, healthcare, and other support that may apply to Title I children. District and Title I staff will work in collaboration with community and state agencies to meet the children’s needs. Title I funds will only be used once all other state and community resources have been exhausted, (p/s 400.00) (m/s 400.00).


0. Funding formula for the McKinney-Vento Homeless program at Wynne School District (p/s 400.00) (m/s 600.00) is based on prior year needs. Pursuant to Section 724C of the McKinney-Vento Homeless Assistance Act, as reauthorized by the No Child Left Behind Act of 2001, the Wynne School District Administration works closely with students, parents, schools, shelters, and involves the community in support to ensure homeless students are identified and are offered a consistent educational experience during transitional times. The district has selected a Homeless Liaison, Sherry Breckenridge, to ensure students in homeless situations are identified, enrolled, and assisted in receiving educational services, and have transportation to and from school at parent request. Students receive the same special programs and services as provided to other students, including GT, special education, migrant education, special activities, and vocational education. The homeless liaison works closely with the building parent facilitators, principals, teachers, RNs, and caseworker to identify, provide food, clothing, shelter, school supplies, academic and emotional support, health screenings, and medical attention. Community resources: (DHS, Good Shepherd Center, Wal-Mart, church groups and civic organizations, school staff and medical groups partner with the district to identify and provide assistance to the homeless. Funds are set aside through district and Title I along with community financial support to assist the families experiencing homelessness, a crisis affecting every aspect of the students’ lives. Title I staff will work in collaboration with liaison and community agencies to meet the homeless family’s needs. (Additional funds are allocated in building plans for district and community set asides.) (Homeless set aside allocation is based on funding formula of trend data and last year’s needs.)

Assigned to: Sherry Breckenridge

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Target Completion Date: 05/27/2016Comments:

0. The Wynne School District will provide adequate administrative and curriculum support services to monitor, give guidance, and evaluation of activities to strengthen the collaborative effort to increase student achievement of low performing children. Stephanie Lyons, TI .70 FTE (salary 50,848.70) (benefits 12,403.00) Federal Program Coordinator, Janet Sherman, TI .70 FTE (salary 17,476.20) (benefits 5,206.00) and Tonya Brown, TI .10 FTE (salary 3,008.20) (benefits (850.00) Secretary Support Staff oversee the implementation of the school wide Title I program to collect data, secure learning programs, perform secretarial duties, program assessment, training and technology support to the Title I schools. Federal Program Coordinator, TI Secretarial Staff, and District Support and Administrative Staff will attend area, regional, state, and national conferences, workshops, trainings, and visit model programs, (p/s 3,500.00). Office supplies and materials will be provided to support the TI district efforts, purchase text, professional literature, references, postage, miscellaneous materials, and supplies to support the TI programs from TI funds. The TI program will also be supported by updating and replacing technology to track reports, forms, TI staff records and TI student progress and trainings, (m/s 3,000.00).


1. Wynne Primary, Intermediate, Junior High and High School will each receive a new chrome book cart ( 1 cart = 1 printer and 30 chrome books) funded through Title VI (55,360.58). The use of this technology will allow for enhancement of student skills in literacy and math. This acquisition will allow students more access to research topics, write essays, and evaluate learning skills in closing the achievement gap.

Assigned to: Kathy LeeTarget Completion Date: 03/15/2016Comments:

2. Christine Williams will be hired as College and Career Coach at Wynne High School in cooperation with EACC to provide assistance for students in transitioning to college and careers. Salary will be paid through a Carl Perkins grant and NSLA will provide $7316.00 for purchase services.

Assigned to: Keith WatsonTarget Completion Date: 05/27/2016Comments:

3. A book study for effective reform practices to address students’ performance levels will be completed by the District Leadership Team.

Assigned to: Sandra HollawayTarget Completion Date: 02/26/2015Comments: Research books on effective reform practices to be selected by

the District Leadership Team. The Leadership team met on December 18, 2014 and the "Five Levers to Improve Learning" introduction was discussed. The leadership team member that led the questions and discussion was Mrs. Hollaway, the principal of the Intermediate School.

Task Completed: 02/12/2015

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4. The district will identify and eliminate the barriers to allocating resources and address challenges to allow greater success in moving students forward academically. Study and reallocate resources to support schools and staff in the increased time demands placed on staff throughout the district due to the implementation of ACT/ASPIRE, ACSIP-Indistar, Eschool plus, CCS, and other changes in education including unsupported state and federal mandates. The district will assist the buildings in appropriate compensation and adequate planning time.

Assigned to: Carl EasleyTarget Completion Date: 06/03/2016Frequency: four times a yearComments: The Title I Needs Assessments results are on the district web

page for review. TheAdvancEd Needs Assessments are available from the spring 2014 monitoring. The building principals will be a resource for increased time demands placed on staff. Refer to state and federal allocation reports for further data. Obtain school board members input regarding appropriate compensation.

5. Complete the necessary research and develop data including evaluations, Title I Needs Assessments, cost benefits study, planned budget and staff allocations to support better understanding by the district’s decision-makers of how to allocate resources and funding to our buildings. A complete analysis will be completed for the Wynne School District with the District Leadership Team.

Assigned to: Kathy LeeTarget Completion Date: 05/27/2016Frequency: three times a yearComments: Through the use of the guidance of Wise Ways, more in depth

conversations will happen between Mrs. Lee, the assistant superintendent and the principals of each building to ensure the instructional improvement is happening at each building. Each building will analyze their PARCC data at the beginning of the school year and constantly through their leadership teams review in-house data.

6. The district will create a list of clear goals and objectives about identifying successful resource allocations and will communicate that appropriate resources are allocated to support closing the achievement gap between the lowest and highest performing student populations within each building. Specific groups will be targeted. We will continue to look at class size reduction and working with students in Schoolwide Title I settings to move performance levels forward. Strategies to increase building capacity and staff development will be put in place to assure success in reallocating the resources to support school, staff, and instructional improvement.

Assigned to: Stephanie LyonsTarget Completion Date: 05/27/2016Frequency: once a yearComments: Look at district achievement data focusing on TAGG groups,

perceptual data, Title I Needs Assessments, and Eschool student monthly counts by grade level. Attend leadership meetings at the building levels.

7. The District Leadership Team will develop a plan for the administrative staff to develop financial management skills to understand limits and flexibility of fund sources by examining the spending patterns across the district.

Assigned to: Frankie SullivanTarget Completion Date: 01/22/2015

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Frequency: twice a yearComments: Present Tier II Professional Development Training and audit

reports. Look at the district financial reports with building leaders. Explain current state and federal expenditure rules.

January 8, 2014 during the district leadership meeting Mrs. Sullivan invited Mrs. Cindy Dabbs-auditor to assist with the Tier II PD training.

Task Completed: 01/08/20158. Recruit, support and sustain quality staff resources to strengthen staff such as utilizing our local educational cooperative and state resources that support collection of data and tracking improvement strategies that benefit from analysis of resources.

Assigned to: Debra HeathTarget Completion Date: 05/06/2016Frequency: twice a yearComments: Contact Tish Knowles with Crowley's Ridge Educational

Cooperative for a list of resources to strengthen staff. The district will enlist ADE webinars and resources for improvement strategies. The use of ADE data resource center, TLI, in-house assessments and building surveys will also be utilized..

9. Provide school level support with parents and community to broaden support by developing a district program utilizing outside resources. The district will increase public support by communicating district goals and accomplishments with links to businesses and agencies who serve children’s needs.

Assigned to: Sherry BreckenridgeTarget Completion Date: 05/20/2016Frequency: four times a yearComments: Utilize KWYN radio, News Leader and Wynne Progress,

marquee, Remind 101 Parent Engagement, and building phone messenger system. Collaborate with civic organizations, businesses, preschools, churches, and state agencies. Participate in school level team meetings. Attend school performances, PTA meetings, Title I PAC, and building parent nights.

10. Conduct interviews and surveys with teachers, administrators, and school personnel to align the allocation of funding to support staff and student instructional improvements. Results of surveys will be shared with the District and Building Leadership Teams, School Board, and the School Community Councils.

Assigned to: David SteppTarget Completion Date: 06/03/2016Comments: Committee interview and survey forms. District technology

support to upload data. School business manager support for funding.

11. Evaluate the effectiveness of educational reform strategies and modify both strategies and resources that will support our buildings based on identified needs with input and collaboration of all stakeholders.

Assigned to: Keith WatsonTarget Completion Date: 06/03/2016

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Comments: Look at educational reform strategies collected from research. Building identified needs by (Title I Needs Assessment). Financial reports presented from School Board meetings. Collaboration with stakeholders.

12. The district will support building level needs and priorities as related to their instructional goals. They will communicate their resource needs to the District Leadership Team who will share the information with stakeholders.

Assigned to: Glenda VanceTarget Completion Date: 03/18/2016Frequency: twice a yearComments: Building level resource needs. Building instructional goals

prioritized. 13. Professional development opportunities for Wynne Schools will be funded through Professional Development funds that are based upon student achievement data. All PD will be evaluated through surveys, interviews, and implementation of instruction into the classroom. 2015-2016 PD funds allocated for all four building totals 166848.18. The following PD opportunities have been allocated for Primary: APSRC, Apple Group, Educational Cooperative, Dr. Linda Griffith, My Learning Plan, Literacy Conferences, and Bloomboard. PD opportunities for Intermediate: APSRC, Educational Cooperative, Dr. Linda Griffith, INACOL conference, My Learning Plan, Education Innovation Summit, Bullying assembly, PCM training, and Project Lead the Way. PD opportunities for Junior High: APSRC, Educational Cooperative, Dr. Linda Griffith, INACOL conference, Generation Ready, My Learning Plan, Literacy conference, and Google Apps. PD opportunities for High School: APSRC, American Alliance, Educational Cooperative, Dr. Linda Griffith, My Learning Plan, AAEA, Bloomboard, ARSCA conference, and Taylor/Francis book study.


Implement Percent Task Complete: 2 of 17 (12%)

Indicator IA14 - The district recruits, trains, supports, and places personnel to competently address the problems of schools in need of improvement.(14)(AllDistricts)




The current level of implementation is limited development or implementation due to improvements will be made to continually support personnel. Scientifically researched based curriculums and methods of teaching are constantly being researched to provide students with the best education in all the schools.

Plan Assigned to: Carl EasleyAdded: 03/08/2016

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How it will look when fully met: Wynne School District was once described as “The Jewel of the Delta”. Many teachers are interested in coming to the district due to its cutting edge scientifically researched based opportunities that it offers students and parents. The objective when fully implemented will retain teachers for multiple years to provide continuity in the curriculum. All buildings will have Professional Learning Communities to discuss not only struggling students but also struggling teachers in order to support the educational outcome of the entire district. Wynne School District strives to recruit innovative, enthusiastic, and well educated teachers.


1. Wynne School District will attend college job fairs to recruit certified teachers that are highly qualified.

Assigned to: Stephanie LyonsTarget Completion Date: 05/26/2017Frequency: twice a yearComments:

2. Each building will offer an opportunity to develop leadership within their professional learning communities. Professional learning communities will be held on a scheduled basis so that student data, curriculum and teacher support will be discussed. The teams will include the building administrator, academic facilitators, and teachers. The teacher's input is valuable to the team's decision.


3. The Teacher Induction/ Mentoring program is designed to provide a novice teacher the support, assistance, and encouragement of a site-based, trained mentor in order for the novice teacher to learn the skills he or she needs to become an effective, knowledgeable teacher. (ADE)http://www.arkansased.gov/divisions/human-resources-educator-effectiveness-and-licensure/office-of-educator-effectiveness/teacher-inductionmentoring All novice teachrs have been assigned a mentor and they meet on a monthly basis to provide support.

Assigned to: Stephanie LyonsTarget Completion Date: 05/25/2016Frequency: monthlyComments: The mentoring program is a state requirement.

4. Teachers are given the opportunity to attend the Arkansas ESL Academy during the summer. These teachers are assigned ELL students so that the strategies learned during the academy can be used to support ELL students. The district support the efforts of the teachers as they attend the ESL Academy.

Assigned to: Stephanie LyonsTarget Completion Date: 08/05/2016Frequency: once a yearComments: ESL Academy information was sent to all four buildings in the

district to offer the teachers an opportunity to register for the summer months.


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Indicator IA15 - The district allows school leaders reasonable autonomy to do things differently in order to succeed.(15)(AllDistricts)




The central office staff supports all schools. Schools must present research based ideas and materials to support their curriculum. The principals, academic coaches, and educational staff all have a voice in the decisions pertaining to student achievement.

Plan Assigned to: Kathy LeeAdded: 11/03/2015How it will look when fully met: The purpose in having autonomy is to do things differently for

achievement of all students. Wynne Primary, Wynne Intermediate, Wynne Junior High, and Wynne High school will continue to research the best instructional strategies to benefit the principles of learning and teaching. The use of categorical and federal funding will allow the schools to achieve the goals of closing the achievement gap. All decisions will be based on student data, TI needs assessments, and surveys.


1. Two Title I Mathematics Specialist 1.0 FTE Jeannine Brawner (salary 51,200.00)(benefits 13,255.00) and 1.0 FTE Amy Poindexter (salary 47,200.00)(benefits 12,395.00)(m/s 9,000.00)(p/s 2,000.00) will provide additional mathematics instruction in classrooms with flexible groups for approximately 5 days a week for 30 minute sessions.The specialized small group instruction will help individual students reach grade level standards in the areas of geometry, measurement, problem solving, and math concepts. Teachers will focus on students from economically disadvantaged backgrounds in greatest need of academic improvement. Materials and supplies will be purchased from TI funds to support and enhance students’ learning aligned with Arkansas Curriculum and professional development will be provided. The staff will be evaluated by TESS. The math intervention program will be evaluated through student formative and summative assessment data. Professional development funds will be set aside from TI to include training registration, travel, and substitutes when needed.

Assigned to: Debra HeathTarget Completion Date: 05/27/2016Frequency: once a yearComments:

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2. Four Literacy Coaches, Sheila McKnight 1.0 FTE NSLA (salary 57,800.00) (benefits 14,809.00) (m/s 600.00) (p/s 600.00), Jamie Russell 1.0 FTE Title I (salary 46,400.00) (benefits 12,100.00) (m/s 1,600.00) (p/s 1,000.00), Shirley Taylor 1.0 FTE Title I (salary 55,300.00) (benefits 13,975.00) (p/s 2,750.00) (m/s 500.00), Betty Latham 1.0 FTE NSLA (salary 37,660.00) (benefits 8,370.00) (m/s 400.00) one district curriculum specialist, Cheryl Parrish 1.0 FTE NSLA (60,111.00) (benefits 14,925.00) (p/s 2,500.00) (m/s 3,000.00) will be employed and trained to work in the classrooms with all teachers grades K-12 to support the implementation of the comprehensive literacy approach. Literacy coaches will be evaluated by TESS. Salaries and benefits will be paid from TI and NSLA funds to the coaches in support of the Wynne literacy programs. Literacy coaches will provide model teaching, teacher mentoring, leadership at team meetings, gather instructional materials, and provide staff development sessions for teachers. Materials and supplies such as ink cartridges, tag board, binders, pencils, pens, copy paper, curriculum books, technology, and research materials will be purchased from TI and NSLA funds. Professional development opportunities will be provided to the literacy coaches from NSLA and TI funds to ensure coaches stay current with literacy strategies to train teachers in the Wynne Title I Schoolwide program by attending national and regional literacy conferences.

Assigned to: Kathy LeeTarget Completion Date: 05/20/2016Frequency: once a yearComments:

3. An Extended Day Program will be provided at Wynne Primary School for qualifying students with deficiencies in math and literacy from Title I funds to ensure students have an additional opportunity to perform at their maximum potential. One eight day session in the fall and one eight day session in the spring. Eight certified staff 1.5hrs per day x 16 days x $35.00 (salary 6,720.00) (benefits 727.00). One lead teacher at 68 hrs. x 38.00/hr. (salary 2,584.00) (benefits. 560.00). One clerk at 1.5 hrs./day x 16 days x 12.00 (salary 288.00) (benefits 62.00). Four buses at 16 days.Pre and Post assessments will be given to each qualifying student. Literacy and math books, workbooks, math manipulatives, folders, paper, pencils, markers, and supportive materials & supplies(1000.00)will be purchased for the students in the TI schoolwide program to increase student achievement in closing the achievement gap.

Assigned to: Stephanie LyonsTarget Completion Date: 03/25/2016Frequency: once a yearComments:

4. The Wynne Primary School grades K-2 will conduct a summer school program for children to close the achievement gap in Literacy and Math with Title I funds. The summer program will hire 7 teachers @ 35.00 per hour x 3 hrs. per day x 8 days. (salary 5,880.00) (benefits 1,274.00); 2 interventionists @ $20/per hr x 3.5 hrs per day x 8 days (salary 1,120.00) (benefits 243.00); one clerk at $20 per hr. x 4.5hrs per day x 8 days (salary 720.00) (benefits 160.00); one lead teacher @ $38.00 per hr. x 4.5 hrs. per day x 9 days (salary 1,539.00) (benefits 333.00). Pre and post assessments will be given to qualifying students. Literacy and math books, workbooks, math manipulatives, folders, paper, pencils, markers, and supportive curriculum materials & supplies (1,000.00) will be purchased for the students in the TI schoolwide program to increase student achievement in closing the achievement gap. Expenses for 4 buses will be paid from TI to transport the children to summer school.


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5. Four certified teachers Amy Poindexter @ Primary (salary 1,500.00) (benefits 325.00), Shirley Taylor @ Intermediate (salary 1,500.00) (benefits 325.00), Kellie Barnett @ Jr. High (salary 1,500.00) (benefits 325.00), and Nanette Wise @ High School (salary 1,500.00) (benefits 325.00) will serve as parent facilitators in their perspective buildings paid by district funds. Materials and supplies for all four buildings totals (6,000.00); from T1/NSLA/district purchase service for all four buildings total (2,400.00) from district,NSLA, & district funds; this total includes activities such as Think Kindness assemblies for parents and students. Parent facilitators coordinate the work of faculty and parents in planning, revising, and implementing the parental involvement plan. The parent facilitator will work collaboratively with the district parent coordinator. TI Parent Coordinator Sherry Breckenridge .50 FTE (salary 13,345.00) (benefits 3,943.99) from TI and .50 FTE (salary 13,345.00) (benefits 3,900.00) from NSLA. Travel and registration fees from T1 funds (500.00). Materials and supplies (copy paper and copy counts) will be paid from NSLA funds (1,600.00) and T1 funds (1,000.00). The parent coordinator and Wynne school staff (above the required staff development hours) and parents, will be provided the opportunity by Title I purchased service funds to attend Title I state, regional, and district professional development training activities, workshops, conferences, and visit model parental involvement schools to improve the current Title I parent program and increase parental involvement to support closing the achievement gap. Special programs and materials and supplies such as Think Kindness, notebooks, printer cartridges, pictures development, and colored paper will be purchased to support the Title I parental involvement program with Title I guided by decisions of the parental involvement committee. (TI .95 RESERVE RULE of 1% rule.)


6. 1.0 FTE NSLA Primary Math Academic Facilitator, Cindy Harris, (salary 52,300.00) (benefits 11,323.00) (p/s 500.00) (m/s 1,000.00); 1.0 FTE Connie Mitchell, TI Intermediate Math Academic Facilitator (salary 53,600.00) (benefits 13,780.00) (p/s 2,300.00) (m/s 500.00) and .5 FTE Jr. High/.5 FTE Sr. High NSLA Math Academic Facilitator Tammy Taegtmeyer (total salary 49,200.00) (total benefits 5,330.00) (p/s 2,400.00) (m/s 1,000.00) will work to support mathematics curriculum in grades K-12. Job-embedded professional development for all teachers will be provided by the math coach, who will facilitate math team meetings to discuss best practices, instructional strategies, technology inclusion, and formative and summative assessments. The math coach will provide MODEL TEACHING in the classrooms and professional development. Professional development regional, state and national training will be provided for the math coach from, NSLA, PD and district funds. Materials and supplies and training will be purchased to support the K-12 math curriculum from NSLA funds. The teacher evaluation support system (TESS) will be utilized to evaluate the academic facilitators. Professional development opportunities will be provided for the three math coaches from NSLA and TI funds to ensure coaches are current with math strategies to train teachers in the Wynne district by attending national and regional math conferences.


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7. Generation Ready, a private educational consulting firm, will assist Junior High school staff with improving instructional strategies for struggling learners/RTI. GR consultants will train and provide support for school-based co-teach teams to address needs of diverse learners, facilitate data-driven decision making regarding the design and implementation of instruction to support IEP students, schedule meetings with school administrators, special education teachers and general education teachers, observe in classrooms, analyze data, provide professional development, and make recommendations for improvement in strategies to improve achievement for struggling learners. The program will be evaluated by looking at a two year benchmark progression chart. Generation Ready will be contracted 25 days from professional development funds (37,500.00).

Assigned to: David SteppTarget Completion Date: 06/30/2016Comments:

8. Staff development opportunities (salaries 11,220.00) (benefits 2,448.18) (p/s 186,612.00) (m/s 1,700.00) for all four campuses will be provided to support the comprehensive literacy and math models through attending conferences, on-site training, and participating in job-embedded staff development. This includes ADE training, state and regional conferences, classroom management training, book studies presentations from outside consultants, training in CGI, APSRC, Dr. Griffith, Dr. Gathright, ARSCA, Apple Group, Pro Crisis, AAEA, STEM, AAIS, and Project Lead the Way. Regular literacy team meetings, colleague visits, and meetings with teachers and coaches for curriculum planning will support job-embedded professional development. Other professional development sessions, including two hours Arkansas History, ACT 1220, six hours of technology, two hours of parental involvement training for teachers and three hours of parental involvement training for district administrator, are provided according to state requirements. Registration fees, fees and expenses for presenters, stipends and/or substitutes, and travel expenses will be paid. Materials, books and other supplies will be purchased for professional development. The effectiveness of professional development will be evaluated by the staff and leadership committee, based on the impact of the PD on student scores on formative and summative assessments. Source of funds listed here include PD, NSLA, and TI for literacy and math integration of curricular areas to support learning.


9. Wynne Primary, Wynne Intermediate, Junior High and High School will participate in The Learning Institute, (p/s 66,637.00) (m/s 600.00) which will provide research, professional development and formative assessments aligned with state mandated tests. Data will be provided following assessments, and this information will be analyzed in teacher team meetings and leadership meetings to plan interventions for student weakness prior to assessments. Interim assessments will also be used to evaluate curriculum. NSLA/TI funds will be utilized to secure professional services from The Learning Institute and to purchase materials, supplies, colored paper, bubble sheets, copy paper, printer cartridges, copies, and maintenance needed for previously purchased scanner to support TLI testing from NSLA/TI funds. A chromebook unit containing a cart, 30 chromebooks, and a printer will be purchased from NSLA and district funds as a tool to assist students in the TLI formative assessments,(Capital Outlay 10,888.00 NSLA 2,912.00 district.

Assigned to: Kathy LeeTarget Completion Date: 05/12/2016

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Comments: January 14, 2016, amended task information in 9 to include the transfer from 27 in the amount of $10,888.00 - balance from the resignation of Early Literacy Interventionist Sandra Heard at the Wynne High School on December 18, 2015. The balance from NSLA funds 10,888.00 along with district funds 2,912.00 estimate balance will be used to purchase a chromebook unit to support TLI student assessments in planned interventions.

10. IDEA Special Education Funds serve eligible students who have special learning needs based on specific federal and state guidelines. Currently, the Wynne School District is providing services to 353 students. Four sources of funding: TVI-B Pass Through $665,507.89, Medicaid funds, $300,000, AR MAC $55,630, and local/state contribution of $2,024,018.00

Assigned to: Glenda VanceTarget Completion Date: 05/27/2016Frequency: once a yearComments:

11. A kindergarten screening/orientation program will be held in June to assist children in their transition to the school environment and to provide assessment data for use in planning instruction according to learning needs. Results of the assessments will be shared with parents in a kindergarten parent meeting in August. NSLA funds will pay for the screening program (salary 8,800.00) (benefits 1,910.00) (m/s 500.00).

Assigned to: Debra HeathTarget Completion Date: 06/30/2016Frequency: once a yearComments:

12. According to Act 1268, the Wynne School district will train and hire dyslexia interventionists. The Wynne Public Schools will screen all K-2 students and struggling readers in 3-12 using DIBELS. The dyslexia program will provide systematic, multi-sensory and researched-based instruction including phonemic awareness, graphophonemic, structure of English language, linguistic instruction and strategies for decoding, encoding, word recognition, fluency, and comprehension which will be delivered with fidelity. NSLA funds will support the dyslexia program through the interventionist salaries, Karen Holder (2,000.00) (benefits 240.00) and Dallas Ellis (2,000.00) (benefits 240.00).

Assigned to: Glenda VanceTarget Completion Date: 05/27/2016Frequency: once a yearComments:

13. The Primary School Science Instructional Facilitator, 1.0 FTE NSLA Kim Armstrong, (salary 49,200.00) (benefits 12,946.80) (m/s 600.00), will instruct scientific literacy and inquiry based instruction for students to implement the next science generation standards. The science instructional facilitator will provide support to all staff, instructional support and provide feedback on lessons that align with the science standards and STEM. A science lab will provide 40 minutes of hands on experiments and instruction.

Assigned to: Debra HeathTarget Completion Date: 05/27/2016Comments:

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14. Three highly trained paraprofessional staff: Susan Arnold, NSLA (salary 10,613.00) (benefits 1,900.00) (m/s 500.00), and Karen Holder, TI (salary 13,328.00) (benefits 2,490.00), Valerie Haggans, Early Intervening funds (salary 15,044.00) (benefits 5,113.00) will work under the direction of two highly qualified instructional facilitators, Sheila McKnight and Jamie Russell. The facilitators and paraprofessional staff will provide literacy intervention utilizing the Barton and 95% programs and other strategies for students who struggle in reading. Instructional materials and supplies will be used to support the supplemental program. The program will be evaluated based upon pre and post assessments, such as DIBELS, ORF, and LNF.

Assigned to: Jamie RussellTarget Completion Date: 05/27/2016Comments:

15. Misty Holbrook, a NSLA 1.0 FTE certified teacher, (salary 48,000.00) (benefits 10,392.00) (m/s 600.00) will provide small group instruction for TI students who struggle in reading to provide opportunity for these students to receive intense reading intervention, instruction, and practice. Ms. Holbrook will work closely with classroom teachers and parent to provide support to struggling students. Curriculum material and supplies such as tag board, copy paper, books, instructional boards, markers/pens, learning software, printer cartridge, and other instructional materials as needed. Student progress will be monitored by pre/post assessments and Mrs. Holbrook will be evaluated by TESS.

Assigned to: Sheila McKnightTarget Completion Date: 05/27/2016Comments:

16. Kellye Ramsey, a NSLA 1.0 FTE (salary 50,200.00) (benefits 13,015.00) (m/s 300.00) highly qualified math focus teacher and Jennifer Wilson, a Special Education Early Intervening teacher will enhance mathematical and literacy skills in a school-wide setting. The teachers will co-teach and mentor teachers in mathematical skills to increase sub-population achievement in closing the achievement gap. The interventionists will be using the Michael Battista Cognition Based assessment and teaching for students struggling in math. Materials and supplies will be purchased from NSLA to support the math program.

Assigned to: Connie MitchellTarget Completion Date: 05/27/2016Frequency: once a yearComments:

17. An Extended Day Program will be provided at Wynne Intermediate School for qualifying students with deficiencies in math and literacy from Title I funds to assure students have an additional opportunity to perform at their maximum potential. One eight day session in the fall and one eight day session in the spring. Eight certified staff 1.5hrs per day x 16 days x $35.00 (salary 6,720.00) (benefits 727.44). One lead teacher at 68 hrs. x 38.00/hr. (salary 2,584.00) (benefits. 559.44). One clerk at 1.5 hrs./day x 16 days x 12.00 (salary 288.00) (benefits 62.36). Four buses at 16 days. Material & supplies (600.00). The software programs are Classworks, DreamBox, and Zern -Engage NY. Literacy and math books, workbooks, math manipulatives, folders, paper, pencils, markers, and supportive materials & supplies will be purchased for the student in the TI schoolwide program to increase student achievement in closing the achievement gap.


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18. Shirley Hale, TI 1.0 FTE (salary 57,800.00) (benefits 14,690.00), Yvonne Stovall, TI 1.0 FTE (salary 58,300.00) (benefits 14,640.00) certified reading specialists, will implement a school-wide reading enrichment program to support student academic achievement in closing the achievement gap in literacy. Dallas Ellis TI 0.85 FTE (salary 11,534.50) (benefits 2,499.00), a classified interventionist will support struggling students under the direction of the two reading specialists. The materials and supplies, (7,200.00) including printer cartridge, tag board, binders, markers, books, tubs, reading colored strips, colored paper, technology, and miscellaneous items will be purchased from TI and district funds to support the students learning and achievement. The program will utilize the Barton Reading, Spelling, and Writing, Quick Reads, to remediate students that are below grade level or at risk of falling behind. These teachers work in small groups and large groups by co-teaching with specific SBRR interventions. Pre and post-test will be given to each student as he/she qualifies for the TI intervention program. The teaching staff will be evaluated using TESS.

Assigned to: Joshua WingoTarget Completion Date: 05/27/2016Comments:

19. The Wynne Intermediate School grades 3-5 will conduct a summer school program for children to close the achievement gap in Literacy and Math with Title I funds. The summer program will hire 6 teachers @ 35.00 per hour x 3 hrs. per day x 8 days. (salary 5,040.00) (benefits 1,048.00); 1 interventionists @ $20/per hr x 3.5 hrs per day x 8 days (salary 560.00) (benefits 122.00); one clerk at $20 per hr. x 4.5hrs per day x 8 days (salary 720.00) (benefits 160.00); one lead teacher @ $38.00 per hr. x 4.5 hrs. per day x 9 days (salary 1,539.00) (benefits 333.00). Literacy and math books, workbooks, math manipulatives, folders, paper, pencils, markers, and supportive curriculum materials & supplies (700.00) will be purchased for the students in the TI schoolwide program to increase student achievement in closing the achievement gap. Expenses for 4 buses will be paid from TI to transport the children to summer school.

Assigned to: Shirley TaylorTarget Completion Date: 06/17/2016Comments:

20. Accelerated Reader (AR) will be used with second grade students and advanced first grade readers at Wynne Primary to provide reading practice and application of comprehension skills. Students will have access to books and AR tests in the classroom and the library. STAR assessments will be used to help determine the independent reading level of students. The library media specialist will purchase award winning books and research based software to increase student learning. A pre/post assessment will be used to determine student growth. An amount of (5,300.00) from T1 funds has been budgeted for instructional services.

Assigned to: Sandra JonesTarget Completion Date: 05/27/2016Comments:

21. Accelerated Reader (AR) will be used with 3-5th grade readers at Wynne Intermediate to provide reading practice and application of comprehension skills. Students will have access to books and AR tests in the classroom and the library. STAR assessments will be used to help determine the independent reading level of students. A pre/post assessment will be used to determine student growth. An amount of (6,920.00) has been budgeted from NSLA funds.

Assigned to: Kaylee BoeckmannTarget Completion Date: 05/27/2016Comments:

22. Four buses will be paid from TI funds to transport students participating in extended day and summer programs, (salary 3,600.00) (benefits 600.00).

Assigned to: Jerry Lee

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Target Completion Date: 06/30/2016Comments:

23. Jill Davis, FTE 1.0 NSLA Head Nurse (salary 37,974.00) (8,225.00) (p/s 400.00) (m/s 2,200.00) coordinates and ensures that each building level nurse is meeting all responsibilities in accordance with state standards, fills in when building level nurses are absent, and works with wellness committee to oversee employee health programs. Other responsibilities include record keeping of daily duties performed by each building level nurse and the reporting of this data to the state.


24. Accelerated Reader (AR) will be used with 6-8th grade readers at Wynne Junior High to provide reading practice and application of comprehension skills. Students will have access to books and AR tests in the classroom and the library. STAR assessments will be used to help determine the independent reading level of students. A pre/post assessment will be used to determine student growth. An amount of (7,390.00) has been budgeted from NSLA funds.

Assigned to: Tammie WarrenTarget Completion Date: 05/27/2016Comments:

25. An Extended Day Program will be provided at Wynne Junior High School for qualifying students with deficiencies recognized through classroom assessments and PARCC. An eight day session in the spring will involve three certified staff @ 1.5hrs per day x 8 days x $35.00 (salary 1,260.00) (benefits 272.79), one lead teacher at 23 hrs. x 38.00/hr. (salary 874.00.) (benefits. 189.22), one clerk at 1.5 hrs. / day x 8 days x 12.00 (salary 144.00) (benefits 31.18). Curriculum material and supplies along with staffing expense will be allocated from NSLA funds (m/s 300.00).

Assigned to: Connie BrittonTarget Completion Date: 03/31/2016Comments:

26. Two highly qualified NSLA paraprofessionals at Wynne Junior High, Sarah Yarberry and Sheila Hardimon (salary 25,798.00) (benefits 6,925.00) will work under the direction of Robbie Roach in literacy and Tammy Tagetmeyer in math. The paraprofessional staff and director will provide literacy and math intervention utilizing interactive technology, the 10 literacy anchor standards, and strategies for students who struggle academically in an effort to close the achievement gap. Students are identified based on state testing, The Learning Institute results, recommendation from teachers and referrals from parents. Materials and supplies will be purchased from NSLA (m/s 600.00).

Assigned to: Robbie RoachTarget Completion Date: 05/27/2016Comments:

27. * Sandra Heard, 1.0 FTE NSLA high school early interventionist (salary 13,185.00) (benefits 4,889.19) works under the direction of Sandra Smith in closing the achievement gap of students in literacy. Materials and supplies will be purchased from NSLA (m/s 200.00).Students will be evaluated with pre/post assessments. . Amend January 14, 2016, Sandra Heard resigned on December 18, 2016, transfer out 10,888.00 from salary and benefits to capital outlay that will go to the purchase of the 13,800.00 chromebook unit for Instructional Related Technology.

Assigned to: Kathy LeeTarget Completion Date: 05/27/2016

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Comments: Amend January 14, 2016, Sandra Heard resigned on December 18, 2016, transfer out 10,888.00 from salary and benefits to NSLA capital outlay that will go to the purchase of the 13,800.00 chromebook unit for Instructional Related Technology.

28. Wynne High school will have a summer enrichment program funded through NSLA (salaries 6,650.00) (benefits 1,440.00) (m/s 400.00) where ACT materials will be used to increase student achievement in closing future achievement gaps. Four teachers will be hired from NSLA funds for four hours per day at $35.00 an hour for seven days. Practice exams and supplies will be purchased in math, English, reading, and science to increase students’ achievement scores. Pre/post ACT evaluation assessments will be tracked to show student growth.


29. Math, Science, English and Reading remediation will be offered after school for students in grades 9-12. Hire teachers to remediate students in math, science, English and reading, for ten days at one hour per day at $35.00 per hour to enhance and improve academic subjects. Budget under NSLA funds, (salary 3,400.00) (benefits 740.00) (m/s 600.00).


30. Laurie Fowler, Wynne High school counselor, 1.0 FTE NSLA (salary 65,211.00) (benefits 16,150.00) (m/s 500.00) will help meet the needs of students, collaborate with parents, and support overall achievement. In hiring Ms. Fowler, a third counselor at Wynne High, the current ratio of 300:1 students allows for more personal involvement with the students to assist in raising academic achievement levels in an effort to close gaps in students’ individual learning. Materials and supplies will be purchased from NSLA to support the additional counselor.


31. A highly-qualified paraprofessional, Jeremy Bailey TI (salary 500.00) (benefits 108.00) under the direction of Shirley Taylor, Certified Literacy Facilitator and Connie Mitchell, Certified Math Facilitator will conduct a 54 day afterschool program entitled Explore More. Students in the Explore More afterschool program will utilize Dreambox and Classworks to increase literacy and math skills. Students will also learn from their investigations during STEM activities. Math and Literacy data will be analyzed to evaluate the program.

Assigned to: Connie MitchellTarget Completion Date: 03/10/2016Comments:


District Context and Support for School ImprovementTaking the change process into account

Indicator IB13 - The district monitors progress of the extended learning time programs and other strategies related to school improvement.(4542)(AllDistricts)

Status Tasks completed: 0 of 4 (0%)Level of Development: Initial: Limited Development 03/08/2016

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Index: 6 (Priority Score x Opportunity Score)Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished



Currently, through Title I and NSLA funds Wynne Primary, Wynne Intermediate, Wynne Jr. High and Wynne High School offer after school or summer programs.

Plan Assigned to: Kathy LeeAdded: 03/08/2016How it will look when fully met: As stated in Wise Ways, “Ultimately, though, these reforms

must not focus on simply extending the time students are in school, but on increasing the time students engage in productive, academic Learning”. (Silva, 2005) Each building is unique in its approach to engage students in the process of learning. The schools must report beginning and ending data to determine the effectiveness of the extended day programs. Study hall's will be revistied to provide more support to students. Teachers that teach extended day are provided professional development to establish the curriculum which is different from the usual school day.


1. Wynne High School’s academic facilitators and administrators will meet with the federal program coordinator and assistant superintendent to present their extended day curriculum and goals before implementation of their program. Beginning data and ending data will be supplied to the federal program’s office.

Assigned to: Keith WatsonTarget Completion Date: 06/30/2016Comments: Meetings will be held in the fall and spring to plan for the after

school programs.2. Wynne Intermediate’s academic facilitators and administrators will meet with the federal program coordinator and assistant superintendent to present their extended day curriculum and goals before implementation of their program. Beginning data and ending data will be supplied to the federal program’s office.

Assigned to: Sandra HollawayTarget Completion Date: 06/30/2016Comments: Meetings will be held in the fall and spring to plan for the after

school programs.3. Wynne Primary academic facilitators and administrators will meet with the federal program coordinator and assistant superintendent to present their extended day curriculum and goals before implementation of their program. Beginning data and ending data will be supplied to the federal program’s office.

Assigned to: Debra HeathTarget Completion Date: 06/30/2016Comments: Meetings will be held in the fall and spring to plan for the after

school programs.

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4. Wynne Jr. High’ s academic facilitators and administrators will meet with the federal program coordinator and assistant superintendent to present their extended day curriculum and goals before implementation of their program. Beginning data and ending data will be supplied to the federal program’s office.

Assigned to: David SteppTarget Completion Date: 06/30/2016Comments: Meetings will be held in the fall and spring to plan for the after

school programs.Implement Percent Task Complete: 0 of 4 (0%)

District Context and Support for School ImprovementClarifying district-school expectations

Indicator IC02 - The district designates a central office contact person for the school, and that person maintains close communication with the school and an interest in its progress.(29)(AllDistricts)




The central office staff currently works with all schools to maintain a close communication. The process is in need of being more streamlined to meet the objective.

Plan Assigned to: Stephanie LyonsAdded: 11/03/2015How it will look when fully met: Communication is a shared process between the central office

staff and the building principals. The principals will report data, professional development needed to improve staff, and awareness of parent concerns. The academic coaches will be utilized to ensure the curriculum is aligned to the state standards.


1. Mrs. Kathy Lee, Assistant Superintendent and Mrs. Stephanie Lyons, Federal Programs Coordinator will attend leadership meetings to gain valuable insight into each building’s concerns, curriculum, and an ability to hear staff members’ voices.

Assigned to: Carl EasleyTarget Completion Date: 05/27/2016Frequency: monthlyComments: The Common Core Curriculum has made some major shifts

surface in the buildings. The administrative staff realizes it will need more support from the central administration staff.

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2. The integration of literacy across all subjects is a necessity for the implementation of the Common Core Standards. Mrs. Cheryl Parish, Jr. High and High School Literacy Coach, will continually collaborate with Mrs. Shirley Taylor, Mrs. Betty Latham, Mrs. Sheila McKnight, and Ms. Jamie Russell to align the literacy curriculum across the district.

Assigned to: Cheryl ParrishTarget Completion Date: 05/27/2016Comments: Mrs. Parish was hired during the 2015-2016 to help with

alignment in literacy.3. The Common Core Math Standards provide clarity and specificity rather than broad general statements. They endeavor to follow the design envisioned by William Schmidt and Richard Houang (2002), by not only stressing conceptual understanding of key ideas, but also by continually returning to organizing principles such as place value and the laws of arithmetic to structure those ideas. (www.corestandards.org/Math/) Mrs. Tammy Tagtmeyer, Math Coach 6-12, Mrs. Connie Mitchell, Math Coach 3-6, and Mrs. Cindy Harris, Math Coach K-2, will meet to ensure the curriculum is vertically and horizontally aligned to meet the state standards.

Assigned to: Kathy LeeTarget Completion Date: 05/27/2016Comments: All of the math coaches are attending ASPRC trainings to

support the alignment process.4. Mrs. Debra Heath, Mrs. Sandra Hollaway, Mr. David Stepp, and Mr. Keith Watson will give regular updates of data, during district leadership team meetings and how it is utilized in their building leadership teams to achieve student improvement. What separates the schools that will be successful in their reform efforts from the ones that won’t is the use of one, often neglected, essential element—data. —Victoria Bernhardt

Assigned to: Stephanie LyonsTarget Completion Date: 09/30/2016Comments: The schools have multiple sources of qualitative and

quantitative data to support the entire learning process of all students.


Indicator IC05 - The district provides a cohesive district curriculum guide aligned with state standards or otherwise places curricular expectation on the school.(32)(AllDistricts)



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The current level of implementation includes the Literacy and Math Academic facilitators meeting across the grade levels. The Academic Facilitators, Cheryl Parish-Wynne High School, Robbie Roach-Wynne Jr. High School, Shiela Mcknight-Wynne Primary, and Jamie Russel will meet to establish when and where to have meetings for the 2015-2016 school year to better align the litearacy across all grade levels. The school year of 2015-2016 Dr. Linda Griffeth is hired to align the curriculum vertically and set expectations according to the Common Core standards for the Wynne School District. Wynne High School and Wynne Junior HIgh is having team meetings 2015-2016 with the curriculum teams on a weekly basis. Wynne Primary and Wynne Intermediate is having meetings across the grade levels, where cross curricular planning is discussed at each grade level. Before each meeting, agendas are developed and next steps are discussed for implementation.

Plan Assigned to: Stephanie LyonsAdded: 10/06/2014How it will look when fully met: The district central office staff will monitor and provide

resources for continuous planning. The Wynne Primary, Wynne Intermediate, Wynne Jr. High, and Wynne High school will develop a calendar of quarterly meetings to review the pacing guides and discuss the progress of all buildings. The meeting will include administrators, academic facilitators, and outside resources to promote the cohesive professional learning community. Researched based materials will be used during the meetings. The evidence will include agendas, data from The Learning Institute, in house assessments including interim, formative, and summative. Curriculum guides will be monitored by the administrators in each building to ensure all Common Core Standards are implemented with fidelity in each classroom.


1. Curriculum is how teachers organize and present content in the classroom (Drake, 2007; English, 2000; Posner, 2004). This includes what they teach, how they teach it, and how they assess learning. Merriam-Webster (2003) defines alignnent as: “to bring into line” and alignment as “positioning of different components relative to one another so that they perform as intended.” The leadership team recognizes the importance of aligning the curriculum in the entire district to increase achievement for all students. The team will use tools to align the curriculm K-12.

Assigned to: Sandra HollawayTarget Completion Date: 06/12/2015Comments: Mrs. Hollaway will research tools.

1/22/15 Mrs. Hollaway shared four alignment tools that were shared with the principals, assistant principals, special ed designee, and superintendents. The websites were shared to utilize in each building.

Task Completed: 01/22/2015

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2. Vertical alignment is a complicated task. It involves a districtwide effort that engages instructional staff over time in developing curricula that will be taught and assessed. It assumes involvement across grade levels, subject areas, and departments (The Center for Comprehensive School Reform and Improvement, 2009). The Leadership Team will research protocols to be used at each building to improve curriculum alignment. The protocols will be aligned to the vision of the entire district for all students' educational success.

Assigned to: Stephanie LyonsTarget Completion Date: 05/27/2016Comments: A protocol is necessary to gain a direction of each schools

current curriculum in order to discover potential gaps.3. Vertical and horizontal alignment addresses the transition between one grade or subject level to the next. The process of placing the curriculum online will help parents and students understand the progression of the Common Core Standards. The Leadership Team will research other schools which have their aligned curriculum maps on their school's website.

Assigned to: Glenda VanceTarget Completion Date: 05/22/2015Comments: The team suggested looking at schools (Rodgers, Ar) in

Northeast Arkansas which already have their entire curriculum on their school website. Mrs. Vance presented to the Leadership team information she had researched from Silom and they had best practices listed, Conway had resources listed, Cabot had the curriculum alignment, and Springdale had k-12 literacy and math alignment.

Task Completed: 03/18/20154. External experts are a valuable resource to support teachers in delivering the curriculum. The classroom teacher is responsible for ensuring that this resource is used effectively, and students receive the maximum benefit. The contribution of the external expert works best as part of a planned, continuous experience based on appropriate preparation and effective follow-up. http://www.educationscotland.gov.uk/Images/Involvementofexternalexpertsinschooleducation_tcm4-735729.pdf The Leadership Team will continue to use the resources of Above and Beyond the Core (ABC) and Dr. L. Griffeth to lead in the direction of vertical and horizontal curriculum alignment. Dr. L. Griffeth will continue to lead Wynne School District in Math Common Core alignment.

Assigned to: Kathy LeeTarget Completion Date: 05/27/2016Comments: Above and Beyond the Core (ABC) meets on a regular basis

entitled "Hub Meetings". The Wynne School District's administrators and academic facilitators attend the meetings. Dr. L. Griffith, a Math professor, will continually meet with teachers and provide guidance to the math academic facilitators. Dr. L. Griffith also model teach all grade levels.

5. The Wynne School District strives to provide an equitable education for all students. A literacy expert will assist in unpacking the Common Core Standards. The Leadership Team will research for a literacy expert to develop a cohesive curriculum K-12 in literacy.

Assigned to: Debra HeathTarget Completion Date: 01/29/2016Comments:

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6. The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard. http://www.nextgenscience.org/ The Wynne School District will research for a science expert to develop an aligned curriculum K-12.

Assigned to: Cheryl ParrishTarget Completion Date: 05/27/2016Comments:


School Leadership and Decision MakingEstablishing a team structure with specific duties and time for instructional planning

Indicator ID01 - A team structure is officially incorporated into the school governance policy.(36)(AllDistricts)

Status Tasks completed: 0 of 2 (0%)Level of Development: Initial: No development or Implementation 11/04/2015

Will include in planIndex: 2 (Priority Score x Opportunity Score)Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 1 (3 - relatively easy to address, 2 - accomplished



Currently the Wynne Schools do not have a governance policy on the team structure.

Plan Assigned to: Carl EasleyAdded: 11/04/2015How it will look when fully met: The Wynne Public Schools was a pilot school in the year of

2014-2015 for the Indistar process. Leadership Teams, teacher instructional teams and a School Community council was initiated during the 2014-2015 school year. The district policy will be developed with the assistance of the administrative team and the Personnel Policy Committee (PPC).


1. A team of educators are only as strong as the leader. The principal of each building is the driving force behind each building’s direction of achievement. The district will collaborate with the Personnel Policy Committee to officially incorporate the team structure into the school governance policy.

Assigned to: Carl EasleyTarget Completion Date: 05/20/2016Comments: Mr. Easley will present the information to the PPC and it will be

reviewed by the members.

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2. Marzano (2003) suggests that “leadership should not reside with one individual; a team approach to planning and decision making allows for distributive leadership. Planning and decision making within the school require teams, time, and access to timely information. The district leadership team will discuss and develop a policy to support each building's team structure.



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comprehensive plan reportwynne.k12.ar.us/staterequired/15-16districtacsip.pdfhow it will look when...

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