SIT Meeting - schools.cms.k12.nc.us

SIT MeetingOctober 29, 2020

Agenda1. Sign In2. Norms3. Celebrations/Announcements4. Calendar5. Title IX6. School Improvement Plan Work7. Old Business8. Grading Policy9. Reopening of School

10. Questions/Concerns

Norms● Start and end on time ● Staying whole-school focused● Remain solution- oriented ● Make decision in the best interest of children● Fully prepared and engaged

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Celebrations/AnnouncementsIt’s the end of the day...

CalendarDec.3

Jan 28

Feb 25

March 25

April 29

May 27

School Improvement Plan Goals- Rationale for SIT Work

Provide a duty free lunch period for every teacher on a daily basis. (B2.01) Measurable outcomes: Master schedule that includes duty free lunch for all teachers.

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. (B2.03) Measurable outcomes: Master schedule that includes daily planning time for teachers.

Goals continued...

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors. (A4.06) Measurable Outcomes: Reduction of office referrals to no more than 300 major referrals for the year. 100% of classroom teachers utilizing “Morning Meeting” time to provide core instruction around social/emotional learning. Student and parent surveys indicating an overall positive response in questions pertaining to supports that the school provides in regards to social emotional learning. 90% of "green sheet" referrals are addressed satisfactorily based on student and family need within a 2 week time period. At least 90% of staff members indicate “I feel safe at school” on the Spring 2021 Insight Survey

Create a school community in which every child’s social and emotional learning needs are being met through strong, supportive adult relationships, core instruction in social and emotional learning, and research-based interventions, when applicable. (A4.06, A4.16) Measurable Outcomes: Reduction of office referrals to no more than 500 major referrals for the year. 100% of classroom teachers utilizing “Morning Meeting” time to provide core instruction around social/emotional learning. Student and parent surveys indicating an overall positive response in questions pertaining to supports that the school provides in regards to social emotional learning.

Goals continued...

Create a school community in which 100% of families feel welcomed, engaged, and supported. (E1.06) Measurable Outcomes: Reduction of office referrals to no more than 300 major referrals for the year. 100% of classroom teachers utilizing “Morning Meeting” time to provide core instruction around social/emotional learning. Student and parent surveys indicating an overall positive response in questions pertaining to supports that the school provides in regards to social emotional learning. 90% of "green sheet" referrals are addressed satisfactorily based on student and family need within a 2 week time period. By the end of the 20-21 school year, at least 3 parents will attend SIT meetings monthly.

Ensure all students are in classrooms with teachers that effectively implement classroom management strategies that lead to safe and orderly environments at all times and are highly conducive to learning. (A1.07) Measurable Outcomes: Reduction of office referrals to no more than 300 major referrals for the year.

Goals continued...

Provide all students with rigorous, standards-aligned instruction across all grade levels and content areas that leads to improved proficiency levels and improved growth (A2.04, A4.01, B1.03, B3.03, C2.01). Measurable Outcomes: An increase in overall EOG proficiency to: Reading: 45% GLP 35% CCR Math: - 60% GLP 45% CCR Science: 80% GLP 70% CCR An increase in composite proficiency of students within our EC subgroup to: 30% GLP 25% CCR An increase in overall school growth to Exceeds Growth: Targeting 85-90% of scholars meeting or exceeding growth projections

The school will work to recruit and retain highly qualified effective teachers (B3.04). Measurable Outcomes: Retain at least 90% of top tier, licensed staff members.

CommitteesIB

Turbo’s Teams

Culture Shapers

Family Engagement

FAC

Focus Indicators

A4.01- Evidence-based Instruction (MTSS)

A 4.06- SEL

E1.06- Family Engagement

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)

A4.01Tiered SupportA4.01 Patterson

As a school, we are working on ways to strengthen our CORE instruction through whole group and small group.

Identified staff is participating in PD in the identified standard treatment protocol interventions and progress monitoring.

Current hybrid schedule finalized- CORE times for whole group and small group established. Blocks of time where identified students can receive supplemental or intensive interventions have been established.

Current schedules established for TAs /MCLs/Classroom teachers which now enables us to determine when or if they may be available to provide supplemental or intensive interventions (academic and/or behavior).

SSS team meets weekly to review all the children brought up for behavioral, social, and emotional needs/concerns; students are assigned by case manager who works with teacher to establish what types of interventions need to take place and if they are working.

We will be putting in place a 5 week review for students who are receiving interventions to determine if progress is being made.

A4.06

All teachers are attentive to students’ emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.

A4.06 SELA4.06 Blackmon, Hinnant

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)

SEL - High priority, limited implementation

- Minor infractions, Bounce back program, SSS weekly meetings, 25 min morning meeting, Caring school curriculum, restorative practices, Culture Shapers

- Parent and student surveys around morning meeting and school supports, proactive social groups

- Panorama universal screener: Grades 3-5- IB Attributes: through morning meetings and school wide

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 childrens’ learning.)

E1.06 Family Engagement● Trying to communicate and bridge the gap and encourage and empower the

parent.● Making sure that each child has all the necessary materials for virtual

learning. Activities to do if they can not complete virtual assignments.● Engagement events for families● Weekly connect eds and the social media accounts get a lot of information out

to the families.● Push for PTA involvement

Action Steps- SIP

● Please report back to your teams/committees and share our three main focus indicators in the plan.

● Then, discuss how your committee can support each goal- as applicable.

● Be prepared to report back to SIT team at our next meeting with how your team/committee is supporting the goals of the SIP.

Old BusinessDoes anyone want to share out from last time?

Other News...Grading Policy- EC, ESL

Grades should reflect mastery of grade level standards.

Assignments may be modified to make them more accessible. However the grades can not be modified.

Don’t confuse modifications with accomodations.

EL: Highlight that they students are working on language.

Reopening of SchoolBig rocks? Questions?

Questions/Concerns? Issues for next time?Action steps for students who are not participating with Virtual learning.

Thank you for your time!