school improvement plan - charlotte-mecklenburg schools · decisions about school improvement needs...

School Improvement Plan

2018-2019

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The School Improvement Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the continuous improvement process. School Improvement Plans remain in effect for three years, but a School Leadership Team may amend as often as necessary or appropriate. The template is adapted with permission from UVA Partnership for Leaders in Education.

Walter G. Byers School

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Contact InformationSchool:

Address:

Learning Community:

Principal:

Learning Community Superintendent:

CMS BOE Representative: CMS BOE District Number:

SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot. Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date Elected

Courier #:

Phone Number:

Fax Number:

Website:

574Walter G. Byers1415 Hamilton Street 980-343-6940

Charlotte, NC 28206 980-343-6943

Central C

ity I

http://schools.cms.k12.nc.us/waltergbyersES/Pages/Default.aspx

Anthony Calloway

Dr. Denise Watts

Thelma B

yers-Bailey

District 2

Principal Anthony Calloway [email protected] 8/3/18Assistant Principal Joline Adams [email protected] 8/3/18

Teacher Kerrie Seberg Lalli [email protected] 8/3/18Teacher Kaitlin Brick [email protected] 8/3/18Teacher Catherine Thompson [email protected] 8/3/18Teacher Lee Ann Sutton [email protected] 8/3/18

Dean of Students Stacy Whitney [email protected] 8/3/18Multi-Classroom Leader Jamie Richardson [email protected] 8/3/18

Instructional Coach Shanda Brock-Perry [email protected] 8/3/18Teacher Assistant Gloria Sherrill [email protected] 8/3/18

Parent Kevin Sutton [email protected] 8/3/18

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SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot. Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date Elected

Walter G. Byers School

Comprehensive Progress Report

10/23/2018

! = Past Due Objectives KEY = Key Indicator

Mission: At Walter G. Byers School, students, parents, staff and community strive to create a safe environment in which stakeholders are challenged to believe that all things are possible. Our educational community is built upon meaningful relationships with engaging and relevant learning through effective communication. Committed to continuous learning and academic excellence, we prepare our students for success in a global society

Vision:

We believe that all things are possible. We are committed to nurturing brave, brilliant, and resilient scholars who are prepared for success in high school, college, and life as a productive citizen.

Goals:We will increase the amount of time scholars spend in classrooms learning by decreasing the OSS & ISS rates by 10% from the 17-18 school year. (A1.07)

We will increase on the number of teachers who “Agree” or “Strongly Agree” with statements in the Observation & Feedback domain on the TNTP Insight Survey from 7.2 to 7.5. (Each time I am observed, I get feedback that gives me specific actions to improve my teaching practice). (B2.01)

85% of teachers will implement the use of student created Thinking Maps. (A2.04)

Provide a duty-free lunch period for every teacher on a daily basis. (B2.01)

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours. (B2.03)

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. (A4.06)

Core Function: Dimension A - Instructional Excellence and Alignment

Effective Practice: High expectations for all staff and students

KEY A1.07 ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them.(5088)

Implementation Status Assigned To Target Date

Initial Assessment: All teachers have been trained in No Nonsense Nurturing practices. They are used in classrooms and shared spaces too. Teachers get observed and receive feedback in the moment and during coaching meetings. They are learning to use a variety of techniques to manage classrooms into engaged learning environments. New teachers (0-3 years) struggle most often.

Limited Development 10/13/2017

How it will lookwhen fully met: Our school will implement the House System to improve behavior

across the school. At full implementation, this will look like scholars who are aware of how they can earn house points and who encourage each other to do so. Students will be aware of the rules and teachers will spend less time redirecting scholars because scholars are fully engaged in learning. Scholars who tend to be major behavior problems will be encouraged to work with their peers in order to be successful in both academic and behavior goals. Scholars who are struggling to follow behavior goals as a school will go through the MTSS Behavior Plus process and will have behavior interventions in place. They will spend less time in the reset room.

Shanda Brock-Perry 04/17/2020

Actions 5 of 8 (62%)

5/10/18 Create houses - house names, house crests, and house colors. Each house will have a scientist represented and one of our school motto words as the word. Get the logos for the houses sent to graphics to print flags and to put on polos.

Complete 07/02/2018 Kaitlin Brick 07/20/2018

Notes:

10/1/18 Create a way for houses to earn and track points. Complete 07/24/2018 Kaitlin Brick 08/20/2018

Notes:

10/1/18 Create a method for sorting new scholars and teachers into houses. Complete 07/24/2018 Kaitlin Brick 08/20/2018

Notes:

5/10/18 Make a plan for assigning students to houses. How will students get their house? How will we document who is in what house? How will we determine house leaders?


Notes: Lea Ann Sutton. House Leaders were determined before the year started. They applied and were selected. Students will be randomly assigned.

5/10/18 Create a plan for weekly/monthly house meetings. How often will the houses meet? How will we use the house points to reinforce positive behaviors? How will we ensure that all scholars are feeling they belong and using house meetings to promote the feeling of belonging?

Complete 08/09/2018 Anthony Calloway 08/24/2018

Notes: House CEO & COO. No less than twice a month. Must happen at least twice a month with all scholars.

10/1/18 Plan quarterly house competitions and celebrations, both academic and athletic.

Kaitlin Brick 07/01/2019

Notes:

5/10/18 How often will we celebrate the leading house? What will the celebrations be?


Notes:

5/10/18 What will our tier 2 plan be for scholars who are still struggling to behave as we implement this PBIS strategy?


Notes: Mrs. Adams and the MTSS Leadership team


Effective Practice: Curriculum and instructional alignment

A2.01 Instructional Teams meet regularly (e.g., twice a month or more for 45 minutes each meeting) to review implementation of effective practice and student progress.(5091)


Initial Assessment: District staff support individual school principals to analyze student and teacher data throughout the school year. This is done in a variety of ways, and the district has tools available for school leaders to support decision-making. The District Accountability Team provides enterprise reporting, measurement, analytics, coaching and professional development on a variety of topics that align with the district’s strategic goals. The District Accountability Team transforms raw data into useful and meaningful information to help support decision-making at the school and district level. A portal serves as a gateway for the information, as it pertains to the district’s strategic goals. The District Accountability Team provides data coaching and training on multiple data related platforms for all CMS schools and central office support services. The trainings offered facilitate data informed decision making, and therefore impacting student performance. Highly differentiated, school specific coaching is offered on how data can impact lesson planning, common assessment development, and school improvement planning. Learning Community Superintendents and their staff provide ongoing, differentiated support, coaching, and follow up with school leaders as they routinely conduct instructional rounds with school leaders, providing them with specific feedback to help them make decisions about school improvement needs and to plan professional development accordingly. Some CMS schools participate in a pilot of instructional rounds to help leaders systematically improve classroom instruction by looking at a specific problem of practice that is a focus during classroom observations, then analyzing the data, looking for trends to make suggestions regarding school improvement. CMS has the capacity to support its schools as they work toward increasing student achievement; however, it is not consistently translated into improved student learning. Thus, results are varied.


How it will lookwhen fully met: Our teams will meet as content vertical teams and as grade level teams

weekly. Teachers will facilitate the meetings, with ILT members there to support. Our administration will meet bi-weekly with teams to ensure there is transparency and teachers voices are being heard. Teachers will model instructional practices and ensure they are researching and using best practices in their teaching.

Anthony Calloway 06/19/2020


5/10/18 Ensure that the master schedule is set up in a way to allow for both team planning and vertical planning to occur once per cycle, at a minimum.


Notes:

5/10/18 Work with ILT to create a planning protocol. Complete 08/24/2018 Jamie Richardson 09/21/2018

Notes:

5/10/18 Train team leaders on how to best facilitate meetings to take ownership of them.

Leia Herron 11/01/2018

Notes:


Effective Practice: Student support services

KEY A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.(5117)


Initial Assessment: Currently the school has an Intervention team consisting of the school counselors, school psychologist, Social worker, administration, academic facilitators and grade level/subject teachers. The team meets Thursdays when scholar is identified for Tier III. The school is working with the MTSS Multi-Tiered system support district supports to align our process with best practice for Tier I and Tier II. This school year we started an intervention committee that meets two times a month to review intervention data. Data used includes academic data- DIBELS, TRC data, EOG data, Discovery Education test data, common assessment data, behavior referral data, anecdotal data, observation data and teacher input. All students are assessed quarterly and regrouped according to data to meet each students needs.


How it will lookwhen fully met:

The school will fully implement the tiered instructional system of support across all grade levels and contents. Classroom teachers will identify students who need supports and attempt to provide them first within the general education setting while tracking the data. Students that are unsuccessful with general interventions based on data will be identified for the next tier of intervention. The Multi-Tiered System of Support team consisting of the school counselor, school psychologist, instructional facilitators, administration and grade level representatives will meet to review intervention data and determine the next level of intervention/tier if necessary. Our successful MTSS process will reduce the dis-proportionality of special education referrals. Students from racial and linguistic minority groups will be less likely to be referred to special education programs when their progress is monitored and their interventions tailored. The process will allow teachers to better determine if a student's academic challenges are due to other factors than a learning disability, such as motivation, cultural norms or linguistic barriers.

Dominga Mckinney-Cofield

10/10/2019


10/11/16 Provide professional development to grade level teams on the Multi Tiered System of Support.

Complete 12/01/2016 Dominga Mckinney-Cofield

12/12/2016

Notes: During the first quarter, school counselors presented the MTSS model to staff and defined it's purpose. Information was presented on the MTSS academic and behavior components for each tier. School Counselors also met with the zone MTSS lead during this time, to develop a team to address academic/behavioral concerns presented by teachers in our school.

Once identified, school counselors trained teachers (Nov.7th-18th) on the "tier 2" process of the MTSS model, and assigned a grade level representative to meet with our district lead to receive further training to share with their team.

3/23/17 Create MTSS Intervention Team calendar to meet twice a month or more frequently if needed to discuss students, set timeline for collecting data, review data, invite parents to be a part of the team.

Complete 04/18/2017 Dominga Mckinney-Cofield

06/08/2018

Notes: Identify core team members including- An administrator, EC teacher, academic facilitators, counselors, social workers, grade level representatives, parent representative. Calendar standing meeting before or after school. Set standing date on calendar for meetings. Set clear flow chart for process including timelines, data collections, data review etc.

4-18-17- 4-18-17- MTSS calendar has been completed and run on a regular basis this school year.

10/1/18 The leadership team will complete the SAM process to review our progress and areas of need with MTSS.

Complete 07/09/2018 Joline Adams 08/08/2018

Notes:

10/1/18 Attend professional development from the district on Standard Treatment Protocol and deliver in house PD for our staff.


Notes:

10/1/18 Create the Walter G. Byers Standard Treatment Protocol for intensive and supplemental plans utilizing district approved interventions by subject area, grade level, and time-frame.


Notes:

8/30/17 MTSS team will create a flow chart to ensure staff members understand proper steps to follow in MTSS process. Content coaches will support teachers in identifying appropriate research based interventions and progress monitoring for Tier 2 & Tier 3 meetings.


10/30/2018

Notes: Aug. 22, 2017 - Flow chart created & shared with staff at staff meeting. September 13, 2017 - Tier II Meetings taking place for all grade levels. Content coaches supporting with research based interventions & progress monitoring. Tiered process will continue with monthly meetings.

10/21/18 Coaches and teachers will utilize iReady, MAP, and TRC/DIBELS data to track the progress of EC & ESL scholars to ensure that they are meeting targeted goals. If scholars are struggling, they will be supported by the MTSS process.

Joline Adams 06/10/2019

Notes:

10/1/18 Get training on district interventions and progress monitoring. Jamie Richardson 07/12/2019

Notes:

10/1/18 Leadership team will review our carryover cases, current data, and new cases.


Notes:

10/1/18 Create and update an accountability tracker. We will use walkthroughs to monitor interventions and progress monitoring.

Leia Herron 09/09/2019

Notes:

10/11/16 The Leading for Success Intervention Team will review MTSS data during monthly meetings to determine the effectiveness of the process. The team will identify gaps and identify best practices to improve the process.


10/30/2019

Notes: 11/7/17 - Reviewed & shared tier process for every grade level. MTSS leadership team reviewed quarter data from multiple data points for both academic and behavior to create a list of hotlist scholars. 8/16/17 - The district MTSS support, Geoff Hogan, led a MTSS training to all staff on the Tier 1, Tier 2, Tier 3 roles and responsibilities. Ms. Adams shared the Walter G. Byers MTSS flow chart for academic and behavior, outlining clear expectations for all Walter G. Byers staff. Grade level teams and content area teams and coaches met to review data to determine students needing to go through the MTSS process based on data.

MTSS Tier 2 meetings on open cases were scheduled and completed.

Based on the data review, new Tier 2 meetings will be scheduled prior to end of quarter 1.

6/5/17- The SLT team reviewed the goal and shared continued struggles with the MTSS process and clear plans. The following solutions were

provided: 1. Training at the beginning of the school year.2. Grade level team meetings set agenda to discuss MTSS for academic concerns and behavior concerns3. Calendar reminders to send out to grade chairs of data review (TRC data DIBEL review (red, yellow scholars), Rule 9 intervention for Generally disruptive behaviors- same scholar continues to disrupt- documentation. 4. Clear MTSS team identified- 5. Set Tier III MTSS team meetings- Grade level representative, Content facilitator (if math concern then math coach comes, if literacy then literacy coach comes, if behavior then Dean comes), 6. Google Form (grade level meetings document)

4-18-17- The intervention team has met with district support SFA consultants to improve our process by identifying clear steps and procedures. The team reviews the data and has shared at quarterly network meetings.

We have implemented the School Intervention Committee to review needed academic and behavioral interventions and possibly progression through tiers (i.e. hot list kids). We have also been familiarized with the Request for Assistance form for students who made need additional support and strategies to attempt before proceeding through tiers.

2/13/17- Placement process for scholars in SFA is more transparentNo more mass movement of groups in SFA. Teachers are keeping group together and moving together, except in the case of outliers that are moving more quickly.MTSS - We’re seeing kids move, but we’re not always hitting all of the targeted areas.SFA - Evidence based and school-wide. Need to continue to improve with MTSS process. Scholars who aren’t being identified. Need to start the process and have documentation.Everyone is aware of the MTSS process, but there’s a breakdown in the process. We’re good at identifying the kids, but need to get better with data tracking. Lower elementary teachers are better at it than upper elementary and middle school teachers.

KEY A4.06 ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5124)


Initial Assessment: All staff members have been trained in No Nonsense training through the Center for Transformative Teacher Training. Staff members utilize MVP directions, Narrate expected behaviors and provide consequences to compliant behaviors. The staff also provides restorative conversations after each consequence. The staff is still working to build strong relationships with every scholar and consistently provide restorative conversations.



This indicator should be implemented consistently at every grade level with a proven successful social emotional curriculum. It can be organized and implemented by an overseeing committee of counselors, administration, social workers, teacher representatives, and support staff. Weekly team meetings will review data initially, moving to monthly once a system is in place and being used with fidelity. The ideal curriculum used would include positive reinforcement, ongoing staff PD, parent trainings and workshops, peer role models, smaller grade level social skills groups run by counselors or support staff, parent/family coordinators. Visual emotion charts will be available in all classrooms with a cool down area and students will have a routine for self monitoring and regulation. School hierarchy will include supports when necessary.

Anthony Wright 06/30/2022


5/10/18 Create a counselor room both upstairs and downstairs to allow a space for counselors to pull small groups.


Notes:

3/6/18 Research a curriculum for explicit teaching of social and emotional skills that is researched based.


Notes: Caring School Community was chosen.

8/2/18 The team will go to training on Caring School Communities on Aug. 16 and will then develop a plan to train the staff.

Jamie Richardson 10/30/2018

Notes: Adams, Richardson, Herron

10/21/18 Title I funds will be used to retain our BMT, who will support the reset room and LIT check-ins with students with chronic behavior problems.

Stacy Whitney 06/09/2019

Notes:

5/10/18 Counselors set up small groups based on individual student need, ensuring that all scholars are met with at least quarterly, but our highest need scholars are met with weekly.


08/01/2020

Notes:

KEY A4.16 The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level.(5134)


Initial Assessment:Our counselors work with high schools to create smooth transitions to high school.


How it will lookwhen fully met: Teachers will complete placement cards/spreadsheet at the end of the

year. The information will be inclusive of many different data points and academic supports.

Teachers will start the year knowing which kids have interventions in place, how they are working, and what they need to do to support those scholars from the beginning of the year.

Anthony Wright 08/23/2019


5/10/18 Work with MTSS team to ensure that all teachers are aware of where in the MTSS process all scholars are so the plans can begin as needed promptly the first quarter of school.


Notes: MTSS Leadership Team. Current issue: District is working on what that plan will look like.

5/10/18 Adjust placement cards to better suit our school needs. Sutton Lea 03/15/2019

Notes:

5/10/18 Plan vertical meetings with grade levels to discuss best placement of students.


Notes:

Core Function: Dimension B - Leadership Capacity

Effective Practice: Strategic planning, mission, and vision

KEY B1.01 The LEA has an LEA Support & Improvement Team.(5135) Implementation Status Assigned To Target Date

Initial Assessment: The Title I Department in CMS works in collaboration with the Learning Community Superintendents and Executive Directors to schedule and set agendas for individual meetings with principals of Focus, Priority and Low Performing schools in this planning year. The meetings included specific requirements identified under the current state (low performing) and federal regulations (Focus and Priority), utilization of funds in alignment with a rigorous plan for improvement, and requirements for engaging stakeholders in the process. Principals meet with their School Leadership Teams (SLT) to review their comprehensive needs assessment data and establish plans for improvement in alignment with district goals, turnaround principles, and coordination of allotted funds. The Learning Community staff will facilitates SLT meetings, and provides stakeholders additional information to help in decision making for low performing schools. The Title I team includes a Title I Director and Specialist to support Priority and Focus schools, can facilitate the SLT team meetings, if requested; and will coordinate and align technical assistance to identified schools with Learning Community staff, and review and approve plans and budgets for state approval. Going forward in the 2016-2017 school year, the Title I Office will meet with each school principal quarterly to review spending and alignment to Priority or Focus plan goals, strategies, and available data. Learning Community representatives will meet with schools with Low Performing state Status monthly. Title I Office will attend one SLT meeting monthly as a member of the school's SLT team for Focus or Priority schools. Title I Office will provide training in NCStar to principals and process managers in September and January in coordination with NCDPI training and will provide coaching comments monthly with constructive feedback to Priority and Focus schools in NCStar as they document and review their implementation progress of their strategic plan.


How it will lookwhen fully met: The zone will visit Byers regularly to do walkthroughs and provide

feedback. Based on the walkthroughs and the feedback given, they will give us tangible resources on an attainable level for staff based on walkthrough data. We will ensure that all teachers feel supported by both the school and the zone.

Sonya Castellino 05/22/2021

Actions 0 of 1 (0%)

10/19/18 Debrief with district to get feedback from walkthroughs and create next steps.


Notes:

KEY B1.03 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.(5137)


Initial Assessment:All certified staff and instructional staff participate in school wide solution committees twice a month. The committees consist of: Attendance committee that reviews scholar and staff attendance data and builds incentives for increasing attendance, The intervention committee works to review the intervention data, the school intervention process for Tier I, Tier II and Tier III. The parent and family involvement committee that reviews current data for involvement and works collaboratively to increase parent and family involvement, The Cooperative culture team- This team reviews discipline data, referral data and created a mentor/mentee program for our top tier referrals, Our community connection team works to increase community involvement in the school. We also have academic instructional teams who meet to discuss the standards and the skills scholars will need to show mastery of the standards, as well as potential hurdles scholars will have. The component teams meet to review student data for each group and identify the hot list students that require additional interventions to meet grade level expectations.

Full Implementation 10/21/2018


Effective Practice: Distributed leadership and collaboration

B2.01 School culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel. (5855)


Initial Assessment:We work to ensure that staff members are supported in all areas. Staff members are in houses with students to build camaraderie. We also use staff shout outs to ensure staff members feel supported. Our staff has a strong bond.


How it will lookwhen fully met: Our staff will feel supported during the daily work they do, and also

when they feel stressed or have personal or school related stressors in addition to the norm. They will feel comfortable speaking with administration regarding concerns, as well as working together as a team to lift one another up. They will take an active role in supporting one another.


Actions 0 of 1 (0%)

10/23/18 Provide a duty-free lunch period for every teacher on a daily basis. (B2.01)


Notes:

KEY B2.03 The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)


Initial Assessment:Every teacher has daily planning time for instructional planning. Instructional facilitators attend and facilitate planning and data driven instruction planning. This time is built into the schedule.

Full Implementation 10/21/2018


Effective Practice: Monitoring instruction in school

KEY B3.03 The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149)


Initial Assessment: The instructional leadership team has been trained in observation and feedback. The principal and assistant principal are currently enrolled in Relay Graduate School of Education Principal Academy. Each leadership team member has a caseload of teachers that receive weekly observations/walk throughs and weekly feedback meetings. Currently observation and feedback across the campus for all teachers is not consistent. The team utilizes a feedback tracker to document observations and feedback meetings. We are also continuing to utilize real time teacher coaching and 2 teachers have completed the first cycle. When we return from intercession 3 more teachers will start a cycle.



The observation feedback cycle will be consistent and structured following the See it, Name it, Do it RELAY protocol. Instructional leaders will utilize the observation tracker to document observations and feedback for each teacher. The facilitators will observe teachers weekly and have locked in feedback with teachers weekly. The principal and assistant principal provide coaching and feedback to the facilitators weekly. Classroom teachers will receive regular feedback to impact their instruction and hone their practice.


Actions 0 of 4 (0%)

10/12/16 Instructional facilitators will conduct observations with locked in feedback for their assigned caseload. Observation and feedback will be documented on the observation/feedback tracker.


Notes: 6/5/17- The SLT met to review end of year goals. The team shared that teachers like the google form with immediate feedback. The team also shared that the feedback has improved across the campus. 4/18/17- 3 out of 4 coaches are updating trackers on a regular basis. Met with coaches to set goals and priorities around getting data into live trackers including adding coaching videos to the tracker. 2/13/17- Weekly meetings occur with professional development for instructional facilitators. Weekly coaching meetings occur and tracker updated bi weekly. Facilitators have locked in calendars 2/13/17- Staff appreciates the Sticky note feedback - Glows and GrowsSomeone from admin/ILT team is in the classroom at least once per weekGrows are constructive and help improve classroom instruction

10/12/16 Meet with instructional facilitators to provide coaching and feedback. Utilize observation tracker to document feedback meetings.


Notes: 11/7/17 - Reviewed progress coaches have made - differentiated PD. Also discussed Principal/AP calibration walkthroughs. 4/18/17- Met with coaches to set goals and priorities around getting data into live trackers including adding coaching videos to the tracker. Updated schedule with coaches surrounding getting ready for the EOG with push in and prep. 2/13/17- Weekly meetings occur with professional development for instructional facilitators. Weekly coaching meetings occur and tracker updated bi weekly. 2/13/17- Staff appreciates the Sticky note feedback - Glows and GrowsSomeone from admin/ILT team is in the classroom at least once per weekGrows are constructive and help improve classroom instruction

10/21/18 Title I funds will be used to retain our Comprehensive Support Coach. Anthony Calloway 06/09/2019

Notes:

10/21/18 Principal and Comprehensive Support Coach will conduct walkthroughs looking for building trends, evaluating which teachers need additional support with behavioral and academic instruction, and conduct professional development and co-teaching plans based on building needs.


Notes:

Core Function: Dimension C - Professional Capacity

Effective Practice: Quality of professional development

KEY C2.01 The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159)


Initial Assessment: The instructional leadership team has been trained in Data driven instruction and leading effective DDI meetings. The facilitators facilitate backwards planning with test in hand, create 6 week plans based on upcoming test and current performance. Data is used to plan small group instruction to meet every scholar's needs. Progress monitoring is utilized to track all students progress.


How it will lookwhen fully met: -Collect performance data in literacy, math, science, social studies, as

well as behavior data.

-Aggregate data by school level, classroom level, and student level.

-Review data with Data Team that includes administration, facilitators, and classroom teachers.

-Identify areas of strength and weakness in performance data (by aggregate)

-Research interventions shown to be effective for areas of weakness.

-Train teachers who will implement interventions through professional development.

-Teachers do interventions with students. Teachers assess student learning through formative and summative assessments.

-Data is collected and analyzed regularly, and is part of scholars moving from one grade to the next



10/19/18 Create a lunch coverage schedule using teachers, teacher assistants, and lunch monitor to safely monitor lunch periods.


Notes:

10/19/18 Create a staff survey on PD needs. Kaitlin Brick 10/30/2018

Notes:

10/19/18 Align PD calendar to the results from staff survey on PD needs. Joline Adams 11/30/2018

Notes:

10/21/18 Data indicated a gap in the growth of our EC and ESL scholars. To support these scholars, we will work with the comprehensive support coach, EC facilitator, and ESL teacher to document interventions and monitor their success.


Notes:

10/21/18 Provide staff PD on teaching ESL and EC scholars. Shanda Brock-Perry 06/09/2019

Notes:

Core Function: Dimension C - Professional Capacity

Effective Practice: Talent recruitment and retention

KEY C3.04 The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168)


Initial Assessment: Currently the school works with the LIFT zone to establish protocols for recruiting, evaluating, rewarding and replacing staff. Twice a year the school utilizes a rubric to evaluate all staff to identify the top quartile of irreplaceable staff and the bottom quartile of staff for additional supports. Irreplaceable staff are recognized by the LIFT zone with bonuses and additional recognition's. Recruitment bonuses are determined based on a rubric designed by the LIFT team completed by the school leadership team. In addition to the process for recruiting aspiring leaders, CMS has some processes in place to recruit, evaluate, reward, and replace staff, though the method is not yet systemic, limiting the impact on staff retention. For example, some principals receive incentives for leading high-needs schools on an as-needed basis, though the practice is not systematic, limiting impact. In the fall, Title I funds will begin to be used by some schools to recruit and retain staff with 3 or more years of experience in designated areas (ELA, math, science, EC, ELL), creating the potential to positively improve the quality of staff hired and increase the likelihood of retaining them. In addition, staff in Project LIFT schools receive signing bonuses as well as performance bonuses based on a rubric, offering incentives for staff to work in a high-needs feeder pattern. Career fairs are held to recruit teachers specifically for hard-to-staff schools, and the transfer period stays open longer for Title I schools, increasing opportunities for schools to hire experienced candidates from other schools within the district. The district adopted an initiative entitled “Opportunity Culture” as a means of developing potential teacher leaders in 40 schools by providing them with flexibility to select and adapt job models to fit the needs of the specific school as a retention option for some schools. The district’s human resources department provides new staff with a tool kit, in addition to a general orientation session, as part of the district’s strategic plan for addressing retention. However, the impact on teacher retention is not yet known, thus teacher turnover is closer to the state average, according to the NC Report Card for CMS. In an effort to improve principal retention, CMS has strategies in place. For example, new principals are required to participate in a mandatory Summer Leadership Institute to assist with onboarding new leaders, offering the potential to impact retention of new leaders. The district also has partnerships with several universities that provide additional training for developing potential leaders, creating potential to increase the leadership capacity of principals and to impact the principal turnover rate, which is just below the state average, according to the NC Report Card for CMS. CMS implemented retention/recruitment bonuses for the principal position in the three Beacon high schools in an effort to recruit and retain strong leadership. Other Beacon principals received a 10%


bonus for taking on the challenge of a turnaround school.

How it will lookwhen fully met: Replace - The school will have intent forms completed in February of

each calendar year to determine staff who intends to leave, intends to stay, and is unsure at this time. The ILT will then meet to discuss staff members who, based on observations, we would like to retain even though they intend to leave or are unsure. ILT will also meet together to discuss feedback and potential placement for teachers for the following school year in February & March, allowing the ILT to determine which vacancies should be recruited at the job fairs.

Recruit - Attend job fairs in March & April. ILT will come up with a list of potential positions based on intent forms, and an ideal description/list of qualities of those teachers. The team will also review interview to create scenario style questions based on data, classroom scenarios, and behavior situations.

Reward - Celebrate the Teacher of the Month on a bulletin board in the staff lounge, as well as give that person a parking space for the month. Use LIFT forced ranking exercise to determine irreplaceable teachers. Give ongoing rewards throughout the year for perfect attendance in a month or high quality teaching and learning.

Evaluating - Ensure multiple people evaluate each teacher each year and provide timely feedback, based on both formal and informal observations and walkthroughs. Ensure consistent training for evaluators on the standards and create time for evaluators to do inter rater reliability exercises. Use walk-though and observation data to create action steps for each teacher to ensure all teachers are making growth.



10/19/18 Partner with Mercedes of Northlake to celebrate a Byers Teacher of the Month.


Notes:

10/19/18 Create a job profile for open positions to ensure we recruit teachers who will maximize student learning and fit the Byers profile.


Notes:

10/19/18 ILT select a teacher of the month to be celebrated off campus each month.


Notes:

Core Function: Dimension E - Families and Community

Effective Practice: Family Engagement

KEY E1.06 The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5182)


Initial Assessment: Currently the school communicates with connect ed messages (phone call that goes to all school staff and family). The school also utilizes flyers to communicate with families. The school has hosted an Open House, Title I information night and curriculum night. The school is hosting a book night called Trunk or Treat on Oct. 24th.



Teachers, students and parents will jointly create the school learning compact that will be reviewed at least two times per year. Parent and Family Involvement Solutions team will promote academic and behavioral standards that are consistent for all scholars regardless of their background or circumstance. The school sponsors workshops or distributes information to assist parents in understanding how students can improve skills, get help when needed, meet class expectations, and perform well on assessments. Sign in sheets from parent meetings, school compact, percent of messages completed through connect ed messages will be collected to monitor the effectiveness of this objective.



10/12/16 The school leadership team including parents will create the school compact.

Complete 09/26/2016 Shanda Brock-Perry 11/14/2016

Notes: School compact created and will be updated in the spring for 2017-2018 school year.

10/13/17 Hold 3 open houses for potential magnet families to educate potential parents about the magnet theme we will have next year.


Notes:

10/12/16 Parent workshops will be organized and facilitated by the solutions team.

Tamara Luckey & Solutions Team

10/30/2018

Notes: 5-8-17- SLT meeting to review and revise Parent involvement policy and parent school compact. See documentation in E1064-18-17 Coffee with Ann Clark (CMS superintendent)- parents and staff had the opportunity to meet with superintendent Clark to discuss school feeder patterns, high poverty schools, budget allocations and the future of CMS. Meetings with parents about the quality of k-8 schools and success at Walter G. Byers School. parent workshops held once a month topics including howto help your child at home, how to talk to teachers and advocate for your child, guest speakers and authors also invited. A school curriculum night occurred during first quarter on 9/7/16. Grade level teams are planning 2nd quarter grade level curriculum nights to be completed by Feb 2017. Donuts for dads had a great turnout with 130 participants. Trunk or Treat also had a very large turnout. Parent workshops have included resume writing, job applications and homework support.2/13/17- 8th Grade “Student Data Night” - parents brought in to discuss data specific to their child. Eye-opening experience for parents and scholarsParent Committee- Teachers asked to fill out a positive note postcard for each scholar; scholars’ parents given these postcards at events4th grade literacy has data binders2nd grade Polar Express8th grade High School Info night - Mr. Wright organized event for scholars and families to learn about options for high school. Outcome was that many parents made appointments with Mr. Wright to get into the online lottery systemGet parents into the building for happy things - performances, etc - and then parents will come back for other meetings and events.

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