school improvement plan 2014-2015 harry hurst middle ......the harry hurst community is committed to...

School Improvement Plan

2014-2015

Harry Hurst Middle School

School

Steven Guitterrez

Principal

9/5/2014

2

Part 1

Vision, Mission, and Values/Beliefs

9/5/2014

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Part 1 – School Vision, Mission, and Values/Beliefs

Vision

THE HARRY HURST MIDDLE SCHOOL COMMUNITY (STUDENTS, PARENTS, STAFF, AND ALL CITIZENS INVOLVED IN EDUCATING

OUR STUDENTS) PROVIDES A POSITIVE CLIMATE WHICH:

IS CONDUCIVE TO LEARNING,

The Harry Hurst community is committed to providing a challenging academic foundation which is well-rounded and sensitive to the developmental needs of

adolescents. Hurst strives to maximize student learning opportunities which lead to becoming college and career ready, enhanced learning, continuous

improvement and learning for life.

FOSTERS MATURITY,

The Harry Hurst community is committed to providing a positive climate that encourages student growth, responsibility and accountability in order to develop the

skills needed to become college and career ready life-long learners.

DEVELOPS A SENSE OF BELONGING,

The Harry Hurst community is committed to promoting a caring and safe environment, which develops a sense of unity. This unity fosters acceptance of others

while building pride and ownership in the school and community.

AND PLACES STUDENTS’ NEEDS FIRST.

The Harry Hurst community utilizes research-based educational practices, which meet the needs of the adolescent by addressing learning styles, talents, and

differing abilities in an inclusive setting that benefits all students.

**Revised 5/29/2014**

9/5/2014

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Mission

The mission of Harry Hurst Middle School is to welcome the middle school student into a supportive atmosphere that encourages high quality educational

opportunities, promotes academic exploration and mutual respect while fostering enthusiastic, life-long learning so that students become college and career ready,

responsible, productive citizens.

**Revisited 5/29/2014**

9/5/2014

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Values/Beliefs

To achieve our vision, faculty and staff must consistently work together. Identifying faculty values has helped us focus on what is important to move effectively

toward accomplishing our vision. We all truly believe and model our faculty values to achieve success for our students and our school. Based upon what we value

as a faculty, these are our guiding principles:

We, the Harry Hurst Middle School faculty, believe in a safe and caring environment where the words and actions of Harry Hurst community members

demonstrate HURST Core Values (Honor, Unity, Respect, Self-Motivation, Tolerance).

We, the Harry Hurst Middle School faculty, believe in a safe environment where faculty and staff members support all school expectations.

We, the Harry Hurst Middle School faculty, believe in providing a challenging learning environment, which supports student achievement by meeting the

diverse needs of middle school students.

We, the Harry Hurst Middle School faculty, believe in collaboration, reflection, and continuous improvement, which helps us grow professionally as we

study and implement sound research-based best practices.

We, the Harry Hurst Middle School faculty, believe in life-long learning and strive to create and facilitate learning experiences where students and staff

inquire, discover, and make sense of our world.

We, the Harry Hurst Middle School faculty, believe in open and honest communication with all stake-holders.

At Harry Hurst Middle School…We believe all students can learn and succeed at higher levels.

Consistently living according to these values, the faculty and staff of Harry Hurst Middle School provide a community of teaching and learning in which all

students continuously improve to become college and career ready, responsible, contributing members of society.

**Revised 5/29/2014**

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Part 2

School Governance Structure

and

Committee Assignments

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HARRY HURST MIDDLE SCHOOL

School Governance Structure and Committee Assignments ADMINISTRATION

Steven Guitterrez, Principal

Deborah Barrette – Assistant Principal

Edward Carter – Assistant Principal

Earl Incardona – Assistant Principal

↨

↨ ↨ ↨ ↨ ↨

Discipline Technology Parent & Community School Climate/

Developmental Design

Curriculum

Leadership

Monica Ayton

Rhea Bonicard

Heather Dahl

Rosa Delpidio

Kaitlin Deville

Brandy Dufrene

Holly Donegan

Melissa Freitas

Tiffany Hall*

Susan Benedetto*

Lisa Dauenhauer

Mary Earles Charmaine Green

Daryl Guggenheim

Aubrey Hager

Corinne Heffron

Gwen Lee

Johnel Robinson*

Ashley Santos

Lauren Waguespack

Mindy Williams

Tina Carmichael #

Jessica Cortez

Megan Duplessis

Adam Fairchild

Amber Ford

Loretta Gant

Kendall George

Sally Goodman

Sarra Harville

Karen Nagele*

Karen Naquin

Darion Pack

Tracy Rousselle

Lindsey Simon

JulieAnna Smith

Noel Smith

Melanie Zeringue*

Alison Brown

Sammi Caillouet

Roger Folse

Barry Guillot

Karl Harrod

Ericker Jackson*

Denise Landry

Nancy Mangold

Sandy Morel

Gabrielle Pollock

Kelli Ramon

Michelle Rodriguez

Shelley Schexnaydre

Angie Trotter

Stacy Vollenweider*

Tammy Windmann

Lisa Dauenhauer

Kaitlin Deville

Brandy Dufrene

Sally Goodman*

Aubrey Hager

Tiffany Hall

Ericker Jackson

Sandy Morel

Karen Nagele

Darion Pack

Gabrielle Pollock*

Shelley Schexnaydre

JulieAnna Smith

Mindy Williams

Tammy Windmann

Melanie Zeringue

* Chairpersons # Parent

SIT TEAM Susan Benedetto Gabrielle Pollock, Chairperson

Sally Goodman Johnel Robinson

Tiffany Hall Stacy Vollenweider

Ericker Jackson Tammy Windmann

Karen Nagele Melanie Zeringue

Darion Pack

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Hurst Staff 2014-2015 6

th Grade Team 7

th Grade Team

8th

Grade Team

Reading Aubrey Hager and Stacy

Vollenweider

Gabrielle Pollock and JulieAnna

Smith and

Sammi Caillouet, Kaitlin Deville, and

Tiffany Hall

Writing Rhea Bonicard and Angie Trotter Rosa Delpidio and Amber Ford Sammi Caillouet, Kendell George,

and Corinne Heffron

Math Sarra Harville and Sally

Goodman

Monica Ayton, Mindy Williams,

and Shannon Nagele (intern)

Johnel Robinson, Missy Rome, and

Shelley Schexnaydre

Social Studies Ericker Jackson and Karen

Naquin

Tracy Rousselle and Tammy

Windmann

Roger Folse and Melanie Zeringue

Science Lauren Waguespack and Brandy

Champagne

Lisa Dauenhauer and Kelli Ramon Karen Nagle and Barry Guillot

Interventionists Darion Pack (Math) and Sandy Morel (ELA)

Special Education Alison Brown, Sammi Caillouet, Jessica Cortez, Mary Earles, Loretta Gant, Daryl Guggenheim, Nancy Mangold,

Noel Smith

Gifted: Sammi Caillouet, Julmarria Jackson, and Alan Staub Itinerant: Stacey Garcia and Tracey McCready

Enrichment Heather Dahl, Adam Fairchild, Karl Harrod, Gwen Lee, Michelle Rodriguez, Monika Rogan, Ashley Santos, and

Lindsey Simon Itinerant: Sarah Melohn and Chris Munch

Paraprofessionals SPED: Beverly Cole, Tomeka Evans, Diane Feagley, Chelsy Gobert, Denise Isom, Keaundra Morris, Hailey

Perkins, Karen Madere, Martha Muentes, Shawn Schexnaydre, Kierra Webb, Kathleen Wiley, Paula Wilson

Library: Margaret Granier Computer Lab: Charmaine Green

In-School Detention: Mary Kenney Science Lab: Dee Laumann

School Counselor Holly Landry and Meghan Duplessis

School Resource

Officer

Melissa Freitas

Nurses Melissa Schexnaydre, LaTonya Pierre (nurse-para), April Wilson (nurse-para)

Custodians Claudia Cortez, Emile Robertson, Tommie Robbins, Joseph Thomas, Nancy Washington

Library Media

Specialist

Susan Benedetto

Teacher Support

Leaders

Tammy Windmann and Darion Pack

School Office

Specialists

Carolyn Berger, Quo’Chandra Francois, and Cecelia Lucas

Assistant Principals Deborah Barrette, Edward Carter, and Earl Incardona

Principal Steven Guitterrez

9/5/2014

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Part 3

School Profile

(Performance Data)

See Separate Document

9/5/2014

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Part 4

Student Performance Worksheet

See Separate Document

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Part 5

School Priorities

for

Improvement

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Part 5 – Priorities for Improvement

Component: Improving Student Learning

Priority: Improve teaching and learning of rigorous standards

Rationale: It is critical that teachers implement effective instructional practices and design lessons that enable students to become college and career ready and develop

life-long skills.

Component: Building a Positive School Climate

Priority: A Positive School Climate that Contributes to Student Learning – (focus on Responsive Classroom/Developmental Design)

Rationale: Through the consistent implementation of Developmental Design, students and staff members will demonstrate good character which develops an environment

conducive to learning and creates productive citizens.

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Part 6

Action Plans

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Improving Student Learning

School Goal: Students will achieve rigorous math standards

Desired Results for Student Learning

State measurable objective(s) and identify data sources that will provide evidence of desired results.

Due to the implementation of new instructional materials and assessments, baseline data are not available to set desired results.

Action(s) Method of Monitoring How will the action be monitored and how will feedback be given?

1. School personnel will implement a comprehensive instructional and assessment

program for mathematics that is aligned with rigorous standards and state-

mandated assessments.

How will teachers study and use the resources (e.g., standards, teacher

editions, etc.) to plan successful lesson delivery?

o The Math Study Group (MSG) participants will meet with teachers

in early August to collaboratively review the Eureka Math teacher

and student materials and curriculum maps as well as the standards,

Math Guidebook, state assessment guides, and the EAGLE database

that are on the LDOE website. At least quarterly, The MSG

participants will monitor the LDOE website and alert teachers to new

additions to the site.

o Math interventionists will review the Eureka Math modules at least 3

weeks prior to scheduled implementation and meet with classroom

teachers to identify foundational standards (prerequisite skills) that

need to be addressed through the intervention program.

o Teachers will follow the suggested lesson protocol included in the

Eureka teacher materials. Additional instructional time that may be

available will be used to reinforce foundational standards, additional

practice, and enrichment.

How will support (e.g., collaboration, coaching) be provided for

successful implementation?

o Throughout the school year, the resources indicated above will be

School administrators will participate in meetings with teachers and

provide oral/written feedback to facilitators as well as participants on

their planning for sessions, facilitation, and participation. School

administrators will gather informal feedback from participants about

other needs related to math resources.

School administrators will allocate time for math interventionists to meet

with classroom teachers to address foundational standards in the

intervention program. Administrators will observe instruction and

provide oral feedback about the alignment of instruction.

Daily self-assessment by teachers and weekly observations by

administrators will be used to monitor implementation of the lesson

protocol. Oral feedback and instructional coaching will be provided by

school administrators.

School administrators will establish a protocol for effective use of

9/5/2014

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used in weekly collaborative planning and individual development of

lesson plans and assessments. During collaborative planning,

teachers will engage in accountable talk using the Eureka module

and topic overviews, preview upcoming lessons and role play the

delivery of selected lesson components with their peers.

What Professional Development (workshops, job-embedded PD) will be

required for successful implementation?

o Teachers and school administrators will attend the district-sponsored

Eureka Math professional development in June and July.

o Teachers will engage in “just in time” PD by viewing and discussing

the Eureka webinars with their peers prior to each module.

o Math Study group participants will actively participate in meetings

and serve as math leaders within the school.

How will student learning be measured and the data used to drive

continuous improvement?

o Teachers and administrators will analyze iLEAP/LEAP scores from

spring 2014 to identify relative strengths and weaknesses for each

grade level.

o Exit tickets completed by students and other formative data will be

used by teachers to adjust instruction.

o A minimum of 5 data team cycles will be used to gather baseline and

growth data on high priority standards at each grade level.

o District assessment data will be used to measure student learning and

to identify needs for additional instruction. This data will be

reviewed by teachers individually and during grade level planning

sessions. Following the administration of each district assessment,

teachers will review the most frequently missed questions with

students.

o Inform will be used to identify relative strengths and challenges for

classes and schools. Plans will be developed to sustain strengths and

address challenges.

collaborative planning time and use it when monitoring and providing

feedback to teachers.

ERO and sign-in sheets will be used to monitor participation. Feedback

will be gathered by school administrators through informal

conversations and debriefing with school participants.

School administrators will track participation in the webinars and use

that information in collaborative planning. Oral feedback will be

received from participants.

Self-assessment by participants and observations by administrators will

be used to monitor active participation. Administrators will clearly

define the role of the MSG participants as school math leaders and use

those expectations to provide feedback.

Administrators will observe and participate in the analysis of scores to

probe and provide “on the spot” feedback to participants.

Teachers will bring exit ticket data to collaborative planning sessions to

receive assistance from their peers in addressing instructional needs.

Administrators and data team leaders will participate in meetings and

provide feedback and coaching on effective implementation.

Inform will be used to monitor achievement on district assessments.

Discussions with and among teachers and students will be used to

provide feedback following the administration of each assessment.

Data review meetings with teachers, administrators, and district staff will

be used to monitor this action. Feedback will be provided during the

meetings.

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o Students and teachers will confer to analyze data from formative

and/or summative assessments to determine strengths and areas of

growth.

How will parents and the community be involved/engaged in supporting

the goal?

o Each grade level team will develop talking points about the

importance of conceptual understanding and procedural fluency for

use during parent/teacher conferences.

o Eureka Math Tips will be sent to parents for each module so they

may support student learning.

o Parents will be contacted through paper and electronic means to

determine how they use math in their jobs. Ideas submitted will be

shared and/or discussed with students.

o Parents and students will have access to LiveBinder and teacher

webpages (e.g., graphic organizers, calendar of upcoming

assignments and assessments).

Talking points will be reviewed by school administrators and feedback

provided on additions and deletions needed.

School administrators will include a survey in the school newsletter

asking if parents are receiving the Math Tips, if they are helpful, and

what other information they may need.

Use Google to solicit parent ideas and input on how they use math in the

workplace. Survey results will be published in the newsletter (paper and

electronic copies).

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Improving Student Learning

School Goal: Students will achieve rigorous English Language Arts (ELA) standards

Desired Results for Student Learning


Due to the implementation of new instructional materials and assessments, baseline data are not available to set desired results.


2. School personnel will implement a comprehensive instructional and assessment

program for ELA that is aligned with rigorous standards and state-mandated

assessments.

How will teachers study and use the resources (e.g., standards, teacher

editions, etc.) to plan successful lesson delivery?

o The Literacy Study Group (LSG) participants will meet with

teachers in early August to collaboratively review the Expeditionary

Learning and Schoolwide teacher and student materials and

curriculum maps as well as the standards, ELA Guidebook, state

assessment guides, and the EAGLE database that are on the LDOE

website. At least quarterly, The LSG participants will monitor the

LDOE website and alert teachers to new additions to the site.

o Reading interventionists will review the ELA modules at least 3

weeks prior to scheduled implementation and meet with classroom

teachers to identify foundational standards (prerequisite skills) that

need to be addressed through the intervention program.

o Teachers will follow the suggested lesson protocol included in the

ELA teacher materials. Additional instructional time that may be

available will be used to reinforce foundational standards, additional

practice, and enrichment.

How will support (e.g., collaboration, coaching) be provided for

successful implementation?

o Throughout the school year, the resources indicated above will be

School administrators will participate in meetings with teachers and

provide oral/written feedback to facilitators as well as participants on

their planning for sessions, facilitation, and participation. School

administrators will gather informal feedback from participants about

other needs related to ELA resources.

School administrators will allocate time for ELA interventionists to meet

with classroom teachers to address foundational standards in the

intervention program. Administrators will observe instruction and

provide oral feedback about the alignment of instruction.

Daily self-assessment by teachers and weekly observations by

administrators will be used to monitor implementation of the lesson

protocol. Oral feedback and instructional coaching will be provided by

school administrators.

School administrators will establish a protocol for effective use of

9/5/2014

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used in weekly collaborative planning and individual development of

lesson plans and assessments. During collaborative planning,

teachers will engage in accountable talk using the ELA module and

topic overviews, preview upcoming lessons and role play the

delivery of selected lesson components with their peers.

What Professional Development (workshops, job-embedded PD) will be

required for successful implementation?

o Teachers and school administrators will attend the district-sponsored

ELA professional development in June.

o LSG participants will actively participate in meetings and serve as

ELA leaders within the school.

How will student learning be measured and the data used to drive

continuous improvement?

o Teachers and administrators will analyze iLEAP/LEAP scores from

spring 2014 to identify relative strengths and weaknesses for each

grade level.

o Formative data will be used by teachers to adjust instruction.

o A minimum of 4 data team cycles will be used to gather baseline and

growth data on high priority standards at each grade level.

o District assessment data will be used to measure student learning and

to identify needs for additional instruction. This data will be

reviewed by teachers individually and during grade level planning

sessions. Following the administration of each district assessment,

teachers will review the most frequently missed questions with

students.

o Inform will be used to identify relative strengths and challenges for

classes and schools. Plans will be developed to sustain strengths and

address challenges.

o Students and teachers will confer to analyze data from formative

and/or summative assessments to determine strengths and areas of

growth.

collaborative planning time and use it when monitoring and providing

feedback to teachers.

ERO and sign-in sheets will be used to monitor participation. Feedback

will be gathered by school administrators through informal

conversations and debriefing with school participants.

Self-assessment by participants and observations by administrators will

be used to monitor active participation. Administrators will clearly

define the role of the LSG participants as school ELA leaders and use

those expectations to provide feedback.

Administrators will observe and participate in the analysis of scores to

probe and provide “on the spot” feedback to participants.

Teachers will bring formative assessment data to collaborative planning

sessions to receive assistance from their peers in addressing instructional

needs.

Administrators and data team leaders will participate in meetings and

provide feedback and coaching on effective implementation.

Inform will be used to monitor achievement on district assessments.

Discussions with and among teachers and students will be used to

provide feedback following the administration of each assessment.

Data review meetings with teachers, administrators, and district staff will

be used to monitor this action. Feedback will be provided during the

meetings.

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How will parents and the community be involved/engaged in supporting

the goal?

o Each grade level team will develop talking points about the

importance of conceptual understanding and procedural fluency for

use during parent/teacher conferences.

o ELA Module Overview/Strategy Tips will be sent to parents for each

module so they may support student learning.

o Parents will be contacted through paper and electronic means to

determine how they use forms of literacy in their jobs. Ideas

submitted will be shared and/or discussed with students.

o Parents and students will have access to teacher webpages (e.g.,

rubrics, graphic organizers, calendar of upcoming assignments and

assessments, texts for additional practice).

Talking points will be reviewed by school administrators and feedback

provided on additions and deletions needed.

School administrators will include a survey in the school newsletter

asking if parents are receiving the ELA Tips (e.g., close reading or test-

taking strategies), if they are helpful, and what other information they

may need.

Use Google to solicit parent ideas and input on how they use math in the

workplace. Survey results will be published in the newsletter (paper and

electronic copies).

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Building a Positive School Climate

School Goal: To build positive relationships among all stakeholders throughout the school and community.

Desired Results for Positive School Climate:


1. The total number of behavioral referrals will decrease 10% (from 627 to 553).

2. The total number of students who received 4 or more behavior referrals will decrease by 50% (from 40 to 20).

3. According to Question 7 on the AdvancEd Student Survey (In my school, students treat adults with respect), those who strongly agree

and agree will increase from 36% to 51%.

4. According to Question 27 on the AdvancEd Student Survey (In my school, students help each other even if they are not friends), those

who strongly agree and agree will increase from 31% to 51%.


1. How will teachers and staff consistently implement and utilize the

developmental design process?

The Developmental Design (DD) team will revisit and model school-

wide expectations for students and teachers.

The DD team will develop lessons to address expectations during the

“First Six Weeks of School.”

Roles and responsibilities for teams will be revisited and communicated.

A school-wide discipline ladder will be revisited and communicated with

all faculty and staff.

The counselors will develop bullying lessons to be implemented through

the character education program – advisory.

Administrators will provide advisors with a list of “At-risk” students

(students who received 4 or more referrals and/or students who scored

Unsatisfactory on any subject on iLEAP/LEAP) with whom they will

develop relationships, review academic issues, and address behavioral

concerns.

Administrators and members of the DD team will observe advisories

and provide feedback using an observation form.

Customized, tailored plans will be developed to address team needs.

Monitor referrals obtained by “At-risk” students.

Teams will monitor and track student behavior on team behavior

tracking forms (Make a Choice [MAC] reflection sheets, Buddy

Room reflection sheets, parent contact logs, and Team conferences).

PD for teachers who need reinforcement of the DD philosophy and

techniques and classroom management as determined by

Administration.

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2. How will we enable our “at-risk” students to be more successful,

lifelong learners and respectful citizens of our school and

community?

Teachers and staff will participate in PD that teaches them how to foster

relationships through voice, mutual respect, and student engagement.

Administrators will provide advisors with a list of “under-serviced”

students (behavior challenged students and/or students who were placed

or retained) with whom they will develop relationships, review academic

issues, and address behavioral concerns.

“At-risk” students will be invited to participate in the following

activities:

- Off-campus field trips

- Empowerment groups

- Mentoring

- Afterschool tutoring

- Assemblies with guest speakers

Agendas and sign-in sheets will be provided for late take-in days

when PD is planned.

Team members will discuss at their weekly meetings progress being

made with “At-risk” students. Team leaders will bring reports about

“At-risk” student progress to SIT meetings.

Students will turn in permission slips to attend off-campus

opportunities. They will complete reflection sheets and/or

participate in reflective-type collaboration activities to share with

their respective peers.

3. How will academic and behavioral incentives will be offered to

students throughout the year?

Students will be recognized throughout the year for the following:

Students of the Week

Students of the Month

Star Awards (based on HURST Core Values)

Star Performers (based on content-area achievements)

Principal’s List and Honor Roll

Outstanding Effort

Positive Attitude

Perfect Attendance

Birthday acknowledgements

Good Character Awards (Locker shout-outs, positive postcards)

Teams will recognize students for their successes in team meetings,

which will be recorded in Team minutes. Students obtaining these

awards will be inputted into a schoolwide spreadsheet.

Quarterly celebrations will be held to recognize student

achievement.

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Part 7

Sustainability Plans

9/5/2014

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Teacher Effectiveness as described in the COMPASS rubric

How will this focus area be improved and sustained?

In learning walks and informal and formal observations in 2013-14, it was noted that high-level questioning between teachers-and-students and

student-to-student was not seen in as many classrooms as desired. Hence, the Administrative team will provide teachers will a list of question

stems that will assist teachers in planning their lessons to ask students higher-leveled thinking questions. Additionally, reading teachers will post

and provide students with a chart and/or sample question stems that teaches them how to formulate higher-leveled questions to ask their peers

during collaborative discussions and when giving constructive feedback. A copy of the chart will be posted in each teacher’s classroom as well.

At faculty PD sessions (e.g., at the beginning of the school year, late take-ins, and during team meetings) we will watch videos that effectively

show models of teachers and students engaged in collaborative activities where higher-leveled questioning is being practiced. Administration will

provide “snapshot” feedback within 48 hours on the Questioning portion observed in the lesson observed.

Data Teams/Data Review

How will this focus area be improved and sustained?

Through observation and participation in the Data Teams/Review process, it is noted that the following actions must be adhered to for this process

to be sustained. First, all teachers will engage in the number of cycles as established in the School Improvement Plan. Next, Data Team leaders

will develop a Data Team calendar that shows the tentative implementation of the Data Team process for the Fall and Spring semesters. These

calendars will be emailed to the administrator who oversees that content area. Additionally, administration will continue to provide pre-identified

data (e.g., iLEAP/LEAP scores and previous year’s district assessment scores) to allow teachers to identify focus areas, such as power standards

for pre- and post-assessments or skills that need to be addressed to improve standardized testing scores.

Actions we can take to improve the Data Teams/Data Review process include utilizing teachers trained in the Data Teams process to provide

ongoing support for teachers new to the Data Teams process. Also, each Data Team will implement each step of the Data Team process with

fidelity: Data Teams will record and send results of each Data Team meeting on the Data Team log; each Data Team member will implement the

strategy of choice as agreed upon for step five of the Data Team process; and Data Teams will ensure that progress monitoring occurs at least

weekly. Lastly, Data Teams will use and share effective strategies and resources at department and team meetings that have been shown through

the data to help students succeed.

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St. Charles Parish Public Schools – Staff Development Plans for 2014 - 2015

All schools must develop comprehensive plans for professional development on days other than August workshops (i.e., late take in, collaborative

time). Plans should include dates, time, topics, presenters/facilitators, and if possible, list materials and resources.

Date Time Topic(s) Presenters/Facilitators Materials/Resources

Aug. 4 7:30-8:30 DD - Team Building Opening Activities Gabrielle Pollock, Tammy

Windmann, Rosa Delpidio,

Darion Pack

Chart, seating chart,

activity materials

8:30-9:00 Hurst Core Values/Vision Steven Guitterrez

9:00-10:00 Safe Schools/Bullying and SBLC/RTI Earl Incardona

Holly Donegan

Meghan Duplessis

10:00-11:00 COMPASS Rubric – Assessment and Differentiation Deborah Barrette

Ed Carter

11:00-12:00 Hurst Expectations Steven Guitterrez

12:45-1:45 Co-Teaching – SPED and Inclusion Settings Carla Murphy

Paulette Fairchild

1:45-3:00 Gradebook Set-Up Brittney Muller

Earl Incardona

Aug. 5 8:00-11:00 ELA district pull-out sessions District Facilitators

8:00-3:00 Science and Social Studies district pull-out sessions District Facilitators

8:00-11:00 Computer Literacy district pull-out sessions District Facilitators

8:00-3:30 SPED Significant Disabilities district pull-out session District Facilitators

8:00-3:30 Music, Art, Theatre district pull-out session District Facilitators

8:00-3:30 Counselors district pull-out session District Facilitators

8:00-11:00 PE Teachers district pull-out session District Facilitators

8:00-3:30 Speech Therapist district pull-out session District Facilitators

8:00-11:00 Math Interventionist district pull-out session District Facilitators

12:30-3:30 Math Teachers district pull-out session District Facilitators

Aug. 6 7:30-8:00 DD - Team Building Activities Gabrielle Pollock, Tammy


Darion Pack


activity materials

8:00-10:30 Communication Strategies to solve Problems Holly Donegan

Meghan Duplessis

School/Team Discipline Plans Melanie Zeringue

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Date Time Topic(s) Presenters/Facilitators Materials/Resources Sally Goodman

Building Positive Relationships Darion Pack

Stacy Vollenweider

Teaming Gabrielle Pollock

Ericker Jackson

First 6 Weeks of School Tammy Windmann

Karen Nagele

Tiffany Hall

Under-Serviced Students Johnel Robinson

Sandy Morel

10:40-12:10 Advisory Lesson Plans Holly Donegan

Meghan Duplessis

Data Teams/Review Deborah Barrette

Earl Incardona

Bullying Steven Guitterrez

1:00-2:00 Promethean Board Training – 6th

and 7th

ELA Dept. Johnel Robinson

Aug. 8 7:30-8:00 DD - Team Building Activities Gabrielle Pollock, Tammy


Darion Pack


activity materials

8:00-12:00 Department Meetings Gabrielle Pollock, Johnel

Robinson, Karen Nagele,

Melanie Zeringue, Karl

Harrod, Daryl Guggenheim

12:45-2:30 Team Meetings Ericker Jackson, Sally

Goodman, Gabrielle

Pollock, Tammy

Windman, Karen Nagele,

Melanie Zeringue

Sept. 3 7:40-8:15 Developmental Design – Staff Morning Meeting and

Upcoming Advisory Lessons

DD Team and Counselors Chart, seating chart,

activity materials

8:15-8:45 ELA Strategies/Expectations - Close Reading Literacy Team Close Reading book

8:45-9:00 Teachers Teaching Teachers – Establishing Expectations

for Student Led Discussions

Gabrielle Pollock and

Mindy Williams

TBD

9:00-9:50 Data Teams/Review Date Team Leaders Data – Inform, pre- &

post-tests, data template

9/5/2014

26


Sept. 17 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 Teacher Feedback to Students Kaitlin Deville and

Tiffany Hall

TBD

8:45-9:00 Teachers Teaching Teachers – Daily Assessments Sally Goodman and

Ericker Jackson

TBD



Oct. 1 7:40-10:00 Middle School Networking TBD TBD

Oct. 15 7:40-8:15 Developmental Design – Staff Morning Meeting and

Upcoming Advisory Lessons – WATCH (Under

Serviced Students)

DD Team, Counselors,

Sandy Morel and Johnel

Robinson


activity materials

8:15-8:45 Establishing Higher Level Conversations for Student

Led Discussions

JulieAnna Smith and

Karen Nagele

TBD

8:45-9:00 Teachers Teaching Teachers – Managing Small Groups Mindy Williams and

Daryl Guggenheim

TBD



Nov. 5 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:30 Teachers Teaching Teachers – Graphing, Measurement,

and Interpreting Graphs/Charts

Johnel Robinson and

Melanie Zeringue

TBD

8:30-9:00 Vertical Articulation Dept. Chairpersons Curriculum Guides and

Standards



Nov. 19 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 Facilitative Leadership – Brainstorming Process Gabrielle Pollock and

Karen Nagele

TBD

8:45-9:00 Teachers Teaching Teachers – Teaching

Vocabulary/Terminology and Holding Students

Accountable for Using Proper Vocabulary/Terminology

Sally Goodman and

Melanie Zeringue

TBD


9/5/2014

27



Dec. 3 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 Differentiation Daryl Guggenheim,

JulieAnna Smith, and

Mindy Williams

TBD

8:45-9:00 Teachers Teaching Teachers – Classroom Management

– Re-establishing Expectations

Tammy Windmann and

Darion Pack

TBD



Jan. 21 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 ELA Strategies/Expectations - Close Reading Literacy Team Close Reading book

8:45-9:00 Teachers Teaching Teachers – Close Reading in Content

Areas

Ericker Jackson and

Lauren Waguespack

TBD



Feb. 4 7:40-10:00 Middle School Networking TBD TBD

March 4 7:40-8:15 Developmental Design – Staff Morning Meeting and

Upcoming Advisory Lessons – WATCH (Under

Serviced Students)

DD Team, Counselors,

Sandy Morel and Johnel

Robinson


activity materials

8:15-9:00 Testing Inservice - **Tentatively Scheduled for March

4, however may be moved to April 1 depending on

LDOE decisions for testing

Meghan Duplessis, Holly

Landry, and Ed Carter

Test Materials, Teacher

Manuals



April 1 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 Hold Students Accountable for Higher Level

Conversations during Student Led Discussions

Karen Naquin and Aubrey

Hager

8:45-9:00 Teachers Teaching Teachers – Managing Small Groups

– Differentiating the Work

Mary Earles, Lisa

Dauenhauer and Tammy

Windmann

TBD


9/5/2014

28



April 29 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:30 Teachers Teaching Teachers – Topics TBD TBD TBD

8:30-9:00 Study Group Debriefing Study Group participants TBD



May 6 7:40-8:15 Developmental Design – Staff Morning Meeting and



activity materials

8:15-8:45 EOY Professional Development Reflection School Improvement

Team

PD Reflections, Chart

Paper, Markers

8:45-9:00 Teachers Teaching Teachers – Keeping Students

Focused at the End of the Year

Darion Pack TBD



May 20 7:40-8:15 Developmental Design – Staff Morning Meeting and

Upcoming Advisory Lessons – End of the Year

Procedures


activity materials

8:15-9:00 End of the Year Procedures Admin Team EOY Procedures

Handouts



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