Using Title II, Title I, IDEA, and local funds, District 214 plans ongoing and expanded professional development in math, science, reading, college readiness, and instructional technology integration. The plan outlines weekly PLCs, building-based PD days, district-wide ESP institutes, and targeted PD on educational technology, mobile devices, blended learning (Schoology), Mastery Manager data use, and literacy across all content areas. A Director of Professional Learning coordinates graduate programs, workshops, and online/blended PD experiences, and the district leverages Global Compliance Network for mandated training. No PD vendors or platforms (beyond Schoology/GCN) are specified for upcoming technology-integration, literacy, or EL-focused PD, leaving room for external providers of turnkey PD, coaching, and micro-credentialing programs. Vendors specializing in secondary-level technology integration, PLC facilitation, data-driven instruction, and EL-inclusive teaching strategies can engage as the district aligns PD to its five-year strategic plan and Portrait of a Graduate.
PD supports district goals to increase rigor, ELA/math benchmark attainment, EL proficiency, and dua...
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Capital plan & early discussion
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West Elementary’s 2026-2031 school improvement plan outlines a multi‑year literacy initiative centered on Common Knowledge Language Arts (CKLA), UFLI, and Science of Reading-aligned instruction, supported by ATLAS, DIBELS, Renaissance STAR, and i‑Ready assessments. The plan calls for identifying essential standards, developing unit plans and common formative assessments for each core subject, and providing sustained professional development via the Northcentral Arkansas Education Service Cooperative and statewide conferences. This is forward-looking implementation and refinement work rather than a one-time purchase, with Year 1 (SY 25‑26) focused on continued use of CKLA and UFLI, and Year 2 (SY 26‑27) specifying explicit, intentional PD in CKLA. Vendors offering curriculum-aligned PD, literacy intervention tools, data dashboards, or Science of Reading materials can position themselves as partners in meeting Smart Goal Two (47% of K‑5 students scoring Level 3 or 4 in ATLAS ELA by 2026‑27). A practical next conversation would be with the principal or curriculum coordinator around how external tools or services could support PLCs, unit planning, and literacy interventions tied to the existing assessment suite.
Literacy efforts are driven by Arkansas Acts 83, 1082, and 1084, with RISE training required for tea...
West Elementary’s science needs assessment highlights that students struggle with grade-level scientific practices and that curriculum implementation has been inconsistent, prompting reliance on Amplify diagnostic testing and Cambium/ATLAS to monitor progress. The plan sets Smart Goal Four for SY 2026‑27: 50% of students in grades 3‑5 will score at Levels 3 or 4 on ATLAS Science, backed by a theory of action centered on consistent instruction and improved support from leadership. While specific core science materials are not detailed beyond Amplify diagnostics, the multi‑year focus on addressing scope and sequence gaps suggests room for curriculum alignment support, lab or inquiry resources, and teacher PD in NGSS- or state-standards-aligned instruction. Vendors providing science curriculum, formative assessment tools, or coaching can approach the principal and curriculum coordinator about helping standardize the program and leverage Amplify and ATLAS data to drive instruction toward the 50% proficiency target.
The document notes program inconsistency and gaps in scope and sequence as current problems, creatin...
The math section of the 2026-2031 improvement plan commits West Elementary to fully implement i‑Ready Mathematics for grades K‑5 beginning in SY 2025‑26, along with vertical alignment work and the adoption of standards-based grading (K‑2 first, then 3‑5 by SY 2027‑28). The school identifies gaps in scope and sequence and student difficulty with grade-level math operations as key issues, with multiple measures of learning coming from i‑Ready diagnostics and Cambium/ATLAS screeners. This creates a multi‑year need for curriculum-aligned math resources, implementation support, grading and reporting tools, and PD around standards-based instruction. Vendors can help with data-informed intervention planning, standards-based grading workflows, and teacher training to meet Smart Goal Three (48% of K‑5 students at Levels 3 or 4 on ATLAS math by 2026‑27). A useful next discussion would explore how external platforms or consulting can integrate with i‑Ready and ATLAS data to support RTI and grading changes.
The math initiative is explicitly framed as long-term, with emphasis on consistent use, fidelity, an...
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