comprehensive progress report...key = key indicator core function: school leadership and decision...

9/13/2017

DERMOTT ELEMENTARY SCHOOL

Comprehensive Progress Report

Mission:

Mission: By word and deed, we will lead all to succeed. Vision: Every Student is Inspired to Learn, Lead and Succeed.

Goals:

! = Past Due Actions

KEY = Key Indicator

Core Function: School Leadership and Decision Making

Effective Practice: Establishing a team structure with specific duties and time for instructional planning

ID01 A team structure is officially incorporated into the school governance policy.(36)

Implementation Status Assigned To Target Date

Initial Assessment: 6/1/16 Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district. All building and district level teams prepare agendas for their meetings and keep minutes of the proceedings. At the building level, the Leadership Team agendas and minutes are housed in the Indistar system. All other team meeting agendas and minutes are maintained by the facilitator of the team. All district level teams’ agendas and minutes are housed in Indistar. At the district level, the agenda and minutes are

Limited Development 01/08/2013

shared with all those who have a Leadership Team Indistar login. At the building level, the Leadership Teams’ agenda and minutes are accessible to all those who have a Leadership Team Indistar login. All other teams’ agenda and minutes are accessible to those who make requests. Both buildings in the district operate with a Leadership Team that includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.

Priority Score: 2 Opportunity Score: 3 Index Score: 6

How it will look

when fully met: District policy specifies the team structure for all schools which include a description of the teams’ purposes and how they are constituted. New school leaders are apprised of this expectation and how the effectiveness of teams is determined. A common team structure for a school consists of (but not limited to) a Leadership Team (consisting of principal and teacher leaders), teacher Instructional Teams (teaching common subject area or grade level), student team (a diverse group of student leaders), management team (campus administrators and other personnel as needed) and a School Community Council (with a majority of members being parents.

Objective Met

09/25/15

Shakelia Atkins 08/01/2016

Action(s) Created Date

1 9/15/15

The district policy specifies a team structure that includes a description of the teams' purpose and how they are constituted.

Complete 09/22/2015 Shakelia Jackson 10/01/2015

Notes:

2 5/11/16

The Leadership Team will create a survey to evaluate the effectiveness of the team.


Notes:

3 5/11/16

The Leadership Team will survey staff to determine the effectiveness of the Leadership Team.

Complete 04/29/2016 Henry Shifflett 05/02/2016

Notes:

4 5/11/16 The Leadership Team will analyze the data from the Leadership Team Complete 05/04/2016 LaWarn Rodgers 05/04/2016

Effectiveness Survey.

Notes:

5 5/11/16

The Leadership Team will create a plan to address any concerns found in the data from the survey of Leadership Team effectiveness.


Notes:

Implementation: 09/25/2015

Evidence 9/25/2015 The District Governance Policy for Leadership Teams has been revised and provided to building principals.

Experience 9/25/2015 Wise Ways were used to identify the recommended criteria for team structure in district policy. The district policy was revised to reflect what was suggested.

Sustainability 9/25/2015 Continued work to sustain efforts and continue to meet this objective will include ensuring buildings adhere to the policy each year and have the correct team structure in place.

ID04 All teams prepare agendas for their meetings.(39) Implementation Status Assigned To Target Date

Initial Assessment: 6/1/16 Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district. All building and district level teams prepare agendas for their meetings and keep minutes of the proceedings. At the building level, the Leadership Team agendas and minutes are housed in the Indistar system. All other team meeting agendas and minutes are maintained by the facilitator of the team. All district level teams’ agendas and minutes are housed in Indistar. At the district level, the agenda and minutes are


shared with all those who have a Leadership Team Indistar login. At the building level, the Leadership Teams’ agenda and minutes are accessible to all those who have a Leadership Team Indistar login. All other teams’ agenda and minutes are accessible to those who make requests. Both buildings in the district operate with a Leadership Team that includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.


How it will look

when fully met: Each team has a specific purpose and scheduled time to meet and works from agendas and minutes.

Objective Met

10/28/15



1 9/15/15

Agendas and minutes will be housed in the appropriate binder in the PLC room.


Notes:


Evidence 10/28/2015 Teams that meet have a designated location to house minutes, agendas, and sign-in sheets. These are available as evidence.

Experience 10/28/2015 Teams created agendas prior to the meetings. Sign-in sheets and minutes are expected of all teams when holding meetings.

Sustainability 10/28/2015 Continue the expectation that all teams must prepare agendas and have sign-in sheets and minutes. Occasionally teams will be monitored for these items

ID07 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other key professional staff meets regularly (twice a month or more for an hour each meeting).(42)


Initial Assessment: 6/1/16 Currently, the district has a Governance Policy that specifies the team structure for all schools. The Governance Policy has been approved by the School Board. The Leadership Team for the district and buildings are specified and include a description of the teams’ purpose and how they are constituted. New school leaders will be made aware of this team structure due to the Governance Policy being a part of the Teacher Handbook. An evaluation system has been developed and implemented for Leadership Teams at both campuses within the district. All building and district level teams prepare agendas for their meetings and keep minutes of the proceedings. At the building level, the Leadership Team agendas and minutes are housed in the Indistar system. All other team meeting agendas and minutes are maintained by the facilitator of the team. All district level teams’ agendas and minutes are housed in Indistar. At the district level, the agenda and minutes are shared with all those who have a Leadership Team Indistar login. At the building level, the Leadership Teams’ agenda and minutes are accessible to all those who have a Leadership Team Indistar login. All other teams’ agenda and minutes are accessible to those who make requests. Both buildings in the district operate with a Leadership Team that includes the principal, teacher leaders, and other staff as appropriate to the size and composition of the building. The Leadership Teams meet at least twice a month in regularly scheduled meetings of at least an hour. During the 2014-2015 and 2015-2016 school years, the high school Leadership Team had a sub team, the Core Leadership Team, which met weekly for at least an hour to review the School Improvement Plan. Currently, both buildings in the district have a Core Leadership Team as well as a Building Leadership Team.



How it will look

when fully met: The Leadership Team meets at least twice a month in regularly scheduled meetings of at least an hour.

Objective Met

09/25/15



1 9/15/15

Building Leadership Team and Core Leadership Team meeting schedules including dates and times are shared with team members.


Notes:


Evidence 9/25/2015 Evidence of this indicator being fully and effectively implemented is evidenced through meeting minutes that reflect times and dates of meetings and the shared Google calendar.

Experience 9/25/2015 Establishing a Core Leadership Team with members who have a more flexible schedule and are able to meet during the day has been more convenient and productive. However, having a Building Leadership Team with lead teachers who also meet together has been effective.

Sustainability 9/25/2015 The schedule of meetings will reflect the Core and Building Leadership Teams meeting at least twice per month for at least an hour at each meeting. Also, a schedule of meeting dates and times will be provided to members.

ID08 The Leadership Team serves as a conduit of communication to the faculty and staff.(43)


Initial Assessment: Currently we do not meet as scheduled also, the team feels we do not communicate to the faculty and/or community as we should.


How it will look

when fully met:


Notes:


Effective Practice: Focusing the principal’s role on building leadership capacity, achieving learning goals, and improving instruction

IE13 The principal offers frequent opportunities for staff and parents to voice constructive critique of the school’s progress and suggestions for improvement.(64)


Initial Assessment: The principal sends weekly memos to the staff titled, "Principal's Corner." This restates expectations and encourages staff to communicate concerns and needed supports. Faculty meetings are held monthly and offer opportunities for staff to give feedback and voice concerns and needed supports. Also, parents and community members meet with the principal as needed to share positive and


constructive feedback. Login information to view the School Improvement Plan is made available to the stakeholders via the district website.

How it will look

when fully met: Constructive critique can come through formal channels, such as teacher representation on the school’s Leadership Team and teacher and parent representation on a School Community Council. Open-air meetings to share goals, plans, and data can also be a forum for constructive input. The principal’s one-on-one meetings with staff and parents is another opportunity. The important consideration is that the school operates with a “culture of candor” in which people are encouraged to voice their constructive observations and recommendations.

Objective Met


Action(s) Created Date 4 of 4 (100%)

1 11/2/15

A School Community Council will be established that consists of various stakeholders.


Notes:

2 11/2/15

The yearly learning goals and quarterly objectives will be displayed in the hallway.

Complete 12/11/2015 Missy Adams 11/13/2015

Notes:

3 1/22/16

The School Community Council will meet to discuss student progress and welcome feedback.


Notes:

4 1/22/16

The yearly learning goals and quarterly objectives will be displayed in the hallway.


Notes:


Effective Practice: Aligning classroom observations with evaluation criteria and professional development

IF02 The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development.(66)


Initial Assessment: The principal records indicators of effective practice according to the standards outlined in TESS during classroom observations. Peer observations are limited and there are no consistent indicators of effectiveness that are outlined in a feedback form. The principal does not formally aggregate the observational data to show patterns or


practice. The Leadership Team does not review this analysis in planning professional development.

How it will look

when fully met: The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development (IF11). Professional Development (PD)activities include whole faculty, small group and individual PD based on identified needs from observations (IF08). Teachers develop individual professional development plans based on classroom observations which inform the teachers’ plans (IF06). The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development (IF02). Putting all these pieces together depends upon first instituting standard practices and procedures that: 1. Link the improvement plan to subsequent activities, such as professional development 2. Maintain records of participation in trainings 3. Gather participant evaluations of trainings 4. Cite minutes from Instructional Team meetings show that teams carried the training into their discussions and plans 5. Gather information from individual teachers on changed practices 6. Determine the effectiveness of the changed practices 7. Determine improvements in student learning that might result from particular changes in practice.

Objective Met



1 1/22/16

The Building Administrator will present aggregated classroom observation data from February to Leadership Team.


Notes:

2 1/22/16

The Building Administrator will visit each classroom at least once during the month of March and provide each teacher with feedback.


Notes:

IF06 Teachers are required to make individual professional development plans based on classroom observations.(70)


Initial Assessment: Teachers currently develop individual professional development plans based on their professional growth plan they are required to complete each year. The principal uses observation data to provided teachers with ideas for professional growth. The principal and teachers meet the requirements of the TESS.


How it will look

when fully met: Classroom observations are conducted by the principal, support staff, and other teachers (peer-to-peer). Feedback and information from the observations are used in developing teachers' professional growth plans. While some professional development is provided for a whole faculty, or a subject area or grade level, each teacher has the opportunity to hone his or her own practice through a personal professional development plan.

Objective Met



1 3/28/16

The principal will discuss professional development with teachers when providing feedback after classroom observations.


Notes:

IF11 The school provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(3984)


Initial Assessment: Currently teachers are attending PD on and off campus. At the conclusion of each PD session, teachers are required to take a survey on additional PD needs. The local ESC sends out a survey in the spring of each year assessing teacher PD needs. The results of this survey are used to determine what PD the local ESC will offer in the summer.



How it will look

when fully met: The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development (IF11). Professional Development (PD) activities include whole faculty, small group and individual PD based on identified needs from observations (IF08). Teachers develop individual professional development plans based on classroom observations which inform the teachers’ plans (IF06). The Leadership Team reviews the principal’s summary reports of classroom observations and takes them into account in planning professional development (IF02). Putting all these pieces together depends upon first instituting standard practices and procedures that: 1. Link the improvement plan to subsequent activities, such as professional development 2. Maintain records of participation in trainings 3. Gather participant evaluations of trainings 4. Cite minutes from Instructional Team meetings show that teams carried the training into their discussions and plans

Objective Met

06/05/15


5. Gather information from individual teachers on changed practices 6. Determine the effectiveness of the changed practices 7. Determine improvements in student learning that might result from particular changes in practice.


1

10/7/14

Teachers will particpate in survey periodically administered by the curriculum committee to determine individual professional development needs.

Complete 03/15/2015 Uwanda Wright 05/29/2015

Notes: The teachers were sent a survey by email on 9-16-14 about what specific professional development needs they had and would like additional training on during the upcoming October 17, 2014 in house professional development. Teachers were given online surveys to complete after each professional development session held on October 17, 2014 to assess their gain in knowledge and skills as well as to determine what additional assistance is needed. Teachers were also administered an online survey after each session on November 21, 2014 to assess their gain in knowledge and skills as well as determine what additional assistance is still needed. On December 4, 2014, the superintendent sent an online survey to teachers in the district to determine what the strength, weaknesses, and opinions are related to BYOC. The building principal and internal SIS designed a survey to administer to teachers on November 12, 2014 at a faculty meeting to determine their perception of their classroom management strengths and support from administration. Identified teachers will participate in Day 2 of classroom management training on February 2, 2015. The principal asked teachers and staff to complete a survey that would identify their professional development needs on March 15, 2015.

2 3/28/16

The building administrator will informally survey teachers to determine what professional development needs they have.


Notes:


Evidence 6/5/2015 Small group meetings have occurred to provide support to teachers who have been identified as needing specific professional development. Building administrator notes are available as evidence.

Experience 6/5/2015 Internal and external resources were used to provide professional development to teachers who were identified as needing support in

unit writing, classroom management, content knowledge, and technology.

Sustainability 6/5/2015 Continue to conduct observations, informal and formal CWTS, and provide assistance and support when necessary.


Effective Practice: Expanded time for student learning and teacher collaboration

IH01 The school monitors progress of the extended learning time programs and other strategies related to school improvement.(3981)


Initial Assessment: Currently, the school has extended days. The school day begins at 7:40 and ends at 3:21. The elementary provides double blocking of the computer labs. The extended day beyond 3:21 offers homework, academic tutoring, and enrichment opportunities.


How it will look

when fully met: In addition to what is currently being implemented, a summer school program will be established. The school will use TLI assessment data to monitor the progress of extended learning time programs and strategies being implemented. Data from surveys administered to parents requesting information on their perception of the success of the programs will be used to monitor the programs progress.

Objective Met



1 10/7/14 Teachers will create pre- and post-tests using TLI. Complete 01/05/2015 Uwanda Wright 05/29/2015

Notes: Teachers are using TLI to create Pre- and Post-test. The Pre-tests are created by the teacher and are housed in each teacher's Assessment Binder. The Post-Tests are created by TLI and are used as interim assessments.

2 10/7/14

The building will distribute surveys to parents to identify percieved areas of success.


Notes: On Friday, January 9, 2015, a survey developed by the building principal and district SIS was sent home with students. The survey sought feedback from parents on their perceived areas of success. The survey focused on the following areas: communication, academics, opportunities to be involved, safety, and fulfillment of the district mission.

3 10/7/14

Selected teachers will attend training on the evaluation process for the 21st Century Program that serves students beyond the school day.

Complete 11/03/2014 Kristi Ridgell 11/03/2014

Notes: The 21st Century on-site coordinator and the instructional facilitator attended the training and presented the information to the teachers involved in the program. Each Friday after school, the teachers involved in the program meet too receive updates and information. 21st Century on-site coordinator, Mrs. Calbert, and Mrs. Faith assessed the program on November 4, 2014.

4 1/27/15

Monthly incentives are in place to reward students who do not receive any discipline referrals.

Complete 02/06/2015 Lesa Caine 04/30/2015

Notes: An incentive program has been developed and sustained by the Student Safety and discipline team to reward students who do not receive any discipline referrals.

5 1/27/15 Safety walks will be conducted quarterly. Complete 02/02/2015 Lesa Caine 05/29/2015

Notes: The Student Safety and Discipline Team has a scheduled for conducting safety walks. The results are discussed and reviewed at meetings.

6

1/27/15

During a faculty meeting at the beginning of the 3rd quarter, a list of students who were unrepresented at school functions during 2nd quarter will be distributed to the teachers.

Complete 03/11/2015 LaWarn Rodgers 02/27/2015

Notes: The Parent Involvement Team Chairperson emailed a list of the unrepresented students to the faculty and encouraged the teachers to contact those parents with something positive.

7 1/27/15

During 3rd quarter, the staff will be encouraged to make positive contacts to the parents of the unrepresented students for 2nd quarter.


Notes: The Parent Involvement Team Chairperson emailed a list of the unrepresented students to the faculty and encouraged the teachers to contact those parents with something positive.

8 3/28/16

The building principal will consult with the District Leadership Team to develop a plan for evaluating extended learning time programs.


Notes:


Effective Practice: Ensuring High Quality Staff - Recruitment, Evaluation, and Retention

II01 The school works collaboratively with the district to recruit and retain highly-qualified teachers to support school improvement.(3982)


Initial Assessment: none Limited Development 01/27/2015


How it will look

when fully met: There will be a plan to recruit and retain quality staff. Objective Met

06/05/15

Kristi Ridgell 03/31/2015


1 1/27/15 The principal will attend job fairs at various locations. Complete 03/31/2015 Kristi Ridgell 03/31/2015

Notes: The principal has attended a job fair at UAM and has gathered information from others in the district who has attended job fairs when she was unable to attend.

2 1/27/15

The principal will contact the regional cooperative and ERZ for potential employees looking for employment.


Notes: The principal has spoken with the ERZ director and the regional cooperative to seek applicants.

3 1/27/15

A recruitment plan will be developed to identify what resources are available to potential employees.


Notes: A brochure has been developed to distribute to potential employees that includes information about the surrounding area and the district such as demographics, enrollment, mission and vision statements, goals, school improvement status, and highlights about the county.


Evidence 6/5/2015 Partnerships with Arkansas Teacher Core, Teach for America, colleges, universities, ERZ, and the local education cooperative have been established. Building administrators and district personnel have attended teacher fairs at a variety of universities.

Experience 6/5/2015 The experience has been positive and successful.

Sustainability 6/5/2015 Building administrators and district personnel will continue to attended college fairs and maintain the partnerships created.

Core Function: Curriculum, Assessment, and Instructional Planning

Effective Practice: Engaging teachers in aligning instruction with standards and benchmarks

IIA01 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(88)


Initial Assessment: The district and building requires and expects teachers to develop units of instruction. However, not all teachers comply to the this expectation. Since some courses do not have units developed, not all units are aligned to standards.


How it will look

when fully met: adsfasdf Objective Met



1 11/11/15

The instructional facilitator will notify the teacher and principal of courses that do not have current lesson plans developed.


Notes:

2

11/11/15

The units of instruction and weekly lesson plans will be reviewed and feedback will be provided to teachers by the instructional facilitator and/ or curriculum coordinator weekly.


Notes:

3 11/11/15

Teachers who do not complete weekly lessons will conference with the building administer.


Notes:

4

1/22/16

The units of instruction and weekly lesson plans will be reviewed and feedback will be provided to teachers by the instructional facilitator and/ or curriculum coordinator weekly.


Notes:

5 1/22/16

Teachers who do not complete weekly lessons will conference with the building administer.


Notes:

IIA02 Units of instruction include standards-based objectives and criteria for mastery.(89)


Initial Assessment: Some teachers have units and others are still working on them. The building is preparing professional development in order to implement school wide.


How it will look

when fully met: All teachers will use units of instruction to improve student achievement and ensure all standards are taught.

Objective Met



1

3/6/14

Teachers will create and teach from standards based alligned units of instruction.

Complete 06/05/2015 Kristi Ridgell/Uwanda

Wright

06/01/2015

Notes: Teachers are currently working on units of instruction using UBD and BYOC. This task is not fully implemented, however, it is a work process. Teachers are utilizing TLI modules to assist them in creating standards based aligned units of instruction. As of 6/5/15, teachers have developed and revised units throughout the 2014-2015 school year. Revision will continue into 2015-2016.

2 3/6/14

Units of instruction (including daily activities)must be turned in the Friday before the unit will be taught.


Notes: Teachers are turning their units of instruction including daily activities(lesson plans)by Friday. This task is fully implemented.

3 3/6/14

Teachers will keep a binder in their classroom and electronic copy (shared folder) of their units to be accessible at all times.


Notes: Fully implemented Sustained practice

6 10/14/14

Teachers will keep units of instruction in a binder in their classroom and upload the components into BYOC.


Notes: Teachers have begun developing units of instruction and have received feedback and guidance throughout the year. This task will be ongoing but for the 2014-2015 school year, this task is considered complete.


Effective Practice: Engaging teachers in assessing and monitoring student mastery

IIB01 Units of instruction include pre-/post-tests to assess student mastery of standards-based objectives.(91)


Initial Assessment: Not all teachers have units of study complete, therefore pre and post tests are not given by all teachers.


How it will look

when fully met: All teachers will give Pre and Post Tests to assess student mastery of standards based objectives.

Lesa Caine 12/16/2016


Notes:

! IIB04 Teachers individualize instruction based on pre-test results to provide support for some students and enhanced learning opportunities for others.(94)


Initial Assessment: 6/1/16 More teachers than previously noted are administering pre-assessments and reviewing the data from those assessments. Most teachers use Quiz Builder from the TLI Program to create pre-assessments that are parallel to the TLI Interim Assessments. More teachers are differentiating for both the students in need of extra help in reaching the objectives and students demonstrating early mastery who benefit from enhanced assignments. However, most of the adjustments to lessons and differentiating of assignments are centered on those students who are in need of extra help reaching the objectives.


How it will look

when fully met: The pre-test is a quick formative assessment at the beginning of a lesson or unit to determine each student’s mastery of standards-aligned objectives prior to teaching the lesson or unit. The data from the pre-test enables the teacher to modify the lessons and to differentiate assignments for students, providing extra help for some and enhancing the assignments for others.



1 11/2/15

All teachers will document in their lesson plans when pre-assessments will be administered.

Uwanda Wright 03/17/2016

Notes:

2 11/2/15

Teachers will document in their weekly lesson plans remediation, differentiation, and enrichment opportunities.


Notes:

IIB05 All teachers re-teach based on post-test results.(95) Implementation Status Assigned To Target Date

Initial Assessment: Some teachers have an individualized process for re-teaching. Limited Development 03/06/2014

How it will look

when fully met: All teachers will re-teach based on post-test results. Objective Met



1

3/6/14

Teachers will reteach and retest areas of student weakness. Documentation muust be provided to determine student level of mastery.


Notes: Literacy Facilitator provided a list of the weak skills to the teacher for

remediation and re-teaching to reach mastery of the skills. Fully implemented

2

3/6/14

Formative and summative assessments will be analyzed to determine areas of student weakness. PLC meetings will be used to analyze the assessment data.


Notes: Fully implemented. Teachers analyze the assessments during their PLCs meetings to determine students' weaknesses.

3 3/6/14

AIPs/IRIs will be created and used to address each students area(s) of weakness.


Notes: Fully implemented.

6

10/14/14

Formative and summative assessments will be analyzed to determine areas of student weakness and strength. PLC meetings will be used to analyze the assessment data.


Notes: PLC Feedback sheets submitted to the principal reflect teachers identifying student weaknesses and strengths.


Effective Practice: Assessing student learning frequently with standards-based assessments

IID02 The school tests each student at least 3 times each year to determine progress toward standards-based objectives.(100)


Initial Assessment: The school currently tests students at least three times per year through interim assessments designed by The Learning Institute. Also, students are administered the STAR, DIBLES, and DRA assessments as well. The Leadership Team consistently reviews the TLI results but the DIBLES, DRA, and STAR results are seldom reviewed if at all. In 2014-2015, the instructional teams and teachers did not systematically review assessment data and make adjustments in instructional plans to differentiate assignments and supports for individual students. However, within the current school year, teachers have reviewed diagnostic data and have begun assigning students to appropriate groups based on results.



How it will look

when fully met: The school administers interim assessments at least three times a year to all students. The Leadership Team reviews the results and provides supports to the Instructional Teams based on the analysis of results. The instructional teams and individual teachers systematically review

Objective Met

09/25/15


the results to make adjustments in instructional plans and differentiate assignments and supports for individual students. These interim assessments are designed to measure students’ progress toward year-end standards-based assessments. The assessments help teachers make adaptations in instruction and to identify students in need of additional assistance. Instructional Teams and individual teachers review the results to make the necessary adjustments. They also enable the school to see areas of strength and weakness in the curriculum and instructional plans. Leadership Teams review the results for the entire school and across grade levels and subject areas.


1 9/15/15

A testing calendar for math, literacy, and science will be developed that includes at least 3 interim assessments.


Notes:


Evidence 9/25/2015 Evidence that this Objective has been full and effectively implemented is provided through the TLI Assessment Schedule.

Experience 9/25/2015 Each year, the instructional facilitator and teachers review the curriculum guide and make the necessary changes. The instructional facilitator determines the dates for the interim assessments and The Learning Institute provides the interim assessments on the dates provided. The teachers analyze this data in their PLCs and plan for instructional changes based on the results. During the current year, students AIPs were developed using the data from the interim assessments provided by The Learning Institute.

Sustainability 9/25/2015 To sustain the efforts to continue to meet this objective, teachers will continue to review the curriculum guide each year and make adjustments. The instructional facilitator will continue to submit testing dates to The Learning Institute while ensuring that reading, writing, language, math, and science tests are administered at least three times a year.

IID06 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(104)


Initial Assessment: The school has previously aligned learning goals with the state designated Annual Measurable Objectives for math and literacy. The school monitored these goals by developing and reviewing Interim Measurable Objectives quarterly. The goals were both reasonable and sufficiently challenging as determined by the building Leadership Team with guidance from the district School Improvement Specialist. The quarterly Interim Measurable Objectives are determined by the previous years’ interim assessments results. The goals are set by subject level.


How it will look

when fully met: The Leadership Team sets annual goals for student learning outcomes. These goals are based on student learning data and are both reasonable and sufficiently challenging. The goals include goals for the whole school, grade levels, subject areas, and student subgroups.

Objective Met



1

9/15/15

The core Leadership Team will analyze the literacy, math, and science TLI assessment data from 2014-2015 to determine 2015-2016 grade, subject, and whole school yearly learning goals.


Notes:

2

9/15/15

The Leadership Team will review the literacy, math, and science TLI assessment data at the end of the 1st quarter to monitor the progress towards meeting the grade, subject, and whole school yearly learning goals.


Notes:

3

10/28/15

The Leadership Team will review the literacy, math, and science TLI assessment data at the end of the 2nd quarter to monitor the progress towards meeting the grade, subject, and whole school yearly learning goals.


Notes:

IID07 The Leadership Team monitors school-level student learning data.(105)


Initial Assessment: The core leadership team analyzed the target test data in both Mathematics and Literacy. The building leadership team reviewed analyzed Target Test data. At the beginning of the year the teachers identified students with greatest need.



How it will look

when fully met: The entire Leadership Team will analyze student learning data and identify the strengths and weaknesses based on interim assessments. Other sources or assessments such as State assessments, teacher made assessments, Star, Dibels, DRA, AIPs, IRIs will be used during decision making. IMOs will be written in a series for no less than 4 quarters to chart progress in both Mathematics and Literacy.

Objective Met

06/05/15



1

10/14/14

Prior to mid May of the current year the next set of IMOs in the areas of Mathematics and Literacy will be written in a series for the next school year.


Notes: During a Building Leadership Team Meeting on Tuesday, June 2, 2015, elementary team members reviewed interim assessment data and IMO data to establish IMO percentages for Student Progress and Monitoring for mathematics and literacy for the 2015-2016 school year.

2

2/5/14

The Leadership team will look at the current year interim test results to determine the cause for successful IMOs and IMOs not met for the 3rd and 4th Quarters.


Notes: Fully implemented. After analyzing the interim test results, the leadership team chair updated the IMOs charts to the current status. We discussed the results as a leadership team.

3

2/5/14

Prior to mid April of the current year the next set of IMOs in the areas of Mathematics and Literacy will be written in a series for the next school year.


Notes: This was completed in professional development on July 28 and July 29, 2014.

4

2/5/14

Prior year data including Post tests and current Year Pretest Interim assessment data will be provided to the Leadership team for decision making.


Notes: Not fully implemented. Current year pre test has not be given by 100% of the teachers. Updated 10/8/2014 it was decided by the leadership team to carry over to the 2014-2015. Comment on 4/22/15: The leadership team has used interim assessment data for baseline data in making decisions regarding IMO development, academic incentives, and to identify teachers who may need support.

5 10/14/14

The Leadership team will analyze interim test data to identify factors contributing to student achievement and concerns or barriers


contributing to lack of mastery.

Notes: The Leadership Team has reviewed interim test data and compared it to STAR Reading Data and Benchmark Data. Factors contributing to achievement and lack of mastery were discussed.

6 1/27/15

During monthly faculty meetings, teachers will be provided data from CWTs.


Notes: The principal shares CWT data and/ or observation data with the staff regulalry at faculty meetings.

7 1/27/15

Leadership team members will partner with nonmember teachers and conduct CWTs.


Notes: Several leadership team members have partnered with a nonmember and conducted classroom walk throughs together.


Evidence 6/5/2015 Leadership Team meeting minutes and artifacts reflect a variety of data that has been reviewed for decision making.

Experience 6/5/2015 The student learning data was evaluated quarterly to monitor instructional delivery and student successes.

Sustainability 6/5/2015 The Leadership Team will continue to use interim assessment data to make decisions and monitor student achievement.

IID10 Instructional Teams use student learning data to identify students in need of instructional support or enhancement.(108)


Initial Assessment: First grade uses DRA and Dibels to determine students eligible for Reading Recovery. Kindergarten and second grade use Dibels and/or DRA to identify students for small group reading intervention.


How it will look

when fully met: Instructional team/PLC will analyze standardized test results, STAR test data, Dibels and DRA, IRI and AIP's, interim testing and teacher recommendation based on formative assessments and needs assessments (personal social/home environment/ Social History or personal data form) to identify the students in need of interventions or enhancement.



Notes:

! IID11 Instructional Teams review the results of unit pre-/post-tests to make decisions about the curriculum and instructional plans and to "red flag" students in need of intervention (both students in need of tutoring or extra help and students needing enhanced learning opportunities because of their early mastery of objectives).(109)


Initial Assessment: In 2014-2015, teachers developed unit plans during instructional team meetings. However, the instructional facilitator was on medical leave for several months and the quality of the plans was not reviewed. It is uncertain what assessments were developed to correlate with these unit plans. The assessments were not monitored. During the current year, 2015-2016, there is some evidence that unit plans are being adjusted based on data. As a result of diagnostic testing within the current year, students are being identified as needing extra help or are surging ahead.


How it will look

when fully met: This indicator is linked to several others and assumes that teachers meet as Instructional Teams, develop units of instruction, and create formative assessments including unit pre-tests and post-tests. The nature of a pre-test varies according to the grade level and subject, but its purpose is to get a quick read on students’ readiness for new learning. Likewise with a post-test. For the early grades, the pre-tests and post-tests may be several mini-assessments in which the teacher gauges mastery at different points in a unit before presenting smaller doses of new learning. However administered, these teacher-created assessments yield valuable information for the Instructional Team. This indicator emphasizes that ongoing, teacher-created assessments are used by the Instructional Teams to refine the curriculum, develop more effective instructional plans, and also to alert teachers to students who need extra help or enhanced assignments.



1

1/27/15

Math and Literacy vertical teams will discuss test/assessment data and make adjustments to curriculum. Two math and literacy vertical team meetings will be held during second semester to discuss test/assessment data and make adjustments to curriculum.


Notes: The first vertical team meeting was held Friday, February 13, 2015. Comment on 4/22/15: The dates available for the second vertical team meeting will extend beyond the due date of this task, 4/30/15. Therefore, the completed date for this task is being changed from 4/30/15 to 6/8/15. All teachers in grades 1-6 and the Math/ Literacy Instructional Facilitator attended a curriculum meeting at The Learning

Institute on May 11-12, 2015 to give feedback and update the curriculum maps for the 2015-2016 school year.

2

9/15/15

The 2nd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

3

9/15/15

The 3rd grade Instructional Team will review and develop a plan to address identified areas math interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

4

9/15/15

The 4th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

5

9/15/15



Notes:

6

9/15/15

The 1st grade Instructional Team will review and develop a plan to address identified areas of weakness related to the writing interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

7

9/15/15

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

8

9/15/15

The 4th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

9

9/15/15



Notes:

10

9/15/15

The 5th grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 1 assessment.


Notes:

11 9/15/15

The Leadership Team will review 3rd grade Module 1 math interim assessment data analyzed by the Instructional Teams.


Notes:

12 9/15/15

The Leadership Team will review 4th grade Module 1 math interim assessment data analyzed by the Instructional Teams.


Notes:

13 9/15/15



Notes:

14 9/15/15

The Leadership Team will review 1st grade Module 1 writing interim assessment data analyzed by the Instructional Teams.


Notes:

15

9/15/15

The Leadership Team will review 2nd grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams.


Notes:

16

9/15/15

The Leadership Team will review 3rd grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams


Notes:

17

9/15/15

The Leadership Team will review 4th grade Module 1 reading, writing, and language interim assessment data analyzed by the Instructional Teams.


Notes:

18

9/15/15



Notes:

19

9/15/15



Notes:

20 9/15/15

The Leadership Team will review 5th grade Module 1 science interim assessment data analyzed by the Instructional Teams.


Notes:

21

11/12/15



Notes:

22

11/12/15



Notes:

24

11/12/15

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 2 assessment.


Notes:

25

11/12/15

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 2 assessment.


Notes:

26

11/12/15



Notes:

27

11/12/15



Notes:

28

11/12/15



Notes:

29

11/12/15



Notes:

30

11/12/15



Notes:

31

11/12/15



Notes:

32

11/12/15



Notes:

33

11/12/15



Notes:

34 11/12/15 The Leadership Team will review 2nd grade Module 2 reading, writing, Complete 12/09/2015 Shakelia Jackson 12/09/2015

language, and math interim assessment data analyzed by the Instructional Teams.

Notes:

35 11/12/15

The Leadership Team will review 3rd grade Module 2 math interim assessment data analyzed by the Instructional Teams.


Notes:

36 11/12/15



Notes:

37 11/12/15

The Leadership Team will review 5th grade Module 2 math and science interim assessment data analyzed by the Instructional Teams.


Notes:

38 11/12/15

The Leadership Team will review 6th grade Module 2 science interim assessment data analyzed by the Instructional Teams.


Notes:

39

1/22/16



Notes:

40

1/22/16

The 1st grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 3 assessment.


Notes:

41

1/22/16



Notes:

42

1/22/16

The 2nd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 3 assessment.


Notes:

43

1/22/16

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the math interim assessment data analyzed by the individual teacher after the Module 4 assessment.


Notes:

44

1/22/16

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 3 assessment.


Notes:

45

1/22/16

The 3rd grade Instructional Team will review and develop a plan to address identified areas of weakness related to the science interim assessment data analyzed by the individual teacher after the Module 3 assessment.


Notes:

46

1/22/16



Notes:

47

1/22/16



Notes:

48

1/22/16



Notes:

49

1/22/16



Notes:

50 1/22/16 The 5th grade Instructional Team will review and develop a plan to Complete 02/11/2016 Uwanda Wright 02/11/2016

address identified areas of weakness related to the reading, writing, and language interim assessment data analyzed by the individual teacher after the Module 3 assessment.

Notes:

51

1/22/16



Notes:

52

1/22/16



Notes:

53 1/22/16

The Leadership Team will review 1st grade Module 3 writing and math interim assessment data analyzed by the Instructional Teams.


Notes:

54

1/22/16

The Leadership Team will review 2nd grade Module 3 reading, writing, language, and math interim assessment data analyzed by the Instructional Teams.


Notes:

55

1/22/16

The Leadership Team will review 3rd grade Module 3 math, reading, writing, and language interim assessment data analyzed by the Instructional Teams.


Notes:

56

1/22/16



Notes:

57 1/22/16



Notes:

58 1/22/16



Notes:

Core Function: Classroom Instruction

Effective Practice: Expecting and monitoring sound instruction in a variety of modes

IIIA01 All teachers are guided by a document that aligns standards, curriculum, instruction, and assessment.(110)


Initial Assessment: Some teachers can produce some components of written curriculum. Limited Development 03/06/2014


How it will look

when fully met: A written curriculum will be in place for all teachers. Objective Met

06/05/15



1 3/6/14

An assessment must be administered after each skill or group of connected skills is taught.


Notes: Fully implemented. Grades 3-6 took target test that identified CCSS for each nine weeks.

2 10/14/14

An assessment will be administered after each module of standards aligned by the TLI curriculum pacing guide is taught.


Notes: A interim assessment schedule developed by TLI has been implemented during the 2014-2015 school year. Math, science, and literacy assessments have been administered after each module of standards has been taught.

3 10/14/14

Common summative assessments, including pre- and post-tests, will be given by teachers at each grade level to monitor student progress.


Notes: Comment updated on 3/6/15: All teachers have common summative assessments except 2nd grade. Interventions are in place to provide support to an identified teacher. These supports will allow monitored collaboration in PLCs to ensure common pre-tests are used for 2nd grade teachers. Therefore, a new due date of 4/10/15 instead of 12/19/15 is more attainable. Comment on 4/22/15: All grade level teachers share common summative assessments, include pre- and post-tests. However, due to the interventions and support being provided to a second grade teacher, all pre-tests for grade have not been common between the two teachers. It is determined by the leadership team, that this task has been met with regard to the special circumstances presented by the second grade.


Evidence 6/5/2015 TLI interim assessment data, Units of instruction, TLI curriculum pacing guides

Experience 6/5/2015 The teachers used TLI curriculum pacing guides for the first time this year. The interim assessments scores for literacy were for the most part consistent and proficient throughout the year. The Core Guides and Curriculum Pacing guides were used to guide instruction and develop unit plans. For mathematics, the TLI documents proved to be successful, however, low scores could be contributed to ineffective teachers. Teachers have attended professional development at TLI to continue the work for next year.

Sustainability 6/5/2015 Teachers will continue to use TLI and IMO statuses will be evaluated using TLI assessments that are created based on the pacing guides teachers are expected to follow.

IIIA02 All teachers develop weekly lesson plans based on aligned units of instruction.(111)


Initial Assessment: Some teachers are developing weekly lesson plans. However, not all are based on aligned units of study for CCSS.


How it will look

when fully met: All (85 %) of teachers will have weekly lesson plans posted in the shared instruction folder (by noon on Monday of the teaching week). These plans will be based on units of study aligned to CCSS.

Objective Met



1 2/5/14

The building administrator will spot check lesson plan binders located in classrooms monthly.



2

1/8/13

Staff will be trained in UBD (template and the backward design process). Please note that this training is ongoing and will not be completed until the end of the 2013 - 2014 school year.

Complete 06/02/2014 Arneice Gardner 05/30/2014

Notes: Fully implemented, staff attended an after school professional development on UBD.

3 2/3/14

All classroom teachers will place completed lesson plans in the shared instruction folder.


Notes: Not fully implemented, not all teachers lesson plans were in shared folder.

The shared folder is no longer used by the district. The shared folder has been replaced with Building your own Curriculum. We will complete lesson plans/units in the BYOC for the 2014-2015 school year.

4

2/4/14

All classroom teachers will place a hard copy of their lesson plans in a lesson plan binder located in each classroom for teacher use as well as observation and coaching purposes.


Notes: Not fully implemented, not 100% of teachers place a hard copy of their lesson plans in a lesson plan binder located in each classroom for teacher use as well as observation and coaching purposes. We will carry this task over to the 2014-2015 school year.

5

5/6/13

Continue training and implement UBD through PLC's and staff development. Individual assistance will be given to teachers during prep time as needed by the curriculum and instruction team.(year 2)

Complete 06/02/2014 Arneice Gardner 06/30/2014


6 5/6/13

Continue training new staff and implement UBD through PLC's and staff development. Have lesson plans aligned to UBD units. (year 3)


Notes:

7

3/6/14

Teachers will incorporate the use of technology where appropriate in their weekly instruction. To include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet (i.e. www.Khanacademy.org).


Notes: Not fully implemented, not 100% of teachers use the technology, to include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet) where appropriate in the their weekly instruction. We will carry this task over to the 2014-2015 school year.

8 3/6/14

Teachers will include the use of manipulatives/hands-on/authentic activites in their weekly instruction.


Notes: Not fully implemented, not 100% of teachers include the use of manipulatives/hands-on/authentic activities in their weekly instruction. We will carry this task over to the 2014-2015 school year

9

10/14/14

Continue training and implementation UBD through PLC's and staff development. Individual assistance will be given to teachers during prep time as needed.


Notes: Teachers have received formal UBD training on October 17, 2014 during an in-house Professional Development day. On several sessions, individual assistance has been provided to teachers during their prep time to support them in their unit writing. Units are reviewed and feedback is provided to teachers regularly.

10

10/14/14

Teachers will incorporate the use of technology where appropriate in their weekly instruction. This will be documented in unit plans and BYOC. To include but not limited to Interwrite boards, computers, Ipads, laptops, calculators, and the internet.


Notes: Teachers are required to submit unit plans that incorporate the use of technology within each unit. Teachers are encouraged to plan to incorporate technology into their classroom instruction or assessment at least once per week when appropriate. There is a designated location in BYOC that teachers submit this information.

IIIA35 Students are engaged and on task.(144) Implementation Status Assigned To Target Date

Initial Assessment: We need to improve in using higher levels of Bloom's and research based instructional practices. (page 29 self-audit report) The school's instructional program has begun to engage all students by using newly modeled research-based practices to improve student academic performance. A few teachers still need assistance and support in lesson design, planning and delivery at the Elementary school (page 39 self-audit report)



How it will look

when fully met: All (85% or more) students in each class are actively engaged in using effective, varied, and research-based practices to improve student academic performance. Higher levels of Bloom's will be utilized in these practices.

Objective Met

12/02/14



1

4/15/13

1. CWTs and lesson plans will show if all students in each class are actively engaged in using effective, varied, and research based instructional strategies to improve student academic performance. Higher levels of Bloom's will be utilized in these practices


Notes: Fully implemented. According to CWT reports this task has been met.

2 4/15/13

Determine needed professional development necessary for teachers to effectively address all levels of Bloom's.


Notes: This task was fully completed and professional development is always based on the needs of the teachers.


Evidence 12/2/2014 CWT data and Bloomboard ratings

Experience 12/2/2014 Classroom walkthroughs and informal observations have been conducted. Activities included in lesson plans and units are reviewed.

Sustainability 12/2/2014 Continue CWTs, formal and informal observations and review of lesson plans.


Effective Practice: Expecting and monitoring sound homework practices and communication with parents

IIIB01 All teachers maintain a file of communication with parents.(150) Implementation Status Assigned To Target Date

Initial Assessment: Teachers have been encouraged to make regular contact with parents. Most, but not all teachers communicate with parents on a regular basis.



How it will look

when fully met: All teachers will make regular contact with parents and a maitain a file of communication.

Objective Met

12/02/14

Pat Torrence 05/30/2014


1

2/4/14

Teachers will create a Communication Binder to document communication with parents to include school to home communication as well as home to school communication.

Complete 06/02/2014 Pat Torrence 02/28/2014

Notes: Fully implemented, teachers sent communication folders home weekly for parents to view and sign and return to school.

2 2/4/14 All teachers will make at least 2 positive parent contacts each month. Complete 05/30/2014 Pat Torrence 05/30/2014

Notes: Not fully implemented, not 100% of all teachers made contacts.

3 2/4/14

Teachers will record all parent contacts on the monthly Parent Contact Record.

Complete 06/02/2014 Pat Torrence 05/30/2014

Notes: Fully implemented, teachers recorded and turned in parent contact record.


Evidence 12/2/2014 Teachers maintain communication files and submit regular to the parent involvement coordinator.

Experience 12/2/2014 Teachers keep an updated parent contact log. Parent/ teacher conferences are held quarterly. Several reoccurring events are held each quarter.

Sustainability 12/2/2014 Continue to involve parents and communicate the expectation that documentation is required by the teachers.


Effective Practice: Expecting and monitoring sound classroom management

IIIC08 All teachers display classroom rules and procedures in the classroom.(163)


Initial Assessment: Classroom rules were posted in all classrooms except the PE room, which is used only during inclement weather, and the reading intervention. (91% of the classrooms have rules posted)



How it will look

when fully met: 100% of classrooms will have rules and procedures displayed. Rules for common areas of the school (hall, playground, cafeteria, etc.) will be displayed.

Objective Met

10/08/14



1 2/11/13

Rules will be developed for common areas of the school. Areas will include hallways, cafeteria, playground, bus area, and restrooms.


Notes:

2 2/11/13 Common classroom rules will be developed. Complete 08/19/2013 Pat Freeman 08/19/2013

Notes:

3 2/11/13 All classroom teachers will post rules. Complete 06/02/2014 Uwanda Wright 02/14/2014

Notes: Fully implemented, rules were posted in all rooms of the elementary building.

4 2/11/13 All teachers will post procedures in classrooms. Complete 09/30/2014 Kristi Ridgell 08/18/2014

Notes: It was decided by the administrative team that this action was not fully implemented. Procedures were not made by all teachers.

5

2/3/14

Develop common consequences for rules (one set for K-2 and one set for 3-6) to be distributed to all teachers in the form of large posters and handouts.


Notes: Fully implemented, common consequences are currently in place.


Evidence 10/8/2014 CWTs documentation

Experience 10/8/2014 Staff was provided rules and consequences to be posted in the classroom. The leadership conducted CWTs to confirm that they were posted.

Sustainability 10/8/2014 Follow up with CWTs in the classroom. If the teacher need another poster, it was provided to them

IIIC10 All teachers reinforce classroom rules and procedures by positively teaching them.(165)


Initial Assessment: As of 9/11/15: The building administrator currently provides isolated feedback to ensure that those teachers are establishing and positively teaching and reinforcing consistent rules and procedures in their classroom. Ongoing reinforcement of rules and procedures is observed through classroom walkthroughs and observations. During faculty meetings rules, procedures and best practices are shared. Also weekly memos highlight specific rules and/ or procedures that need more attention. Currently, four teachers have registered for classroom management training.


How it will look

when fully met: The faculty and staff develop a discipline management plan that guides student behavior throughout the school. Each teacher establishes rituals and routines within the classroom that produces an atmosphere conducive to learning. Each teacher consistently teaches the campus and classroom plans to all students. Each teacher consistently teaches the rules and procedures in their classroom. Each teacher consistently enforces the agreed upon rules and regulations.

Objective Met



1 9/15/15

During in-service, the building administrator will establish the disciplinary procedures expected to be followed by all staff.


Notes:

2 9/15/15

For the remaining four weeks in the first quarter, the Principal’s Corner weekly memo will include a different classroom management strategy.


Notes:

3 5/11/16

The Leadership Team will research behavior systems/ programs to consider implementing in the 2016-2017 school year.


Notes:

4

5/11/16

Members of the Leadership Team will present selected recommendations for behavior systems/ programs to the staff during a faculty meeting for feedback and input.

Complete 05/12/2016 Shelby Todd 05/12/2016

Notes:

Core Function: Family Engagement in a School Community

Effective Practice: Explain and communicate the purpose and practices of the school community

! FE04 The school’s Title I Compact (Or Non-Title I schools roles and expectations for parents, students, and teachers) includes responsibilities (expectations) that communicate what parents (families) can do to support their students’ learning at home (curriculum of the home, with learning opportunities for families to develop their curriculum of the home). (3983)


Initial Assessment: 6/1/16 The district has adopted a School Compact that meets all the Title 1 requirements. The compact is shared with parents/ guardians and students at the beginning of each school year through the information provided in the registration packet. The district will hold annual meetings to solicit stakeholder feedback for updating the School


Compact.


How it will look

when fully met: No Child Left Behind stipulates that each school in the Title I program develop an agreement, or “compact,” that outlines how parents, school staff, and students will share responsibility for improving academic achievement. Compacts describe how the school and parents can work together to help students achieve the state’s standards.

09/25/15



1 3/19/15

Each grade-level PLC will develop a list of teacher responsibilities and family responsibilities to include in the School Compact.


Notes: Comment on 4/22/15: It was determined by the elementary principal that this task requires more time to complete. A timeline has been developed to ensure the completion of this task. The completed date has been changed from 4/10/15 to 6/8/15. As of 6/4/15, each grade level PLC has established a list of teacher responsibilities and family responsibilities.

2

3/19/15

The Leadership team will review each grade-level PLC's submission that is to be included in the School Compact and accept it or suggestion revisions.


Notes: Comment on 4/22/15: It was determined by the elementary principal that this task requires more time to complete. A timeline has been developed to ensure the completion of this task. The completed date has been changed from 4/14/15 to 6/8/15. As of 6/4/15, the School Compact submission developed by each grade level PLC was shared with other grades in a faculty meeting to suggest changes or revisions. These changes were shared with the Leadership Team.

3 3/19/15

The school compact is distributed to all students/ parents for review and signing during Open House or upon enrollment in the district.


Notes:

4 5/11/16

The Leadership Team will include stakeholders in reviewing the School Compact to seek feedback for needed revisions.

Shakelia Jackson 06/02/2016

Notes:


Evidence 9/25/2015

This objective has been fully and effectively implemented and is evidenced through the School Compact contents and the mandatory student registration packet.

Experience 9/25/2015 The Federal Programs Coordinator ensures that the School Compact contains the required components for Title I. All students receive the School Compact in the registration packet distributed at the beginning of school. It requires school, parent, and student signature.

Sustainability 9/25/2015 To sustain full implementation of the this objective, the building will continue to ensure all required Title I components are noted within the document and all students/parents receive the School Compact each year.

Core Function: High School: Opportunity to Learn

Effective Practice: Ensure content mastery and graduation

HS04 The school provides all students with guidance and supports (academic, financial, etc.) to prepare them for college and career.(4541)


Initial Assessment: 6/1/16 The counselor introduced a variety of careers to the students during bi-monthly classroom sessions. The level of education for the careers discussed was presented to the students. The counselor created monthly schedules that were shared with teachers that included times for the sessions and session topics. The principal observed the counselor during some of the sessions.


How it will look

when fully met: The school has a guidance plan that includes options for students as they plan their college and career opportunities. The school routinely tracks their recent graduates' success at the next level as they pursue their college and career goals.

Objective Met

LaWarn Rodgers 12/16/2016


1 9/30/15

The counselor will implement a student needs assessment to determine if students know about the job/career they will choose.


Notes:

2 9/30/15

The counselor will use data from the students needs assessment to develop careers to highlight on a monthly basis for K-6.


Notes:

3

11/18/15

The Counselor will utilize lessons, stories and activities on career choices to reinforce the concept that scholars can choose from many occupations or career clusters based on individual abilities and preferences. These lessons will highlight one cluster of the 16 career clusters per month delivered K-6 grades.


Notes:

4

11/18/15

The Counselor will develop an on-going Anti-bullying Task Force that will meet two times per quarter comprised of scholars grades K-6 with the sole purpose of helping them to band together against bullying by utilizing intervention strategies.


Notes:

5

11/18/15

The Counselor will host one informative parent survival class per term to bring parents into the school district to learn a skill that will sustain their ability to connect learning at school and at home.


Notes:

6

2/1/16

The Counselor will begin to develop a school/community resource guide for parents. Its purpose will be to let parents know about financial services, healthcare services, educational services and other well-being organizations offered in surrounding communities. This guide will be ongoing in development.


Notes:

7

2/1/16

The Counselor will incorporate anti-bullying and career exploration experiences into monthly classroom guidance lessons.


Notes:

comprehensive progress report...key = key indicator core function: school leadership and decision...

Documents