School Improvement Plan - schools.cms.k12.nc.usschools.cms.k12.nc.us/albemarleroadES/Documents/Albemarle Road...week in grades 1-5 for 60 minutes ... and math planning. Philip Steffes

School Improvement Plan

2017-2018

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Albemarle Road Elementary School Improvement Plan Report

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Albemarle Road Elementary Contact Information

School: Albemarle Road Elementary

Courier #: 300

Address:

7800 Riding Trail Road Phone Number: (980) 343-6414

Charlotte, NC 28212 Fax Number: (980) 343-6503

Learning Community: Beacon School Website: http://schools.cms.k12.nc.us/albemarleroadES/Pages/Default.aspx

Principal: Philip A Steffes

Learning Community Superintendent: Kondra Rattley

Albemarle Road Elementary 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 Email Address Date

Elected

Principal Philip A Steffes [email protected] 8/22/16

Assistant Principal Representative Dwight S Thompson [email protected] 8/22/16

Teacher Representative Marty Margeson [email protected] 09/26/16

Teacher Representative Paul Brewer [email protected] 09/26/16

Teacher Representative Imani Harper (Chair) [email protected] 09/26/16

Teacher Representative Kelsey Alvarez [email protected] 09/26/16

Teacher Representative Christina Cruse [email protected] 08/24/17

Teacher Representative Meg Judy [email protected] 08/31/17

Teacher Representative Latoya Donnelly [email protected] 08/31/17

Teacher Representative Stephanie McDougald [email protected] 09/26/16


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Inst. Support Representative Laura Flanders [email protected] 09/26/16

Teacher Assistant Representative Patricia Long [email protected] 09/26/16

ESL Representative Lynne Weisecke [email protected] 08/31/17

Parent Representative Mack '[email protected] 09/7/17


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Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Maximum student growth (outputs) for every child regardless of conditions (inputs).

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Our mission is to work actively to provide all scholars and their families with a rigorous learning community that

facilitates comprehensive growth, embraces diversity and instills intrinsic desires to learn and respect themselves and

others.

Albemarle Road Elementary Shared Beliefs

Unconditional: “Be the Doughnut”

Competitive: “Win the Day”

Progressive: “Imperfect makes perfect”

Interdependent: “Mosaic”

Communal: “A school for our community”

Instructional Levers 2017-2018: Data, Growth Mindset, Management, Preparedness, Urgency


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Albemarle Road Elementary SMART Goals

By the third week of school (September 12, 2017), the ARES Administrative Team will provide schedule that will provide K-5 teachers with a 30 minute duty-free lunch period on a daily basis.

By the first full week of school (August 28, 2017) the ARES Administrative Team will provide all K-5 teachers with regular, duty-free instructional planning time in accordance with G.S. 115C-105.27 and -301.1 with the goal of providing an average of at least five hours of planning time per week (or) to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Throughout the 2017-2018 school year, Albemarle Road Elementary will provide every students with a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

By June 2018, Albemarle Road Elementary will increase our school-wide, college-bound composite in reading from 25.27% to 30% (+4.73%) as measured by annual state exams (NCDPI AMO Goal is 55.1%)

By June 2018, Albemarle Road Elementary will increase our school-wide, college-bound composite in mathematics from 43.0% to 55 %( +12%) as measured by annual state exams (NCDPI AMO Goal is 53.8%).


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Albemarle Road Elementary Assessment Data Snapshot


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Albemarle Road Elementary Profile

As a school, we serve about 1,089 students. Please look at the table below to see the percentage breakdown of our diverse population. Albemarle Road Elementary is proud of the level of diversity present in our student body. We are proud to be a part of the Beacon Learning Community that focuses on “turning around” schools to increase student achievement. We have maintained our C rating set by the state of North Carolina Accountability guidelines. We also have continued to exceed growth for the students we serve. We continue to have a large population of English as a Second Language students that we continue to strategically support throughout the academic day with individualized instruction.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas: I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas: I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas: I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

By the second full week of school (September 11, 2017), the ARES Administrative Team will provide a schedule that will provide K-5 teachers with a 30 minute duty-free lunch period on a daily basis

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Goal 2: Teacher Retention Goal 4: Physical safety and social/emotional health

Data Used: Existing CMS allotments (per specified formulas for staffing)

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

● Interim Dates

1. Redesign lunch line and café process to ensure maximum efficiency (250 students rotating every 30 minutes)

Philip Steffes (Principal)

Redesigned line – Maximum number of students served in a three-hour time-span.

Not Applicable

ARES Administration and Child Nutrition staff

August 28- June 2018

Ongoing as needed

2. Review and implement recess/lunch duty process with teachers ensuring 30 minutes of duty-free time each day for all teachers.

Philip Steffes (Principal)

Day-by-day duty schedules Not Applicable

All ARES Teachers and Staff

Sept. 12 – June, 2018

Ongoing as needed

3. ARES will hire the maximum number of lunch monitors per the CMS allotment (2)

Joyce Fullington/ Dwight Thompson/APs

A consistent schedule will provide a platform for consistent lunch expectations for all grades,

Not Applicable

School personnel as identified

September 11 – June 2018

Ongoing as needed


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SMART Goal (2): Duty Free Instructional Planning Time

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

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: Academic growth/high academic achievement, consistent access to a rigorous learning environment, and the closure of existing achievement gaps.

Data Used: 2016-2017 Insight Survey, CMS non-negotiable list and existing staff allotments





Personnel Involved


● Interim Dates

1. By August 18th, the ARES Administrative Team will work to redesign the school’s master schedule to include consistent teacher planning periods 5 days per week in grades 1-5 for 60 minutes and Kindergarten daily for 55 minutes. This schedule will include on which days team will focus on specific areas including data, literacy and math planning.

Philip Steffes Principal

Every grade level team of teachers should be provided daily planning time (at the same time each day). Non-

Not Applicable

ARES Administrators MCLS

August 28-June 2018

Ongoing as needed

2. By August 28th, each grade level team will begin meeting collaboratively 60 minutes 3 times weekly in 1st -5th and 55 minutes in grade Kindergarten

Fullington Thompson Neely (Assistant Principals)

Weekly planning notes as recorded and submitted by each team and community of teachers.

Not Applicable

ARES Teachers Administrators Facilitators MCLS

August 28-June 2018

Weekly


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SMART Goal (3): Anti-Bullying / Character Education

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

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence. Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design.

Strategic Plan Focus Area: Goal 4: Physical safety and social/emotional health Goal 6: Learning everywhere

Data Used: 2016-2017 incident and suspension rate reports, 2016-2017 Insight Survey, parent and student feedback





Personnel Involved


● Interim Dates

1. Bully Liaison / Bully-prevention

ARES created a support team that meets with the principal weekly to discuss students that are needing additional social and emotional support.

Support team will get attendance, referral data sent out bi-weekly by the behavior technician.

Kelly Derby, Rina Tucker (Counselors) Saundra Lewis (BMT) Philip Steffes, Principal

Decrease in the number of office referral/mental health crisis referrals regarding peer-to-peer interaction.

Not Applicable

Kelly Derby Rina Tucker (Counselors Philip Steffes (Principal)

August 28 -June 8, 2018 Referral Data will be reviewed bi-weekly in support team meetings.

2. Character Education

ARES Leadership Team used the Teaching with Love and Logic principles to redesign and adjust the current school-wide system of

ARES Teachers Administrators MCLS Counselors BMT and all

Student surveys will show an increase in the amount of students feeling there are caring adults at school they can talk to.

Not Applicable

Administrators, Teachers, Student Support Team,

August 28 –June 8 , 2018


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expectations and behavior management.

other Support Staff

A decrease in the number of student office referrals. Staff surveys will show an increase in teacher satisfaction.

BMT

3. Healthy Active Child 30 min.

Traditional physical education has been redesigned to create Fit Lab, a weekly 30+ minute workout that builds cardio-vascular health.

In addition, ARES will partner with the Simmons YMCA to develop and implement the ARES Intramural Program, which will provide upper grade students with the opportunities to compete in team-based sports.

Marty Margeson (PE Teacher) and Jeff Terwilliger (PE Teacher)

Not Applicable

Marty Margeson, Jeff Terwilliger, and ARES Teachers

August 28- June 8, 2018

4. School Health Team

The School Health and Wellness Committee will work to establish health habits for ARES students and staff including regular exercise and healthy eating habits.

This work will include information sessions for parents through our monthly Target Pantry Nights and

Marty Margeson (PE Teacher), School Nurse and Philip Steffes (Principal)

Not Applicable

The ARES School Health and Wellness Committee, ARES Teachers and Philip Steffes

August 28- June 8, 2018


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ARES Family Nights.


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SMART Goals: 90-Day Plan Goals.

Strategic Plan Goal:

Strategic Plan Focus Area:

Data Used:

Strategies (determined by what data)

Task

Task

Task (PD)




Personnel Involved


Interim Dates

1.

2.

3.

4.

See 90-Day

Plan


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The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.

All students leaving Albemarle Road Elementary School will be prepared for middle school and on the path to college and career readiness.

GOAL SETTING: Along with Language Arts and Math proficiency rates, identify up to three additional goals for the school year (i.e. graduation rate, promotion rate, attendance, discipline, growth/value-added, targeted sub-group, college readiness, etc.)

Goals 2016-17 RESULTS 2017-18 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 Language Arts Proficiency Improve school-wide reading proficiency from 25.23% (2016-2017) to 30%.

25.23 % CCR (38.38% L3,4,5)

30% CCR TRC, MAP, Beacon Interim Assessments, EOG

5 Math Proficiency Improve school-wide math proficiency from 42.28% to 55% (2016-17)

42.28% CCR (58.62% L3,4,5)

55% CCR MAP, Beacon Interim Assessments, EOG

6 K-2 Foundational Literacy Skills Proficiency Rates will increase to at kindergarten (70%), first (60%) and second grade (60%) as identified through MCLASS.

K- 54% 1st- 31% 2nd – 39%

K-70% 1st – 50% 2nd -50%

MCLASS/ TRC, Smarty Ants, MAP, Quarterly Assessments (2nd grade, second semester)

90-DAY ACTION

PLAN


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90-Day Action Plan – Priority #1

Turnaround Initiative Focus Area (Big Rock): Instructional Planning and Delivery

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)

Implement with fidelity the IPA model. Teachers will continue to plan with the instructional cycle assessment in hand at the beginning of each instructional cycle in order to define their roadmap for teaching, model strategies, engage in the work they are having our students do, and create tiered groups to engage students in relevant learning related to their goal setting. The instructional leadership team will continue to focus providing lesson plan and observation feedback in order to ensure there is a continuous focus on learning and responding to the results. The instructional leadership team will continue focus will be on increasing the level of differentiation through small group instruction with targeted intervention and enrichment activities. A new area of focus will be to expand our level of instructional feedback by providing real time feedback using common verbal and nonverbal cues. The coaching will be deepened to ensure teachers are increasing effectiveness quickly in the moment school wide. We will also focus on providing professional development to teach teachers how to monitor student learning in the moment (aggressive monitoring).

School Leader Responsible: Principal Steffes Assistant Principals Literacy Dean MCLS (Lit/Math) Teachers

Desired Outcome: (What will be different if you are successful in addressing this priority?)

A coaching culture is created that is moving student achievement simultaneously with increasing effective practices through management and preparedness when delivering instruction. (Based on MAP, Smarty Ants, Beacon Interim, and TRC data) and include a monitoring process for tracking student progress towards meeting their goals.

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this

hypothesis?) Although we have shown the IPA model is embedded into our practice, we recognize this can be further enhanced by connecting our planning to real time instruction and providing more effective feedback in the moment to support teachers. We have observed a disconnect between planning and what is happening in the classroom. Teachers lack the skill to respond to students needs in the moment.


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ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing Action Timeline Resources Needed / Source

Sustaining practices to ensure alignment between standards, assessments and instruction (begin with the end in mind) will continue to increase and become the norm for instructional planning. Now that an assessment calendar has been created to ensure teaching, learning, standard aligned assessments are occurring with fidelity, the next step is to ensure consistency among all grade levels and subject areas.

Principal, Aps, MCLS

August 2017-January 2018

IPA PowerPoint Curriculum Alignment and Pacing Guides Analysis of Beacon Assessments and Parallel Assessments

Clearly identify what students need to know, understand and do to demonstrate mastery of a standard. During PLC meetings, teachers will be provided detailed methods to how they will monitor student progress during instruction. ILT will use unified language when providing real time feedback in individual coaching sessions, grade level PLC to address common trends across grade levels. Unified language will also be utilized during school wide professional development.

Principal, Aps, MCLS, Teachers


IPA PowerPoint Curriculum Alignment and Pacing Guides Analysis of Beacon Assessments and Parallel Assessments Get Better Faster Book/Videos ARES Coding System Teach like a Champion Book/Videos Coaching Form Lesson Plan Format indicating time stamps for monitoring

Shift to aligning with the IPA model considering the missing components evident in review of previous planning structure. We will continue to analyze instructional alignment by creating common tasks and assessments, utilizing rubrics and exemplars to determine what mastery should look like. In addition, we will continue to triangulate using several data points, and going beyond what students got wrong to why they got it wrong in order to clear up learning misconceptions. We continue to focus more on responding to the needs of the students (aggressive monitoring) by identifying and implementing a systematic approach to monitoring students in real time to ensure a process is in place to address student needs in small group instruction.

Principal, Aps, MCLS Teachers


IPA PowerPoint Curriculum Alignment and Pacing Guides Analysis of Beacon Assessments and Parallel Assessments Lesson Plan Format indicating time stamps for monitoring


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Execution and coaching for accountability. Build in calendar time to conduct walkthroughs with administrators, and MCLs to look for and discuss the implementation of the IPA model being seen throughout lesson plans and in the delivery of instruction. Each teacher will receive at least one walkthrough per week to include individual feedback session with an administrator, MCL, or Dean.

Principal, Aps, MCLS Teachers


Lesson plans Walk-through Forms Coaching and Feedback Schedules/Logs

PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments


Weekly

PLC Agendas will be crafted weekly by MCLs to guide the teachers’ content planning implementation. Coaching and Feedback will be limited to one administrator/ MCL. Coaching caseload will be assigned to the instructional leadership team.

MCLs may need to support teachers in adjusting PLC agendas Additional formal observations will be conducted by an administrator if a teacher is not meeting expectations.


Weekly

Lesson Plan components will clearly indicate time frames for the I do, We do, You do, indicating checks for understanding during the actual lesson and the process for aggressively monitoring student needs.

Based on real time feedback the coach may specifically indicate when the teacher should aggressively monitor and demonstrate this in real time (parallel teaching/co-teaching).


Weekly

Teachers will continue to use exemplars created in PLC meetings in order to increase their level of effectiveness while aggressively monitoring stages in the actual lesson. This will require teachers to actually identify the moments when they will monitor in their lessons.

Instructional coach may have to explicitly identify the appropriate stages to monitor and look fors when monitoring student learning during the I do, We do, You do.


Monthly

Coaching Logs will be kept to reflect that real time feedback and aggressive monitoring are focused on and the logs will ensure next steps are outlined and a follow up session to ensure the implementation of specific strategies are being done with fidelity.

Time adjustments may be necessary to support teachers identified as needing frequent coaching.


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Turnaround Initiative Focus Area (Big Rock): Climate and Culture


Last year we introduced the 9 essential skills for Teaching with Love and Logic. During the 2017-2018 school year we will implement a universal and measureable school wide behavior plan. This behavior plan will incorporate the philosophy of Teaching with Love and Logic and will hold teachers and students accountable for maintaining high behavior expectations while preserving and enhancing relationships with students in a disciplined environment. We will post the behavior matrix that incorporates the 9 essential skills around the building, highlighting these in newsletters and discussing these each week on the morning news.

School Leader Responsible: Principal Steffes Assistant Principals MCLS (Lit/Math) Teachers Support Staff Students Parents Community Leaders Desired Outcome: (What will be different if you are successful in addressing this priority?)

Teachers will be able to spend more time teaching and less time disciplining students. We want to become a consistent, reliable, caring school and staff with expectations high enough for students to be successful in meeting the expectations. A process to notice and acknowledge positive actions from students and staff will be created and announced during our daily afternoon announcements. Students will also be recognized during monthly behavior celebrations.


hypothesis?) Lack of consistent processes school wide and limited accountability as determined by the amount of office referrals per grade level and from individual teachers received on a weekly basis.


Completing Action

Timeline Resources Needed / Source

Implementing school wide behavior plan: The school leadership team will train teachers on the school wide behavior plan during our back to school PD. Walkthroughs will be conducted to ensure the plan is being implemented with fidelity. Staff and students that are following the behavior

Prin., APs,., MCLs, teachers, support staff

Ongoing revisions

School Wide Behavior Matrix Teaching with Love and Logic


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plan with fidelity will be recognized on the morning news, afternoon announcements and during staff meetings.

Staff Celebration: School wide recognition will continue with staff nominating an employee of the month based on set criteria collaboratively created by our team leads. Our school community partnerships will help us to celebrate staff by awarding our staff with unique prizes. MCL’s will recognize a member of their grade level professional learning community monthly to provide staff members with individualized recognition.

Prin., APs, Dean., MCLs, teachers, support staff

Monthly August 2017-January 2018

Community Partnerships

Student Celebrations Quarterly achievement awards will recognize students across each grade level. Monthly awards based on the Behavior Matrix and expectations set by teachers and administration. Behavior recognition will occur daily by the principal recognizing individual students’ success. Students will be encouraged to meet this challenge daily through constant communication from the administrative team.

Prin., APs, Dean., MCLs, teachers, support staff

Monthly August 2017-January 2018

PTA, Community Partnerships



Number of behavior referrals and suspensions will decrease by 25% this school year due to staff and students consistently modeling behaviors that exemplifies a culture of caring and responsibility.

Behavior technician, administrative team, and teacher coaches may need to check-in with students that are demonstrating behavioral concerns. Assigning mentors may need to be adjusted based on student need.


Record of staff members recognized each month will be kept in order to highlight trending behaviors for being chosen as employee of the month. This will begin the work of cultivating a caring and culturally proficient staff.

Adjust the focus of staff celebrations based on the level of staff morale.


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Record of the number of students being recognized for behavior and academic celebrations in order to set a challenge for an incremental increase of 10% more at each grade level celebration.

If students are not meeting their set academic and behavior goals, the administrative team and teacher teams will adjust the method used to energize students.


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Turnaround Initiative Focus Area (Big Rock): Talent Management: Differentiated Professional Development and Coaching


We will continue to provide differentiated professional development based on teacher needs and student results in order to shift the culture of learning to meet the increasing academic and social needs of our students.

School Leader Responsible: Principal Steffes Assistant Principals MCLS (Lit/Math) Teachers Support Staff

Desired Outcome: (What will be different if you are successful in addressing this priority?)

We will decrease complacency and increase teacher skill set, and retention rates which will then increase student achievement.


hypothesis?) Although our school wide professional development has shifted to a differentiated approach, we still need to increase the frequency and intentionality aligned to the needs of teachers in order to increase teacher effectiveness as well as gain the desired level of impact on student learning.


Completing Action

Timeline Resources Needed / Source

Create a professional growth culture based on a culture of continuous improvements including real time feedback, differentiated PD, Learning Walks, 1 to 1 coaching model (as needed), and using the data analysis protocol bi-monthly. (Ex: TIERED MCLASS PD based on level of experience and readiness self-determined by each staff member)

MCLS August 2017- January 2018

Analysis of data from previous year to determine trends in areas considered ineffective ARES Coding System ARES Coaching Form

Develop teacher effectiveness through quality feedback consistently and appropriately following-up with teachers to ensure professional growth. Next step is to increase the level of individual coaching to include, weekly/bi-monthly

Principal Assistant Principal Dean MCLs

August 2017- January 2018

Success by design- MCL, Title 1 funding, weekly/bi-monthly coaching schedule


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coaching sessions specifically focused on aggressively monitoring students during instruction.

Place a renewed focus on teacher planning time and Professional learning communities during the school day. We will have teachers engaging in 60 minute PLC meetings focused on aligning best teaching practices to grade level content and the diverse needs of the students. In addition to schoolwide professional development, we will implement differentiated grade level professional development on the designated PD day.

MCLS ADMIN Teachers

August 2017- January 2018

Weekly schedules with uninterrupted planning time. PD Calendar and Ppt.


Aug 2017-Jan 2018

Analysis of coaching data weekly and bi-monthly. The ILT team will do this collectively during weekly leadership meetings to ensure calibration and fidelity amongst the team.

Increase coaching session, decrease the number of strategies being implemented, and change the coach, if teachers are not making the desired progress.

Aug 2017-Jan 2018

Weekly

Portfolio of teacher feedback submitted by MCL’s and Dean to assigned administrator. There will be an emphasis on aligning observation indicators with feedback provided during weekly walk-throughs. (Goal is to provide adequate feedback prior to formal observation completed by administrators.) Administrators (principal and assistant principals) will have dual responsibility to complete formal observations and complete coaching sessions.

Frequency of observation and feedbacks may increase due to needs assessment. Ensuring scheduled time is sacred and protected. Focus of indicator may need to be adjusted at any given time.

Aug 2017-Jan 2018

Weekly

PLC agendas, observation feedback, walk-through data (feedback will indicate a high level of fidelity as it aligns to weekly PLC planning).

Timeliness of feedback to ensure there is continuity and opportunity to implement suggested strategies.


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Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: 2016-2017 EOG performance, 2016-2017 MAP growth and trends, 2016-2017 3D trends, 2016-2017 ACCESS Data. Beacon Assessments, Monthly Reports





Personnel Involved


● Interim Dates

1. Common assessments

Multi-classroom leaders will work with classroom teachers to ensure rigorous grade level assessments are developing constantly.

Mini-Checkpoint assessments will also be designed to continuously gauge student learning.

Multi-Classroom Leaders

ARES mastery will be 80% or higher on common assessments.

N/A Classroom teachers MCLs

August, 2017 -June, 2018

Monthly

2. Data disaggregation

Data will be discussed via professional learning communities on a weekly basis utilizing the data protocol from the book “Get Better Faster” and also

Classroom Teachers

Data trackers and data walls in planning rooms.

N/A Classroom teachers MCLs


Weekly


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from the Beacon Learning Community. The data protocol will focus on teachers analyzing and determining the needed action to increase student learning and reduce remediation.

3. Flexible grouping

Multi-classroom leaders will work with teachers to create a detailed plan to best group students based on academic needs. The grouping will change throughout the year based on student performance across grade levels.

Increase in overall proficiency on targeted skills.

N/A Classroom teachers Academic Facilitators MCLs


Increase in overall proficiency on targeted skills.

Weekly

4. Additional learning opportunities

Literacy lab will be implemented to support students in grades K-2 that need additional remediation in addition to their core instruction.

4-5 literacy teachers will use tutors to support

Tutors Tutors will be hired to run a literacy lab in grades K-3 for intervention. In grades 4-5 Extended day Tutors will be hired and trained to support literacy needs.

Extended Day Title 1

Classroom Teachers Tutors

October 2017-June 2018

Weekly


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students reading needs and reduce the number of students that are not mastering the Common Core State Standards.

5. Late and make-up work

Teachers will maintain a system to accept late and makeup work regularly and communicate this policy to parents.

Classroom Teachers

Student work will be turned in 3 days after assignment due date.

N/A Classroom teachers Multi-Classroom Leaders


Ongoing as needed

6. Grade reporting

Teachers will communicate with parents how students are performing through parent conferences, student work samples, newsletters, and progress reports. Teachers will maintain logs of all parent contacts.

Classroom Teachers

Teachers will maintain accurate and current grades to parents through PowerSchool.

N/A Classroom Teachers

August 2017-June 2018

Quarterly


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Albemarle Road Elementary - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

● Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

● 115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

● Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals. ● This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance

their achievement on the performance goals.


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Approval of Plan