The Administrator Newsletter - March 2024

A FEW UPDATES FROM THE CAPITOL CITY

Dr. Hernandez provides updates on topics of interest for administrators.

Executive Viewpoint Page 3

SETTING 2024 LEADERSHIP GOALS

Dr. Neathery advises pursuing significance, not just success, in setting leadership goals.

President’s Perspective Page 5

ADMINISTRATOR SPOTLIGHT: STACY SANDERLIN HOPKINS

In the Spotlight this month is Stacy Sanderlin Hopkins, Chief Financial Officer for the Springdale School District.

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Executive Viewpoint • P. 3

President’s Perspective • P. 5 Asked & Answered • P. 6 Building Block • P. 7

Safety & Wellness Segment • P. 7 Awards • P. 8

• P. 8

Administrator Spotlight • P. 9

Upcoming Events • P. 11 Job Openings • P. 13

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2024 Calendar of Events AAEA Staff

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

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

Lana Webb Administrative Specialist l.webb@theaaea.org

Rachel Blocker Administrative Assistant r.blocker@theaaea.org

March

Certified Facilities Director (CFD) Classes, March 5 2024

Arkansas River Education Service Center, Pine Bluff

April

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

AAEA Summer Conference, July 29-31, 2024

Marriott Hotel & Statehouse Convention Center, Little Rock

For more information, visit theaaea.org/events.

2023-2024 AAEA Board of Directors

Dr. Karla Neathery AAEA President Superintendent, Sheridan

Dr. Andrea Martin AASA President Superintendent, Greenland

Steven Helmick

AAESP President-Elect Principal, Little Rock

Matt Ziegler

AASSP Past President Principal, Riverside

Kelsey Bailey

AASBO President Chief Financial Officer, Little Rock

Valerie King

AAGEA President Director of Gifted Programs, Siloam Springs

Dr. Mike Hernandez

AAEA Executive Director

Stacy DeFoor AAEA President-Elect Assistant Superintendent, Benton

Kelvin Gragg AASA President-Elect AssistantPineSuperintendent, Bluff

Carol Skiba AAESP Past President Principal, Cabot

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

Melody Crane

AASBO Past President Business Manager/District Treasurer, Hector

Jason Brunner AAMLA President Assistant Principal, Bentonville

Charles Warren AAEA Board Secretary Chief Financial Officer, Fort Smith

Dr. Debbie Bruick-Jones AASA Secretary Superintendent, Bentonville

Amy Marek AASSP President Principal, Hazen

Lisa AACTEAHotsenpiller President Director of Career & Technical Education, Fayetteville

Natalie Gosdin AASEA President Director of Special Education, Searcy

Greg Collins ASPMA President (begin Oct) Maintenance/Facilities Supervisor, Dover

Brian Kirkendoll AAEA Past President Principal, Alma

Shawn Rose

AAESP President Principal, Hillcrest

Dr. Jason Reeves

AASSP President-Elect Assistant Principal, Alma

Dr. Dana Brown

AAFC President Assistant Superintendent of Administrative Services, Mountain Home

Ellen Phipps

AACIA President Curriculum Director, Ouachita

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

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

Executive Viewpoint

Dr. Mike Hernandez, AAEA Executive Director

A FEW UPDATES FROM THE CAPITOL CITY

Even though we are not in a legislative session this year, there is plenty of work going on in the Capitol City. Many meetings are being held by various groups, legislators, state agencies, and several others trying to develop rules based on past legislation or preparing new policy recommendations for future sessions. This time is an excellent opportunity to schedule some meetings with your local elected officials and discuss the positive things going on in your district and other areas of concern that could be addressed in the future. Many of you reported having some great conversations that hopefully will bear fruit in the coming days. Here are a few updates on topics of interest.

Adequacy Study

The adequacy study began in January and is in full swing. In recent meetings, legislators heard from the Bureau of Legislative Research about the history of Lake View and the current funding mechanism for how schools are funded. There have also been reports about ALE and Health Insurance. The next meeting is scheduled for March 11th at 10:00 am. The meeting will include reports about resource allocation, which is basically how the schools are spending money. These reports are always helpful to get a state-wide perspective on how the various funds are allocated. The study will continue throughout the summer and finish before the final report is due in November. Reviewing these meetings and understanding what is being reported and what questions or concerns legislators have about school operations is essential. This information helps you better communicate or clarify your specific circumstances with your local legislators. The reports will be updated regularly on the BLR Adequacy website, which can be found here.

Elections

As you know, we are in the primary early voting period for many elected offices around the state. The U.S. presidential race will command most of the attention, but there are other important races in our state, such as school boards, state representatives, and senators. A significant amount of ballot issues may also be on the November ballot. The UA Extension has an excellent website that tracks information on the ballot issues among other items. The Secretary of State has a website listing all the candidates who have filed to run for most offices. It is always important to stay informed on these issues and, of course, to Go Vote!

Rules

The Arkansas Learns Act is the legislation that has the most attention and effort in the rulemaking process. You can keep up with the current work by checking out the DESE website on LEARNS. It is full of information about many things, including meeting resources from the various

working groups. Several Commissioner’s Memos have been released over the last few months and have given guidance to implement multiple facets of the LEARNS Act. These are tutoring programs, education freedom accounts, community service, and updates on assessment. Other DESE rules being considered can continuously be tracked on the website, including hearing dates and places for public comment.

ATRS is also amending several rules due to recent legislation, but also to put in a uniform format with other state agencies. These rule changes have been approved by the ATRS Board and are scheduled for legislative review on Monday, March 4th, at 2:00 pm. Remember that the rules are often more important than the legislation and can clarify the implementation in practice.

Fiscal Session

The 2024 Fiscal Session is scheduled to kick off on April 10th at noon. The budget hearings will begin in March in preparation for the fiscal session. The Department of Education Budget and Public School Fund are scheduled to have their hearing on March 7th beginning at 9:00 am after DHS. At this point, nothing is definitive regarding additional education-related topics surfacing during the fiscal session, but anything is possible. We will continue to monitor and listen for any changes. Let us know if you hear anything being discussed as a potential fiscal session issue.

Miscellaneous

The ALC Executive Subcommittee is doing significant work to study the facilities issuance program. The final report should be completed soon. The next meeting of the subcommittee is March 14th at noon. We should be nearing a recommendation from the group hired to do the study. Based on the recent presentation, it appears that we will have a combined insurance system that will include state agencies and higher education institutions. The timeline for the implementation of the potential change is still being determined. More information will come on this topic, so stay tuned.

There is always something going on in the Capitol City. It is undoubtedly a great place to be, and we take pride in serving the leaders of our state education system. Spring Break is a short few weeks away. I hope you find some time to unplug and enjoy some time away. Let us know how we can help you!

President’s Perspective

Dr. Karla Neathery, AAEA Board President

SETTING 2024 LEADERSHIP GOALS

As you set goals for 2024, consider pursuing significance, not just success. In pursuing professional success, it's easy for many of us to focus on money and titles as targets. However, chasing these milestones can blind us to more meaningful goals. True success comes from focusing on the work, aiming to be the best, and adding value to others. Leaders should aspire to serve, empower, and develop those under their guidance. By lifting others, we rise. This year, let's try to shift our focus from chasing success to creating significance through meaningful contributions.

Many of us see moving through our to-do list as progress. It is typical to see leaders rushing from meeting to meeting and responding to fires that leaves very little time for reflection and planning. When you focus only on motion, you let others set the pace and determine the outcome. Let’s focus on the endpoint and work backward, removing obstacles and navigating around them.

Embrace diverse perspectives. In decision making, especially when consensus is easy to achieve, take a moment to pause and reflect. Consider alternative viewpoints and surround yourself with individuals who think differently. A diverse circle of leaders provide different perspectives, unveiling insights and possibilities that might remain hidden.

Together, let's make 2024 a year of transformative leadership in education!

Scholarships

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.

Asked & Answered

Mike Mertens, AAEA Assistant Executive Director

The FOIA lists exemptions for two groups of records normally found in employees' personnel files. These items can usually be divided into "personnel records" or "employee evaluation or job performance records." The test for whether these two types of documents may be released differs significantly. When school districts assess whether either of these exceptions applies to a particular record, they must make two determinations. First, they must determine whether the record meets the definition of either exception. Second, assuming the record does meet one of the definitions, the custodian must apply the appropriate test to determine whether the FOIA requires that record be disclosed.

The first exception is the one for "personnel records," which the FOIA does not define. The AR Attorney General's Office has consistently opined that "personnel records" are all records other than employeeevaluation and job performance records that pertain to individual employees. Whether a particular record meets this definition is a question of fact that can only be determined by reviewing the record itself. If a document meets the definition of a personnel record, then it is open to public inspection and copying except "to the extent that disclosure would constitute a clearly unwarranted invasion of personal privacy." While the FOIA does not define the phrase “clearly unwarranted invasion of personal privacy,” the Arkansas Supreme Court has provided some guidance. In Young v. Rice, the Court applied a balancing test that weighs the public’s interest in accessing the records against the individual’s interest in keeping them private. The balancing test has two steps. Under the first step, the custodian must assess whether the information contained in the requested document is of a personal or intimate nature such that it gives rise to a greater than minimal privacy interest. If it is only minimal, then the privacy interest will not overcome the fact that the scale is already tipped in favor of disclosure, and the record must be disclosed. But if the privacy interest is more than merely minimal, the custodian moves to the second step when he or she must determine whether the privacy interest is outweighed by the public’s interest in disclosure

The second exception is for "employee evaluation or job performance records," which is also not defined by the FOIA. However, the generally accepted legal view is that the term refers to any records created by the employer to evaluate the employee and detail the employee's performance or lack of performance on the job. This exception includes records generated while investigating allegations of employee misconduct that detail incidents that gave rise to an allegation of misconduct. A document defined as an employee evaluation or job performance record cannot be released unless all the following elements have been met:

(1) The employee was suspended or terminated, (2) There has been a final administrative resolution of the suspension or termination proceeding, (3) The records in question formed a basis for the decision made in that proceeding to suspend or terminate the employee, and (4) The public has a compelling interest in the disclosure of the records in question.

In general, a call to your attorney for their advice would be wise!

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

Building Block

A Better Way to Build: Design-Build

Submitted by William Black, Business Development Manager, Performance Services

Design-build projects will account for at least 47% of non-residential construction spending by 2026. Design-build is growing in popularity across the U.S. for public owners as the process produces more efficient, cost-effective results. The design-build process is led by architects and engineers, streamlining the process by providing sole accountability while utilizing a design-to-budget approach to best meet owner objectives.

Click here to read more about why design-build works.

Safety & Wellness Segment

Pyramid of Needs: Providing Students with a Foundation for Success

Submitted by Barbara Grimm, Founder and President of School Responder, and C.J. Huff, Ed.D.

We all know the four basics: food, water, air, and shelter. These are the bare necessities we require to sustain ourselves – the things we cannot do without. Yet, numerous children across the country lack access to one or more of these essentials right now. This is not only a threat to student wellbeing, but it is also a significant hindrance to student success.

Between 2020 and 2022, food insecurity rose to a whopping 17.3% within U.S. households with children, leaving 8.8% of children in situations of low or very low food security. As the most food insecure state (16.6% of all households), 1 in 5 Arkansan children currently face hunger. These trends are coupled with an alarming surge in food prices at K-12 schools – nearly tripling between April 2021 and April 2022. In response, schools across the country have stepped up their efforts to meet this need.

But food insecurity is not the only threat to student success. Although funding for students experiencing homelessness has increased nationwide following the 2020 pandemic, many go without help. Rural school districts are particularly at risk, serving a disproportionately high number of homeless children, while 88% of these districts lack the funding needed to support these students.

An old African proverb says it best, “An empty stomach has no ears.” Unfortunately, homelessness and food insecurity are just two of many roadblocks standing in the way of students achieving the academic and life outcomes we all desire. Learn more about how your community can work together to ensure students’ basic needs are being met in Arkansas through the work of organizations such as Bright Futures Arkansas and EveryArkansan

Awards

Charles Warren

Charles W. Warren, Chief Financial Officer of Fort Smith School District, has been selected as the 2024 Truett Goatcher Arkansas School Business Administrator of the Year by the Arkansas Association of School Business Officials. The award was presented during a surprise presentation at the AASBO Conference on February 8.

View photos and read the press release here!

Mike Mertens

Mr. Mike Mertens received the Diamond Award at the AASBO Conference this past week. In 2019, the AASBO Board created The Diamond Award to recognize those who had a lasting impact on education finance. Those who receive the Diamond Award are considered a jewel, and this award is meant to formally recognize those who represent leadership and service to AASBO.

Administrator Spotlight: Stacy Sanderlin Hopkins

Chief Financial Officer, Springdale School District

Stacy Sanderlin Hopkins, Chief Financial Officer for Springdale Public Schools, initially started her career specializing in public accounting, with her expertise extending to tasks such as income tax preparation, monthly write-up services, and auditing for banks and private companies. After many years in public accounting, including owning her own practice in Searcy, she took a hiatus to focus on family before coming back to the workforce. A Google search for "CPA" and "Pangburn, AR" revealed a position as the Business Manager for the Pangburn School District. "In just two weeks," she says, "I found myself fully immersed in what would become my most cherished career: school finance."

Stacy dedicated eight years of her career to the Pangburn School District, where her role evolved to that of Chief Financial Officer. "Working within a small school district proved to be advantageous, offering me a comprehensive understanding of not only the financial intricacies of public education but also allowing me to delve into areas such as instructional/curriculum requirements, federal programs, food services, transportation, and maintenance," she says. "This multifaceted experience allowed me to develop a well-rounded perspective on the operational dynamics of operating a school district." Following her son's graduation in the summer of 2022, she joined Springdale Public Schools, initially in the role of District Accountant. "Within a year, I achieved the position of Chief Financial Officer, marking a rapid and rewarding progression in my career within the Springdale school district."

Stacy says her favorite aspect of her job is the deep sense of satisfaction she feels from contributing to her community and fostering the growth of future leaders. "I find joy in the daily challenges that arise, and the ever-changing nature of the job prevents any sense of monotony," she states. "The dynamic environment keeps me on my toes, making each day unique and rewarding as I strive to make a positive impact on the education system and the lives of the students I serve." The most challenging aspect of her job lies in the intricate web of interconnected components. "With numerous moving parts, every decision or strategy employed has a ripple effect, influencing various aspects of the school business operation. Opting to allocate funds from one source might have both positive and negative repercussions on funding from other areas. Navigating this complex network requires careful consideration and a keen understanding of how each decision can potentially impact the broader financial landscape. It adds an extra layer of complexity to the role, demanding a strategic and holistic approach to decision-making.

For those considering the career, she says: "Go for it! Seek out a mentor from a similarly sized school district and don’t hesitate to ask numerous questions. Take a proactive approach and engage in training that goes beyond the scope of school finance. As the saying goes, it might be the most challenging job, but the fulfillment it brings makes it truly worthwhile."

with Stacy Sanderlin Hopkins ? ! Q&A

What might other administrators be surprised to know about you?

I love to listen to true crime podcasts or read about a good conspiracy theory. One of my favorite pastimes is scouring thrift shops and estate sales in search of vintage treasures. One of these days, I plan to hit the open road in a camper/van and travel around the US in search of beautiful sunsets and waterfalls.

What is the most daring thing you’ve done?

My father and I used to load up all of our equipment on bicycles and embark on extended journeys. We cycled the length of Highway 1 from San Francisco to San Luis Obispo, California. We biked the North Shore of Lake Superior, covering the route from Two Harbors, MN to Grand Portage State Park at the Canadian Border and back. The following year we biked the Trans-Canada Hwy from Thunder Bay, Ontario to Sault Ste. Marie, MI where we rode over the International Bridge right after sunrise.

What do you enjoy doing during your time off?

During my time off, I enjoy Razorback basketball, attending concerts at the Walmart Amp, and exploring the art exhibits at Crystal Bridges Museum. I am eager to explore the hiking areas at Devil’s Den State Park and reignite my passion for bicycle riding once the summer arrives.

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

One of the items on my bucket list is to hike the Grand Canyon alongside some of my closest friends from high school. The idea of sharing such a remarkable adventure with them adds a special dimension to the experience.

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

If I weren’t in my current position, I might find myself immersed in the challenges of a “taxing” and potentially miserable tax season.

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

The most significant advantage of being an AAEA member, in my experience, is the invaluable friendships and mentorships I've cultivated through my association with AAEA, both within Arkansas and across the southeastern United States. The training facilitated by AASBO and the chances to participate in legislative initiatives affecting school funding have opened doors to opportunities that I could never have envisioned. The network and educational resources provided by AAEA have been instrumental in my professional growth and development.

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

District Name Position

Gravette School District Elementary Principal

Atkins School District Elementary Principal

Ozark School District Kindergarten Principal

Cossatot School District Principal

Little Rock School District Director of Strategy & External Affairs

Benton School District Middle School Principal

Lake Hamilton School District Middle School Principal

Cutter Morning Star School District High School Principal

Gentry School District Middle School Assistant Principal

Russellville School District Assistant Principal

Mena School District Assistant Middle School Principal

Lakeside School District Assistant High School Principal

Lonoke School District High School Principal

Job Openings, Continued

Manila School District Elementary Principal

Green Forest School District Middle School Principal

Midland School District High School Principal

Beebe School District Assistant Elementary Principal

North Little Rock School District Assistant Elementary Principal

Pottsville School District Assistant Principal

Mayflower School District Assistant Principal

Ashdown School District Elementary Principal

Western Yell County School District Superintendent

Sheridan School District High School Principal

Batesville School District Assistant Superintendent

Siloam Springs School District Superintendent

Batesville School District High School Principal

AAEA Assistant Executive Director

Dover School District Elementary Principal

Marion School District Assistant High School Principal

Cossatot River School District Superintendent

Clarksville School District Assistant Principal

Arkadelphia School District Assistant Middle School Principal

Bryant School District Assistant Elementary Principal

Bryant School District Junior High Principal

West Side School District/Cleburne County High School Principal

Southeast Arkansas ESC Assistant Cooperative Director

Meet the Candidates

Scott Carpino

Scott Carpino is currently in his 15th year of education. After graduating from Arkansas State University, he began his career as a teacher/coach at Brookland High School. After just one short year at Brookland, Scott joined his wife at Harrisburg and became the Alternative Learning Director. During his 7 years as an ALE Director, Scott served as an interim administrator as needed. As an administrator, Scott has educated and served students at Harrisburg, Wynne, and Barton. During his years at Harrisburg and Wynne, Scott graduated with his Masters and Specialist degrees from Arkansas State University. Through his time as an administrator, his knowledge has c ontinued to flourish and he has learned just as much from the students as he has instilled in them. Scott is currently and proudly serving as the High School Principal in Barton, AR.

Dr. Jason Reeves

Dr. Jason Reeves is currently in his 20th year in education and his 7th as an administrator with Alma Public Schools. Jason is a 2001 graduate of Arkansas Tech University and earned his doctorate from Arkansas State University in 2023. He began his teaching career, via a non-traditional path, following three years as a business analyst. After one year with Fort Smith Public Schools, Dr. Reeves returned to his hometown of Alma, AR and began teaching and coaching for the Airedales. In 2017, Jason made the transition to administration and served as the assistant principal with Alma Middle School for two years before moving to Alma High School as the assistant principal where he was the recipient of the 2023 Arkansas Secondary School Principals Assistant Principal of the Year.

Publication Sneak Peek: Instructional Leader

This segment features content from other AAEA publications. Instructional Leader is a quarterly publication available to subscribing districts. The following excerpt comes from the December 2023 issue.

INCLUSIVE PRACTICES FOR ALL

Contributor: Dr. Lindsey Bohler, Principal, Sheridan Elementary School

Supported by Taylor Thomas, 2nd Grade Teacher, Jennifer Sanders, 1st Grade Teacher, and Kelsie Knowles, Resource Teacher

Fostering a learning culture for all begins by creating an environment where all staff members feel valued and supported. When staff members are motivated, they are more likely to contribute positively to the learning culture of the school, creating a supportive and dynamic environment for students. The support and motivation foster a sense of ownership and commitment to the school’s goals. Emphasizing a growth mindset and celebrating achievements of both students and staff ensure a positive and inclusive learning

Collaborative efforts involve teachers, administrators, and support staff to ensure a

coordinated approach in providing interventions and extensions for students. This includes regular collaborative team meetings, sharing observations and insights, gathering resources, and aligning strategies to address students’ needs. A collaborative approach maximizes the impact of interventions and fosters a supportive learning environment.

All Means All

Ensuring that every student has the opportunity to learn and succeed should be the top priority of every school. Assuming that all students can learn at high levels if given the support and resources. This mindset does not come easy to most classroom teachers, let alone an entire staff of 50 at an elementary school of 550 students. Sheridan Elementary School has worked hard to embrace the responsibility of ensuring that all students can and will learn at high levels. We hold the belief that our efforts can positively impact our students, and with guidance and support, every student can attain the expected grade-level proficiency.

Master Schedule

Our master schedule is tight. Tier 1 instruction is the priority. Tier 2 is required. Tier 3 is essential. Three days a week, all students participate in Math Jacket Time-Tier 2 instruction. This 30-minute block provides students with individualized support based on how they performed on their common formative assessments. During this time, all students are provided with the support and resources they need to be successful in the classroom. Math Jacket Time is scheduled when all

staff members, including the speech therapists, resource teacher, librarian, counselor, instructional assistants, assistant principal, and literacy interventionist, are able to provide interventions and/or extensions.

On the same three days of the week, all students in 1st and 2nd grade attend Phonics Jacket Time based on their literacy needs. This block looks different from Math Jacket Time because it does not include all staff members. However, the teacher delivering support services through an IEP collaboratively engages in four distinct inclusion classrooms.

Collaborative Team Meetings

When all support staff are responsible for providing interventions and/or extensions, it is just as important to include them in the collaborative team meetings where they take part in the sharing of instructional strategies to support students. Team collaboration meetings take place every week, lasting one hour at the end of the day. This time is dedicated to aligning strategies to address students’ needs that involve ensuring that various interventions and teaching methods are coordinated and mutually reinforcing.

Each team has the same data-driven approach to identify specific needs and track progress by giving regular common assessments to help tailor strategies to individual students' needs. Teachers, support staff, and administrators collaborate to develop a unified plan that addresses academic needs by sharing research-based instructional strategies. Each student receives interventions and extensions for a minimum of 3-4 weeks before undergoing reassessment to track their progress. During these team meetings, we celebrate individual and team accomplishments. This creates a positive atmosphere and reinforces the importance of collective efforts.

Inclusive Practices

Inclusive design practices play an important role in creating a culture where all students have the same opportunities to learn and grow. Inclusion emphasizes providing students with the necessary support and resources to thrive regardless of their disability. Inclusive education can lead to improved academic outcomes for all students. Students with diverse learning needs benefit from varied teaching methods, and the support provided benefits the entire classroom.

This type of instructional planning is a teaching approach that recognizes and responds to the unique needs of each student. When thinking

areas where a student may need additional support. During co-teaching, tailored interventions are designed for individual students or specific groups. This could entail both teachers collaborating with a small group, while other students engage in learning centers designed to address the specific skill targeted. Every 2-3 weeks, students are assessed to determine progress, and if they need to be moved to a new group to work on a new skill. Regular continuous assessments help the teachers to refine and adjust interventions as needed.

In conclusion, the commitment to fostering a comprehensive learning culture at Sheridan Elementary School is unwavering. From our emphasis on motivation, collaboration, and a growth mindset to the inclusive practices woven into our master schedule and collaborative team meetings, we strive to ensure that every student, regardless of their needs, has the opportunity to excel. By acknowledging and responding to the unique strengths and challenges of each student, we not only enhance their academic outcomes but also cultivate an environment where the collective efforts of our dedicated staff contribute to a positive and inclusive learning community. Through continuous assessments and tailored interventions, we remain steadfast in our belief that, indeed, "All Means All," and with persistence, guidance, and support, every student can reach and exceed