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Page 1: School Improvement Plan - Charlotte-Mecklenburg Schoolsschools.cms.k12.nc.us/eastwayMS/Documents/eastwaymiddle_sip1617final.pdf · School Improvement Plan 2016-2017 School Improvement

School Improvement Plan

2016-2017

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

Draft Due: October 3, 2016 Final Copy Due: October 18, 2016

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Eastway Middle School Contact Information

School: Eastway Middle School

Courier Number: 381

Address:

1501 Norland Road Phone Number:

980.343.6410

Charlotte, NC 28215 Fax Number:

980.343.6406

Learning Community

Beacon School Website:

http://schools.cms.k12.nc.us/eastwayMS/Pages/Default.aspx

Principal: Mary Webb

Learning Community Superintendent: Kondra Rattley

Eastway Middle School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected

Principal Mary Webb [email protected] NA

Assistant Principal Representative Elizabeth Bickerton [email protected] NA

Assistant Principal Representative Darryl Powell [email protected] NA

Dean of Students Dale Adair [email protected] NA

Teacher Representative Leslie Baldwin [email protected] 8/26/16

Teacher Representative Camille Caines [email protected] 8/26/16

Teacher Representative Ian Joyce [email protected] 8/26/16

Teacher Representative Louis Wilkinson [email protected] 8/26/16

Inst. Support Representative Hastie Hovey [email protected] NA

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Inst. Support Representative Jose Rios [email protected] NA

Inst. Support Representative Kathleen Shea [email protected] NA

Parent Representative Miriam Lara [email protected] 9/15/16

Parent Representative Nicole Simmons [email protected] 9/15/16

Parent Representative Jessica Landon [email protected] 9/15/16

Parent Representative Hasta Pradhan [email protected] 9/15/16

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Vision Statement

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

School: We will leverage our school diversity to equip our students to be contributing and productive members of the world.

Mission Statement

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

School: The mission of Eastway Middle is to educate all students for college and career readiness.

Eastway Middle School Shared Beliefs High expectations are necessary for student achievement.

Parental involvement and community support are essential

for student success.

Our diversity is an asset.

Students should take an active role in their own learning.

With support, every student can be successful.

To have high quality learning, we must have high quality

teaching.

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Eastway Middle School SMART Goals Provide a duty-free lunch period for every teacher on a daily basis.

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.

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

harassing behaviors.

Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate

college- and career-ready.

Increase ELA proficiency from 36.5% GLP/23.8% CCR on the 2015-16 Reading EOG to 50% GLP/45% CCR on the 2016-17

Reading EOG.

Increase math proficiency from 20.8% GLP/17.2% CCR on the 2015-16 Math EOG to 40% GLP/35% CCR on the 2016-17 Math

EOG.

Increase science proficiency from 35.7% GLP/24.9% CCR on the 2015-16 Science EOG to 50% GLP/45% CCR on the 2016-17

Science EOG.

Improve the learning environment index of the school from 5.1 on the 2015-16 Teacher Insight Survey to 7.0 on the 2016-17

Teacher Insight Survey.

Improve school culture by decreasing student misbehavior as measured by ISS and OSS rates from 28.7% ISS/17% OSS in

2015-16 school year to 23.1% ISS/13.6% OSS in the 2016-17 school year.

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Eastway Middle School Assessment Data Snapshot

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Eastway Middle School Profile

Eastway Middle School is a Title I urban school located at 1501 Norland Road, just east of downtown Charlotte, North Carolina.

Eastway is a part of the Northeast Learning Community. The community surrounding Eastway consists of many diverse businesses,

apartments, and single family homes. Eastway is a school where students are required to wear uniforms. We have a diverse

population with 889 students. The student demographics are 33.7% African American, 50.8% Hispanic, 10.5% Asian, 3.3% white and

1.6% multi-racial. Approximately 10% of our students are identified as students with disabilities (SWD) and 30.4% are identified as

limited English proficient (LEP). Eastway has a 1 to 1 computer ratio.

Eastway has 68 permanent instructional and non-instructional support staff members. 58.6% of the teaching staff has three or less

years of teaching experience. 41.4% of the teaching staff has more than three years of teaching experience. 39.4% of the staff has

advanced degrees. 28 of the 68 instructional staff members are lateral entry licensed teachers. Eastway does not have an active

PTA/PTO. There were 4 active parent member of the 2015-2016 SLT.

Eastway Middle School did not make expected growth as measured by the 2015-2016 North Carolina End-of-Grade assessments.

22.1% of students met or exceeded college career ready (CCR) standards for the 2015-2016 school year. 31.4% of students met

or exceeded grade level proficiency (GLP) standards. 95.8% or 23/24 AMOSTAT targets were met. Eastway received an overall

school performance grade of F. We received a D for reading and an F for math. We did not meet our target for 8th grade science

for our Asian subgroup of students. Overall proficiency decreased from 25.3% in 2014-15 to 21.9% in 2015-16. In reading, we

increased by 2.0% in our CCR proficiency and 4.7% in our GLP proficiency. In math, we decreased by 7.4% CCR and 9.6% GLP.

In science, we decreased by 12.8% CCR and 11.2% GLP. In Math 1, we decreased by 46% CCR and 28.8% GLP. Our most

significant achievement gap exists between our LEP and SWD students. Students assigned to ISS increased by almost 10% and

OSS increased by 1%.

To address our sizable drops in math proficiency, we have added an assistant principal with mathematics expertise as well as used

Title 1 funding to hire a math facilitator. We are using Eureka math to support instruction for math. To address the significant drops in

Math 1, we put into place more stringent criteria for students taking Math 1 to support greater success with the high school curriculum.

In addition to teaching Math 1 and 8th grade math to these students concurrently, we will add an 8th grade math elective during second

semester for those students who are not meeting proficiency. In order to address the lack of meeting our AMOSTAT target for our

Asian subgroup, we are using Title 1 funds to hire a Nepali translator to support in communicating with our large Nepali population.

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Also, in order to support our large number of new teachers with behavior management, we have modified our school-wide behavior

plan to include greater intervention support and restorative practices. Also, we have been assigned 2 campus security associates and

have hired a BMT through Title 1 funds to provide additional support and intervention.

This year’s focus to increase students’ academic success includes strategic scheduling to support English Language Learners (ELL)

as well as SWD through assigning EC and ESL teacher to support inclusion classes at each grade level. In 8th grade, science will be

taught daily instead of on an A-day/B-day schedule to provide daily science instruction. In 6th and 7th grades, intervention block has

been included in the master schedule to support re-teaching, acceleration and targeted delivery of ESL and EC services, as well as

provide academic interventions based on common assessment data for all students. Newcomer classes have been developed to

support LEP students who are new to the US and have limited communication skills in the English language.

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Strategic Plan 2018: For a Better Tomorrow

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

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

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

I. Proactive recruitment II. Individualized professional development

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

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

I. Family engagement II. Communication and outreach

III. Partnership development

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

I. Physical safety II. Social and emotional health

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

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

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

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

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

III. Strategic school redesign IV. Innovative new schools

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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development

Data Used: Master schedule

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Develop supervision schedule utilizing support staff and elective teachers to provide cafeteria and hallway supervision.

Webb/Principal Students are supervised in the cafeteria and a safe and orderly environment is maintained.

None Admin team Support team

August 2016

2. Assign administrator to oversee cafeteria supervision.

Webb/Principal Students are supervised in the cafeteria and a safe and orderly environment is maintained.

None Admin team August 2016

3. Coordinate with cafeteria manager to ensure timely preparation and food service.

Powell, Adair, Bickerton/APs

Students will have adequate time to eat.

None Admin team Café mgr

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

4. Coordinate with grade level teachers to plan schedule as well as procedures. - table assignments - class eating times - lane assignments

Powell, Adair, Bickerton/ APs

Students are supervised in the cafeteria and a safe and orderly environment is maintained.

None Admin team teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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SMART Goal (2): Duty Free Instructional Planning Time

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

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development

Data Used: Master schedule, PLC minutes

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Create master schedule to provide planning time for every teacher daily.

Webb/ Principal Students are engaged in learning with academic growth due to well-planned instructional lessons.

None Principal APs Teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

2. Develop master PLC schedule to allow for grade level, content area and individual planning time.

Webb/ Principal Students are engaged in learning with academic growth due to well-planned instructional lessons.

None Principal APs Teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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

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

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service,Cultural Competency

Data Used: Master schedule, suspension report

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Bully Liaison / Bully-prevention -Implement classroom meetings through advisory. -Establish intramural schedule to provide organized, supervised outdoor activities. -Create grade level team assignments and clustered groups to provide team building among students. -Provide adult supervision during all transitions. -Hire additional counselor so each grade can be assigned a counselor to support to strengthen relationships.

Webb/ Principal Decrease OSS assignments by 10%.

None counselor $83K/ Title 1

Admin team Teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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2. Character Education -Develop 20 day homeroom plan to support team building. -Provide regular homeroom meetings to address issues and concerns. -Establish student council to develop platform for student leadership and community service. -Implement intervention center and restorative practices. -Implement Jaguar Bucks to acknowledge good behavior and character. -Implement weekly and quarter incentives. -Develop unified behavior expectations for common areas. -Hire BMT to support interventions for students.

Webb/ Principal Decrease OSS assignments by 10%.

BMT $31K/ Title 1 Jaguar Bucks incentives $2K/ school funds

Admin team Teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

3. Healthy Active Child 30 min. -Schedule HAC time in the master schedule. -Develop an intramural schedule during HAC.

teachers School will be in compliance with district/state requirement 100%.

None Admin team Teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017 6/2017

4. School Health Team -Reduce snack purchases to no more than 1 snack. -Develop an intramural schedule during HAC. -Coordinate health activities for staff. -Schedule PE/health for all students either 1st or 2nd semester.

Adair/ DoS School will be in compliance with district/state requirement 100%.

None Admin team Teachers Cafeteria staff

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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SMART Goal (4): Anti-Bullying / Character Education

Strategic Plan Goal:

Strategic Plan Focus Area:

Data Used:

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

See 90 Day Plan

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

PURPOSE OF THE TURNAROUND INITIATIVE: Articulate in a few sentences what you hope to achieve by participating in the turnaround initiative.

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

Goals 2015-16 RESULTS 2016-17 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

1 Goal 1: Increase ELA

proficiency.

36.49% (GLP)

23.86% (CCR)

50% (GLP)

45% (CCR)

-Unit Assessments

-Common Assessments

-End-of-Grade Test

2 Goal 2: Increase math

proficiency.

20.82% (GLP)

17.17% (CCR)

40% (GLP)

35% (CCR)

-Unit Assessments

-Common Assessments

-End-of-Grade Test

3 Goal 3: Increase science

proficiency.

35.69% (GLP)

24.92% (CCR)

50% (GLP)

45% (CCR)

-Unit Assessments

-Common Assessments

-End-of-Grade Test

4 Goal 4: Improve the culture 5.1% of staff agree that 7% will agree that EMS has -Teacher Insight Survey

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and learning environment of

the school

EMS has a positive learning

environment and 6.2%

agree that there is a

positive peer culture on

Teacher Insight Survey

28.7% (ISS rate)

17% (OSS rate)

a positive learning

environment and 7.5% will

agree that there is a

positive peer culture

--Decrease ISS rate to

23.1%

--Decrease OSS rate to

13.6%

-Suspension Rates (ISS/OSS)

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90-Day Action Plan – Priority #1

Turnaround Initiative Focus Area (Big Rock): Talent Management

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

preparation, induction, and leadership programs have not been effective in providing on-going, monitored support for all

teachers at Eastway Middle School.

School Leader Responsible:

Bickerton, Webb

Desired Outcome: (What will be different if you are successful in addressing this priority?) All teaching faculty will have on-

going, high quality coaching to grow in their teaching and school leadership practices.

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

Eastway Middle School has a high number of inexperienced teachers on staff. This includes a high percentage of lateral entry teachers with no prior teacher preparatory

training. Beginning teachers have not been provided with sustained support to improve their instructional practices, and Veteran teachers have not been given support to

develop into becoming leaders and owners of school culture and achievement. In addition to that, Professional Development has been aligned to district initiatives, rather than

being differentiated to match the needs of teachers based on their skill sets.

DeACTIONS

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

Action

Timeline Resources Needed / Source

Identify areas of strengths and weaknesses for teaching faculty. Use identified areas

to plan monthly whole staff PD sessions that align with quarterly walkthrough “look

fors”

a. Quarterly PD focuses:

i. 1st: standard 1/2 (management/relationships)

ii. 2nd: standard 3 (planning/curriculum/alignment)

iii. 3rd: standard 4 (instructional practices)

iv. 4th: standard 1/4 (data/differentiation)

Administrative team July 2016 - May

2017

- Observations/walk throughs

- Book sources

- Relationships + Rules + Routines =

Results

-Teaching with Love and Logic

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- You Can’t Teach Through a Rat

- Never Work Harder Than Your Students

- Teach Like a Champion

- Driven by Data, Paul Bambrick

- How the Brain Learns, Eric Jenson

- Carol Ann Tomlinson

- What Great Teachers Do Differently

Match faculty strengths and weaknesses to develop coaching caseload and yearlong

professional development focuses for all teaching faculty.

1. Management/relationships (Adair, Hovey, Dooley)

2. Instructional practices (Bickerton)

3. Instructional practices/Integrating literacy (Shea, Rios)

4. Data/differentiation (Powell)

5. Coaching/Leadership (Webb)

Bickerton July 2016 - Observations/walk throughs/ teaching

experience

Strategically pair mentors with beginning teachers and create professional

development for them on coaching and mentoring

Bickerton/Webb August 2016-May

2017

-Mentor/Beginning Teacher list

-Mentor PD Calendar

-Book Sources:

-Building Teachers’ Capacity for Success

Schedule monthly PD for admin coaches (1st week Thursdays 4-5pm,

Bickerton/Webb)

Bickerton/Webb July 2016-May

2017

-Book Sources:

-Building Teachers’ Capacity for Success

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1. Building Teachers’ Capacity for Success book study

2. Admin and facilitators

3. Review coaching data

-Walkthrough/Coaching Trackers

Develop walkthrough and observation structures (Webb)

2. 1st observation caseload

a. Identify focus area

3. Walkthrough schedule (Webb)

a. Electronic tracker (Bickerton/Rios)

b. Quarterly “look fors” based on identified PD focuses

i. 1st: standard 1/2 (management/relationships)

ii. 2nd: standard 3 (planning/curriculum/alignment)

iii. 3rd: standard 4 (instructional practices)

iv. 4th: standard 1/4 (data)

Webb

Bickerton

Rios

August 2016 -Walkthrough/Coaching Tracker

-Observation Data

Provide timely feedback back

a. 1-on-1 for caseload

b. Electronic for others

Administrative Team September 2016-

May 2017

-Walkthrough Schedule

-Coaching Caseloads

-Walkthrough/Coaching Trackers

PROGRESS INDICATORS

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

End of each

Quarter

Based on survey feedback, 75% or more staff members will respond that the

coaching support and feedback they are receiving is positively impacting their

teaching practices

Adjust coaching PD for individual teachers based on progress.

Adjust coaching caseloads based on relationships.

December 2016 On the Teacher Insight Survey, our peer culture will improve from 6.2% on the

Spring 2016 survey to 7.5% on the Fall 2016 survey.

Based on survey results and staff discussions, identify areas for

focus/improvement

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90-Day Action Plan – Priority #2

Turnaround Initiative Focus Area (Big Rock): School Culture

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

Eastway is lacking a school culture that is focused on positive, trusting, and respectful relationships between adults and

students.

School Leader Responsible:

Adair, Powell, Bickerton

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

Students and teachers will build positive relationships with each other, which will improve classroom management

and instruction. Teachers will build positive relationships with other teachers and with administration, which will

improve staff morale.

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

Eastway Middle School has a high number of inexperienced teachers on staff. This includes a high percentage of lateral entry teachers with no prior

teacher preparatory training or experience with classroom management and building relationships with students. The focus last year at Eastway was on

teaching and learning, and we did not focus enough on classroom management, relationships, and building a positive school culture.

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing

Action

Timeline Resources Needed / Source

Create a School Culture Committee that focuses on building staff morale through

monthly staff activities, teacher rewards from administration, and teacher

recognition from each other

Bickerton August 2016-June

2017

-Yearly dues from staff

-Calendar of events

-Rewards/Incentives

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Lead PD breakout sessions on Classroom Management, Discipline, Cultural

Competency, and Building Relationships

Adair

Bickerton

Powell

Webb

August 2016 -TED Talks

-Articles

-Tiered Consequences Template

-Classroom Management Plan

Template

-Building Relationships Template

Create a systematic school discipline plan that focuses on interventions and logical

consequences rather than punishment, and incorporate PD on discipline into

monthly grade level meetings.

Administrative

Team

August 2016-June

2017

-Getting Classroom Management

Right and Shifting Gears by Carol

Miller Lieber

Hire a Behavior Management Technician that will create an Intervention Center

used for teaching students how to correct their behavior in a positive way and who

will collect data and help create interventions for student.

Webb June 2016-June

2017

-Title I Funds

Add weekly team meetings into the schedule where teachers meet to discuss

student behaviors and interventions. Create a document to submit to grade level

administrators.

Webb July 2016 -Master schedule

Identify at-risk students and assign specific interventions that support their

connection to the school community through the involvement in clubs, counseling,

mentorships

Administrative

Team/

Counselors

September 2016 -Early Warning Indicator

-Lists of at-risk students created by

admin, counselors, and teachers

-Intervention assignments

Social worker monitors unexcused absences and coordinates with teacher team to

develop interventions to include home visits by the social worker and/or teachers

Trammell September 2016-

June 2017

-Unexcused Absence report

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-Teacher team meeting agendas

Ensure that every student has an adult advocate. Administrative

Team/Counselors

August 2016 -Database of students and advocate

matches

Create coaching caseloads for first year teachers (and other teachers who need it)

that focus on classroom management and relationships

Bickerton July 2016 -Observations/Walkthroughs/

Teaching Experience

Add advisory time in the schedule for classroom meetings where teachers build a

more positive culture within their classrooms, and incorporate PD on classroom

meetings into monthly grade level meetings.

Webb/

Administrative

Team

July 2016-June 2017 -Master schedule

-Classroom Meeting resources

Schedule daily advisory time that focuses more on teamwork, character education,

and rewards/incentives for students.

Administrative

Team

July 2017 -Master schedule

Incorporate weekly, monthly, and quarterly recognitions for students. Grade level teams August 2016-June

2017

-Schedule/calendar for recognition

events

-Lead coordinator for each grade level

PROGRESS INDICATORS

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

December 2016 On the Teacher Insight Survey, we will improve the instructional culture index for

learning environment from 5.1% in the Spring of 2016 to 7% in the Fall of 2016.

Based on survey results and staff discussions, identify areas

for focus/improvement

Monthly Decrease unexcused absences for students from 36% to 20%. Adjust incentives and interventions.

Quarterly The overall suspension rates will decrease for ISS and OSS by 20%. Adjust school-wide behavior plan, as well as additional

teacher training/PD

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Quarterly Student survey results will show that 75% of students feel that there is one adult at

the school that knows them well and they feel they can go to for support

Review student activity/involvement in school community,

including clubs, after school activities, and advisory activities

Quarterly Student survey results will show that 75% of individual teacher results indicate that

the classroom culture is positive.

Adjustment to advisory time and coaching for identified

teachers

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90-Day Action Plan – Priority #3

Turnaround Initiative Focus Area (Big Rock): Instructional Practices

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

Teachers are not effectively planning and delivering instruction based on the needs of students.

School Leader Responsible:

Webb, Adair, Bickerton, Powell

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

Teachers will effectively plan lessons aligned to content standards and effectively execute lessons so that students have measurable

academic gains.

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

Eastway Middle School has a high number of inexperienced teachers on staff. This includes a high percentage of lateral entry teachers with no prior teacher preparatory

training. Due to this, they do not understand the standards, how to teach them, or how to find resources to support instruction.

ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome Person

Completing

Action

Timeline Resources Needed / Source

Create pacing/unit guides that are aligned to the common core standards. Lead teachers June 2016-August

2016

-Common Core Standards

-Pacing Guide Templates

Create unit assessments aligned to standards and upload to Mastery Connect. Lead teachers June 2016-August

2016

-Question bank aligned to standards

-Mastery Connect

Create differentiated Intervention groups based on assessment data. Grade level team September 2016 -Assessment Data

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-Template for groups

Assign an administrator or facilitator to each content area PLC in order to ensure that

teachers are planning effectively.

Webb July 2016 -Administrator or Facilitator

assignments based on expertise

Hire a Math Facilitator to support and supervise Math instruction. Webb July 2016 -Math Facilitator

Provide lesson plans that are aligned to standards and content support for novice Math

teachers.

Powell/Adair/

Hovey/Lackey

June 2016-August

2016

Eureka Math

Establish PLC norms and set SMART goals based on previous EOG scores. Administrators/Fa

cilitators

August 2016 -Student achievement data

-SMART goals template

Create coaching caseloads where every teacher receives a one-on-one coach who helps

them plan and deliver effective instruction through modeling, observation, and

feedback.

Bickerton July 2016 -Coaching assignment template

Provide monthly content specific Professional Development to support understanding

on content standards and instructional practices.

Administrative

team

July 2016 - May 2017 - Observations/walk throughs

- Book sources

- Relationships + Rules + Routines =

Results

-Teaching with Love and Logic

- You Can’t Teach Through a Rat

- Never Work Harder Than Your

Students

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- Teach Like a Champion

- Driven by Data, Paul Bambrick

- How the Brain Learns, Eric Jenson

- Carol Ann Tomlinson

- What Great Teachers Do Differently

Ensure that every teacher has a weekly administrative walkthrough and receives

feedback and support. As needed, provide one-on-one coaching, model lessons, co-

teaching, and peer observation opportunities.

Webb

Bickerton

Rios

August 2016-May

2017

-Walkthrough/Coaching Tracker

-Observation Data

PROGRESS INDICATORS

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

October 31 GLP on the first Literacy common assessment will increase from 36.49% to 40%. CCR

will increase from 23.86% to 28%

Based on assessment results, adjustments will be made to

instruction, PD, and individualized coaching support.

October 31 GLP on the first Math common assessment will increase from 20.82% to 26%. CCR will

increase from 17.17% to 21%.

Based on assessment results, adjustments will be made to

instruction, PD, and individualized coaching support.

October 31 GLP on the first Science common assessment will increase from 35.69% to 40%. CCR will

increase from 24.92% to 29%

Based on assessment results, adjustments will be made to

instruction, PD, and individualized coaching support.

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Mastery Grading Procedures Plan – Required for All Schools

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

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used:

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Common assessments

Create common assessment calendar to include deadlines for administration, grading and analysis.

Select teachers will create common assessments during the summer as well as pacing and alignment guides

Bickerton/ AP Adair/ DoS Powell/ AP Webb/ Principal Hastie & Shea/ Facilitators

Increased common assessment scores Increased student achievement on EOGs Decrease retentions

Summer extended employment$20K/ Title 1

Administrator team Classroom teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

2. Data disaggregation

Purchase MasteryConnect to administer common assessments and disaggregate data from assessments

Utilize assessment data from MasteryConnect to plan reteaching and intervention.

Bickerton/ AP Adair/ DoS Powell/ AP Webb/ Principal Hastie & Shea/ Facilitators

Increased common assessment scores Increased student achievement on EOGs Decrease retentions

Mastery Connect $ /Title 1

Administrator team Classroom teachers

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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3. Flexible grouping

Schedule an intervention block for 6th and 7th grades.

Provide 2 support teachers per grade to support EC/ESL support.

Hire tutors during 2nd semester to provide additional support for small group support.

Bickerton/ AP Adair/ DoS Powell/ AP Webb/ Principal Hastie & Shea/ Facilitators

Increased common assessment scores Increased student achievement on EOGs Decrease retentions

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

4. Late and make-up work

Students who are absent will be allowed to make up work.

Teachers will accept all late work in order to assess students’ mastery of learning objectives.

No grade below 50% will be given.

Late work turned in due to an excused absence will receive no deduction if turned in within 5 days of the teacher giving the work. After 5 days or extra time assigned by the teacher, late work deductions will be taken.

Late work turned in for a non-excused absence will be deducted 10 points per day late with a 50% minimum score.

Bickerton/ AP Adair/ DoS Powell/ AP

Increased common assessment scores Increased student achievement on EOGs Decrease retentions

Aug 2016— June 2017

11/2016

2/2017

4/2017

6/2017

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Eastway Middle School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

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

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

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

3. Please state how the waiver will be used.

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

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

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

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.

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Approval of Plan

Committee Position Name Signature Date Principal Mary Webb

Assistant Principal Representative Elizabeth Bickerton

Assistant Principal Representative Darryl Powell

Dean of Students Dale Adair

Teacher Representative Leslie Baldwin

Teacher Representative Camille Caines

Teacher Representative Ian Joyce

Teacher Representative Louis Wilkinson

Inst. Support Representative Hastie Hovey

Inst. Support Representative Jose Rios

Inst. Support Representative Kathleen Shea

Parent Representative Miriam Lara

Parent Representative Nicole Simmons

Parent Representative Jessica Landon

Parent Representative Hasta Pradhan

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Quarter 2 Review

Committee Position Name Signature Date Principal Mary Webb

Assistant Principal Representative Elizabeth Bickerton

Assistant Principal Representative Darryl Powell

Dean of Students Dale Adair

Teacher Representative Leslie Baldwin

Teacher Representative Camille Caines

Teacher Representative Ian Joyce

Teacher Representative Louis Wilkinson

Inst. Support Representative Hastie Hovey

Inst. Support Representative Jose Rios

Inst. Support Representative Kathleen Shea

Parent Representative Miriam Lara

Parent Representative Nicole Simmons

Parent Representative Jessica Landon

Parent Representative Hasta Pradhan

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Quarter 3 Review

Committee Position Name Signature Date Principal Mary Webb

Assistant Principal Representative Elizabeth Bickerton

Assistant Principal Representative Darryl Powell

Dean of Students Dale Adair

Teacher Representative Leslie Baldwin

Teacher Representative Camille Caines

Teacher Representative Ian Joyce

Teacher Representative Louis Wilkinson

Inst. Support Representative Hastie Hovey

Inst. Support Representative Jose Rios

Inst. Support Representative Kathleen Shea

Parent Representative Miriam Lara

Parent Representative Nicole Simmons

Parent Representative Jessica Landon

Parent Representative Hasta Pradhan

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Quarter 4 Review

Committee Position Name Signature Date Principal Mary Webb

Assistant Principal Representative Elizabeth Bickerton

Assistant Principal Representative Darryl Powell

Dean of Students Dale Adair

Teacher Representative Leslie Baldwin

Teacher Representative Camille Caines

Teacher Representative Ian Joyce

Teacher Representative Louis Wilkinson

Inst. Support Representative Hastie Hovey

Inst. Support Representative Jose Rios

Inst. Support Representative Kathleen Shea

Parent Representative Miriam Lara

Parent Representative Nicole Simmons

Parent Representative Jessica Landon

Parent Representative Hasta Pradhan


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