North Carolina - Charlotte-Mecklenburg Schools Improvement Plans 2012...feedback is provided to the...

North Carolina

MLK

Registration

School Information

Registered: 08/06/2012

500 Bilmark Avenue

Charlotte, NC 28213

Phone: 980-343-0698

Fax: 980-343-0700

Principal

Ms. Jennifer Dean

Phone: 980-343-0698

Fax: 980-343-0700

[email protected]

Process Manager

Mrs. Adrienne Robinson

Assistant Principal

Phone: 980-343-0698

Fax: 980-343-0700

[email protected]

North Carolina

MLK

School Information

Percentage of Students by Ethnicity

23 % Hispanic/ Latino of any race

1 % American Indian or Alaskan Native

2 % Asian

0 % Native Hawaiian or Other Pacific Islander

6 % White

8 % Two or more races

Other Student Demographics

0 % Percent of Students Qualifying for Free or Reduced Lunch

15 % Percent of Students Receiving Special Education (IEP students)

0 % School Attendance Percentage

0 % School Mobility Percentage

16 % Percent of Students that are Limited English Proficient (LEP)

School Personnel

42

10

15

%

%

%

Classroom Teachers

Special Education Teachers

Specials (Art, Music, PE, etc.)

0

0

0

%

%

%

Family \ Parent Liaison

Reading Specialists

Teacher Aides

2

1

1

%

%

%

Assistant Principal

Social Worker

Technology Specialists

2

3

0

%

%

%

Counselor

Support Staff

Other

0 % Dean

Grade Levels and Enrollment

6-8 What grade levels are in your school (e.g. K-8)?

954 What is your total enrollment?

60 % Black or African American

Middle School Math EOG

2011-2012

The percent of all students (in each grade level that was tested) who scored proficient or better on the most recently available state assessment for each subject area that applies in your state. Round each percent to the nearest percentile, i.e. 26.8 = 27.

Subject preK K 1 2 3 4 5 6 7 8 9 10 11 12

Mathematics 0 0 0 0 0 0 0 68 47 92 0 0 0 0

Middle School Reading EOG

2011-2012


Subject preK K 1 2 3 4 5 6 7 8 9 10 11 12

Reading 0 0 0 0 0 0 0 54 34 43 0 0 0 0

Middle School Science EOG

2011-2012


Subject preK K 1 2 3 4 5 6 7 8 9 10 11 12

Science 0 0 0 0 0 0 0 0 0 74 0 0 0 0

School Assessment Scores

North Carolina

MLK

North Carolina

MLK

Team

Opal Baker

Intervention Team Coordinator

Phone:

Email:

Added date: 10/07/2012

Yolanda Burnette

RT3 Literacy Coach

Phone:

Email:


Jennifer Dean

Principal

Phone:

Email:


Janet Moss

Assistant Principal

Phone:

Email:


Summer Patterson

Parent

Phone:

Email:


Akimme Porter

Academic Facilitator

Phone:

Email:


Adrienne Robinson

Assistant Principal

Phone:

Email:


Devanda Rodriquez

RT3 Math Coach

Phone:

Email:


School Leadership and Decision Making

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

Indicator ID04 - All teams prepare agendas for their meetings. (39)

Status Full Implementation

Assessment Level of Development: Initial: Full Implementation 09/17/2012

Evidence: Teams are required to use a standard agenda that must be prepared prior to all weekly content and interdepartmental meetings.

Providing operational flexibility and sustained support

Federal Requirement: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates.

Indicator A01 - The LEA has examined current state and LEA policies and structures related to central control and made modifications to fully support transformation. (1633)



Evidence: CMS ensures its Board policies are aligned with State policies. There is a process to regularly review Board policies and regulations to ensure they are current and are aligned with State and Federal laws and district goals. CMS ensures that the school improvement process is aligned with State law and all necessary components are included. These are reviewed by district-level staff and approved by the Board of Education and NC State Board of Education. Each spring, the district implements a process for stakeholder involvement in the review and revision of the CMS Parent Involvement Policy. All Title 1 schools must work collaboratively with the School Leadership Team to develop a Family Involvement Plan and Student-Parent-Teacher-School Learning Compact.

Indicator A02 - The LEA has reoriented its culture toward shared responsibility and accountability. (1634)



November 13, 2012

MLKComprehensive Plan Report

Key Indicators are shown in RED. School Improvement Indicators

Page: 1 of 37

Evidence: CMS has provided extensive professional development on the Professional Learning Communities (PLCs) model to promote collaboration among staff within the school, between schools and central office, and within the central office. Principals and assistant principals received monthly training and share their learning with school staff. Within the PLC model, there has been a shift towards making data driven decisions. CMS has provided central office and school personnel with several data management and intervention tools that provides them information for decision-making and monitoring progress. The Managing for Performance Portal provides teachers, administrators, and central office staff with information about achievement, WIDA scores, EC, attendance, at-risk factors, behavior, etc. Thinkgate is the platform used to house data from district created benchmarks. Easy access to this data enables teachers to develop remediation plans, Electronic Personalized Education Plans are maintained in Easy PEP on all students scoring below grade level on standardized tests. Additionally, the district has provided extensive monthly training to principals and assistant on the North Carolina Educator Evaluation System to ensure evaluators are able to accurately assess teachers’ level of performance and provide feedback, coaching, and professional development to promote growth.

Indicator A04 - The LEA has aligned resource allocation (money, time, human resources) within the school’s instructional priorities. (1636)



Evidence: The Superintendent works collaboratively with the Board of Education to develop a budget that is aligned with the goals of Strategic Plan 2014. The district budgeting process requires various stakeholders and central office employees to evaluate the effectiveness of instructional programs and initiatives in achieving the district’s goals to determine future funding priorities. Decisions about textbooks, technology standards, and data management systems are made and funded at the district level. State and local funding is provided to schools based on the 20th day ADM. Principals involve their School Leadership Teams to prioritize school budgets that are in alignment with the School Improvement Plan. Staffing allocations provided by the state are reviewed and the district uses a weighted student-staffing ratio to account for the needs of schools with high levels of student poverty. Extended Day funding, that is used to provide remediation and additional instructional time for students, is allocated based on the number of students scoring below grade level in reading at a school. The district has provided additional zone staff, including literacy and math specialists, to support the instructional program in Title 1 schools.

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Providing operational flexibility and sustained support

Federal Requirement: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or EMO).

Indicator B10 - The LEA has planned for and initiated an ongoing cycle of continuous progress monitoring and adjustment. (1659)



Evidence: The School Improvement Team is comprised of school leaders who are engaged in the implementation of the School Improvement Plan. School Improvement Team’s will meet on a consistent basis (monthly or quarterly) to monitor progress in areas of parent outreach, student achievement, and discipline. During these meetings, the team’s can assess the implementation that has already taken place as well as plan ahead to determine full implementation. In addition, zone teams participate in school walkthroughs where instructional feedback is provided to the school leadership. Principals can choose to implement changes based on this feedback or share feedback with the School Improvement Team and determine adjustments from that point.

Indicator B15 - The LEA provides the school transformation team members with information on what the school can do to promote rapid improvement. (1663)



Evidence: Through the zone office support is offered to schools in the areas of math, literacy, exceptional children, and behavior intervention. Specialists in each of these areas collaborate with the school and provide support, training and feedback as needed to the school to promote rapid improvement. The collaboration between the specialists and the school occur in various forums such as individual meetings with school-based leadership, small group support to teachers, and/or planning sessions with facilitators. The zone office provides research based content that has been proven to increase student achievement and teacher effectiveness.

Developing and increasing teacher and school leader effectiveness

Federal Requirement: Replace the principal who led the school prior to commencement of the transformation model.

Indicator C01 - The LEA has determined whether an existing principal in position for two years or less has the necessary competencies to be a transformation leader. (1639)



Page: 3 of 37

Evidence: All new CMS principals are given a two year contract during that time they participate in a district wide induction program. In the first year, principals are assigned a mentoring coach who meets with them monthly to provide professional development and support. In the second year, principals participate in the SAM’s Project, which includes a coach and extensive professional development. Additionally, all CMS principals are evaluated using the North Carolina School Executive Performance Evaluation tool. Throughout the year they are monitored consistently using a professional development plan that targets their areas for growth.

Indicator C06 - The LEA selects and hires qualified principals with the necessary competencies to be change leaders. (1644)



Evidence: CMS uses the Principal Talent Pool selection process to cultivate a pipeline of change leaders. In this process, potential principals must go through a paper screening process to assess the quality of their previous experiences and their ability to lead for instructional growth as indicated by qualitative data. During the second phase of the process, potential principals must demonstrate leadership through an extensive interview, participation in a case study discussion, and respond to an experience- based writing prompt. After being accepted into the Principal Talent Pool, candidates can apply for principal leadership positions within the district. The Zone Superintendents works with all school-based stakeholders to create a principal profile, which is used to identify needed competencies and skills. Potential principal candidates are selected for interviews based on a match of the school-based profile and their strengths. Following all potential principals must interview with a representative group of school stakeholders and Central Office staff. The best candidate is then approved by the Superintendent.

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Indicator C08 - The principal effectively and clearly communicates the message of change. (1665)

Status Tasks completed: 0 of 3 (0%)

Assessment Level of Development: Initial: Limited Development 09/16/2012

Index: 6 (Priority Score x Opportunity Score)

Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

Currently, the principal is in her 2nd month as principal and her first month with staff. At the start of the school year, the changes as it relates to the new CCSS, the literacy focus, and the cultural changes were discussed. Since that time, the principal and the admin team, has focused on those changes and have begun with professional developement and monitoring.

Plan Assigned to: Jennifer Dean

Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, Ms. Dean will have communicated the message of change through the implementation of processes and elements that are critical for improving student achievement and school improvement. Some evidence of this objective being fully implemented will be:

-Rigorous Lesson Plans -Instructional Walkthrough Process for all teachers by administrative team -Weekly Newsletters from all departments -Professional Development feedback -Revised School Mission and Vision -Increased academic-related parental involvement activities -Overall increase in school total proficiency on formative and summative assessments-Agendas and minutes from interdisciplinary, department, and grade level teams-Consistency in communication

Target Date: 06/08/2013

Tasks:

1. Evaluate and provide feedback to teachers on weekly lesson plans.

Assigned to: Jennifer Dean


Target Completion Date: 06/09/2013

Comments:

2. Continue to offer monthly parental involvement activities that will help them support their child's education.



Page: 5 of 37


Comments:

3. Continue to share school vision and mission with students, staff and parents by using a variety of different methods of communication




Comments:

Implement Percent Task Complete: Tasks completed: 0 of 3 (0%)

Page: 6 of 37

Indicator C13 - The principal focuses on building leadership capacity, achieving learning goals, and improving instruction. (1712)







Leadership Capacity - 1. A first responder list has been created to reflect the roles and responsibilities of different staff members. Staff will receive training and/or support for their roles.; 2. The list of school leaders was reviewed and some changes were made to allow more staff members to have leadership roles.; 3. The school leadership team and school wide committees were made available to all staff members and different staff have assumed leadership roles in those committees.Achieving learning goals: As a school we have developed overall learning goals. Teams were engaged in a data dive in an effort to set group and individual student goals based on deficiencies uncovered by reviewing the data. The goals will be monitored monthly.Improving Instruction - The staff is involved in rigorous planning that is supported by the administrative team. The team is using coaching best practices to provide the support for our staff. Evaluations, lesson plan and assessment reviews are a part of the coaching process to help the staff to effectively unpack, teach, and assess rigorous standard.


Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, Ms. Dean will have established her focus as building leadership capacity, achieving learning goals, and improving instruction. Some evidence of this objective being fully implemented will be:

-Strong, instruction-focused leadership team of assistant principals, RT3 Coaches, department chairs, and team leaders -Recruitment and retention of quality teachers -Written learning plans for students who struggle academically

-PLC Meeting Agendas and Minutes -Increased academic-related parental involvement activities -Overall increase in school total proficiency on End-of-Grade test


Tasks:

1. Continue to staff to monitor students' academic progres to ensure that individual learning/behavioral goals are being met.


Page: 7 of 37



Comments:

2. Create a teacher support program that will support professional growth for teachers at different points in their career.




Comments:

3. Create an instructional plan to focus on close reading of the standards to help with alignment. The process will involve planning support, walkthrus/formal observations, assessment creating support, achievement data disaggregation, and lesson planning




Comments:

4. Provide more opportunities for academic and behavioral support through rti, extended day, clubs, and other avenues.




Comments:


Page: 8 of 37


Federal Requirement: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that a) take into account data on student growth as a significant factor as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and b) are designed and developed with teacher and principal involvement.

Indicator D01 - The principal regularly evaluates a range of teacher skills and knowledge, using a variety of valid and reliable tools. (1671)







Ms. Dean uses a variety of tools to evaluate teacher skills and knowledge. She relies on formal observation data, and other data that is provided through classroom walkthroughs that are conducted by the administrative team and other instructional support staff.


Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, Ms. Dean will have regularly evaluated a range of teacher skills and knowledge, using a variety of valid and reliable tools. . Some evidence of this objective being fully implemented will be:

-Formal Observation Data -Teachscape Walkthrough Data-Teacher Lesson Plans-Rigorous Student Work Samples


Tasks:

1. .




Comments:

2.




Page: 9 of 37

Comments:

3. Execute walk-thrus that are a part of the planning project. Walk-thrus will include individual and team feedback and effective coaching and celebration.




Comments:

4. Create and execute an effective formal evaluation process. Ensure that the process is properly aligned and consistently executed throughout the building. Providing PD to ensure that the instrument and the process is understood.




Comments:


Indicator D02 - The principal includes evaluation of student outcomes in teacher evaluation. (1672)


Assessment Level of Development: Initial: No development or Implementation 09/26/2012





As the first round of teacher observations begin, Ms. Dean will use student outcomes such as grades and work samples in her evaluation of teachers. For example, teachers who show a number of failing students, as evident in the most recent progress reports, will be recommended to use differentiation methods in the classroom with support from RT3 coaches.


Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, Ms. Dean will have included the evaluation of student outcomes in teacher evaluation. Evidence of this objective being fully implemented will be:

-Comments on teacher evaluations that summarizes how students are progressing in class-Classroom walkthrough comments that reflect feedback in reference to student work samples and other products to reflect content mastery


Tasks:

1. Intentionally review classroom student work samples to assess complexity and critical thinking skill level.

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Comments:

2. Ask questions regarding student data, goal attainment, and work samples. Include that information in the evaluation. Provide coaching and other support based on the information.




Comments:



Federal Requirement: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Indicator E12 - The LEA has a team available to help principals as they deal with underperforming employees to minimize principal’s time spent dismissing low performers. (1690)



Evidence: Each school zone retains a Human Resource Manager on their team to support principals in the dismissal process of low performing staff. The HR Manager meets with principals to ensure that the dismissal process is being followed correctly and assists principals with the data collection needed for dismissal. In addition, Zone Superintendents coach principals through the dismissal process giving them constructive feedback on the paper documentation or providing an awareness of the timeline for dismissal procedures. In some cases, Executive Directors or Zone Superintendents will participate in the observations of low-performing staff to provide general feedback and provide documentation support.


Federal Requirement: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.

Indicator F03 - The LEA/School aligns professional development with identified needs based on staff evaluation and student performance. (1694)




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Ms. Dean and the administrative team are working to ensure that professional development is relevant and meet the needs of teachers. At present, the most pressing need to for teachers, as evident in formal and informal surveys, is to have a clearer understanding of the new Common Core and Essential Standards for each content area. Thus, the administrative team has an ongoing plan to conduct professional development on a weekly basis to support teachers. LEA RESPONSE:CMS aligns professional development with the goals in Strategic Plan 2014 and needs identified from student achievement and teacher evaluation data. The district has taken the lead on providing an introduction to and implementation of the Common Core Standards. Curriculum and Instruction (C&I) Directors have worked collaboratively with department members and teacher leaders to develop system-wide training that was conducted during the five professional development waiver days. Additionally, the C&I department implemented a summer Teacher's Institute,STEM Institute, and other workshops for teachers. To further help with building teachers' content understanding, the C&I department implements monthly alliance meetings for a variety of content areas. During these meetings, they share instructional strategies and resources. The district has also created an electronic walkthrough form that is used through the Teachscape platform. C&I and Zone Staff have access to the data collected on teachers at the school and are able to tailor professional development sessions for the schools and teachers. This year, the district is focusing on instructional coaching with central office staff, principals and assistant principals to help build their capacity for improving teachers' performance. The district provides additional professional development opportunities and teachers are able to register through the MyPD system. Title 1 PD Coaches provide professional development opportunities, including the Differentiation Academy, Support Interaction, Literacy Across the Content Areas, Writing in the Math Classroom, etc., that are specially designed to the meet the needs of Title 1 teachers. The zone office staff further support teachers by providing coaching support on the implementation of the common core and Balanced Literacy Model.

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Plan Assigned to: Akimme Porter

Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have aligned professional development with identified needs based on staff evaluation and student performance. Evidence of this goal being fully implemented will be:

Professional Development Survey Results Professional Development that is aligned with New Teacher Evaluation InstrumentWeekly PLC meeting minutes that reflect conversations about student performance


Tasks:

1. Per the TR3 Transformation Plan, provide and support content level PD through department meetings, CSZ content planning session, content alliance meetings, and other avenues.

Assigned to: Akimme Porter



Comments:

2. Per the TR3 Transformation Plan, continue to provide, support, and assess curriculum alignment. (in the areas of planning, walk-thrus, assessment, learning, and instruction) on and off site




Comments:

3. Per the TR3 Transformation Plan, continue to provide, support, and assess Learning with Focus PD.




Comments:

4. Per the TR3 Transformation Plan, provide differentiated PD for different teacher groups based on the PD needs of the different groups. (EX: first, 2nd, 3rd, 4th, and experienced teacher groups.)

Assigned to: Yolanda Burnette



Comments:

5. Per the TR3 Transformation Plan, provide literacy PD for the entire staff and support and monitor implementation.



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Comments:


Indicator F04 - The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development. (1695)






Page: 14 of 37


The administrative team is comprised of the principal, assistant principals, RT3 coaches, and academic facilitator. The team offers professional development sessions for teachers in content planning meetings, gradelevel meetings, and staff meetings.These sessions focus on topics such as unpacking the new common core standards, using data to drive instruction ("Data Dive"), progress monitoring, Learning with Focus, literacy-based instructional strategies, and understanding the Teacher Evaluation System. Ms. Dean also offers professional development for her administrative team members on unpacking the standards, evocative coaching,and creating a positive school culture. LEA RESPONSE:CMS aligns professional development with the goals in Strategic Plan 2014 and needs identified from student achievement and teacher evaluation data. The district has taken the lead on providing an introduction to and implementation of the Common Core Standards. Curriculum and Instruction (C&I) Directors have worked collaboratively with department members and teacher leaders to develop system-wide training that was conducted during the five professional development waiver days. Additionally, the C&I department implemented a summer Teacher's Institute,STEM Institute, and other workshops for teachers. To further help with building teachers' content understanding, the C&I department implements monthly alliance meetings for a variety of content areas. During these meetings, they share instructional strategies and resources. The district has also created an electronic walkthrough form that is used through the Teachscape platform. C&I and Zone Staff have access to the data collected on teachers at the school and are able to tailor professional development sessions for the schools and teachers. This year, the district is focusing on instructional coaching with central office staff, principals and assistant principals to help build their capacity for improving teachers' performance. The district provides additional professional development opportunities and teachers are able to register through the MyPD system. Title 1 PD Coaches provide professional development opportunities, including the Differentiation Academy, Support Interaction, Literacy Across the Content Areas, Writing in the Math Classroom, etc., that are specially designed to the meet the needs of Title 1 teachers. The zone office staff further support teachers by providing coaching support on the implementation of the common core and Balanced Literacy Model.

Page: 15 of 37

Plan Assigned to: Adrienne Robinson

Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have provided all staff high quality, ongoing, job-embedded, and differentiated professional development. Evidence of this objective being fully implemented will be

-Professional Development Session Evaluations/Feedback-Completion of professional development as outlined on the Title I Professional Development Plan


Tasks:

1. Email staff survey to determine professional development needs.

Assigned to: Adrienne Robinson



Comments:

2. Per the TR 3 Transformation Plan, encourage staff to participate in content specific professional development offered by the Central Secondary Zone.




Comments:

3. Utilize Survey Monkey to evaluate-based professional development sessions.




Comments:


Indicator F07 - The LEA/School sets goals for professional development and monitors the extent to which it has changed practice. (1698)



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The school has developed a Title I professional development plan based on student achievement data, survey data, and other needs assessments. The administrative team monitors the implementation of professional development through classroom walkthroughs, lesson plan review, formal evaluations, and student and teacher feedback. LEA RESPONSE:Within Strategic Plan 2014, CMS has established Effective Teaching and Leadership as a district priority. Within in this priority, one of the Key Indicators is provide access to training that is tailored to student and teacher learning needs. Some of the strategies listed are to provide training on a variety of instructional strategies, implement the Differentiation Academy, provide support of the understanding and use of data through the Data Wise process, provide training on rigor, expand the instructional coaching model, fully implement PLCs as a means of providing job-embedded professional training, and provide training on the RTI model. CMS has provided training in each of these areas and monitors the effectiveness of each through survey and student achievement data, participation rosters, and walkthrough and teacher evaluation data. After each professional development session, teachers complete an online feedback survey. Zone staff are aware of teachers and schools that have completed the Differentiation Academy and are able to monitor teachers' ability to implement strategies in their classrooms. The RTI model is being rolled out in phases. Schools who are identified as RTI schools have been assigned a coach who support and monitor implementation. CMS carefully analyzes the achievement performance at each of the schools and assesses the growth and achievement gaps of each subgroup to more formally monitor the effectiveness of the system-level professional development.


Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have set goals for professional development and monitor the extent to which it has changed practice. Evidence of this objectives being fully implemented will be:

-Classroom walkthroughs and formal observations that reflect research-based instructional strategies-Lesson plans that reflect the use of research-based strategies-Discussion of research-based strategies in common planning meetings


Tasks:

Page: 17 of 37

1. Per the TR3 Transformation Plan, continue to monitor the implementation of professional development through a variety of sources--walkthroughs, formal evaluations, and needs assessments.




Comments:

2. Per the TR3 Transformation Plan, utilize surveys and feedback forms to evaluate the effectiveness of professional development offerings.




Comments:



Federal Requirement: Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model.

Indicator G01 - The LEA has a plan and process in place to establish a pipeline of potential turnaround leaders. (1645)



Evidence: CMS has identified two programs to identify new principals who are trained to be turnaround leaders. These programs, New Leaders for New Schools and Leaders for Tomorrow (Winthrop University), provide intensive professional development and on the job training to ensure that future leaders are knowledgeable of instructional practices and are prepared to lead for change. In addition, CMS has implemented the Strategic Staffing Initiative that allows for placing highly effective leaders into challenging and hard to staff schools. Zone Superintendents collaborate with the Deputy Superintendent to identify the district’s most effective leaders based on student achievement data and cultural competencies. There is a three year commitment of a Strategic Staffing principal, which is meant to create stability for the school with a highly effective leader in place.

Indicator G03 - The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. (1670)





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All teachers are evaluated based on the North Caroline New Teacher Evaluation Instrument. All observations are consucted by licensed, trained administrators and are completed based on a time-line that is set by the district. Ms. Dean has developed an observation and walkthrough schedule for administrators to follow to ensure that all teachers are evaluated by all three administrators formally and informally on a consistent basis.

Teacher vacancies are posted on the CMS website and candidates are selected via MYAPPS. Candidates are selected based on their content area teaching license and/or other factors that make s/he a viable candidate for the vacant position. LEA RESPONSE:CMS has a system of procedures for recruiting, evaluating, rewarding, and replacing staff. The district advertises all vacancies on the website and candidates complete an online application through the MyAPP 2.0 platform. Additionally,HR advertises on Facebook and attends various colleges to participate in job fairs. CMS has a system in place to identify teachers with leadership potential and provide them opportunities to participate in administrator licensure programs. CMS follows the North Carolina evaluation procedures and instruments for teachers and administrators.Principals and assistant principals are provided monthly training on the implementation of the evaluation process and matrix to ensure consistency and calibration in identifying highly effective educators and how to coach for improvement. Additionally a group of consultant coaches and principals worked collaboratively to develop indicators that reflect leveled performance for each of the standards in the evaluation matrix. The CMS Human Resources Department (HR) and Executive Staff, with the input of principals, have developed a matrix that outlines the acceptable level of summative performance for non -career teachers to be eligible for a continuing contract. Teachers who do not meet these standards, may be recommended for non-renewal. Career teachers must follow a directed professional development plan for two years and not make acceptable growth to be recommended for termination. Highly effective teachers are identified through their student growth composites and summative ratings and are provided leadership opportunities, including serving as a Professional Development Master Teacher and being Strategically Staffed, as a reward for their performance.

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Added: 10/07/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. Evidence of this objective being fully implemented will be:

-Completion of all teacher observations in McRel -Post conference feedback from all formal and informal observations and classroom walkthroughs -RFF's or purchase orders for teacher appreciation purchases -Comp time certificates -Mentor/Mentee Meeting logs -New Teacher Meeting Agendas and Minutes -Teacher Recruitment Fairs -Interview team notes-PD session materials from PD on topics such as interviewing, teacher retention, and evaluation norms


Tasks:

1. Create an effective system for recruiting good talent including attending job fairs, TFA and TC events.




Comments:

2. Create an effective interviewing process that includes school based leaders. Provide effective questions and PD on interviewing practices.




Comments:

3. Engage in teacher retention PD and apply strategies.




Comments:

4. Find ways to increase celebrations and rewards for staff.




Comments:

5. Consistently evaluate and provide meaningful and specific feedback through coaching.



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Comments:


Comprehensive instructional reform strategies

Federal Requirement: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state academic standards.

Indicator H01 - The principal ensures that teachers align instruction with standards and benchmarks. (1714)







Ms. Dean and the administrative team are working with teachers to ensure that all lessons are aligned with the common core and essential standards. Ms. Dean and the administrative team, comprised of administrators, an academic facilitator, and RT3 coaches meet weekly to discuss teacher common planning sessions and walkthrough data to ensure that instructional expectations are being met. In addition, the administrative team members work with grade level content teams to do a close reading of each standard prior to planning any activities to ensure that all team members have a clear understanding of what the standard is asking students to know and be able to do.


Added: 10/07/2012

How it will look when fully met: By the end of the school year, Ms. Dean will have ensure that teachers align instruction, assessment, and learning with standards. Evidence of this objective being fully implemented will include:

-Close reading of Common Core Standards -Lesson Plans that are aligned to the Common Core Standards -Walkthrough feedback that specifically identifies essential standards being addressed in lesson


Tasks:

1. Restructure department agendas to provide opportunities for vertical alignment, PD on strategies, and alignment strategies.




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Comments:

2. Collaborate on assessments to ensure that they are aligned with the standards and include next generation assessment questions. Provide support and sharing of data disaggregation strategies.




Comments:

3. Collaborate with grade level content teams for planning using close readings of standards. Conduct walk thrus and provide prompt feedback on alignment to lessons created from planning.




Comments:


Indicator H03 - All teachers, working in teams, prepare standards-aligned lessons. (1718)







Teachers are required to meet with their content team twice per week to plan lessons that are aligned with the Common Core Standards. In addition, ongoing professional development is offered for specific content teams to help teachers unpack the new standards and plan lessons accordingly.


Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, all teachers will have worked in teams to prepare standards-aligned lessons. Evidence of this objective being fully implemented will be:

-Common Planning twice per week-Lesson Plans aligned to the new Common Core Standards


Tasks:

1. .




Comments:

Page: 22 of 37

2. Per the TR3 Transformation Plan, continue to provide support to PLC on PLC logistics to ensure that staff are working interdependently in their PLCs to support goals.




Comments:

3. Per the TR 3 Transformation Plan, continue to collaborate with team on the alignment project, including close reading.




Comments:


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Comprehensive instructional reform strategies

Federal Requirement: Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students.

Indicator I01 - The school has established a team structure among teachers with specific duties and time for instructional planning. (1711)







The master schedule was designed to support common planning for all teachers who teach the same subject area on their gradelevel. Content area teachers are required to plan Monday and Tuesday of each week.

Plan Assigned to: Janet Moss

Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have established a team structure among teachers with specific duties and time for instructional planning. The scheduling process wil be revised. Evidence of this standard being fully implemented will be:

-Master Schedule that reflects common planning for every grade level content area -Master Schedule that reflects intentionally heterogeneous schedules.-Master schedule that addresses students needs. (Ex: EC, ESL, TD, honors, etc.)


Tasks:

1. Create a flexible master schedule that allows for daily planning periods and incorporates school based needs and district non negotiables.




Comments:

2. Create a scheduling focus group to collect and provide input and reflections on the scheduling process. The group will come up with suggestions and needs for the schedule. The group will incorporate needs and feedback from a variety of areas and departments.




Page: 24 of 37

Comments:


Indicator I02 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments. (1715)







Some teachers use Thinkgate and other common assessments to monitor student mastery of objectives. RT3 coaches and administrators are working closely with teachers on how to create a system for tracking student data to make curricular adjustments. There has also been some discussion about students' being responsible for tracking their own mastery of objectives.

Plan Assigned to: Opal Baker

Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, all teachers will have monitored and assessed student mastery of standards-based objectives in order to make appropriate curriculum adjustments. Evidence of this objective being fully implemented will be:

-Formal and Informal assessment data disaggregation by content standard-Use of Thinkgate and other common assessment too assess student mastery-Use of data trackers for every content area-Increased student proficiency on teacher-created, local, and state assessments


Tasks:

1. Per the TR3 Transformation Plan, continue to require staff to use a variety of data sources in their professional learning communities and content team meeting to improve instruction. Teachers will develop PEP's for students to provide targeted assistance to remediate and accelerate learning for all students.

Assigned to: Opal Baker



Comments:

2. Per the TR3 Transformation Plan, provide PD and share best practices on how to use a variety of different data sources and progress monitoring tools to improve instruction.

Page: 25 of 37




Comments:

3. Per the TR 3 Transformation Plan, continue to use common assessment to determine student progress, trends, and areas for growth.




Comments:


Indicator I03 - All teachers, working in teams, differentiate and align learning activities with state standards. (1716)







Ms. Dean and the administrative team are working with content teams to help them differentiate and align learning activities with the new Common Core and Essential Standards. Teachers are required to meet with their content team twice per week to plan lessons that are aligned with the Common Core Standards. In addition, ongoing professional development is offered for specific content teams to help teachers unpack the new standards and plan lessons accordingly.


Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, all teachers will have worked in teams to differentiate and align learning activities with state standards. Evidence this objective being fully implemented will be:

-Lesson plans show evidence of differentiation and be aligned with the Common Core and Essential Standards -Formal and informal observations reflect interdisciplinary teaching, student work samples,and increased student engagement in all classrooms.-Differentiation training scheduled for the summer


Tasks:

1. Per the TR 3 Transformation Plan, continue to require teachers to do a close reading of each standard prior to lesson planning.


Page: 26 of 37



Comments:

2. Per the TR3 Transformation Plan, continue to offer professional development sessions that help teachers utilize and understand data that is made available to them to plan standards-aligned differentiated lessons for students.




Comments:

3. Per the TR3 Transformation Plan, encourage teachers to participate in online Differentiated Academy (DA) offered by the district. An academy will be set up in July to help support differentiation in the classroom.




Comments:


Page: 27 of 37

Indicator I04 - All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework. (1719)







As evident in classroom walkthroughs by administrative team members, some teachers are providing sound instruction in a variety of modes; however, there are several teachers who need professional development to strengthen instructional delivery.


Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, all teachers will have provided sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework. Evidence of this objective being fully implemented will be:

-Formal and informal classroom observations that reflect sound, research-based instructional strategies-Lesson plans that reflect the use of a variety of teaching activities to engage students during the instructional block


Tasks:

1. Continue to collaborate during common planning and during feedback sessions to discuss lessons that reflect sound instructional practices. Sharing of strateagies can take place during this time.




Comments:

2. Continue to observe classrooms to ensure that teachers are implementing lesson plans and instructional strategies as planned during their PLCs into their classrooms.




Comments:


Page: 28 of 37

Indicator I05 - All teachers employ effective classroom management. (1721)







Most teachers employ effective classroom management techniques; however, there are a few new and seasoned teachers who struggle with classroom management. Support staff and administrators are working with teachers to develop PBIS strategies to include gradelevel behavior matrix', incentives, and other interventions to promote positive behavior.


Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, 90 percent of teachers will employ effective classroom management strategies. Evidence of this objective being fully implemented will be:

-a reduction in the number of minor discipline offenses being referred to behavior management technicians-Teacher classroom observation that reflect safe and orderly classrooms-PBIS strategies being utilized in the classroom


Tasks:

1. Per the TR3 Transformation Plan, offer on site management strategies, coaching, and modeling for teachers who struggle with classroom management issues.




Comments:

2. Encourage new and other struggling teachers to attend classroom management professional development offered by the district.




Comments:

3. Provide school wide PBIS programming that includes training, expectations, and support. Include school wide PD on the PBIS process, the referral process, and unique classroom management strategies.




Page: 29 of 37

Comments:


Indicator I06 - The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. (2590)







The School Leadership Team (SLT) meets once per month. At the first SLT meeting in August, the team analyzed a variety of different data sources to set goals for the 2012-2013 school year. In addition the SLT team discussed strategies for accomplishing the goals.


Added: 10/08/2012

How it will look when fully met: By the 2012-2013 school year, the SLT Team will have regularly looked at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. Evidence of this objective being fully implemented will be:

-SLT data disaggregation-SLT Team Meeting Agenda and Minutes-Title I Annual Review


Tasks:

1. Collaborate with SLT to assess social and emotional need and to set school based goals for this area.




Comments:

2. Per the TR3 Transformation Plan, continue to collaborate and discuss SIP goals with SLT team members quarterly to reassess indicators.




Page: 30 of 37

Comments:

3. Coordinate with the guidance and other departments to provide support for achieving social and emotional learning goals through guidance lessons, ISS character ed lessons, and other modes.




Comments:


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Increasing learning time and creating community-oriented schools

Federal Requirement: Establish schedules and strategies that provide increased learning time.

Indicator J08 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. (1710)







The administrative team and other support staff are in the planning phase for extended learning opportunities. LEA RESPONSE:Through the use of Title I funds schools are able to offer before or after school learning opportunities for students. Students who struggle in their core academic areas are afforded these opportunities for additional instruction. Schools use formative assessments to inform student progress and determine whether adjustments need to be made in the instruction. In addition, technology is often used to provide extended learning opportunities for students. Academic enrichment that is technology based generates reports that provide specific feedback on student strengths and weaknesses. Teacher are able to use these reports to modify and adjust instruction. The district provides teacher training through the Differentiation Academy that gives strategies on how to adjust instruction in all settings to meet the needs of all students. The Differentiation Academy is available to all teachers and central office staff who support schools. This unified understanding of differentiation serves as a necessary component for instruction.

Plan Assigned to: Opal Baker

Added: 10/08/2012

How it will look when fully met: At the end of the 2012-2013 school will have monitored the progress of all extended learning time programs and strategies being implemented, and use data to inform modifications. Evidence of this objective being fully implemented will be:

-Student progress report-Progress Monitoring for students participating in extended learning programs -Modification to Personalized Education Plans and/or other student learning plans


Tasks:

1. Gather data for students from Citizen's Schools, extended day, and the PAWS team to monitor students' progress. A specially created progress report will be used.

Page: 32 of 37




Comments:

2. Provide targeted individualized student instruction to improve student achievement/behavior through extended day and Citizens schools.

Assigned to: Opal Baker



Comments:

3. Increase the selection and quality of clubs offerings for students.




Comments:


Increasing learning time and creating community-oriented schools

Federal Requirement: Provide ongoing mechanisms for family and community engagement.

Indicator K04 - The LEA/School has engaged parents and community in the transformation process. (1649)





Page: 33 of 37



Martin Luther King Jr Middle School has provided parents with two school-wide opportunities to be engaged with the school. On August 27th, parents were invited to attend Open House to meet teachers and staff who would be working with their children throughout the year. In addition, parents were invited to attend an event held by Citizen Schools, a nonprofit organization that works with 6th grade students to provide after school tutoring and other enrichment activities after school. Then on September 27th, parents will be invited to attend a Curriculum Night to provide parents with information about Title I, the new curriculum standards,and team specific information. LEA RESPONSE:The parents and community of schools are informed and guided by work sessions that are offered by Parent University, which is a division within CMS. These work sessions provide valuable information to parents and community members regarding academics, intervention opportunities, social/emotional/mental health services, and school access. Students who are not able to access the curriculum are provided additional support through a Personalized Education Plan (PEP). The development of this plan includes parents, teachers, and other staff. Parents are invited to be a part of this process anytime a PEP is developed. Another support for students is the Response to Intervention (RtI), which parents participate in as well. Students are given specific interventions based on their academic challenges and parents share their concerns in this process. Students who are identified as being exceptional children are given an Individualized Education Plan, which must be developed with the parents as active participants. At the zone office, there are expert in all of the processes, which support the goals and provide additional support to parents as needed. The protocol for all student intervention is to have parents participate in the process and be involved in the development of educational plans and the implementation of them.


Added: 10/08/2012

How it will look when fully met: By the end of the 2012-2013 school year, the school will have engaged parents and community in the transformation process. Evidence of this objective being fully implemented will be:

-Connect Ed messages-Sign-in Sheets and Agendas from parent meetings-Parent Surveys-School Leadership Team Agenda and Sign-in Sheets-Parent Feedback on Title I documents


Tasks:

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1. Improve and expand communication modes to reach out to communicate with parents. Modes include newsletters, social media, connect ed, etc.




Comments:

2. Establish a Parent Resource Center in the Media Center for parents who would like more information about the school and district.




Comments:

3. Revitalize the Parent Teacher Association.




Comments:

4. Work with Parent University, other agencies, and focus group to design course offering specific to Martin Luther King, Jr. Middle School parents and community.




Comments:

5. Utilize Title I Translators often for school programs and needs. Share information with staff.




Comments:

6. Create a parent involvement committee to help inform parent involvement initiatives.




Comments:


Indicator K07 - The LEA/School has established a positive organizational culture. (1651)



Page: 35 of 37





Ms.Dean and the administrative team are working to establish a culture of high learning and behavioral expectations, coaching through the lens of teacher strengths, and accountability for all. Ms. Dean has been thoughtful in her delivery of school-wide expectations to increase student achievement. Ms. Dean is working to build positive relationships with teachers and other support staff to build moral and increase overall job performance. LEA RESPONSE:CMS is working diligently to create a positive organizational structure. In creating this environment several forums for communication have been established. The Superintendent of CMS is hosting several employee and community forums to hear concerns and provide feedback in an effort to open up lines of communication. In addition, there are several school surveys that are underway to determine how the central office can better work to support schools. On a yearly basis, the school environmental survey is completed by staff that shares their feelings and impressions regarding morale and culture. These surveys are reviewed by the principal to inform school change. CMS is working to recognize the “irreplaceable” teachers by giving principal the tools for how to encourage them and support them in their work. Throughout the district initiatives to recognize leaders, hard work and talent have been implemented to bring about a more positive organizational culture. At the zone office level, staff support teachers and principals by giving individual feedback and working along- side teams to give them an expert lens in various areas. This collaborative nature translates to a more positive environment for everyone.


Added: 10/07/2012

How it will look when fully met: At the end of the 2012-2013 school year, the school will have established a positive organizational culture. We desire a culture built on respect, trust, learning, collaborating, and positive relationships. We desire outcomes of high academic results and high cultural integrity. Evidence of the objective being fully implemented will be:

-Increased teacher satisfaction with work as evidence from the Teacher Working Conditions Survey and other informal surveys

-Increased student achievement -Objective observation feedback, along with strategies to support teachers- D based on improving cultural elements


Tasks:

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1. Per the TR3 Transformation Plan, continue to encourage instructional team to provide honest, thoughtful, and specific feedback and support to teachers after observation, walkthrus, and other items.




Comments:

2. Expect, monitor, and reinforce positive interactions between all stakeholders. Enforce consistent and fair expectations for everyone. Everyone should treat people with respect and in a professional manner.




Comments:

3. Provide, implement, monitor, and support PD o positive cultural elements.




Comments:

4. Create/revise school processes and procedures. Get feedback from a variety of stakeholders.




Comments:

5. Continue to have a social committee and expand staff events and social interactions.




Comments:

6. Include more team builder/moral builder activities during staff events.




Comments:


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