The Administrator Newsletter - April 2024

VOLUME 49 • ISSUE 9 APRIL 2024

THE

ADMINISTRATOR

PURE IMAGINATION Dr. Mike Hernandez shares a possible vision of education in the future.

Executive Viewpoint

Page 3

5 TENETS OF FOSTERING TEAM LEADERSHIP SKILLS Dr. Karla Neathery shares key tenets to help your team succeed.

President’s Perspective

Page 5

TABLE OF CONTENTS Executive Viewpoint • P. 3 President’s Perspective • P. 5 Safety & Wellness Segment • P. 6 CoSN • P. 6 Administrator Spotlight • P. 7

ADMINISTRATOR SPOTLIGHT: DR. NATHAN MORRIS In the Spotlight this month is Dr. Nathan Morris, Superintendent for the Cross County School District.

Page 9

Upcoming Events • P. 9 Asked & Answered • P. 12 Character Connection • P. 12 Job Openings • P. 13 Publication Sneak Peek • P. 15 Special Feature Article • P. 16

AAEA Staff

2024 Calendar of Events

Dr. Mike Hernandez Executive Director m.hernandez@theaaea.org

April

Mike Mertens Assistant Executive Director m.mertens@theaaea.org

Lenett Thrasher Director of Learning Services & Operations l.thrasher@theaaea.org Sharon Chuculate Fiscal Services Coordinator s.chuculate@theaaea.org

Sarah Shamburger Business Manager s.shamburger@theaaea.org Alyse Mattox Communications & Technology Specialist a.mattox@theaaea.org Melanie Thrasher Business Analyst m.thrasher@theaaea.org

1

Women in Leadership Conference, April 3-4, 2024 Robinson Center & Doubletree Hotel, Little Rock Certified Facilities Director (CFD) Classes, April 18 2024 Arch Ford Education Service Center, Plumerville CASBO Certification Classes, April 23-24, 2024 DoubleTree Hotel, Little Rock

May AAFC Spring Conference, May 1-3, 2024 Hot Springs Convention Center AAEA/ASBA Joint Conference, May 7, 2024 Wyndham Riverfront, North Little Rock

June School Law and Finance Conference, June 4, 2024 Clarksville High School AASEA Conference, June 10-11, 2024 Benton Event Center

July Certified Facilities Director (CFD) Classes, July 18, 2024 Crowley’s Ridge Education Service Center, Harrisburg

Lana Webb Administrative Specialist l.webb@theaaea.org

AAEA Summer Conference, July 29-31, 2024 Marriott Hotel & Statehouse Convention Center, Little Rock

Rachel Blocker Administrative Assistant r.blocker@theaaea.org

For more information, visit theaaea.org/events.

2023-2024 AAEA Board of Directors Dr. Karla Neathery AAEA President Superintendent, Sheridan

Stacy DeFoor AAEA President-Elect Assistant Superintendent, Benton

Charles Warren AAEA Board Secretary Chief Financial Officer, Fort Smith

Brian Kirkendoll AAEA Past President Principal, Alma

Dr. Andrea Martin AASA President Superintendent, Greenland

Kelvin Gragg AASA President-Elect Assistant Superintendent, Pine Bluff

Dr. Debbie Bruick-Jones AASA Secretary Superintendent, Bentonville

Shawn Rose AAESP President Principal, Hillcrest

Steven Helmick AAESP President-Elect Principal, Little Rock

Carol Skiba AAESP Past President Principal, Cabot

Amy Marek AASSP President Principal, Hazen

Dr. Jason Reeves AASSP President-Elect Assistant Principal, Alma

Matt Ziegler AASSP Past President Principal, Riverside

Rebecca Rosburg ArkASPA President Assistant Superintendent for HR/Federal Programs, Hot Springs

Lisa Hotsenpiller AACTEA President Director of Career & Technical Education, Fayetteville

Dr. Dana Brown AAFC President Assistant Superintendent of Administrative Services, Mountain Home

Kelsey Bailey AASBO President Chief Financial Officer, Little Rock

Melody Crane AASBO Past President Business Manager/District Treasurer, Hector

Valerie King AAGEA President Director of Gifted Programs, Siloam Springs

Natalie Gosdin Ellen Phipps AASEA President AACIA President Director of Special Education, Curriculum Director, Ouachita Searcy

Greg Collins Jason Brunner ASPMA President (begin Oct) AAMLA President Maintenance/Facilities Assistant Principal, Bentonville Supervisor, Dover

Jarod Morrison TEL-AR President Director of Maintenance/ Technology, Farmington

Dr. Mike Hernandez AAEA Executive Director

2024 AAEA Corporate Sponsors Presidential

American Fidelity Assurance Co. Coryell Roofing and Construction, Inc. Curriculum Associates Educational Benefits, Inc. Lifetouch National School Studios, Inc. NIET - National Institute for Excellence in Teaching Solution Tree, Inc.

Prestigious

Bailey Education Group Cognia Just Right Reader Performance Services Renaissance Learning, Inc. School Responder

Distinguished

Capturing Kids’ Hearts Energy Systems Group Lexia Learning

Diamond

Apptegy Arkansas Public Safety Solutions Baldwin & Shell

Diamond (Continued)

ClassWallet ClearGov Edmentum Education Elements Energy Systems Group ESS First Security Beardsley Goalbook Imagine Learning Middleton, Inc. OnToCollege SmartData Dashboard Stephens, Inc. Tanium White River Services and Solutions Winsor Learning

Platinum

AAMSCO Architecture Plus, Inc. C.R. Crawford Construction, LLC Entegrity Energy Partners, LLC Hight Jackson Associates Houghton Mifflin Harcourt / NWEA Legacy Construction Management Nabholz Construction Corp.

Platinum (Continued)

Phoenix Contractors Polk Stanley Wilcox Architects Powers of Arkansas Pro Benefits Group, Inc. Progressive Technologies TRANE US, Inc.

Gold

CDI Contractors Cromwell Architects Engineers Cynergy Rehab Group IXL Learning Kinco Constructors, LLC Pearson Virtual Schools Red Comet TIPS - The Interlocal Purchasing System

Silver

Adleta American Bus Sales, Inc. Correll, Inc. French Architects, PA SEAS Varsity Tutors for Schools

2

Executive Viewpoint Dr. Mike Hernandez, AAEA Executive Director

PURE IMAGINATION My daughters like to read books, and my Daddy heart is happy when I see them tucked away with a book instead of a phone or iPad. The top requested book genres in our house are Holocaust or dystopian.

Does anyone else have this issue? A recent radio story reinforced this when they discussed movies and books popular with young adults. My daughters' favorite movies are "Hunger Games," "Maze Runner," "Divergent" Series, and "Ready Player One." It does make one wonder what the outlook on life of young adults is. Do they hope for a dystopian society or dream about something better? How can one have a positive outlook on the future when every time you see portrayals of the future, they have less than desirable outcomes? Not to mention the occasional zombie apocalypse. You may be wondering why I am talking about this in my monthly article. Did I run out of things to write? No, but this got me thinking about the world of education and the outlook of current and future educators. A cursory scan of social media and the news often paints a picture of an untenable future of education. We must not allow that to be the only story being told. If we want a positive story to be written, we must be willing to write it ourselves.

Where are we going? How do we get there? So imagine with me, what do you want our future to be?

Education has always been the cornerstone of progress, shaping societies and individuals. As we now know, the digital age is transforming the education landscape through virtual classrooms in K-12 and higher education. We are learning that traditional one-size-fits-all approaches give way to tailored educational experiences catering to individual student's unique needs and learning styles. What does this mean for student achievement? We must ensure that students are prepared to work at their own pace while still meeting some semblance of learning expectations. Educators have to be able to facilitate learning in this new dynamic environment. To do this, we must be okay with letting go of what we have always known but keeping some of the best practices that still show results. In the future, I hope to see well-thought-out blended learning environments with parents heavily engaged in the planning and implementing of their child's learning plan. Educators can diagnose a student's learning strengths and deficiencies quickly with technology. Then, a plan can be developed to support the student in their learning efforts. This plan will be adapted as the student moves through their learning. A scheduling model will be created that allows schools to limit the emphasis on grade level and focus on learning outcomes. Of course, this will come with some varied cost implications, but in the future, we will have figured out a better method of providing funding based on a student's unique learning needs, but still take into consideration the needs of the school as a whole. One can dream, right?

In the future, schools will be connected like never before. We would have a campus that has access to teachers all over the world. Virtual exchange programs, international partnerships, and collaborative projects will enrich the educational experience, preparing students to thrive in an interconnected world.

There will be greater emphasis on soft skills such as critical thinking, communication, and adaptability.

These skills will be honed by doing more interdisciplinary projects, teamwork activities, and real-world problem-solving challenges in the curriculum. The business community will be instrumental in collaborating with schools to help them connect students to future job outlooks and opportunities.

3

As we look towards the future, what is the role of educational leadership? Leadership has never been more critical. We must stop buying into the narrative that it is doom and gloom. This rhetoric does nothing to attract new leaders and educators into the workforce. Am I saying we should lie to them? Not at all. We have to be honest about the challenges and give a sense of hope. Invite them to build a future and not just manage the past. Leaders are best positioned to talk about the future positively and shape it. Speak it into existence, if you will. We need leaders who embrace technology, foster collaboration with parents and community, empower educators to lead from the classroom, nurture innovation, lead with purpose, and adapt to change. My vision is that future school leaders will create learning environments that inspire excellence and opportunity for all. We will make a better future in education for all, no matter the competition or other circumstances that come our way.

As Willy Wonka sang:

"If you want to view paradise Simply look around and view it Anything you want to, do it Want to change the world ?

T here's nothing to it."

Scholarships Available!

AAEA and our Constituent Groups are proud every year to offer a number of scholarships to students in Arkansas.

Applications are available online at theaaea.org/page/scholarships.

4

President’s Perspective Dr. Karla Neathery, AAEA Board President

5 TENETS OF FOSTERING TEAM LEADERSHIP SKILLS Leader — it’s a sought-after title in the workplace, and rightly so. Whether corporate executive, school superintendent or store manager, these roles allow us to stretch ourselves, encourage our colleagues and, hopefully, experience the gratification of helping our team succeed.

But no matter the industry or field, being a leader is no easy task, especially when juggling multiple demands on our time. To do so effectively, we must have a full suite of competencies, from delegating to making sound, swift decisions. Harvard Business School notes that without these abilities, “It can be difficult to rally [our] employees to work toward common goals and perform at their best.”

So, how can we foster our team leadership skills? As I’ve found during my three-decade career in the education field and involvement in the Arkansas Association of Educational Administrators (AAEA), it’s about creating a solid foundation by following five key tenets.

Remember your why. In any role, some days feel more difficult than others, leaving us without the motivation or energy to ensure our team’s forward momentum. Returning to our “why” can help us reset and re-engage. Reminding myself of my priorities — being a servant leader to help students and families — keeps me on track and pushing ahead.

Reframe your mindset. Amid the busyness of tackling our to-do lists, we can begin to operate in a vacuum and fail to recognize outside perspectives. In these moments, putting ourselves in others’ shoes is essential. For me, that’s returning to my roots as a classroom teacher to better think through my team’s needs, such as greater visibility and engagement from their district leaders.

Strengthen your networks. As the saying goes, “Relationships make the world go round.” Along with our daily duties, we should deliberately find ways to connect and build trust with our team members so they feel heard and valued.

Lean on your mentors. When feeling stuck or discouraged, it’s crucial to have someone in our corner who we can ask for objective feedback. Often, I look to my fellow female superintendents or former bosses who are facing or have confronted similar issues. The value of having a go-to, trusted source for professional advice is unmatched.

Invest in professional development. Training, workshops and industry-focused conferences are capability and confidence boosters. Regardless of where we are in our careers, we should continually utilize available resources and look for opportunities to hone our professional toolkits. I’ve learned that regularly participating in service offerings from organizations like AAEA allows me to keep learning, growing and improving.

The skills we need to support our colleagues or those we serve may change, but the fundamentals of being an effective team leader — built on the five principles above — will always remain.

5

4

Safety & Wellness Segment Remembering Columbine - What We’ve Learned Submitted by Barbara Grimm, Founder and President of School Responder, and C.J. Huff, Ed.D. April 20, 2024 marks 25 years since one of the most notorious tragedies to occur on school grounds – the Columbine massacre. Those of us who have been around awhile know this was a turning point in our nation’s focus on school safety. We have learned so much, yet the prevention of these attacks continues to be a harrowing challenge for school leaders.

We know creating a culture of safety is one piece of a very complex puzzle. A strong culture grounded in mutual respect and sincere concern for the well-being of others is a vital component to creating a safe and supporting learning environment where teachers can teach, and children can learn.

Hindsight is a gift. It provides us with the opportunity to reflect on lessons learned and how we can improve our collective efforts to keep our kids and our staff safe and sound. It also gives us an opportunity to create a new vision for what safety in our school community looks like and how we can engage others in that collective effort. It all starts with relationships.

A favorite quote of Frank DeAngelis, the principal of Columbine High School at the time of the shooting, drives this point home, “People don’t care how much you know until they know how much you care,”-Theodore Roosevelt. We know how valuable positive connections between students and staff are to maintaining a safe school environment. Not only does fostering a relationship with a student make it easier for them to ask for help, but it also clues teachers and staff in on how a student is feeling and whether they should be concerned.

Our students need adults they can turn to for support in a time of crisis. If we want them to say something when there is the threat of harm or concern, then we must first be willing to listen and show we care. Knowing your students is a bedrock principle of a positive school culture and one of the most important and rewarding roles we can play as adults. Check out this article in Edutopia for more information on the positive role of relationships in the school setting.

CoSN: Support for Technology Administrators CoSN is a great resource for school technology administrators. Check this page monthly for links to articles to assist technology leaders as they navigate through digital learning transformations.

Click Here to Read About This Month’s Topics • CoSN K-12 Community Vendor Assessment Tool (K-12CVAT) • EmpowerED Superintendent edLeader Panel Series • CoSN 2024 Annual Conference, "Leading for Innovation: At Warp Speed" • CoSN Membership 6

Administrator Spotlight:

Dr. Nathan Morris Superintendent, Cross County School District

Dr. Nathan Morris, Superintendent for Cross County School District started his career in education at Dardanelle Public Schools in 1999, serving as a teacher/coach for four years. He then served as a teacher/coach in the Camden Fairview School District for two years. In 2005, he was hired in the Lonoke District as the head girls basketball coach, became the athletic director in 2012-2013, and then added the position of Director of Support Services in 2014.

"For two years I was doing all three of those jobs," he says. "It greatly prepared me for the move into superintendency." In 2016, he was named superintendent of the Two Rivers School District and stayed there for one year before taking his current position as superintendent of the Cross County School District. "I have very fond memories of each stop," he states. "The people that I have met, worked with, and all of the experiences have helped shape me into the leader that I am today."

Dr. Morris says what he enjoys most about his job is the people: the students, staff, parents, and the community. He states, "I love being a part of a team that is focused on student success. It really is a very rewarding experience for members of a team to join and commit to a common goal and then work together for achievement. I know it is clichè, but I don’t feel like this is a job. I love navigating the many challenges that we face everyday." He says two events in particular are his favorite part of the job: graduation and the first day of school. "I always pause to look at all of the graduates of a senior class.

This is oftentimes the single biggest accomplishment, to date, in a teenager's life. They still have all of their hopes and dreams intact for a story that has yet to be written. I also have a fondness for the first day of school. On the first day, we see students that are happy to be back amongst classmates for another year. Many of these students are in a better place when they are at school."

Dr. Morris says the many challenges faced by superintendents requires one to be a strong problem solver. "We are tasked with decisions everyday that have long term effects on our students, staff, and communities that we serve," he says. "Most recently, it has been a challenge to navigate the changes in laws that govern what we do in education. It doesn’t matter if we agree with all of the changes. We are still tasked with facilitating the implementation at the local level. It is also challenging that our current national political climate has reached the state and local level. It seems that we are having to fight off the 'us vs. them' everyday." Despite the challenges, he says he would encourage anyone to take the path of education for a career. "It is the most rewarding career that I can think of if you are looking to make a difference," he states. "I would encourage them to make sure that they have a passion for kids, a want to see them succeed, and drive to serve for the betterment of the school community before going down that path."

7

with What is the most daring thing you’ve done?

I bungee jumped a couple of times. However, the older that I get the more that I realize that is something that I don’t have the desire to do again.

What do you feel is your greatest professional accomplishment?

Obtaining my doctorate in educational leadership while changing jobs, homes, and the birth of my twins. It was a stressful time, probably more so for my wife. Personally my greatest accomplishment is my family and being a dad.

What do you enjoy doing during your time off?

I enjoy watching most sports and following my Arkansas Razorbacks. I also enjoy time with my wife and twins. They are getting to the age that they will be involved in activities. I am looking forward to those days ahead.

What is one of the things on your “Bucket List?”

I would love to walk Augusta National during Masters week.

However, not long ago, my five year old son said that he wanted to go on an African safari. I now believe that my bucket list will turn into fulfilling my twins bucket list and that will be fine by me.

If you weren’t in your current position, what would you be doing?

Professionally, if not an administrator, I would probably still be coaching basketball. If it were a job outside of education, I could see myself as a professional coffee drinker in the mornings at the local doughnut or coffee shop.

I would use my many years of experience to help the other retirees solve the world's problems.

What do you see as the biggest benefit of AAEA membership?

AAEA and the various constituency groups do a tremendous job of providing opportunities for learning and connecting administrators from across the state. Through AAEA, administrators are given a platform to connect and build relationships for the betterment of all.

8

UPCOMING EVENTS | APR

Facilities Directors!

Register Now! School Business Officials!

Register Now! 9

Register Now! All Administrators!

UPCOMING EVENTS | APR - MAY

Federal Coordinators!

Register Now! 10

UPCOMING EVENTS | JUN - JUL

All Administrators!

Register Now! All Administrators!

Register Now! 11

Asked & Answered Mike Mertens, AAEA Assistant Executive Director

The question was, "If I am calling for a special school board meeting for approval of parts of a construction process, what times of day can I have it?" The answer can be found in Arkansas law 6-13-619(a)(3)(B) which states, "A meeting of the school district board of directors or a school board committee that does not deal with personnel or personnel policies may occur at any time and on any day, regardless of whether there is an emergency."

Some other reminders for school board meetings: • Regular meetings are required each month during the school year.

• Special or called meetings can be called by the president, secretary, any three board members, or by written petition of 50 qualified electors in the school district.

• At least 10 days before the date of a regular meeting, a district shall publish on the district website a notice of the date, time, and place of the school board meeting. Any change requires 24-hour notice posted.

• For special/called board meetings, the county print/broadcast media should be notified at least 2 hours prior, but 24 hours is recommended.

If you have questions for Mike, email him at m.mertens@theaaea.org.

Character Connection Cultivating Connections: The Heartbeat of Education Submitted by Capturing Kids’ Hearts In the dynamic world of education, where each day brings new challenges and opportunities, one constant remains: the enduring impact of genuine human connection. Picture a classroom buzzing with energy, where teachers and students are sharing lessons and forging bonds that transcend the boundaries of textbooks and tests.

These authentic relationships, steeped in empathy and a commitment to nurturing a supportive environment, form the bedrock of impactful teaching. It's about more than just imparting knowledge; it's about igniting a spark within each student, fueling a lifelong journey of discovery and growth.

As educators, our mission is expansive. It extends beyond the confines of academic achievements to empowering our students to unlock their full potential and become agents of change in their communities and beyond.

Together, let's create vibrant spaces where every student is not just a passive learner but an active participant in their education journey. Let's cultivate a culture where curiosity is celebrated, and every voice is valued.

These authentic connections are not just fleeting moments; they are seeds of transformation that have the power to shape not only minds but also futures. So, let's water these seeds with intention and care, nurturing environments where students thrive and are inspired to leave their mark on the world.

To learn more about how your team can use the Capturing Kids’ Hearts® Process to cultivate connections on your campus, visit ckh.org.

12

Visit arjobsined.schoolspring.com The AAEA Job Board is a calendar-year subscription that assists districts with the ever-increasing challenge of recruiting quality staff. It is a significant resource for educators, both in-state and outof-state, seeking employment in Arkansas schools.

Over 165 school districts are participating in the program, which has been extremely helpful to schools and educators over the years. The site is used year-round and is accessed extensively during the second semester. It is not unusual to see over 400 jobs posted on the Job Board at one time.

With an account, school districts may post unlimited job vacancies throughout the year.

To subscribe (by district) or to post job openings, contact Lana Webb, Administrative Specialist, at l.webb@theaaea.org or at 501-372-1691.

Job Openings

13

District Name

Position

Fayetteville School District

Elementary Principal

McGehee School District

High School Principal

Perryville School District

Elementary Assistant Principal

Texarkana School District

Director (Pre-K)

Texarkana School District

Middle School Principal

Sheridan School District

Superintendent

Green Forest School District

Superintendent

Green Forest School District

Middle School Principal

Stuttgart School District

Elementary School Principal

Stuttgart School District

Middle School Assistant Principal

Hazen School District

Assistant Principal/BBall Coach

Pulaski County Special School District

Secondary Assistant Principal

Pulaski County Special School District

Elementary Assistant Principal

Huntsville School District

High School Principal

Job Openings, Continued District Name

Position

Marion School District

Assistant Principal

Mountain Home School District

Assistant Superintendent

White County Central School District

High School Principal

Sheridan School District

Assistant Principal

Jacksonville North Pulaski School District

Middle School Assistant Principal

Jacksonville North Pulaski School District

High School Assistant Principal

Fort Smith School District

Director of Belle Point Center

Fouke School District

Elementary Principal

Russellville School District

Assistant Principal

Russellville School District

Elementary Principal

Russellville School District

Elementary Principal

Pocahontas School District

High School Principal

Camden Fairview School District

Middle School Assistant Principal

Eureka Springs School District

Child Nutrition Director

Paragould School District

High School Assistant Principal

Cutter Morning Star School District

High School Principal

Viola School District

High School Principal

Highland School District

High School Principal

Manila School District

Elementary Assistant Principal

Prairie Grove School District

Jr High Principal

Camden Fairview School District

High School Principal

Crossett School District

High School Principal

Bryant School District

Assistant Principal

Gurdon School District

High School Principal 14

Publication Sneak Peek: School Law Review This segment features content from other AAEA publications. School Law Review is a quarterly publication available to subscribing districts. The following excerpt comes from the March 2024 issue.

RECENT COURT DECISIONS: SPECIAL EDUCATION/SECTION 504 R.M. v. Joshua Sch. Dist., U.S. District Court for the Northern District of Texas (Nov. 16, 2022)

D.R. v. Redondo Sch. Dist., U.S. Court of Appeals for the Ninth Circuit (Dec. 20, 2022)

The parents of a 15-year-old student with an intellectual disability filed suit against a district alleging that the district violated Section 504 by discriminating against the student when it placed the student at a campus for students with behavioral issues despite the fact that the student did not present with any behavioral issues.

The parents of an elementary school student with autism claimed that the district violated the IDEA’s least restrictive environment mandate by proposing to place the student in a blended program despite the fact that the student’s progress toward his academic goals established that a general education classroom was the child’s LRE.

The court denied the district’s motion to dismiss the case, concluding that the parents provided many details that supported their allegations of intentional discrimination, including evidence that the student had benefited from her placement in the general education environment for many years; the district changed the placement without providing any explanation for the proposed placement; and, the district offered virtually the same option when the parents expressed concerns about the proposed placement and sought appropriate accommodations.

The court reversed the lower court's ruling, finding that the student’s LRE was in the general education classroom because she had achieved the majority of the goals in her IEP. The district court erred in focusing on the student’s grade-level performance in determining that she did not received sufficient benefit in the general education classroom, because grade-level performance is not the appropriate benchmark for all children with disabilities; rather, the appropriate benchmark for measuring the academic benefits they receive is progress toward their IEP goals.

Interested in more from School Law Review? Contact our office at 501-372-1691.

15

Special Feature: A School of Innovation is Embracing Grading Students Based on Proficiency Submitted by Sarah Morris, M.Ed., Office for Education Policy, University of Arkansas

In the heart of Springdale, Arkansas, an approach to education is reshaping how students learn, demonstrate progress in learning, and are assessed. The Don Tyson School of Innovation (DTSOI) is grounded in Marzano’s Competency-Based Education (CBE) principles. Prioritizing student proficiency over traditional grading systems, this approach is proving to be a game-changer in students’ academic and personal development.

Founded in 2014 by Springdale Public Schools, the largest district in Arkansas, DTSOI is a public charter school offering open enrollment. It serves nearly 1,800 students across grades 6-12 and provides the district's only K-5 virtual learning option to 42 students. Many things make DTSOI different, but their community commitment to fostering a student-centered personalized learning experience makes them stand out.

From its inception, DTSOI was designed to be competency-based, a vision that has fueled its growth for nine years. Assistant Principal Tom Doppe explains, "With CBE, our students have an even greater degree of accountability for their actual learning.” This approach emphasizes the shift from traditional grading to assessing understanding and proficiency. It prioritizes meaningful learning over simple assignment completion. All teachers received professional development on CBE principles to ensure a unified and effective reform.

Doppe acknowledges the diverse opinions on student grading within the educational community. At DTSOI, success came from establishing a unified approach among staff. Doppe states, "We focused solely on the Marzano approach, developing proficiency scales for instruction and assessment," highlighting their commitment to a consistent and effective grading model.

DTSOI's grading system clarifies educational progress to students, parents, and teachers. Courses define clear learning objectives aligned with state standards, with student progress assessed via proficiency scales. Utilizing Empower LMS for sharing learning evidence and progress, the system shifts towards a standards-based approach that values each learning phase, allowing students ample opportunities to showcase their abilities.

Students are evaluated on a 4-point scale, from 'Beginning' to 'Exceeding,' which translates into traditional letter grades and GPA. This method prepares them for traditional college admissions while benefiting from a more nuanced understanding of their learning progress.

This all sounds fine and well…but is the juice worth the squeeze? I explored whether the benefits of this grading system outweigh the efforts by engaging with teachers and students and conducting a descriptive analysis. Some students and parents initially perceived this grading reform as an overly drastic change.

"The hardest thing for us this year was explaining to kids and parents how the letter grade was earned... but CBE is so much more valuable than traditional grading because the teacher points them back to a standard or competency, and the student can say, ‘Okay, I need to be able to demonstrate this,’” Doppe adds.

Though administrative perspectives suggest challenges are manageable, conversations with Mrs. Beck, a Chemistry teacher with 14 years of experience, and Mrs. Campbell, an ELA teacher with 12 years, reveal deeper insights into classroom realities. Key concerns were student maturity and readiness to assume learning responsibility. continued 16

Mrs. Campbell observes that despite adolescent immaturity, the school's design and community, featuring constant regrouping and student mentors, significantly boost interest in learning competencies. Echoing this, Mrs. Beck notes the rarity of students resisting higher-level work, attributing this to the curriculum and culture that encourage advancement.

One intriguing feature they’re describing of this DTSOI culture is its lack of traditional classroom walls, opting for flexible seating arrangements instead. Initially surprising, this open environment could raise some red flags about its influence on learning and adaptation to grading reform.

An 8th grader, Madelyn shares, “With this grading, my teachers are truly focused on what I’m learning. I appreciate their flexibility in how we demonstrate our knowledge.” A 9th grader, Logan adds, “Our teachers' expectations are clear. There's a lot of transparency, and we know exactly what's expected of us.

None of the teachers or students alluded to the new grading style not working for them, but I still had to revisit the initial thoughts of needless and extreme change.

When asked whether the shift to competency and standards-based grading was confusing or stressful, nearly all seven students affirmed. Despite efforts to communicate the benefits and principles of CBE, the DTSOI administration recognized the need for clearer, more consistent communication from the get-go, which is especially important during implementation and as new students join. Principal Amy Harrison emphasizes the importance of always returning to the ‘why’ of CBE; “Effective implementation relies on deeply understanding CBE’s foundation.”

Tai, a 6th grader, admitted feeling stressed and surprised by initially low grades. Dara, in 10th grade, shared her parents' shock due to cultural differences, noting, “They were very freaked out by the low scores at first.” She explained that her family adjusted their expectations with time, understanding that learning a standard takes time and that initial scores don't mean she's failing to meet expectations.

Olivia, a 9th grader, explains, “Having a D on your progress report is not necessarily bad; it indicates we're early in the learning process.” Despite initial stress, students appreciate the new system's encouragement to persevere. Daisy, a 10th grader, adds, “It's a relief to have so many opportunities to improve.”

Even after visiting DTSOI and hearing great things from the school community, assessing how they academically stacked up was important. I conducted a brief descriptive analysis utilizing publicly available state data that matched DTSOI to other Arkansas schools like their demographics: 60% economically disadvantaged, 40% White students, and about 1,800 enrollment size. DTSOI is fairly unique on all three matching descriptors, but of those approximate Arkansas matches: • It ranks second among high schools, closely following one Arkansas junior high in overall student achievement and growth.

• For K-12 and charter schools, including charter high schools and charter K-12 schools, DTSOI leads in student achievement and growth across all students and subgroups.

While these results beg for a more robust, student-level data analysis, these rankings, alongside teacher and student feedback, highlight DTSOI’s success.

The DTSOI community shares a unified belief in the value of their grading reform, finding success beyond accolades and data in the transformative daily experiences of students and teachers. “Having a foundational group willing to take the risk and shift their thinking and practice was pivotal,” Harrison adds. This approach converts traditional grading anxiety into a journey of growth and proficiency.

Doppe summarizes, “We minimize the letter grade. We prioritize learning. We're not just chasing a letter grade; we're chasing an understanding and mastery of the content.” This philosophy permeates DTSOI's educational practices, valuing deep, meaningful learning.

Madelyn’s imagery reinforces this view: “CBE is less of a percentage and more of a staircase... it’s less stressful and much easier than feeling like, 'Oh my gosh, I have to get from level 0% to 100% to get the A.' No, I get to be patient with my learning."

DTSOI's focus on proficiency and understanding over traditional metrics is transforming students' academic perceptions and engagement with learning. As a beacon of innovative education, it showcases the potential of adapting to modern learners' needs. The progressive journey at DTSOI affirms the value of rethinking educational approaches. It’s clear from the voices within its walls that, indeed, the juice is worth the squeeze.

17

The AAEA Team

We are here to assist you!

Be a part of something BIGGER than an individual.

Voice

The The for School School Administrators Administrators for Training Training

Networking Networking

Mentoring Mentoring

Legal Services Services

Follow us on social media: 219 South Victory, Little Rock, AR 72201

Advocacy Advocacy

Iiiiiiiiii Iiiiiiiiii iiiiiiiiiii iiiiiiiiiii

| 501.372.1691 | www.theaaea.org 18