comprehensive progress report - guilford county schools · 2019-11-22 · swann middle school...

Swann Middle School

Comprehensive Progress Report11/22/2019

! = Past Due Objectives KEY = Key Indicator

Mission: Our mission is to provide an engaging learning environment that promotes school pride and creates positive partnerships.

Vision: Swann Middle School will be a thriving community where we celebrate global diversity, academic excellence, and character development.

Goals:School Composite Goal: By June 2020 Swann Middle will increase the overall performance composite from 46.5% to 48.5%.

Discipline Goal: By June 2020, will reduce disciplinary referrals by 6% from 473 to 445. By 100% of teachers consistently using restorative practices. Achievement Gap Goal: By June 2020, Swann Middle will reduce the achievement gap in ELA from 48.6% to 43.6% between AA and White peers. By June 2020, Swann Middle will reduce the achievement gap in ELA from 39.5% to 34.5% between Hispanic and White peers. By June 2020, Swann Middle will reduce the achievement gap in Math from 54.7% to 49.7% between AA and White peers. By June 2020, Swann Middle will reduce the achievement gap in Math from 32.4% to 27.4% between Hispanic and White peers. Culture and Climate Goal: By June 2020 , Swann Middle will increase question 10.6 on the TWC from 64% to 74%

Core Function: Dimension A - Instructional Excellence and AlignmentEffective Practice: High expectations for all staff and students

A1.02 ALL teachers improve their practice by responding to principal's observations and/or observations by peers.(5083)

Implementation Status Assigned To Target Date

Initial Assessment:Observation feedback system created through a google docment followed by coaching conversations.

Limited Development 10/01/2019

How it will lookwhen fully met:

• Teachers are observing their peers and leading feedback sessions.

• Teachers are able to provide artifacts needed base on admin feedback

• ILT walk-through feedback • Small group coaching session• Peer Observation feedback • Using feedback to set goals for teachers.

Jennifer Snuggs 06/30/2020

Actions 0 of 3 (0%)10/1/19 100% of instrucional staff observed and participated in coaching session Jennifer Snuggs 06/30/2020

Notes:

10/25/19 Create an electronic feedback form for teacher and peer observation Jennifer Snuggs 06/30/2020Notes:

10/25/19 Have a minimum of 2 small group feedback sessions per month. Jennifer Snuggs 06/30/2020Notes:

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


Initial Assessment: Some of our teachers have well-managed classrooms in which expectations are clear and an atmosphere of mutual respect exists. However, other teachers - including first-year teachers, teachers new to Swann MS, and a few veteran teachers - will require additional support in this area. Our implementation of this indicator is emerging.


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

How it will lookwhen fully met: All teachers will go over PBIS R.O.A.R. expectations with their classes

during the first week of school, as well as participate in a school wide R.O.A.R. assembly to display their classroom expectations projects. Teachers will also utilize effective classroom management and reinforce classroom rules and procedures by positively teaching them. Discipline data will be reviewed on a monthly basis to gauge the effectiveness.

• First year teachers participate in peer obserservation (BT walk-through)

• BT participate in classroom management PD with diststrict staff Psyhological department

• Reopen Bootcamp

Gabrielle Hall 06/11/2020

Actions 2 of 4 (50%)11/28/17 On January 12, 2018 we will conduct a mid year survey to gauge the

effectiveness of clubs.Complete 01/26/2018 Tina Magee 01/30/2018

Notes: By 1/30/18 we will have the results from the survey uploaded into the appropriate Indistar folder.

9/13/17 All teachers will go over PBIS R.O.A.R. expectations with their classes during the first week of school, as well as participate in a school wide R.O.A.R. assembly to display their classroom expectations projects.

Complete 09/04/2017 Gabrielle Hall 06/11/2018

Notes: Monthly discipline data with be reviewed to gauge the effectiveness of the PBIS expectations reviewed and implemented during the first week of R.O.A.R. boot camp. We will also continue to go over the PBIS expectations in a positive manner throughout the school year. Teachers will also regularly utilize effective classroom management and reinforce classroom rules and procedures by positively teaching them.

10/25/19 Create a system where students have a clear and consistent role in teaching behaviors to new and younger students.

Gustavo Martinez-Padilla

01/30/2020

Notes:

10/25/19 Public forums to celebrate students who model expectations and demonstrate behaviors that reflect the school values.


06/11/2020

Notes:

Implementation: 10/25/2019Evidence 10/25/2019

not fully met

Experience 10/25/2019 Teachers have a classroom management plan

Sustainability 10/25/2019 Provide continuous professional development for using restorative practices throughout the school culture.

Core Function: Dimension A - Instructional Excellence and AlignmentEffective Practice: Curriculum and instructional alignment

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


Initial Assessment:Currently meeting once a month


How it will lookwhen fully met: ILT will meet twice a week. We will also know that we have fully met

the objective when we have met each of our goals by 90% and by meeting our SIP goals for end of year testing.


Actions 0 of 3 (0%)10/25/19 Create an instructional leadership calendar that allows a minimum of 2

instructional walks per month, during which they are looking for implementation of specific practices.

Dramaine Freeman 06/11/2020

Notes:

10/25/19 Design year-long professional learning for the instructional leadership team members to build consistency in their assessment of teacher practice.


Notes:

10/1/19 Adjust calendar for twice a month meeting. Gabrielle Hall 06/30/2020Notes:

KEY A2.04 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(5094)


Initial Assessment: All teachers, grade levels, and content areas design, apply, and revise curriculum that is consistent with state content expectations. Grade levels meet with curriculum facilitator twice a week (120 minutes in total) to design and discuss rigorous and engaging content-related tasks. This will be evident in the classroom by collaborative groups, high-level questioning, and differentiated instruction. Content teachers meet twice a month to raise concerns and administrators are kept informed through agendas and meeting minutes.



How it will lookwhen fully met: All teachers, grade levels, and content areas design, apply, and revise

curriculum that is consistent with state content expectations. Grade levels meet with curriculum facilitator twice a week (120 minutes in total) to design and discuss rigorous and engaging content-related tasks. This will be evident in the classroom by collaborative groups, high-level questioning, and differentiated instruction. Content teachers meet twice a month to raise concerns and administrators are kept informed through agendas and meeting minutes.

• Implementation with district material (ARC, Open Up, DBQ's, Spanish Heritage, MVP)

• Coaching sessions with administration in order to set and reach specific goals based on the teacher's strengths and challenges


Actions 0 of 8 (0%)11/5/18 The curriculum facilitator will monitor (provide feedback) and collect

agendas and minutes for PLCs, grade level meetings, and department meetings. These agendas and minutes will be uploaded to Indistar as evidence of instructional alignment to curriculum standards.


Notes:

9/21/16 Collect and offer feedback on meeting agendas and minutes for PLCs (weekly), grade level meetings (weekly), and department meetings (monthly). This will provide evidence of questioning and implementation of tasks.


Notes: Mrs. Hall will collect meeting minutes and agendas and upload into Indistar. She will offer feedback as well.

10/25/19 Identify mid-level and high -performing teachers for development and leadership opportunities.


Notes:

10/18/16 Grade level agendas/minutes will be utilized to maintain alignment of the ARC thematic units for each quarter and to monitor student engagement. Minutes will document teacher reflections on the level of student engagement with ARC related tasks. ARC teachers will offer reflections on student use of integrated materials from the other disciplines.


Notes: Curriculum Facilitator will continue to upload data on a weekly basis.10/18/16 Department agendas/minutes will be utilized to document the

development of standards-based tasks that align with quarterly ARC themes.


Notes: Curriculum Facilitator will continue to upload data on a monthly basis.2/8/17 Curriculum Facilitator will continue to upload data on a weekly/monthly

basis.Gabrielle Hall 06/11/2020

Notes: CF will continue to upload data on weekly/monthly basis.11/5/18 Grade levels will meet with the curriculum facilitator and administration

in PLCs twice a week to design and discuss curriculum-based content-related tasks.


Notes:

10/18/16 PLC agendas/minutes will be utilized to progress monitor the use of data cards/talks to gauge student achievement and progress towards SIP goals. Data cards will include end-of-unit common assessments from each quarter, Interim Assessments, SchoolPace, Achieve3000, and other data sources.


Notes: Curriculum Facilitator will continue to upload data on a weekly basis.Implementation: 10/25/2019

Evidence 6/7/2018Everything is uploaded in the documents folder.

Experience 6/6/2018Communication with department chairs and heads was the most important task pertaining to this process.

Sustainability 6/6/2018The newly appointed CF has continue to upload artifacts related to this objective next school year.

A2.05 ALL teachers develop weekly lesson plans based on aligned units of instruction.(5095)


Initial Assessment:Teachers were not required to turn in lesson plans


How it will lookwhen fully met: Teachers are required to submit lesson plans each Friday for the

following week. The goal is:

• 100% in lesson plan submission • Growth in student performance• Collaboration• Evidence of backwards planning • Creation of common assessments• Evidence of unpacking the standards• Use of depth of knowledge to assist in increasing rigor• Increase feedback given by peers, administration, and the

curriculum facilitator• Task alignment


Actions 0 of 4 (0%)10/1/19 Create a lesson plan template Jennifer Snuggs 06/20/2020

Notes:

10/25/19 PLC focus of backwards planning Jennifer Snuggs 06/30/2020Notes:

10/25/19 Use a task alignment protocol during PLC's Jennifer Snuggs 06/30/2020Notes:

10/25/19 Walk-throughs and formal observations to determine effectiveness of tasks


Notes:

A2.14 Units of instruction include specific learning activities aligned to objectives.(5104)


Initial Assessment:Teachers were not required to submit in unit plans


How it will lookwhen fully met: All teachers are required to use PLC's and planning time to use

backwards planning and unpacking standards documents to create unit plans. When we meet this goal, we will see:

• Growth in student performance• Evidence of collaborative planning• Evidence of backwards planning• Long range unit plans • Evidence of unpacking standards• Creation of common assessments


Actions 0 of 2 (0%)10/1/19 Establish goals for unit planning during PLC Jennifer Snuggs 06/20/2020

Notes:

10/25/19 Task alignment protocol during PLC's Jennifer Snuggs 06/30/2020Notes:

A2.17 ALL teachers establish classroom norms for personal responsibility, cooperation, and concern for others.(5107)


Initial Assessment:Currently there are pockets of establishing classroom norms etc.


How it will lookwhen fully met: All teachers have establish classroom norms etc. and it is evident in

lesson plans and school culture. This will be evidence through:

• ROAR matrix visible in each classroom• Guidance lessons• Student of the month focusing on character traits established by

the district• Monthly culture focus as listed on the ILT walk-through form• Use of articles surrounding ways to establish classroom norms in

the Swann huddle• Use of SEL in staff meetings and classrooms


Actions 0 of 2 (0%)10/1/19 Provide PD on establishing classroom norms Jennifer Snuggs 06/20/2020

Notes:

10/25/19 Professional development provided for BT's on classroom management and strategies to effectively engage all students in the classroom


Notes:

Core Function: Dimension A - Instructional Excellence and AlignmentEffective Practice: Data analysis and instructional planning

A3.01 Instructional Teams use student learning data to identify students in need of instructional support or enhancement.(5110)


Initial Assessment:Our focus in ILT has currently been creating a tool to help teachers with standard based tasks. After interim assessments, we will begin diving into student data (interim data, projections, etc.).


How it will lookwhen fully met: A minimum of 1 of the 2 monthly meeting will involve student work

samples and data. We will discuss data using:

• Check in and Check out• College Bound Boys• STEM survey• EVAAS• NCEES• Teacher working conditions• Performance Matters• Attendance Data (student & teacher)


06/30/2020

Actions 0 of 3 (0%)10/1/19 Implement a student work analysis protocol Jennifer Snuggs 06/20/2020

Notes:

10/25/19 Create an attendance team to monitor student attendance Jeanne Smith 06/30/2020Notes:

10/25/19 Have data meetings monthly with the Administration Instructional Team Dramaine Freeman 06/30/2020Notes:

A3.05 The school assesses each student at least 3 times each year to determine progress toward standard-based objectives.(5114)


Initial Assessment:District provides 3 benchmark asssessments throuugh the school year


How it will lookwhen fully met: Guilford County Schools provides our students with Math, ELA, and 8th

grade Science interim assessments three times per year. Our teachers and Instructional Leadership Team will use this data to provide students with appropriate intervention and enrichment.


Actions 0 of 2 (0%)10/25/19 Students take interim assessments. Jennifer Snuggs 06/30/2020

Notes:

10/25/19 Meetings to discuss student progress and challenges using interim assessment data.


Notes:

Core Function: Dimension A - Instructional Excellence and AlignmentEffective Practice: Student support services

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


Initial Assessment: School is currently, implementing MTSS throughout the school Limited Development 05/19/2016


How it will lookwhen fully met: By 2021, students will receive targeted instruction of supplemental

supports in the areas of Behavior, Social-emotional, Attendance, Math, and Reading based on their level of need (Academic Levels of Support: Remediation, Intervention, Maintenance, Enrichment). For students that are determined to be “at-risk” through an Early Warning System, will receive supplemental interventions, with progress monitoring, that follow a standard treatment protocol. If students are considered to be a non-responder to supplemental interventions, they will receive intensive interventions as well.


06/07/2020

Actions 2 of 8 (25%)10/18/16 Provide an electronic copy of the school's new master schedule, which

was intentionally created with differentiation in mind, implementing enrichment and remediation blocks in many content areas.

Complete 12/14/2016 Stuart Johnston 01/27/2017

Notes: The master schedule has been uploaded; however, it doesn't reflect the current remediation plan called ZAP (Zeroes Aren't Permitted) where students will utilize their lunch period to makeup any missing assignments or retake tests to ensure mastery and proficiency. Teachers also provide enrichment activities during lunchtime.

10/18/16 Request from the Student Services Department, the EC department, the EL department, the Spanish Immersion program, and the Science and Technology Department electronic and/or physical copies of instructional frameworks and resources that have been tailored to meet the needs of students receiving these specific services and ensure the success of minority populations.

Complete 06/07/2017 Ricardo Bernal 06/09/2017

Notes: Everything is uploaded in the documents folder.10/25/19 Development and Communication of school-wide core academic

practices Gustavo Martinez-

Padilla06/11/2020

Notes:

10/25/19 PLC will meet at least twice a month to discuss data from CFAs/interim assessments to determine effectiveness of core instruction.


Notes:

10/6/16 Collect electronic copies of lesson plans, classwork, assignments, projects, and content assessment that have been designed to reflect differentiation (remediation/enrichment) for all students in the school and ensure the success of low performing sub-groups (SWD, LEP, AA).

Ricardo Bernal 06/30/2020

Notes: Relevant lesson plans and artifacts from Math, EC, Social Studies and Science departments have been collected. We plan to continue to monitor the lesson planning and project-based learning for the following sub-groups: SWD, LEP, and AA. BY January 27th, all relevant artifacts related to this indicator will be uploaded to the Indistar system.

11/5/18 Copies of lesson plans, tasks, projects, and assessments that are designed with differentiation in mind will be collected and uploaded.


Notes:

11/5/18 Every school department will provide copies of instructional frameworks, initiatives, programs, and activities that have been developed to cater to the specific needs of the school's diverse student population.

Ricardo Bernal 06/30/2020

Notes: The team member responsible for this indicator will set specific dates (once in the Fall and once in the Spring) for the collection and uploading of the documentation.

10/25/19 Collaborate on one assignment a month (starting in October) that relates to the training for that month and the school improvement plan


06/30/2020

Notes:


Supporting documentation has been uploaded. Experience 5/31/19

Communication with different departments, individual teachers, and grade levels was constant and consistent so documents could be requested and delivered in a timely manner.

Sustainability 5/31/19Keep encouraging grade levels, department chairs, and individual teachers to provide necessary documentation as support to this indicator. Review documentation periodically for updates. Request assistance if/when needed.

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


Initial Assessment: School Response:Positive Behavior Support and Intervention strategies are well thought out and implemented school wide in order to promote positive decision making. The Intervention Support Team and Guidance department address students' relational and emotional concerns. College Bound Boys are programs designed to guide the academic and relational growth of students traditionally considered at risk. The use of One Step Further to help a group of our eight grade girls. Using Bennett College students for a mentoring program.




Student support team will have an updated list of their responsibilities. Restorative Justice Training information is still forthcoming from the district.


Actions 0 of 4 (0%)6/7/17 Restructure student support team responsibilities Dramaine Freeman 06/30/2020Notes: Entire admin team will collaborate on this process.

10/4/17 Restorative Justice Training and Implementation Dramaine Freeman 06/30/2020Notes: The majority of our staff is trained on restorative practices.

10/25/19 Eight grade girls will meet with Pat Joyner from One Step Further (mentoring program).


Notes:

10/25/19 College bound boys meetings/events Carlton Cunningham 06/30/2020

Notes:


Experience 6/6/2018

Sustainability 6/6/2018

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


Initial Assessment: A plan will be communicated to teachers, parents, and students that outline consistent, intentional, and ongoing plans to support how Swann Middle School helps students transition for grade-to-grade and level-to-level.



How it will lookwhen fully met: Transition sheets will be created for every student with academic and

discipline data to provide the upcoming teacher a snapshot of the students they will be receiving for the following year. This will also be done through transition meetings with EL and EC students.


Actions 1 of 2 (50%)9/13/17 Transition sheets will be created for every student with academic and

discipline data to provide the upcoming teacher a snapshot of the students they will be receiving for the following year.

Complete 06/06/2018 Tony Howard 06/25/2018

Notes: SMS will continue to collaborate with our feeder high schools (counselors/EC teachers) to support students transitioning to 9th grade. We will also meet with our feeder elementary schools and have students come on tours to begin to develop relationships with students and families. We will begin the process of collaborating across grade levels through review of class assignments for the next year, sharing strategies that were used to support specific students, etc.

9/13/17 SMS will continue to collaborate with our feeder high schools (counselors/EC teachers) to support students transitioning to 9th grade. We will also meet with our feeder elementary schools and have students come on tours to begin to develop relationships with students and families. We will begin the process of collaborating across grade levels through review of class assignments for the next year, sharing strategies that were used to support specific students, etc.

Tina Magee 06/30/2020

Notes: This will be the responsibility of EL and EC teachers.Implementation: 06/06/2018

Evidence 6/6/2018

Experience 6/6/2018


Core Function: Dimension B - Leadership CapacityEffective Practice: Strategic planning, mission, and vision

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

Initial Assessment:Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for reviewing the Title I Priority and Focus plans annually in conjunction with the School Improvement Plan. This team will also monitor any reports required as a Title I Priority or Focus school.


How it will lookwhen fully met: School and Community goals and relations will be aligned


Actions 0 of 1 (0%)10/27/19 Create survey to monitor the alignment of school to district guidelines. Dramaine Freeman 06/12/2020

Notes:

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


Initial Assessment: • Meet twice monthly for Instructional Leadership Team• Teachers meet twice a week for Professional Learning

Communities• The School Based Leadership Team meets once a month


How it will lookwhen fully met: The appropriate teams will meet as mentioned above to discuss the

progress of meeting our goals as listed on the School Improvement Plan and to make decisions.

Nanette Smith 06/30/2020

Actions 0 of 2 (0%)10/1/19 Create a calendar to allow for meetings. Nanette Smith 06/20/2020

Notes:

10/25/19 Take minutes during each minutes to keep up with progress. Robert Spruill 06/30/2020Notes:

B1.06 Yearly learning goals are set for the school by the Leadership Team, utilizing student learning data.(5858)


Initial Assessment:Reviewed previous year data


How it will lookwhen fully met: Previous and current year data is used to improve instruction in all

classes.


06/30/2020

Actions 0 of 1 (0%)10/1/19 Create a data montoring system/protocol Robert Spruill 06/20/2020

Notes:

Core Function: Dimension B - Leadership CapacityEffective Practice: Distributed leadership and collaboration

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


Initial Assessment: The school has several layers of teams - grade levels, content areas, and subcommittees of SBLT. Grade levels have common planning time to meet regarding the instructional program. Content areas and SBLT subcommittees meet after school to address items specific to their area. We believe our school is moving toward full implementation.




We have established a team structure among teachers with specific duties and time for instructional planning. We believe our school is moving toward full implementation.


Actions 0 of 2 (0%)9/13/17 Grade levels and content areas will meet weekly. We will also conduct

Vertical Team Meetings and Committee Meetings to provide information and support colleagues.


Notes: SMS administration and CF will attend these meetings.10/25/19 Submit master schedule to show planning times for teachers. Tina Magee 06/30/2020

Notes:


Experience 6/6/2018


Core Function: Dimension B - Leadership CapacityEffective Practice: Monitoring instruction in school

B3.01 The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(5147)


Initial Assessment: While some teachers offer extended learning opportunities to students and use data to inform planning for these opportunities, many core teachers do not currently offer students these options. Based on EOY data from 2018-2019, it is imperative that all core teachers (1) offer extended learning opportunities to students and (2) use multiple data sources to ensure this is done effectively. We have also extended an offer to teachers to tutor afterschoool using an EEA.




We will communicate with teachers regarding the progress of students attending the extending learning time programs. Each teacher will keep track of what students did during the session along with any feedback from students regarding the session. Teachers will facilitate specific work for students in each session based on classroom performance and/or growth (remediation or enrichment opportunities).

Kimberly Neal 06/30/2020

Actions 0 of 2 (0%)9/13/17 Teachers will have the opportunity to tutor students afterschool. Dramaine Freeman 06/30/2020

Notes: This will be the responsibility of the admin team and CF.11/5/18 Teachers will use data to create small groups (intervention) to held fill

gaps.Jennifer Snuggs 06/30/2020

Notes:


Saturday School and lunch tutoring have been effective in pushing scores and student's meeting their growth goal for the Reading & Science EOG

Experience 6/6/2018 Teachers were able to effectively implement their tutoring plan based on the schedule create by our Curriculum Facilitator

Sustainability 6/6/2018 In order for this to remain effective, students will need to be in a remediation plan beginning after Quarter 1

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


Initial Assessment: School administration and the curriculum facilitator regularly walk through classrooms and provide constructive feedback to teachers on their instructional planning and delivery. A walk-through form has been used to make this process as meaningful and effective as possible.




Monitoring the curriculum and classroom instruction benefit both teachers and students. The administrative team and the curriculum facilitator provide constructive feedback after visiting classrooms. Instructional practices continue to improve as teachers incorporate feedback into their planning and teaching.


Actions 0 of 4 (0%)9/13/17 We will utilize a walk through document that assures that every grade

level and content area is included in the observation process. This document will include the date and time of observations and allow teachers and administrators to give feedback.


Notes: A weekly walk through document has been implemented and utilized. The Administrative staff will routinely visit classrooms and provide constructive feedback to teachers to improve instruction.

9/13/17 The principal will meet with teachers (and content areas) to discuss EVAAS data to reflect on professional development and next steps.


Notes:

11/5/18 An Instructional Leadership Team has been created within the school to support the goal of helping make changes in the instructional culture of the school. ILT-related documentation will be collected as evidence.


Notes:

11/5/18 ARC, Open Up, and New Leaders coaches will visit the school regularly to provide assistance to teachers who implement these programs and initiatives in their classrooms. Evidence of meetings or observations made during these visits will be collected.


Notes: Dates have been dictated by the district. Additional NTN days have been purchased to assist math teachers.


Evidence of full implementation has been collected and uploaded.

Experience 6/12/2019 Very systematic work with the implementation of a new online lesson observation form, which allowed observers to provide feedback to teachers immediately after the observation. Teachers appreciated the promptness in which they received feedback. Feedback was clearly stated and intended to make adjustments in lesson planning and delivery with success.

Sustainability 6/12/2019 Continue to implement the online form. Be consistent with doing regular lesson observations and providing instant feedback to teachers.

B3.04 The LEA/School sets goals for professional development (based on data) and monitors the extent to which it has changed practice.(5150)


Initial Assessment: Teachers have opportunities to attend or lead Saturday professional development workshops. Teachers are also attending mandated district PD's as well as other PD's that meet our students needs. Monthly staff meetings have a professional development focus that comes from our Instructional Leadership Team meetings.

No Development 10/01/2019

How it will lookwhen fully met: Staff will use professional development workshops to improve their

practices.

• Staff meetings are PD focus • Saturday Professional Development according to the data

collected throughout the previous month• Standards Institute• District mandated PD• Professional development opportunities that meet the needs of

our students


Actions 0 of 4 (0%)10/1/19 Create a calendar for PD on Saturday Jennifer Snuggs 06/20/2020

Notes:

10/25/19 District mandated math PD's for Open Up and MVP Jennifer Snuggs 06/30/2020Notes:

10/25/19 Staff meetings- dedicated PD workshops using school data Dramaine Freeman 06/30/2020Notes:

10/25/19 Four staff members including Principal Freeman will attend the Standards Institute.


Notes:

Core Function: Dimension C - Professional CapacityEffective Practice: Teacher quality and experience

C1.02 The principal plans opportunities for teachers to share their strengths with other teachers.(5153)


Initial Assessment:Teachers have limited oppotunties for peer observations and coaching sessions.



Teachers will have the opportuinity to be mentors to their peers. Gabrielle Hall 06/30/2020

Actions 0 of 4 (0%)10/1/19 Assign all beginning teachers a mentor. Provide opportunities for them

to observe their mentor.Gabrielle Hall 06/20/2020

Notes:

10/25/19 Instructional Leadership Team walk-throughs Gabrielle Hall 06/30/2020Notes:

10/25/19 Beginning teacher walks that focus on the needs of beginning teachers (engagement, classroom management and structure, etc.)


Notes:

10/25/19 Use coaching sessions to allow teachers chances to visit other teachers, provide feedback, and use strategies to enhance their classroom practices.


Notes:

C1.06 The LEA/School offers an induction program to support new teachers in their first years of teaching.(5157)


Initial Assessment:Our district provides each beginning teacher with an induction coach. Each beginning teacher also has a mentor.


How it will lookwhen fully met: Beginning teachers will show growth in their classroom structure,

practices, and instructional strategies to help student growth. Students will meet or exceed projections.


Actions 0 of 3 (0%)10/25/19 Beginning teacher meetings Jennifer Snuggs 06/30/2020

Notes:

10/25/19 Beginning teacher walks with specific focuses that change monthly. Jennifer Snuggs 06/30/2020Notes:

10/25/19 Teachers assigned to mentors Gabrielle Hall 06/30/2020Notes: Beginning teachers should be made aware of their mentor and then

have mentor/mentee meetings using district guidelines.

Core Function: Dimension C - Professional CapacityEffective Practice: Quality of professional development

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


Initial Assessment: School Response: After reviewing the criteria for this indicator, our team feels that we can fully implement this indicator with our current environment. LEA Response: (Limited Implementation) Guilford County Schools looks regularly at school performance data. An area that needs improvement is looking at classroom observation data. At the present time, there is no district walk through tool and therefore the district is unable to review classroom observation data. Additional improvement is also needed with our teacher evaluations and principal evaluation data for calibration purposes.




We regularly look at school performance data and aggregated classroom observation data and use these data to make decisions about school improvement and professional development needs.


06/30/2020

Actions 0 of 3 (0%)9/13/17 Content area teachers will discuss formative assessment data (common

assessments, interim data and classroom tests) routinely to analyze students' progress as learners. The administration will provide coaching and ongoing feedback.


Notes:

11/5/18 School performance data and data from classroom walk-through forms will be used to make decisions about instructional improvement and professional development needs.


06/30/2020

Notes:

10/25/19 Consistently review data and walk through feedback from the week at administration meetings.


Notes:


Artifacts were uploaded to demonstrate evidence of implementation of the objective

Experience 6/3/2019 Data was collected from Instructional Leadership Team, PLC's, and staff surveys

Sustainability 6/3/2019 Data must be continually assessed and utilized to inform both instruction and professional development needs

C2.02 ALL teachers develop individual professional development plans based on classroom observations and self-assessments.(5161)


Initial Assessment:Teachers were required to create professional development plans based on classroom observations (previous and current) and self-assessments.


How it will lookwhen fully met: 100% of teachers will have professional development plans. Goals can

be added at the middle of the year using data (walk-throughs, feedback, etc.). Coaching sessions will be provided to teachers throughout the year to set small goals to meet their goals listed on the PDP.


Actions 0 of 3 (0%)10/25/19 Professional Development Plans created Gabrielle Hall 06/30/2020

Notes:

10/25/19 Mid year reviews of the PDP and add goals as needed. Gabrielle Hall 06/30/2020Notes:

10/25/19 End of the year Professional Development Plans will be used for accountability and to set goals for the next year.


Notes:

C2.03 The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(5163)


Initial Assessment: ARC and OpenUp Coach host coaching session throughout the year. Limited Development 10/01/2019

How it will lookwhen fully met: Staff members will be able to present their newly gained information to

their peers and administration. Rigor and task alignment will excel in the classroom which will then increase student growth on interim assessments, end of the year assessments, and common and formative assessments.


Actions 0 of 3 (0%)10/1/19 Allow master teachers at Swann to present to their peers on Saturdays. Tina Magee 06/20/2020

Notes:

10/27/19 Instructional administration team led coaching sessions. Gabrielle Hall 06/30/2020Notes:

10/27/19 District mandated professional development workshops for all content areas.

Robert Spruill 06/30/2020

Notes: As dictated on the GCS performance matters professional development website.

Core Function: Dimension C - Professional CapacityEffective Practice: Talent recruitment and retention

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


Initial Assessment: LEA Response:It is the policy of the Guilford County Board of Education that a continuous system of recruitment and selection of personnel be maintained in order to assure competent candidates for vacancies as needed. The district attaches a high priority to securing the most competent personnel available and, once they are employed, in assisting them in their professional growth and development throughout their careers. The district regards a personnel evaluation plan as a critical and essential part of professional growth. The Board acknowledges that the most important aspect of attaining excellence in education is the quality of the teaching staff and the administrative staff. The Board therefore adopts as policy and states its determination to strive for such excellence, and further declares its intent to employ and reemploy only those teachers and administrators who possess, have exhibited, and continue to strive for excellence in their preparation for, performance of, and contribution toward the educational process. Achievement of a proficient rating on the North Carolina Teacher or Administrator summative evaluation is the minimum acceptable standard of performance for teachers and administrators in this school system. However, proficient performance shall not constitute any assurance to any teacher or administrator of rights to or consideration for employment or reemployment. The Board of Education holds all personnel accountable for striving for a summative rating of distinguished on all performance. School response: Administration and teacher leaders attend teacher recruitment fairs. The school implements a team approach to interviewing and hiring candidates based on qualifications, experience, and cohesion with organizational needs and vision. For next meeting: Review Wise Ways and determine if the school is using a variety of valid and reliable evaluation tools. Does the evaluator give timely, clear and constructive feedback to teachers? Review the Action Principles and respond from the school perspective.



How it will lookwhen fully met: It is the policy of the Guilford County Board of Education that a

continuous system of recruitment and selection of personnel be maintained in order to assure competent candidates for vacancies as needed. The district attaches a high priority to securing the most competent personnel available and, once they are employed, in assisting them in their professional growth and development throughout their careers. The district regards a personnel evaluation plan as a critical and essential part of professional growth. The Board acknowledges that the most important aspect of attaining excellence in


education is the quality of the teaching staff and the administrative staff. The Board therefore adopts as policy and states its determination to strive for such excellence, and further declares its intent to employ and reemploy only those teachers and administrators who possess, have exhibited, and continue to strive for excellence in their preparation for, performance of, and contribution toward the educational process. Achievement of a proficient rating on the North Carolina Teacher or Administrator summative evaluation is the minimum acceptable standard of performance for teachers and administrators in this school system. However, proficient performance shall not constitute any assurance to any teacher or administrator of rights to or consideration for employment or reemployment.

The Board of Education holds all personnel accountable for striving for a summative rating of distinguished on all performance.

As a school, Swann Middle School has implemented the following :

· Screening process of applicants through departmental support teams.

· District level new teacher support programs (GCS ACT, Right Start, TFA)

· School based induction coordinator, on-site mentors and buddy teachers.

We will work to develop a school culture that affirms teaching excellence. We will recognize excellence in teaching through emails, newsletters, department recognition, morning announcements, Kudos, and verbal recognition. Teachers will participate in peer observations and record information for needs based professional development. Admin. will provide feedback using walk-through forms. Teachers will be represented in the recruitment and interview process for new staff members. The strategies listed will help support achievement of our SMART GOALS to reduce the number of non-proficient students in both reading and math.

Actions 0 of 4 (0%)9/13/17 We will recognize excellence in teaching through emails, newsletters,

department recognition, morning announcements, Kudos, and verbal recognition.

Keisha Brown 06/21/2018

Notes:

9/13/17 Teachers will participate in peer observations and record information for needs based professional development.


Notes:

11/5/18 Teachers who are successful in implementing instructional best practices will continue to be recognized in staff meetings, bulletin boards, department meetings, PLCs, administration emails, and announcements.

Keisha Brown 06/07/2019

Notes: With the assistance of Ms. Hall, 6th grade Assistant Principal. 9/13/17 Teachers will continue to be represented in the recruitment and

interview process for new staff members.Keisha Brown 06/07/2019

Notes: Once a year or every time a new staff member is hired during the school year.


Experience 5/31/19


Core Function: Dimension D - Planning and Operational EffectivenessEffective Practice: Resource Allocation

D1.02 The LEA has aligned resource allocation (money, time, human resources) within each school's instructional priorities.(5171)


Initial Assessment: Opportunities are not created for transparent access to budget. Limited Development 10/01/2019

How it will lookwhen fully met: Staff is 100% aware of how the budget is used for school resources.

Parents and the community will be made aware of the budget through our Title I parent night.


Actions 1 of 2 (50%)10/1/19 Host a PD on how funds are allocated Complete 10/10/2019 Robert Spruill 06/20/2020

Notes:

10/27/19 Title I budget made available to parents on NC Star. Maggie Millwood 06/30/2020Notes:

Core Function: Dimension D - Planning and Operational EffectivenessEffective Practice: Facilities and technology

D2.05 The environment of the school (physical, social, emotional, and behavioral) is safe, welcoming, and conducive to learning. (5854)


Initial Assessment:Teachers have been assigned be there spots for the school year to help ensure student safety. There is a focused effort around character education and a reduction in the number of disciplinary referrals. Most of the staff have been trained on restorative practices and how to implement PBIS in their classrooms and through check-in/check out. MTSS will be implemented in the 2020-2021 school year.


How it will lookwhen fully met: MTSS will be fully implemented at Swann Middle School. Staff will

receive professional development around MTSS. Instructional Leadership Team, IST, PLC's will be meeting regularly to review date and implement strategies.


06/30/2020

Actions 0 of 3 (0%)10/1/19 Create an opportunity for teachers to receive professional development

on MTSS.Gustavo Martinez-

Padilla06/30/2020

Notes:

10/27/19 Review of expectations for students using PBIS Akeylah Campbell 06/30/2020Notes:

10/27/19 Be there spots created to supervise students at all times and clearly communicated to staff.


Notes: The administration team will be sure to hold all staff accountable.

Core Function: Dimension E - Families and CommunityEffective Practice: Family Engagement

E1.01 ALL teachers maintain a file of communication with parents/guardians.(5177)


Initial Assessment:Teachers currently call parents and call logs are maintained in most classrooms. Several teachers also Remind 101 and/or Class Dojo. The school also has a Remind 101 to remind parents of upcoming events or critical announcements.


How it will lookwhen fully met: Call logs are 100% collected and newsletters are going home monthly.


Actions 0 of 2 (0%)10/1/19 Create a online document to monitor call log Gabrielle Hall 06/30/2020

Notes:

10/27/19 Remind 101 up-to-date Gabrielle Hall 06/30/2020Notes:

E1.03 ALL teachers systematically report to parents/guardians the student's mastery of specific standards-based objectives.(5179)


Initial Assessment:Teachers will send home interim reports and report cards on district designated dates.


How it will lookwhen fully met: Report cards and interim reports will be distributed to students. Each

will include comments on how parents can help students succeed in their class. All parents will have access to Power Parent to stay updated on their child's grades. Teachers will provide parents with data at parent teacher conferences.


06/08/2020

Actions 1 of 4 (25%)10/1/19 Take a survey on whether teachers distributed interim reports and if

they added commentsGustavo Martinez-

Padilla06/08/2020

Notes: On designated district dates for interim reports and report cards.10/27/19 Teachers will include comments on report cards. Brandon Chavis 06/30/2020

Notes:

10/27/19 School wide process to distribute report cards Dramaine Freeman 06/30/2020

Notes:

10/27/19 Distribute Power Parent letters for parents to have access information. Complete 09/02/2019 Brandon Chavis 06/30/2020Notes:

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


Initial Assessment: School Response: The school regularly communicates with families through multiple avenues - curriculum nights, connect ed messages, emails, social media, school website - regarding the partnership between school and family. Teachers communicate with families via newsletter, Class DoJo, and emails regarding curricular expectations and how parents can support the learning process at home. Home visits and conferences at the school occur regularly to address this partnership as it relates to individual students.




We will regularly communicate with parents/guardians about our expectations of students and the importance of the curriculum of the home (what parents can do at home to support their children's learning). Parents will receive grade level newsletters each month.


Actions 0 of 4 (0%)10/27/19 Host a minimum of 4 family events to engage families in our school

culture. Dramaine Freeman 06/11/2020

Notes:

10/1/19 Grade level newsletters Gabrielle Hall 06/30/2020

Notes:

10/27/19 Connect Ed messages Dramaine Freeman 06/30/2020

Notes:

10/27/19 Curriculum Night Kimberly Neal 06/30/2020

Notes:


Experience 3/27/2018


E1.11 All teachers meet with family members (parents or guardians) formally at least two times a year to engage in two-way communication regarding students' cognitive, socio-emotional, and physical development outside the classroom.(5187)


Initial Assessment:We have proposed having Parent/Teacher conference days during the first and third quarter via a luncheon.


How it will lookwhen fully met: Parents will have at least two opportunities to meet with all of their

child's teachers at one time during the school year.


Actions 1 of 4 (25%)10/1/19 Parent/Teacher Conference days (Chat & Chew) Gabrielle Hall 06/08/2020

Notes: Parent/Teacher conference luncheon10/27/19 Host a minimum of one student led conference at the school as well as

local community center. Kimberly Neal 06/11/2020

Notes:

10/27/19 Meet the Principal Night Complete 08/14/2019 Dramaine Freeman 06/30/2020Notes:

10/27/19 Curriculum Night Tina Magee 06/30/2020Notes:

Core Function: Dimension E - Families and CommunityEffective Practice: Community Engagement

E2.01 Parent and/or Community representatives advise the School Leadership Team on matters related to family-school relations.(5188)


Initial Assessment:We currently have two parents on the School Based Leadership Team.


How it will lookwhen fully met: We will attempt to add other parents to the School Based Leadership

Team and find other strategies (surveys, etc.) to gather their thoughts and opinions on school-wide decisions.


06/08/2020

Actions 0 of 2 (0%)10/1/19 Invite other parents to join SBLT (specifically a zone parent). Gabrielle Hall 06/08/2020

Notes:

10/27/19 Create a survey to acquire parent input to make school based decisions. Dramaine Freeman 06/30/2020Notes:

comprehensive progress report - guilford county schools · 2019-11-22 · swann middle school...

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