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MINUTES

BOARD MEETING

September 12, 2011

REGULAR MEETING

At 7:00 p.m. on September 12, 2011, Ms. Nelson convened the Watson Chapel

Board of Education Annual Report to the Public. Board members present were Mr.

Hartsfield, Mr. Holcomb, Mr. Reynolds, Mrs. Barker, Mrs. Boone, and Mr. Waddle.

School administrative personnel present were Mr. Hazelwood, Ms. Melton, Mr. Branch,

Ms. Martin, Dr. Johnson, Ms. Shaw, Ms. Dunn, Mr. Tietz, Mr. Glover, Mrs. Metcalf, Ms.

Williams, Dr. Willis, Mr. Taylor, Mrs. Barbaree, Mrs. Sharpmack, Mrs. Walker, Mr.

Rawls, and Mr. Webb.

ANNUAL REPORT TO THE PUBLIC

Ms. Nelson recognized Mr. Hazelwood who started the report with a welcome

and preview of the report agenda. He said all schools were fully accredited for the 2010-

2011 school year and he expects that will be again when the Department of Education

checks this year. He also reported that the starting enrollment number (3065) is the

lowest number we have started with in the last five years. He ended by reporting that the

school district is financially sound with no major funding issues or problems.

Brenda Melton, Assistant Superintendent for Instruction, presented the District

Mission Statement and Goals. She reported on Staff Development, Federal and State

Programs, Supplemental Educational Services, Achievement Test results, School

Improvement, Alternative Learning classes, Course Offerings, EAST program, and

programs for the Gifted and Talented.

Cornovious Branch, Transportation Director, reported on starting the school year,

number of buses, drivers, and students served, bus mechanic and drivers training, bus

schedules, and expansion of transportation services to serve after-school programs.

Natasha Dunn, Director of Special Services, reported on number of teachers,

speech therapist, consultants, and students served.

Ronette Metcalf reported on the Gifted and Talented programs. She reported on

number of students served, programs offered, student accomplishments in advanced

placement and Quiz Bowl competitions. She also explained how the GT programs is

transitioning into a pull-out program at Edgewood and L.L. Owen.

Brenda Sharpmack, Technology Coordinator, reported on CIPA compliance,

internet safety training, computer-based remediation programs, new hardware and

software implementations, and EDLINE utilization by teachers.

Bill Tietz, Facilities Director, reported on ongoing projects including, the stadium

upgrades, HVAC upgrade at the high school, roofing at the junior high and Coleman, and

the addition to the high school auto mechanics building.

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Leydel Willis, Principal, at the high school reported that they had a successful

start to school and is very proud of the building improvements. She mentioned several

student programs that are showing great success like Vocational classes, APEX Learning

for credit recovery, East Lab News broadcast, Career Coaches, and extracurricular sports.

Henry Webb, Junior High School Principal reported a large turnout for the 7th

grade orientation, building and staff improvement, and a continued incentive program for

test score improvement.

Anne Shaw, Coleman Principal reported enrollment figures, improved test scores,

utilization of E2E and the math coaches. She also spoke about several software programs

like EDLINE and Accelerated Reader and Math that are showing high gains in

participation.

Tim Taylor, L.L. Owen Principal, reported enrollment numbers for each class and

several successful programs like Accelerated Math and Reading, Scouts, Compass

Learning, Education City, Learning Institute, E2E, and EDLINE/Grade-Quick. He also

spoke about current test scores and different strategies for remediation like the

afterschool program.

Jennifer Barbaree, Edgewood Principal, reported number of teachers and students

at her school. She listed the programs and technology used by her staff and invited board

members to visit her campus.

Jesse Rawls, Director of Jefferson County Regional Adult Center, reported

number of students served for the past year. He listed the satellite teaching classes and

thanked the Watson Chapel School District for being their LEA.

OLD BUSINESS

Minutes. The minutes of the previous regular meeting were approved on a motion

by Mr. Reynolds and a second by Mr. Waddle.

Financial Statement. Mr. Hazelwood presented the financial statement for the

month of August, reporting $1,875,508.53 in revenue and expenditures of

$1,858,170.81 in the non-activity funds, leaving an ending balance of

$7,168,040.06. On a motion by Mr. Hartsfield and a second by Mrs. Barker, the

Board voted unanimously to approve the district financial statement for the month

of August as presented.

NEW BUSINESS

Annual Financial Report & Budget. Mr. Hazelwood presented a summary of the

prior year’s revenues and expenditures and a proposed budget for the current year.

On a motion by Mr. Reynolds and a second by Mr. Holcomb, the motion passed

unanimously to approve the District’s Annual Report and Budget filing.

Minority Recruitment Plan. Mrs. Boone commented on her concern that the

District needed to work to hire a number of minority teachers that reflected the

percentage of minority students. With a motion from Mr. Hartsfield and a second

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from Mr. Waddle the board unanimously approved the Arkansas Department of

Education Minority Teacher and Administrator Recruitment Plan.

Custodian/Maintenance Evaluation. On a motion by Mrs. Boone and a second by

Mr. Reynolds the board unanimously approved the use of the

Custodian/Maintenance evaluation.

BOARD COMMUNICATIONS

Mr. Hazelwood recognized Lois Chambless, High School Counselor for being

named “High School Counselor of the Year” for the Southeastern Region of the Arkansas

School Counselors Association.

Mr. Hazelwood also listed three opportunities for School Board Training that

have been scheduled.

New Board Member Workshop Oct. 18 Doubletree, Little Rock

Arkansas Regional School Boards Oct. 24 White Hall Cafeteria

School Board Audit Training Nov. 21 ARSC, Pine Bluff

PERSONNEL

Mr. Hazelwood reported accepting the resignations of Adrienne Metcalf Doles and

Juanita Buckmaster. He said we need to consider the employment of 6 Elementary teachers, a Jr. High Math Teacher, a Special Education Teacher, a School Nurse, 2 After

School Coordinators, 4 Cafeteria Worker Substitutes and 2 Bus Drivers. Ms. Nelson adjourned the board to executive session for that purpose.

After returning to open session, Mr. Hazelwood recommended the following:

1. Connie Spencer as an Elementary 1st Grade Teacher,

2. Michael Allen as a Elementary 5th Grade Teacher,

3. Kristi Massey as a Elementary 5th Grade Teacher,

4. Rhonda Lee as a Elementary 5th Grade Teacher,

5. Josh Sowards as a Elementary 6th Grade Teacher,

6. Michael Hartman as an Elementary 6th Grade Teacher,

7. Timothy Hendryx as a Jr. High Math Teacher,

8. Juanita King as a Junior High Special Education Teacher,

9. Kristine Brooks as a School Nurse,

10. Mary Downing as a After School Coordinator,

11. Ann Terrell as a After School Coordinator,

12. Tara Washington as a Cafeteria Worker Substitute,

13. Lena Willis as a Cafeteria Worker Substitute,

14. Sharon Duckworth as a Cafeteria Worker Substitute and,

15. Dorothy Girley as a Cafeteria Worker Substitute,

16. Monty Palmer as a Bus Driver,

17. Leron Tidwell as a Bus Driver.

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On a motion by Mr. Hartsfield and a second by Mr. Waddle, the Board voted

unanimously to adopt the Superintendent’s recommendations.

There being no further business, Ms. Nelson adjourned the meeting.

Respectfully submitted, Danny Hazelwood and Brenda Melton, recorders.

Donnie Hartsfield

Board Secretary

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Vision Statement

Preparing today’s students for tomorrow’s opportunities.

Mission Statement

Our mission is to educate students to become productive members of society and live a

healthy life. We plan to accomplish this mission by increasing achievement levels in

literacy, math, and science and providing a well-rounded curriculum in our schools.

Goals

The following goals apply to the entire student body:

1. Improvement of student achievement in all instructional areas

2. To meet and succeed average yearly progress as required by the state

3. To provide vocational programs beyond state requirements

4. To provide a curriculum that exceeds state requirements

5. To provide an enriched curriculum providing for advanced placement,

gifted and talented, and special education

6. To include concurrent courses enabling students to gain at least one year

of college credit before graduating from high school

7. To provide instruction in vocational and technology programs that will

increase the student’s ability to seek higher salaried employment after

graduating from high school

8. To provide credit recovery courses at the high school to enable students to

graduate as scheduled

Academic Goals

Expansion of Curriculum

a. Continued use of Elbow-2-Elbow including state school improvement

specialists

b. Continued use of The Learning Institute including academic improvement

plans for students scoring below proficient in math and literacy

Implementation of current 10 Year Facilities Plan

Staff Development

All certified staff members will gain 60 hours of staff development during the 2011-2012

school year. Included in these hours will be 6 hours of technology, 2 hours of Arkansas

History, and 2-3 hours of parental involvement. Other staff development topics include

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health training, literacy and math inservice, special education, data disaggregation,

leadership, fiscal management, and student assessments.

Federal Programs

Title I All three elementary schools are Title I schools. This permits all

students the opportunity to receive additional tutorial assistance in

literacy and math. These funds are used to pay some salaries,

professional development, and purchase some supplies.

Title II-A This program provides for some salaries and additional staff

development to ensure teacher quality and enhancement.

Title VI-B The funds are used for some salaries, equipment and supplies and

services for handicapped students.

NSLA This funding is used for staff development in instructional areas,

technology and some salaries.

Professional

Development These funds are used for teacher training,

registration to conferences; and travel, meals, and lodging for

professional development activities.

ALE Funds are used for some salaries and supplies.

Carl Perkins Funds are used for new or expanded vocational programs.

Gifted & Talented

Students in grades 4-6 are served in self-contained and students in grades K-3 are served

in pull-out classrooms. Students in grades 7-9 are served in pre-AP courses and

advanced classes in all core-curriculum areas. Students in grades 10-12 are served in pre-

AP, AP and concurrent courses in core-curriculum areas. Any course offered by the

college that could count for high school graduation can be a concurrent course.

Special Education

Special education students are served in resource rooms and self-contained classrooms.

ACSIP

All schools submitted goals in their ACSIP plan to include improvement in literacy and

math. Special education and wellness are also a part of each school’s ACSIP plans. The

scholastic audit is a part of the ACSIP plans at Coleman Intermediate Schools, Junior

High and Senior High Schools.

Our ACTAAP results for 2011 indicate improvement in scores in some areas. These tests

are taken beginning with grade three through end-of-course in high school. This

comparison indicates improvement in test scores as reflected last school year and on the

2009 school report card on the ADE website.

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Third Grade Literacy

Combined Population

Year Below Basic Basic Proficient Advanced Students Tested

2008 15.7% 22% 39.9% 22.4% 223

2009 16.9% 23.3% 40.6% 19.2% 219

2010 14.4% 24.7% 35.8% 25.1% 215

African-American


2008 18.3% 27.5% 39.7% 14.5% 131

2009 20.975% 27.275% 37.775% 13.975% 143

2010 17.8% 26.3% 36.8% 19.1% 152

Caucasian


2008 11.2% 14.6% 39.3% 34.8% 89

2009 9.575% 15.075% 46.575% 28.775% 73

2010 6.3% 20.6% 33.3% 39.7% 63

Economic Disadvantaged


2008 19.5% 26.4% 38.4% 15.7% 159

2009 18.1% 28.1% 40% 13.8% 160

2010 17.2% 27.6% 33.7% 21.5% 163

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Students with Disabilities


2008 60% 13.3% 20% 6.7% 30

2009 55.6% 11.1% 22.2% 11.1% 18

2010 83.3% 16.7% 0% 0% 12

Female


2008 14.5% 15.5% 45.5% 24.5% 110

2009 13.175% 18.375% 43.875% 24.575% 114

2010 9% 23% 36% 32% 100

Male


2008 16.8% 28.3% 34.5% 20.4% 113

2009 21% 28.6% 37.1% 13.3% 105

2010 19.1% 26.1% 35.7% 19.1% 115

Third Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

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African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63



2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163



2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

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Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

Fourth Grade Literacy

Combined Population


2008 15.7% 22% 39.9% 22.4% 223

2009 16.9% 23.3% 40.6% 19.2% 219

2010 14.4% 24.7% 35.8% 25.1% 215

African-American


2008 18.3% 27.5% 39.7% 14.5% 131

2009 20.975% 27.275% 37.775% 13.975% 143

2010 17.8% 26.3% 36.8% 19.1% 152

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Caucasian


2008 11.2% 14.6% 39.3% 34.8% 89

2009 9.575% 15.075% 46.575% 28.775% 73

2010 6.3% 20.6% 33.3% 39.7% 63



2008 19.5% 26.4% 38.4% 15.7% 159

2009 18.1% 28.1% 40% 13.8% 160

2010 17.2% 27.6% 33.7% 21.5% 163



2008 60% 13.3% 20% 6.7% 30

2009 55.6% 11.1% 22.2% 11.1% 18

2010 83.3% 16.7% 0% 0% 12

Female


2008 14.5% 15.5% 45.5% 24.5% 110

2009 13.175% 18.375% 43.875% 24.575% 114

2010 9% 23% 36% 32% 100

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Male


2008 16.8% 28.3% 34.5% 20.4% 113

2009 21% 28.6% 37.1% 13.3% 105

2010 19.1% 26.1% 35.7% 19.1% 115

Fourth Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63

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2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163



2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

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Fifth Grade Literacy

Combined Population


2008 15.7% 22% 39.9% 22.4% 223

2009 16.9% 23.3% 40.6% 19.2% 219

2010 14.4% 24.7% 35.8% 25.1% 215

African-American


2008 18.3% 27.5% 39.7% 14.5% 131

2009 20.975% 27.275% 37.775% 13.975% 143

2010 17.8% 26.3% 36.8% 19.1% 152

Caucasian


2008 11.2% 14.6% 39.3% 34.8% 89

2009 9.575% 15.075% 46.575% 28.775% 73

2010 6.3% 20.6% 33.3% 39.7% 63



2008 19.5% 26.4% 38.4% 15.7% 159

2009 18.1% 28.1% 40% 13.8% 160

2010 17.2% 27.6% 33.7% 21.5% 163

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2008 60% 13.3% 20% 6.7% 30

2009 55.6% 11.1% 22.2% 11.1% 18

2010 83.3% 16.7% 0% 0% 12

Female


2008 14.5% 15.5% 45.5% 24.5% 110

2009 13.175% 18.375% 43.875% 24.575% 114

2010 9% 23% 36% 32% 100

Male


2008 16.8% 28.3% 34.5% 20.4% 113

2009 21% 28.6% 37.1% 13.3% 105

2010 19.1% 26.1% 35.7% 19.1% 115

Fifth Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

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African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63



2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163



2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

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Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

Fifth Grade Science

Combined Population


2008 36.575% 37.075% 24.875% 1.475% 205

2009 29.8% 47.9% 20.9% 1.4% 215

2010 30.4% 50.2% 18.4% 0.9% 217

African-American


2008 45.6% 35.3% 18.4% 0.7% 136

2009 38.275% 48.975% 12.075% 0.675% 149

2010 35.08% 48.88% 15.28% 0.78% 131

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Caucasian


2008 19.1% 39.7% 38.2% 2.9% 68

2009 9.4% 45.3% 42.2% 3.1% 64

2010 24.08% 51.88% 22.78% 1.28% 79



2008 43.3% 38.7% 17.3% 0.7% 150

2009 34% 50% 16% 0% 150

2010 35.3% 48.7% 15.4% 0.6% 156



2008 80% 20% 0% 0% 20

2009 73.7% 26.3% 0% 0% 19

2010 80.8% 7.7% 3.8% 7.7% 26

Female


2008 36.3% 38.2% 24.5% 1% 102

2009 23.5% 50% 24.5% 2% 102

2010 32.3% 50.5% 15.2% 2% 99

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Male


2008 36.9% 35.9% 25.2% 1.9% 103

2009 35.4% 46% 17.7% 0.9% 113

2010 28.8% 50% 21.2% 0% 118

Sixth Grade Literacy

Combined Population


2008 8.2% 34.3% 37.3% 20.2% 233

2009 9.275% 41.975% 36.075% 12.675% 205

2010 8.17% 31.78% 42.88% 17.17% 233

African-American


2008 12.575% 42.675% 32.175% 12.575% 143

2009 12.3% 49.3% 29.7% 8.7% 138

2010 9.17% 38.67% 39.88% 12.27% 163

Caucasian


2008 1.1% 21.1% 45.6% 32.2% 90

2009 3% 27.3% 48.5% 21.2% 66

2010 4.5% 16.4% 50.7% 28.4% 67

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2008 11.5% 39.9% 35.1% 13.5% 148

2009 12.1% 43.6% 33.6% 10.7% 149

2010 10% 38.2% 41.2% 10.6% 170



2008 12.475% 43.775% 24.975% 18.775% 16

2009 52.6% 26.3% 5.3% 15.8% 19

2010 40% 32% 20% 8% 25

Female


2008 6.9% 32.8% 37.9% 22.4% 116

2009 4.775% 40.975% 38.075% 16.175% 105

2010 6% 30.2% 41.4% 22.4% 116

Male


2008 9.4% 35.9% 36.8% 17.9% 117

2009 14% 43% 34% 9% 100

2010 9.6% 33.9% 45.2% 11.3% 115

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Sixth Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63



2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163

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2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

Seventh Grade Literacy

Combined Population


2008 6.7% 47.5% 34.1% 11.7% 223

2009 8.7% 39% 42.7% 9.5% 241

2010 6.3% 42.6% 35% 16.1% 223

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African-American


2008 9.375% 57.575% 28.075% 4.975% 139

2009 11.8% 43.5% 39.1% 5.6% 161

2010 8.6% 46.7% 32.9% 11.8% 152

Caucasian


2008 2.4% 30.1% 44.6% 22.9% 83

2009 1.3% 29.5% 51.3% 17.9% 78

2010 0% 33.8% 41.2% 25% 68



2008 9.6% 57.5% 26% 6.8% 146

2009 10.575% 46.375% 37.075% 5.975% 151

2010 7.1% 45.5% 35.9% 11.5% 156



2008 40% 26.7% 13.3% 20% 15

2009 36.8% 42.1% 10.5% 10.5% 19

2010 35.7% 35.7% 7.1% 21.4% 14

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Female


2008 5.3% 37.7% 41.2% 15.8% 114

2009 4.3% 38.3% 47.8% 9.6% 115

2010 2.7% 39.1% 35.5% 22.7% 110

Male


2008 8.3% 57.8% 26.6% 7.3% 109

2009 12.7% 39.7% 38.1% 9.5% 126

2010 9.7% 46% 34.5% 9.7% 113

Seventh Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

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Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63



2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163



2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

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Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

Seventh Grade Science

Combined Population


2008 36.575% 37.075% 24.875% 1.475% 205

2009 29.8% 47.9% 20.9% 1.4% 215

2010 30.4% 50.2% 18.4% 0.9% 217

African-American


2008 45.6% 35.3% 18.4% 0.7% 136

2009 38.275% 48.975% 12.075% 0.675% 149

2010 35.08% 48.88% 15.28% 0.78% 131

Caucasian


2008 19.1% 39.7% 38.2% 2.9% 68

2009 9.4% 45.3% 42.2% 3.1% 64

2010 24.08% 51.88% 22.78% 1.28% 79

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2008 43.3% 38.7% 17.3% 0.7% 150

2009 34% 50% 16% 0% 150

2010 35.3% 48.7% 15.4% 0.6% 156



2008 80% 20% 0% 0% 20

2009 73.7% 26.3% 0% 0% 19

2010 80.8% 7.7% 3.8% 7.7% 26

Female


2008 36.3% 38.2% 24.5% 1% 102

2009 23.5% 50% 24.5% 2% 102

2010 32.3% 50.5% 15.2% 2% 99

Male


2008 36.9% 35.9% 25.2% 1.9% 103

2009 35.4% 46% 17.7% 0.9% 113

2010 28.8% 50% 21.2% 0% 118

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Eighth Grade Literacy

Combined Population


2008 13.275% 34.075% 39.375% 13.275% 226

2009 11.2% 27.9% 50.2% 10.7% 233

2010 6% 23.3% 54.6% 16.1% 249

African-American


2008 20.4% 44.5% 29.2% 5.8% 137

2009 15% 36.1% 43.5% 5.4% 147

2010 8.8% 29.4% 50% 11.8% 170

Caucasian


2008 2.3% 17.4% 54.7% 25.6% 86

2009 4.9% 13.4% 61% 20.7% 82

2010 0% 10.4% 64.9% 24.7% 77



2008 22.8% 44.9% 26.8% 5.5% 127

2009 14.5% 35.5% 44.9% 5.1% 138

2010 7.3% 29.9% 51.8% 11% 164

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2008 54.175% 37.475% 4.175% 4.175% 24

2009 62.475% 31.275% 6.275% 0% 16

2010 20.8% 37.5% 25% 16.7% 24

Female


2008 7.1% 33% 44.6% 15.2% 112

2009 6.2% 24.6% 56.9% 12.3% 130

2010 1.7% 19.8% 62% 16.5% 121

Male


2008 19.3% 35.1% 34.2% 11.4% 114

2009 17.5% 32% 41.7% 8.7% 103

2010 10.18% 26.58% 47.68% 15.58% 128

Eighth Grade Mathematics

Combined Population


2008 12.6% 18.8% 32.7% 35.9% 223

2009 8.675% 17.375% 36.975% 36.975% 219

2010 5.58% 17.68% 39.08% 37.68% 215

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African-American


2008 15.3% 20.6% 35.1% 29% 131

2009 12.575% 20.275% 39.175% 27.975% 143

2010 7.88% 19.08% 39.48% 33.58% 152

Caucasian


2008 9% 16.9% 29.2% 44.9% 89

2009 1.4% 12.3% 32.9% 53.4% 73

2010 0% 14.3% 38.1% 47.6% 63



2008 14.5% 23.3% 35.2% 27% 159

2009 10.6% 20% 39.4% 30% 160

2010 6.7% 21.5% 42.3% 29.4% 163



2008 53.3% 10% 23.3% 13.3% 30

2009 33.3% 27.8% 16.7% 22.2% 18

2010 50% 25% 25% 0% 12

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Female


2008 13.6% 20% 37.3% 29.1% 110

2009 9.6% 14.9% 36.8% 38.6% 114

2010 4% 21% 39% 36% 100

Male


2008 11.5% 17.7% 28.3% 42.5% 113

2009 7.6% 20% 37.1% 35.2% 105

2010 7% 14.8% 39.1% 39.1% 115

End Of Course Algebra

Combined Population


2008 17.3% 30.7% 43.7% 8.3% 277

2009 9.675% 37.675% 40.075% 12.575% 207

2010 12.5% 33% 43.2% 11.2% 303

African-American


2008 24.2% 34.6% 37.4% 3.8% 182

2009 13.5% 46.8% 32.5% 7.1% 126

2010 15.7% 35.8% 43.6% 4.9% 204

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Caucasian


2008 3.3% 23.9% 55.4% 17.4% 92

2009 3.8% 22.8% 51.9% 21.5% 79

2010 5.3% 28.7% 42.6% 23.4% 94



2008 22.1% 34.2% 38.9% 4.7% 149

2009 15.5% 42.9% 33.3% 8.3% 84

2010 17.77% 34.58% 39.77% 7.87% 191

Female


2008 13.075% 32.675% 48.375% 5.875% 153

2009 6.975% 35.675% 46.975% 10.375% 115

2010 12.5% 31.3% 47.9% 8.3% 144

Male


2008 22.6% 28.2% 37.9% 11.3% 124

2009 13% 40.2% 31.5% 15.2% 92

2010 12.6% 34.6% 39% 13.8% 159

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End of Course Geometry

Combined Population


2008 14.1% 37.7% 38.2% 9.9% 191

2009 5.1% 26.8% 59.2% 8.9% 157

2010 11.9% 36.9% 37.2% 14% 328

African-American


2008 21.575% 43.975% 30.175% 4.275% 116

2009 7.9% 32.7% 53.5% 5.9% 101

2010 16.1% 44.8% 33.2% 5.8% 223

Caucasian


2008 2.675% 27.975% 50.675% 18.675% 75

2009 0% 13% 72.2% 14.8% 54

2010 1.97% 20.78% 44.58% 32.67% 101



2008 21.7% 50.7% 24.6% 2.9% 69

2009 5.575% 36.075% 54.175% 4.175% 72

2010 16.3% 45.6% 30.6% 7.5% 160

Students with Disabilities: < 10 Students Tested

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Female


2008 17.375% 38.275% 34.775% 9.575% 115

2009 6.075% 25.775% 60.575% 7.575% 66

2010 12.28% 36.28% 39.78% 11.68% 171

Male


2008 9.2% 36.8% 43.4% 10.5% 76

2009 4.4% 27.5% 58.2% 9.9% 91

2010 11.48% 37.58% 34.38% 16.58% 157

End of Course Biology

Combined Population


2008 50.2% 35.1% 12.6% 2.1%

2009 26.3% 43.1% 26.7% 3.9% 255

2010 39.8% 35.5% 21.3% 3.3% 211

African-American


2008 61.3% 30.7% 7.5% 0.5%

2009 33.3% 44.4% 21.1% 1.2% 171

2010 51.5% 32.8% 12.7% 3% 134

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2008 60.6% 31.4% 8% 0%

2009 38% 38.8% 23.1% 0% 121

2010 56.2% 29.5% 12.4% 1.9% 105



2008 63.3% 16.7% 16.7% 3.3%

2009 33.3% 14.8% 48.1% 3.7% 27

2010 53.8% 7.7% 30.8% 7.7% 26

Female


2008 53.5% 32.6% 11.8% 2.1%

2009 28.4% 45.7% 24.1% 1.7% 116

2010 38% 36% 23% 3% 100

Male


2008 46.8% 37.6% 13.5% 2.1%

2009 24.6% 41.3% 28.3% 5.8% 138

2010 41.4% 35.1% 19.8% 3.6% 111

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Eleventh Grade Literacy

Combined Population


2008 12.1% 47.5% 39.9% 0.5% 198

2009 12.7% 44.7% 41.7% 0.9% 228

2010 15% 41.7% 43.3% 0% 240

African-American


2008 16.9% 53.2% 29% 0.8% 124

2009 15.8% 53.3% 30.9% 0% 165

2010 16.77% 49.08% 34.17% 0% 161

Caucasian


2008 4.1% 37.8% 58.1% 0% 74

2009 4.8% 21% 71% 3.2% 62

2010 11.8% 26.3% 61.8% 0% 76



2008 17% 59.1% 22.7% 1.1% 88

2009 16.5% 55.4% 28.1% 0% 121

2010 20.7% 43.1% 36.2% 0% 116

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2008 73.3% 20% 0% 6.7% 15

2009 84% 12% 0% 4% 25

2010 87% 13% 0% 0% 23

Female


2008 8.3% 49.5% 42.2% 0% 109

2009 6.575% 46.275% 45.475% 1.675% 121

2010 11.5% 35.4% 53.1% 0% 113

Male


2008 16.9% 44.9% 37.1% 1.1% 89

2009 18.9% 43.4% 37.7% 0% 106

2010 18.1% 47.2% 34.6% 0% 127

A comparison between 2010 and 2011 results are as follows showing an

increase/decrease in scores.

2010 2011 increase/decrease

3rd

grade Math 77 76 -1

Literacy 61 60 -1

4th grade Math 61 65 +4

Literacy 61 63 +2

5th grade Math 58 55 -3

Literacy 68 57 -11

6th grade Math 62 63 +1

Literacy 60 58 -2


Literacy 51 50 -1


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Literacy 71 63 -8

EOC Algebra 43 44 +1

Geometry 51 41 -10

Literacy 43 57 +14

Biology 21 23 +2

Most improved area was EOC Literacy with an increase of 14%.

ITBS was given in all grades 1,2, and 9 this past year. Results are in and they do indicate

an increase in achievement over the previous year.

Correction of Deficiencies

Our only deficiency lies in the area of low test scores. We are taking measures to correct

this. These measures include: instruction using professional development for our

teachers from district reading and math coaches and Elbow-2-Elbow consultants,

classroom walk-through training, and student assessments using The Learning Institute,

school improvement specialist from Elbow-2-Elbow and district math and literacy

coaches.

Remediation

Students with academic deficiencies are given many opportunities to improve. Some of

these opportunities include Title I programs, computer labs, one-on-one with

paraprofessionals, and accelerated reader, accelerated math. The district has purchased

services from Elbow-2-Elbow and The Learning Institute to assist our teachers in

improving student achievement. Remediation is scheduled during the instructional day

for all students in grades 3-11 scoring less than proficient on the ACTAAP exam. Also,

an after school tutoring program is available. All of these programs have benefited our

students’ with academic improvement. We have seen our highest gains so far and we are

striving to continue to improve.

Literacy Programs

Core Literacy targets students in grades K-6. This is designed to train teachers in literacy

skills. Levelized reading materials are used so that students are reading on their ability

level.

Reading Recovery targets students in grades K-1. This program replaced our language

development class on the Edgewood campus. It is a 1-on-1 program for students needing

more help learning to read.

New textbooks have been purchased for all students with reading libraries in classrooms.

All of these programs have benefited our students. We have seen the benefit from

academic improvement in standardized test scores.

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ACT Scores

The average composite score is 18. We have enhancement classes in high school for

students to better themselves on the ACT. A summer ACT program is planned for the

coming summer.

Vocational Program

All vocational courses meet state approval. Students are scoring equal to or higher than

state average.

Supplemental Educational Services

Services will be offered at all three elementary schools in the areas of literacy and math at

no cost to the parents. Students participating in SES services must score below proficient

on standardized testing and their parents must meet financial guidelines based up free and

reduced meal status.

Alternative Learning Environment

ALE is offered for students that cannot function appropriately in the regular classroom or

for credit recovery. ALE classes are available at the Jr. & Sr. High Schools.

Technology

CIPA - Children’s Internet Protection Act

The Children’s Internet Protection Act (CIPA) was signed into law on December 21,

2000. Under CIPA no school or library may receive free internet services unless it

certifies that it is enforcing a policy of internet safety that includes the use of filtering or

blocking technology. This internet safety policy must protect our students from visual

depictions that are obscene, child pornography, or harmful to minors.

Watson Chapel School District blocks materials inappropriate for students. Our

Acceptable User Policy is found in the student handbook concerning the use of school

computers, network, and internet access. It includes a discussion of cyber bullying and

disciplinary consequences. When students and teachers login to our school’s network

system, they agree to our Acceptable User Policy according to the Network Warning

Banner.

We provide email for students in the Distance Learning Lab, East Lab, and the

computerized Accounting classes through a web site named, Gaggle.net. Gaggle.net is a

safe web based internet communication system for students where the teacher is always

in control. It allows schools to feel confident about giving their students access to email.

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It offers the highest degree of CIPA compliance. It blocks “visual depictions that are

obscene, child pornography, or harmful to minors”.

Distance Learning Lab

The Distance Learning Lab is available to students in the junior and senior high schools

allowing them to take courses that can not fit in a regular schedule. Also this lab can be

used for credit recovery. Oral Communications and Survey of Fine Arts is currently

taught to 9th

graders. Our distance learning lab is with the Arkansas Department of

Education Distance Learning Lab in Maumelle.

EAST Lab

Available to junior and senior high school students. The EAST Lab will allow students

to work on individual projects. These projects are community based.

21st Century After School Program

After school programs are offered for grades 2-6. More than 200 students are involved in

this activity. This program includes sessions for homework and tutorial as well as

physical activity.

Extra-Curricular Activities

Vocational clubs and organizations are available for student membership. Many students

are involved in athletics, music (instrumental and vocal) quiz bowl, and/or student

publications such as yearbook and school newspapers.

Curriculum

Thirty-eight units are required to be in the curriculum for grades 9-12. Watson Chapel

School offers 70 units. All schools in grades K-12 offer and teach all required courses.

Parent Involvement

Parents are always encouraged to be active in their child’s educational planning. Two

parent conferences will be scheduled each year. Parents are strongly advised to consult

with teachers during these meetings to determine each child’s progress.

All of our schools have a parent center located in each library. The librarians are the

facilitators for each center. The centers house materials to help parents and students.

Each facilitator can be reached by calling the principal’s office at each school.

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ACT 1220

Watson Chapel Schools have formed a School Nutrition and Physical Activity Advisory

Committee. This committee includes members from the various levels of school

organization.

Volunteer Program

Volunteers are encouraged on each campus.

Accreditation

All schools in this district are fully accredited by the Arkansas Department of Education

and the North Central Association. The district has AdvancEd Accreditation.

Watson Chapel High School Accredited

Watson Chapel Jr. High School Accredited

Coleman Intermediate School Accredited

L.L. Owen Elementary School Accredited

Edgewood Elementary School Accredited

The district has no teacher deficiencies at any of its five schools.

Enrollment

Total enrollment is 3100.

Graduation Rate

Watson Chapel Senior High School had a graduation rate of 87% last year.

Attendance Rate

The rate of attendance for the 2010-2011 school year is 94%.

Dropout Rate

The dropout rate is 3%.

School Choice

176 students from outside the district applied for school choice.

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State Reviews

The district will have a standards review this spring. The vocational programs at the Jr.

and Sr. High Schools will also be evaluated this year.

Statement

Watson Chapel School District is committed to providing our students an excellent

education. We want parents and the community involved in the educational process.

With everyone working toward the same goals, we can provide the education our students

needs.

District Website

wc-web.k12.ar.us

Documents

MINUTES BOARD MEETING - Home - Watson Chapel …wc-web.k12.ar.us/UserFiles/Servers/Server_81554/File/State Required... · MINUTES BOARD MEETING September 12 ... of the Year” for