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Principals present school improvement plans; district emphasizes teacher credibility and data-aligned instruction
Summary
Secondary principals outlined plans targeting relationships, PLCs, formative assessment alignment to ACT/YTOP, attendance strategies and a new district focus on 'teacher credibility' (trust, competence, dynamism, immediacy); trustees requested supplemental documents and public access to improvement plans.
At Tuesday’s board meeting, secondary principals from Sheridan Junior High, John C. Schiffer/Story, and Sheridan High School presented school improvement plans that prioritize relationships, professional learning communities and targeted instructional strategies.
Tim Cooper (Sheridan Junior High) reported that the school’s students show proficiency rates "17% better than their peers across Wyoming" on WiTAP metrics and described a cultural initiative he called "pronoia" to increase student confidence. Cooper and Jennifer Murphy outlined goals to strengthen motivation through feedback and teacher‑driven peer observations.
Mike Swan (John C. Schiffer/Story) described a three-part focus—formative assessment design, data collection and remediation/extension—intended to align classroom practice with ACT and YTOP expectations and to increase attendance through PBIS strategies.
At Sheridan High School, administrators framed their plan around two goals: increasing average ACT composite scores and improving teacher credibility, which assistant principal Levi Jensen summarized as trust and competence, with Casey O'Connor adding that dynamism and immediacy are also key domains. Jensen said the district will collect baseline teacher credibility data through teacher self-reflection surveys and anonymous student surveys, with follow-up analysis in spring to measure growth.
Trustees pressed for supplemental materials and clearer numerical benchmarks; several asked that the improvement plan details from the board packet be made more visible to the public. Superintendent and staff said assessment data and improvement materials are available on the district website and offered to provide further detail to trustees and stakeholders.
The presentations concluded without formal action; trustees thanked principals for tangible action steps linking relationships, professional development and measurable instructional practices.
