2012-2013 SCHOOL IMPROVEMENT PLAN REPORT

School: Quail Hollow Middle School Courier Number: 509

Address: 2901 Smithfield Church Road Phone: 980-343-3620

Charlotte, NC 28210

Principal: Rachael Neill

Title 1 Specialist:

Zone Superintendent: Kit Rea Zone: Southwest

School Improvement Team Membership

From 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 Committee Position* Name

Principal Rachael Neill *see attached sign in sheet

Assistant Principal Representative Amy Mirco

Teacher Representative Melanie Robinson

Inst. Support Representative Adrienne Ciccarello

Teacher Assistant Representative Nancy Pittman

Parent Representative Karla Hollowell

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

2

BELIEFS

Safety: We need to feel physically and emotionally safe and valued to thrive academically and professionally.

Optimism: We maintain a positive culture to help us grow and overcome challenges.

Accomplishment: We can accomplish any goals we set for ourselves with hard work and dedication.

Responsibility Together:We maximize our potential to achieve shared goals by recognizing our interconnectedness.

MISSION STATEMENT

District: Maximize academic achievement by every student in every school.

School: We will build a student body that is on the PATH to accomplish diverse college and career goals by developing a growth

mindset among students, using student achievement data to inform instruction, and strategically supporting our struggling readers.

VISION

District: CMS provides all students the best education available

anywhere, preparing every child to lead a rich and

productive life.

School: We – students, teachers, staff, families, and

community members – believe in the potential of all our students to master a college-going curriculum and we provide our students the resources they need to do so. We are a student body that is on the path to accomplish our diverse college and career goals to succeed in the 21

st century. We are

a faculty that learns as much from the students as the students learn from us. We are a community of character that expects the best of each other. We are a team that operates with dignity, integrity, energy, and commitment to serve others. Our school is a source of strength and price for all.

SMART GOALS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes:

School Culture: Improve the culture of the QHMS school community by increasing parental involvement, staff satisfaction and retention, student attendance, and overall student behavior during the 2012-2013 school year.

CMS Compliance: We will pass all required CMS compliance audits with a 100% pass rate during the 2012-2013 school year.

Committee Goals: We will address the needs of the whole child by working to create committees who focus on student achievement, culture, safety, health and wellness, college and career readiness, volunteers, grants, 21

st century skills, reading intervention, and behavior.

Student Achievement: We will increase the overall school composite to 80% proficient and meet our AMO targets. 85% of our students will demonstrate growth in mathematics, language arts, science, and social studies as measured by CORE common assessment data.

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

3

ASSESSMENT DATA SNAPSHOT

Subject/Measure # in

Membership

#

Tested

%

Tested

# In

Performance

Composite

#

Proficient

%

Proficient

# in

Growth

Composite

#

Making

Growth

%

Making

Growth

Growth

Sum

Avg.

Growth

Growth

Status

High

Growth

Ratio

High

Growth

Status

EOC Algebra I 71 71 100.0 71 70 98.6 69 51 73.9 26.559 0.3849 Met 2.83 Met

EOG Grade 06 Math 295 294 99.7 294 218 74.1 248 94 37.9 -40.666 -0.1640 Not Met 0.61 Not Met

EOG Grade 06 Reading 295 295 100.0 295 213 72.2 245 113 46.1 -9.316 -0.0380 Not Met 0.86 Not Met

EOG Grade 07 Math 306 306 100.0 306 225 73.5 258 154 59.7 14.975 0.0580 Met 1.48 Not Met

EOG Grade 07 Reading 306 306 100.0 306 202 66.0 253 161 63.6 29.632 0.1171 Met 1.75 Met

EOG Grade 08 Math 309 308 99.7 308 258 83.8 266 227 85.3 129.735 0.4877 Met 5.82 Met

EOG Grade 08 Reading 309 308 99.7 308 190 61.7 266 150 56.4 26.597 0.1000 Met 1.29 Not Met

EOG Grade 08 Science 309 308 99.7 308 186 60.4

EOG Math Total 910 908 99.8 908 701 77.2 772 475 61.5 104.044 0.1348 Met 1.60 Met

EOG Reading Total 910 909 99.9 909 605 66.6 764 424 55.5 46.913 0.0614 Met 1.25 Not Met

EOG Science Total 309 308 99.7 308 186 60.4

EOC Total 71 71 100.0 71 70 98.6 69 51 73.9 26.559 0.3849 Met 2.83 Met

EOG Total 2,129 2,125 99.8 2,125 1,492 70.2 1,536 899 58.5 150.957 0.0983 Met 1.41 Not Met

School Composite 2,200 2,196 99.8 2,196 1,562 71.1 1,605 950 59.2 177.517 0.1106 Met 1.45 Not Met

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

4

SCHOOL PROFILE

QuailHollowMiddle School serves students sixth through eighth grade. The school utilizes a variety of strategies to meet the diverse needs of adolescent children

– especially with regards to their intellectual, emotional, social, and physical well-being – through collaboration with staff, parents, and the neighboring

community. Students are organized into teams with classes within the same geographical location. Counselors are assigned to each grade level team in order to

work with specific student cohorts.

The faculty at Quail Hollow is highly qualified with an average of 5-7 years of experience. The Quail Hollow Middle School team is comprised of 56 certified

teachers, one certified facilitator, four licensed administrators, and seven paraprofessionals and support staff.

In addition, the student population is extremely diverse including: 33% Caucasian, 38% African American, 10% Hispanic, 2% Asian, and 16 % Multi-Racial.

The students have many academic and personal needs as indicated by the fact that 67% are on Free and Reduced Lunch, 11% are designated as Exceptional

Children, and 8.9% are identified as Limited English Proficient.

Last school year, Quail Hollow Middle School met expectations for Adequate Yearly Progress in math, but did not meet AYP expectations in reading or as a

school composite. We did make Adequate Yearly Progress across racial groups in mathematics except for our students with Disabilities and African American

subgroups. We did not meet AYP expectations in reading across all subgroups, except for our multiracial and Asian subgroups. We met 29 of our 31 targets, or

93.5%.

In closing, Quail Hollow is a school with a phenomenal community comprised of supportive parents, dedicated staff, and unique students. With the many

challenges that our students face, the school strives to meet all of their needs to put our students on the P.A.T.H. to college. This is our school motto, where

P.A.T.H. stands for perseverance, achievement, thoughtfulness, and health.

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

5

SMART GOAL (1): Improve the culture of the QHMS school community by increasing parental involvement, staff satisfaction and retention, student attendance, and overall student behavior. Data Used: We will analyze parent survey results, student behavioral data, and teacher feedback to track progress towards meeting our goals SP 2014 Tactic: (# ) –Parent and Community Connections; Effective Teaching and Leadership

Strategies(determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost

and source)

Personnel Involved

Timeline Start–End

Interim Check Dates

Example: 1. Differentiate instruction for students experiencing target deficit

reading skills as determined by 3D assessments

Use PALs

Use Orton Gillingham Strategies

Use flexible, small group instruction based upon teacher observations and student work products

Training teachers on Orton Gillingham strategies

Academic Facil/Smith

-On DIBELS less than 5% of students will be below benchmark by EOY measures -On Running Records all students will be above a level H -On DRA, less than 5% of students will be below a 10

-$500 training faculty on OG strategies -Source: PD allotment

Faculty

8/1 – 6/10

8/1/11

11/2/11

2/3/12

1. Strive for parental involvement that is representative of the student body

Effective communication that reaches the entire parent community: comprehensive Falcon Connection email distribution list, accurate parent contact information in NCWise

First Fruits Community Store parent engagement menu

CPCC ESL classes for adults

Plan community outreach visits

Spanish communication system

Twice monthly Falcon Fun Nights with a variety of parent clubs

PTSA events held in conjunction with Falcon Fun Nights

ILT, Murray, PTSA President, registrar, guidance counselor, technology coordinator

- FFN, ESL course attendance increases from first enrollment over the course of the school year

- PTSA membership representative of student demographic data

Faculty, PTSA, CPCC ESL Coordinator

Summer 2012;

monthly outreach initiatives

through Falcon Fun Night, by semester for CPCC ESL

classes

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

6

2. Improved staff satisfaction leading to retention

Increased opportunities for teacher leadership: redefined PLC Leader, Team Leader, Committee Leader, and Department Chair roles

Leadership development opportunities

New system of professional development: quarterly book clubs, team PD focus

Updated system of support for new (1-3 year) teachers with additional accountability for mentors

Ongoing surveys to provide feedback

Ongoing staff appreciation activities

Culture Club: planned “culture days” that include events and activities to build rapport and community among teachers and staff, including PTSA and community members on committees

Improved incentives for teachers to maintain attendance

Ensure that staff time is valued and preserved, streamline processes, and differentiate requirementsfor based on previous training (i.e. not all staff are required to attend the same trainings, meetings, etc.)

FAC representative; PLC Leaders, Team Leaders, Committee Chairs, Department Chairs, Culture Club, PTSA representatives

-improved survey data of teacher satisfaction -retention rate of teachers will increase from years past -improved teacher attendance as monitored through daily and weekly publication of attendance rates by team, grade and school with incentives

All faculty

Monthly check 9/1/12-6/1/13

3. Increased student attendance and a reduction in misbehavior among “frequent flier” students

Strategic team and class-level scheduling with input from 2011-2012 teachers

Pre-planning with teachers and parents prior to start of school year

Updated ISS plan

Mentors for students (faculty mentors as needed)

Adherence to discipline matrix and RTi interventions

Improved communication of student attendance data by team

Systematic, timely response to unexcused absences

Student attendance incentives

RTi Specialist, School Guidance Counselors, Team Leaders, Attendance secretary, Mentors

-Student discipline data will show a decrease in repeat offenders across grade levels, and the response to student discipline will follow the school discipline matrix -counselors will follow student truancy issues

All faculty Monthly check 9/1/12-6/1/13

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

7

SMART GOAL (2): We will pass all required CMS compliance audits with 100% pass rates throughout the 2012-2013 school year. Data Used: MMIS audit, Safety Audit, EC compliance SP 2014 Tactic: (# ) –Performance Management; Effective Teaching and Leadership

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person

(title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check Dates

1. Earn overall year average of 95% or higher on the CMS Safety Audit

Continue next-to-door signs with safety information

Quarterly random student safety surveys

Quarterly grade level assemblies regarding Code of Conduct expectations

System of communication for substitutes

Standardized on-boarding process for staff who join QHMS after the start of the school year

Standardized orientation for students who join QHMS after the start of the school year

Systems of accountability from GLA and Team Leaders

School-based unannounced practice audits

Documentation of teachers who fail to meet expectations: form letters created in advance

ILT, CSA

Student survey results will yield an increase in scores specific to feeling safe at school Student discipline incidents will decrease Staff will be on duty posts at all transitions, arrival, and dismissal

All Faculty

9/1/12-6/1/13

Quarterly audits

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

8

2. Earn a score of 95 or higher on the MMIS audit

Summer updates, including removal of unused items

All Department Chairs and Band Director attend CMS MMIS training

Staff-wide MMIS training at the start of the year

Quarterly MMIS reviews/practice audits

Hogston, Lineberger, Tobin, ILT, Dept. Chairs

MMIS report will match items in classrooms as well as storage spaces throughout the building; a point person will be named to streamline the data collection process

All Faculty

9/1/12-6/1/13

Quarterly audits

3. Earn a score of 100% for EC compliance and a reduction in EC OSS assignments

Monthly compliance check-ins with calendar tracker (calendared in advance at the start of the year), including school psychologist

School-based established timelines for sending invitations

Transition meeting blocks of time scheduled in at the start of the year

Emailed daily OSS list to ensure manifestation meetings are not missed

Effective alternate consequences for behaviors that are manifestations of a student’s disability

New students with disabilities will be identified for teachers in a timely manner, as well as their service needs

Education of administrators and teachers about behaviors that are a manifestation of student disabilities

Creation of behavior goal quick reference for administrators

Monthly EC discipline data chat (admin + intervention team + EC specialist)

Compliance facilitator, ILT, Co-Taught Teams

EC teachers will meet deadlines established on timelines Compliance with manifestation meetings Reduction in EC OSS assignments No assignment of OSS for behaviors that are a manifestation unless a DTM/hearing is requested

Al Faculty; Zone EC Specialists

9/1/12-6/1/13

Quarterly audits

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

9

SMART GOAL (3): We will address the whole child through committee SMART goals . . . Data Used: AYP subgroup gap analysis; parent survey data; student survey data; faculty survey data SP 2014 Tactic: (# ) - Effective Teaching and Leadership; Teaching and Learning through Technology; Performance Management; Environmental Stewardship; Increasing the Graduation Rate; Parent and Community Connections

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person

(title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check Dates

1. Give students the opportunity to be healthy and active every day

New school schedule with daily Healthy Activity time

Eliminate “Treats for Technology”

Develop a school committee to explore additional ways we can foster healthy habits among our faculty and staff.

Committee Chair

Students will opt in to healthy activity time and SSR

Healthy Activity Committee

Quarterly Checks

2012-2013 school year

2. Increased development of students’ 21st Century Skills through student and teacher use of technology

Electronic collaborative sharing forum

Teacher and student forum

BYOT training for teachers, parents, and students

Redefine progress monitoring tool

Define and identify 21st Century Skills dependent upon the use of technology.

Assess and/or identify the extent that our teachers and students can access and

Committee Chair

List of 21st Century Skills taken from reputable sources.

Create surveys for both staff and students designed to identify access to these technologies.

Identified staff able to train teachers and students in best use of appropriate technologies, and schedules for training sessions.

Technology Committee

Quarterly Checks

2012-2013 school year

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

10

utilize technologies critical to developing those skills.

Provide training for teachers and students to use technologies necessary to develop those skills.

Redefine or create progress monitoring tools.

Progress monitoring tools.

3. Increase effectiveness of SSR program

Build classroom libraries

Develop incentive program

Add Silent Sustained Writing

Assess student reading levels

Committee Chair

DRA and MAP assessments will show an increase in students comprehension and fluency

Encore/ Reach teachers, committee members

Quarterly Checks

2012-2013 school year

4. Use student achievement data to drive instructional practices: Teachers value data and prioritize data analysis to drive instruction

Create a uniform process to collect and analyze student achievement data

Provide staff-wide professional development on data-driven instruction

Use data to customize instruction to drive student achievement goals

Use of daily checks for understanding/exit tickets in class

Committee Chair

Data Driven Instruction PD Consistent use of data trackers Use of Data in PLCs to drive instructional decisions

Data Committee, PLCs and Grade Levels

Quarterly Checks

2012-2013 school year

5. Continue to strengthen College-Going Culture

Continue yearly college visits

College fair/cafeteria college visits

Student-owned “college of the month” rotating by team (possible partnership with South Meck)

Increased college visibility around the school

Committee Chair

Field Trips Partnerships with colleges, universities, and high schools

Culture Committee

Quarterly Checks

2012-2013 school year

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

11

6. Improve student behavior

Assign point person to generate quarterly data reports

Coordinated and streamlined incentive system developed at end of 2011-2012 school year

Character Education

Develop a clear Anti-Bullying protocol and campaign

Work with the PTSA to bring Rachel’s Challenge to QHMS as part of our Anti-Bullying Month

Committee Chair

Reduce referrals by 20% for the 2012-2013 school year

RTi/ Intervention Team, Faculty, Admin., Counselors

Quarterly Checks

2012-2013 school year

7. Explore grants and apply for grants to enrich student learning opportunities and enhance the learning environment.

Adrienne Ciccarello Jessica Mendes Tim Kuzara

List of grants Log of grants applied for by grant committee

Grant Committee Members

Each month the grant committee will apply for a grant.

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

12

SMART GOAL (4): Increase school composite science scores to 75% proficient; meet AMO goals and expected growth across all grade levels and content area subgroups AND achieve high growth in at least 50% of the subgroups; increase overall school composite proficiency to 80% and make AMOs; 85% of our students will demonstrate growth in mathematics, language arts, science, and social studies as measured by CORE common assessment data.

Data Used: ABC Data; subgroup gap analysis SP 2014 Tactic: (# ) - Increasing the graduation rate; Effective Teaching and Leadership

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person

(title/name)

Evidence of Success (Student Impact)

Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check Dates

1. Increase science scores to 75% proficiency

Change in schedule so students have science class daily for 60 minutes

Partner with Zone specialists to align instruction

Utilize in-house curriculum experts across grade levels (adjust staffing assignments)

Science PLC, Department Chair

Parallel assessment data will show increase in student mastery by objective from first test and retest Collaboration with Zone specialisits will yield aligned and rigorous assessments and lesson design

All Faculty

Quarterly Checks

2012-2013 school year

2. Make expected growth across all grade levels and content area subgroups and achieve high growth in at least 50% of the subgroups; 85% of our students will demonstrate growth in mathematics, language arts, science, and social studies as measured by CORE common assessment data.

Use MAP testing to monitor student growth formatively

Analyze common assessment data for subgroup disparities and address gaps

Dept Chairs, PLCs

SIOP, Cotaught, PEAK, AVID teams will monitor subgroup data and adjust instruction real-time to address learning gaps Use parallel and common assessments to track student growth in mastery from first administration to post administration of assessments

All Faculty

Quarterly Checks

2012-2013 school year

CMSSchool Improvement Plan 2012-13

Quail Hollow Middle School 2012-14 SIP Cycle

SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound.

13

through instructional interventions

Utilize common assessment data to track student mastery and growth in learning targets

3. Increase overall school composite proficiency to 80% and make AMO targets

Supporting our struggling readers Through reach

Master schedule will be redesigned to offer every class every day

RTi PD offered to all staff and incorporated in discussions about student achievement

SIOP, Cotaught, AVID teams will be developed to ensure that teachers have the necessary tools to meet the needs of students

Data Driven Instruction through data trackers and PLC data talks

Dept Chairs SIOP, Cotaught, PEAK, AVID teams will monitor subgroup data and adjust instruction real-time to address learning gaps Parallel assessment data will show increase in student mastery by objective from first test and retest DRA and MAP assessment data will be used to monitor student impact of reading and math intervention

All Faculty

Quarterly Checks

2012-2013 school year

Quail Hollow Middle School Bullying Prevention Policy

CMS was one of the first school districts in the state to pass a comprehensive bullying-prevention policy. The CMS Board of Education passed Policy JICK on March 11, 2008. The policy lists specific groups of students who are protected from bullying, as well as outlawing any kind of bullying or harassment. It also established district-wide training programs to enforce the policy and foster an environment of understanding and respect for all individuals

Quail Hollow Middle School publishes the following guidelines for implementation of the State and Corporation Policies on Bullying.

• To reduce, if not eliminate, existing bully/ victim problems at QHMS

The purpose of the QHMS Anti-Bullying Program

• To prevent the development of new bully/ victim problems, through education and training of students, staff, and parents, and implementation of behavior rules and interventions for students.

• To achieve better peer relations at school, and to create conditions that allow students to function better at school and at school activities.

• To create a safe school environment for all

• Staff members should be aware of the extent of bully/ victim problems in our school Guidelines for Improvement of the School Climate by Staff Members

• Staff members should involve themselves in changing the bullying behaviors they witness

• Better supervision of bullying “ hot spots” should be a goal of all staff members • The best results will be obtained through a combination of praise and other social

reinforcement for positive behavior, and consistent negative consequences for display of aggressive, rule violating behavior

• We will not bully other students Guidelines for Students while at QHMS and at all QHMS activities

• We will try to help those who are being bullied • We will try to include all students who may be left out • When we witness bullying behavior, we will tell a teacher, counselor, administrator,

coach, parent, or other adult that we trust. Telling an adult in not “snitching;” it is simply one student showing compassion for the victims of bullying behavior.

Actions to support all students, not just bullies and victims of bullying

• Establish class and school rules prohibiting bullying behaviors. Involve students in discussion of these rules to develop each student’s personal responsibility for following the rules.

• Continue to educate students, staff members, parents throughout the year. Hold regular discussions at during Character Education, grade, and entire school levels to develop, clarify, and evaluate the rules and consequences for bullying behavior.

• Create positive and negative consequences of bullying behavior, giving praise and friendly attention for positive behaviors, and sanctions or negative consequences for undesirable behaviors. Negative consequences should be appropriate and related to the corresponding behavior.

• Meet with parents to improve school-family communication and keep parents informed with regard to anti-bullying efforts. Send information to parents via the school newsletter or other means available.

• Communicate in a timely manner with parents of the bully and the victim when bullying behavior is witnessed.

• Keep good records of bullying incidents. • Sanctions or negative consequences should increase in severity when bullying behaviors

are repeated.

Classroom and school –wide interventions are designed to change and improve the behavior of our students in regard to bullying behaviors. These interventions will target specific students who are involved in bullying behaviors as either the victim, the bully, or as bystanders. Interventions should include the following actions.

Intervention for Bullying Behavior

• Facilitate a serious conversation with the bully or bullies. At the same time, document involvements of bully behaviors. Send a clear, strong message that any bullying behavior is not acceptable. Assign negative consequences for the bully. Warn the bully that his or her future behavior will be closely monitored, and that additional, more severe, negative consequences will be assigned if the bullying behavior does not stop immediately.

• Facilitate a serious talk with the victim of bullying behavior, and bystanders who witnessed the bullying behaviors. At the same time, document all knowledge of the bullying incident by having these students complete a Bullying Incident Report Form. Form should include the following. How did the bullying start? What happened? How did it end? Who participated, and in what way? What could you have done to help the situation?

• Provide the victim with information regarding how he or she may better handle or avoid such situations in the future.

• Persuade the victim and the bystanders to immediately report any new bullying behaviors or attempts to a school adult. (Report forms will be available from any teacher or counselor and are available in the main office.)

• Document every report of bullying behavior by completing one or more of these forms and keep good records in the main office. Student Bullying Report Form- Completed by the victim Staff Bullying Report Form- Complete by the staff member who witnessed the bullying behavior and/ or the staff member who was contacted by the student in regards to the incident Parent Bullying Report Form-

• Keep individual student records of behavior, and all reports made by victims and bystanders.

Completed by a parent who wishes to report a bullying incident

• Assign the following negative consequences

1

to the student who has exhibited bullying behavior. Please note that extreme cases of bullying, such as incidents that include physical harm, warrant skipping earlier consequences.

st offense

2

: The bully is referred to the guidance counselor. The guidance counselor will facilitate a serious conversation with the bully and will review all report forms associated with this reported incident. The bully will sign an anti-bullying contract and the bully’s parent will be contacted.

nd offense: Same as 1st

3

offense. The bully will conference with an administrator and the School Resource Officer (SRO). The administrator will contact the bully’s parents.

rd offense:

4

The bully is assigned 5 days OSS. The bully’s parents are asked to attend a conference with an administrator to discuss the issues. Upon returning from suspension, the student will conference with the guidance counselor and join an anti-bullying group to learn new behaviors.

th offense:

5

The bully is assigned 10 days OSS. The bully’s parents are asked to attend a conference with an administrator to discuss the issues. Upon returning from suspension, the student and parent will conference with the guidance counselor and the student will continue in an anti-bullying group.

th offense: The student is assigned 10 days OSS with a request for a Discipline Team Meeting to determine if additional consequences are appropriate.

Bullying-Harassment Individual School Prevention Plan

Action Plan

Bullying Prevention Outcomes:

• To reduce, if not eliminate, existing bully/ victim problems at QHMS • To prevent the development of new bully/ victim problems, through education and training of students, staff, and parents, and

implementation of behavior rules and interventions for students. • To achieve better peer relations at school, and to create conditions that allow students to function better at school and at school

activities. • To create a safe school environment for all

Strategies/Rationale Point Person Evidence of Success Names of Participants Information Related to Task

Timeline

Establish Bullying-Harassment Committee to lead our anti-bullying efforts, including character education, consistent consequences, reporting systems, etc.

Yolanda Adams, School Counselor, and Tony DeRiso, School Counselor

Monthly meetings with 100% attendance and clear agendas that drive the development of our anti-bullying and harassment program.

School Counselors Administrators Grade Level Teacher Representatives Parent Representative EC Department Chair

Counselors will attend training in October to learn more before establishing the committee. Committee member leads reporting initiative with locker drop boxes.

Committee established by October 20, 2012

Establish Character Education Program that incorporates our school anti-bullying education for students.

Rachael Neill, Principal Develop committee of teachers, parents, and administrators to develop a character education program. Adjust the school schedule to allow time for character education. Develop curriculum that aligns to school-specific needs and allows for grade level differentiation.

Healthy Choices Committee: Amy Mirco, AP Tambry Harris, Parent Allison Pearce, Teacher Yolanda Adams, School Counselor Tony DeRiso, School Counselor

Committee established by August 15, 2012; monthly meetings, daily program implementation

MEASURE: Teachers actively lead character education lessons aligned to the curriculum, as evidenced by informal walkthroughs. 90% or more of teachers report on the quarterly survey that Character Education is a meaningful use of time in alignment to student needs. 25% overall reduction in bullying-related incidents.

Establish Consistent Bullying-Harassment Policy for Offenders to ensure consistency in addressing this type of behavior

Yolanda Adams, School Counselor, Tony DeRiso, School Counselor, and Rachael Neill, Principal

Consistent policy to address bullying behavior that is implemented by all staff members. 85% or more of the teachers report consistency in consequences assigned for referrals on quarterly surveys.

Rachael Neill, Principal Amy Mirco, AP Deidra Nava, AP Jaime McCaughna, Dean

Align to new school-wide discipline matrix

October 1, 2012

Establish Bullying Support Groups to teach bullies positive behavior and to ensure the victims of bullies feel supported and valued

Yolanda Adams, School Counselor Tony DeRiso, School Counselor

Fewer than 10% of bullies who engage in the group are repeat offenders

Yolanda Adams, School Counselor Tony DeRiso, School Counselor

Support groups will be held for bullies and for the students who were bullied. Groups occur during Healthy Choices Time or Encore/Reach/SSR.

Groups begin the start of Second Quarter, October 31, 2012

Train Teachers to Recognize and Address Bullying/Harassment to prevent incident from occurring/escalating

Rachael Neill, Principal 85% or more of teachers report that they know how to identify bullying behavior and what to do about it when it happens on quarterly survey

Bullying-Harassment Committee

Norm on what bullying behavior looks and sounds like Teach strategies to 1) ensure the victim feels safe and valued, and 2) prevent and stop the negative behavior

Training series over the course of the school year

Align Cultural Arts Rachael Neill, Principal 25% overall reduction in PTSA Cultural Arts Chair Rachel’s Challenge By the end of first quarter

Program to our Anti-Bullying Campaign to utilize all resources in sending our anti-bullying message

bullying behaviors from last school year.

PTSA Character Education Chair

Program

Utilize Safety Committee to Regularly Analyze Discipline Data and Adjust Course as Necessary

Rachael Neill, Principal 25% overall reduction in bullying behaviors from last school year.

Student Behavior/Safety Committee: Rachael Neill, Principal Amy Mirco, AP Deidra Nava, AP Jaime McCaughna, Dean Yolanda Adams, School Counselor Tony DeRiso, School Counselor Dwight Stone, School Resource Officer Katherine McKinnon, School Nurse Jarvis Butler, Security Associate

Provide quarterly data, share results and suggested next steps at SLT

Quarterly