comprehensive plan report - charlotte-mecklenburg...

Providing operational flexibility and sustained supportFederal Requirement: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates.

Indicator A01 - The LEA has examined current state and LEA policies and structures related to central control and made modifications to fully support transformation.(1633)

Status Full Implementation Assessment Level of Development: Initial: Full Implementation 10/04/2012

Evidence: CMS ensures its Board policies are aligned with State policies. There is a process to regularly review Board policies and regulations to ensure they are current and are aligned with State and Federal laws and district goals. CMS ensures that the school improvement process is aligned with State law and all necessary components are included. These are reviewed by district-level staff and approved by the Board of Education and NC State Board of Education. Each spring, the district implements a process for stakeholder involvement in the review and revision of the CMS Parent Involvement Policy. All Title 1 schools must work collaboratively with the School Leadership Team to develop a Family Involvement Plan and Student-Parent-Teacher-School Learning Compact.

Indicator A02 - The LEA has reoriented its culture toward shared responsibility and accountability.(1634)


Sedgefield Elementary NCES - 370297001268

Key Indicators are shown in RED.CMS Improvement Indicators

Comprehensive Plan Report

A detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks, monitoring, and implementation for selected time periods.

Charlotte-Mecklenburg Schools

February 17, 2014

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Evidence: CMS has provided extensive professional development on the Professional Learning Communities (PLCs) model to promote collaboration among staff within the school, between schools and central office, and within the central office. Principals and assistant principals received monthly training and share their learning with school staff. Within the PLC model, there has been a shift towards making data driven decisions. CMS has provided central office and school personnel with several data management and intervention tools that provides them information for decision-making and monitoring progress. The Managing for Performance Portal provides teachers, administrators, and central office staff with information about achievement, WIDA scores, EC, attendance, at-risk factors, behavior, etc. Thinkgate is the platform used to house data from district created benchmarks. Easy access to this data enables teachers to develop remediation plans, Electronic Personalized Education Plans are maintained in Easy PEP on all students scoring below grade level on standardized tests. Additionally, the district has provided extensive monthly training to principals and assistant on the North Carolina Educator Evaluation System to ensure evaluators are able to accurately assess teachers’ level of performance and provide feedback, coaching, and professional development to promote growth.

Indicator A04 - The LEA has aligned resource allocation (money, time, human resources) within the school’s instructional priorities.(1636)


Evidence: The Superintendent works collaboratively with the Board of Education to develop a budget that is aligned with the goals of Strategic Plan 2014. The district budgeting process requires various stakeholders and central office employees to evaluate the effectiveness of instructional programs and initiatives in achieving the district’s goals to determine future funding priorities. Decisions about textbooks, technology standards, and data management systems are made and funded at the district level. State and local funding is provided to schools based on the 20th day ADM. Principals involve their School Leadership Teams to prioritize school budgets that are in alignment with the School Improvement Plan. Staffing allocations provided by the state are reviewed and the district uses a weighted student-staffing ratio to account for the needs of schools with high levels of student poverty. Extended Day funding, that is used to provide remediation and additional instructional time for students, is allocated based on the number of students scoring below grade level in reading at a school. The district has provided additional zone staff, including literacy and math specialists, to support the instructional program in Title 1 schools.

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Providing operational flexibility and sustained supportFederal Requirement: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or EMO).

Indicator B10 - The LEA has planned for and initiated an ongoing cycle of continuous progress monitoring and adjustment.(1659)


Evidence: The School Improvement Team is comprised of school leaders who are engaged in the implementation of the School Improvement Plan. School Improvement Team’s will meet on a consistent basis (monthly or quarterly) to monitor progress in areas of parent outreach, student achievement, and discipline. During these meetings, the team’s can assess the implementation that has already taken place as well as plan ahead to determine full implementation. In addition, zone teams participate in school walkthroughs where instructional feedback is provided to the school leadership. Principals can choose to implement changes based on this feedback or share feedback with the School Improvement Team and determine adjustments from that point.

Indicator B15 - The LEA provides the school transformation team members with information on what the school can do to promote rapid improvement.(1663)


Evidence: Through the zone office support is offered to schools in the areas of math, literacy, exceptional children, and behavior intervention. Specialists in each of these areas collaborate with the school and provide support, training and feedback as needed to the school to promote rapid improvement. The collaboration between the specialists and the school occur in various forums such as individual meetings with school-based leadership, small group support to teachers, and/or planning sessions with facilitators. The zone office provides research based content that has been proven to increase student achievement and teacher effectiveness.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Replace the principal who led the school prior to commencement of the transformation model.

Indicator C01 - The LEA has determined whether an existing principal in position for two years or less has the necessary competencies to be a transformation leader.(1639)


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Evidence: : All new CMS principals are given a two year contract during that time they participate in a district wide induction program. In the first year, principals are assigned a mentoring coach who meets with them monthly to provide professional development and support. In the second year, principals participate in the SAM’s Project, which includes a coach and extensive professional development. Additionally, all CMS principals are evaluated using the North Carolina School Executive Performance Evaluation tool. Throughout the year they are monitored consistently using a professional development plan that targets their areas for growth.

Indicator C06 - The LEA selects and hires qualified principals with the necessary competencies to be change leaders.(1644)


Evidence: CMS uses the Principal Talent Pool selection process to cultivate a pipeline of change leaders. In this process, potential principals must go through a paper screening process to assess the quality of their previous experiences and their ability to lead for instructional growth as indicated by qualitative data. During the second phase of the process, potential principals must demonstrate leadership through an extensive interview, participation in a case study discussion, and respond to an experience- based writing prompt. After being accepted into the Principal Talent Pool, candidates can apply for principal leadership positions within the district. The Zone Superintendents works with all school-based stakeholders to create a principal profile, which is used to identify needed competencies and skills. Potential principal candidates are selected for interviews based on a match of the school-based profile and their strengths. Following all potential principals must interview with a representative group of school stakeholders and Central Office staff. The best candidate is then approved by the Superintendent.

Indicator C08 - The principal effectively and clearly communicates the message of change.(1665)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 08/09/2012

Evidence: Principal Ivy Gill has established an open communication policy with the staff using weekly bulletins, month at a glance, Connect Ed, work room bulletin board with upcoming meeting, two-way communication from admin to staff, open-door policy, surveys, quarterly data presentations , walk-through documentation, yearly evaluations, and SMART goals.

Indicator C13 - The principal focuses on building leadership capacity, achieving learning goals, and improving instruction.(1712)


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Evidence: School Leadership Team meets once a month with minutes filed. Leadership capacity was built on the team with point people communicated with PLCs. Surveys were conducted for academic, school, leadership improvement, and analyzed by the SLT team for the continuous improvement of the school. Grade level teams meet and collaborate daily, as well as 90 minutes weekly with a chair person, facilitators, and instructional coaches to plan units of study, analyze student data, and share research based strategies. Teams prepare agendas and maintain minutes of their meeting. The Principal monitors the curriculum and classroom instruction with a walk-through instrument and spends at least 50% of her time working directly with teachers to improve instruction and communicates regularly with the instructional coaches and facilitators to provide targeted coaching efforts. Our School Leadership team will utilize the New Leaders' Urban Excellence Framework™ to gain a better understanding of exactly what schools achieving dramatic gains are doing well. We hope that by studying this project and outlining what we do well will help to provide a framework of our school. We want to increase academic gains in student achievement and close the achievement gaps.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that a) take into account data on student growth as a significant factor as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and b) are designed and developed with teacher and principal involvement.

Indicator D01 - The principal regularly evaluates a range of teacher skills and knowledge, using a variety of valid and reliable tools.(1671)


Evidence: Per the RT3 Turnaround document, teachers are evaluated based on the North Carolina Teacher Evaluation Instrument. The number of observations teachers may receive depends on their status. The principal maintains on-going classroom observations consisting of pre-conference, post-conference, and sharing successful instructional strategies as well as areas for improvement. A performance counseling letter may be given to a teacher when serious performance concerns arise. The letter will detail a plan of supports to assist the teacher in improving their performance. Data reports are shared with teachers which provides teachers a current performance status of the teaching and learning within their class. This allows teachers to participate in their own evaluation process. Instructional walkthroughs are conducted at various times by all administrative team members as well as the RT3 coaches and instructional feedback is provided to teachers. If needed, coaching and modeling are provided from the facilitators and RT3 coaches.

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Developing and increasing teacher and school leader effectivenessFederal Requirement: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.

Indicator E12 - The LEA has a team available to help principals as they deal with underperforming employees to minimize principal’s time spent dismissing low performers.(1690)


Evidence: Each school zone retains a Human Resource Manager on their team to support principals in the dismissal process of low performing staff. The HR Manager meets with principals to ensure that the dismissal process is being followed correctly and assists principals with the data collection needed for dismissal. In addition, Zone Superintendents coach principals through the dismissal process giving them constructive feedback on the paper documentation or providing an awareness of the timeline for dismissal procedures. In some cases, Executive Directors or Zone Superintendents will participate in the observations of low-performing staff to provide general feedback and provide documentation support.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.

Indicator F04 - The LEA/School provides all staff high quality, ongoing, job-embedded, and differentiated professional development.(1695)

Status Tasks completed: 1 of 6 (17%)Assessment Level of Development: Initial: Limited Development 08/09/2012

Index: 9 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 3 (3 - relatively easy to address, 2 - accomplished

within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

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Describe current level of development:

A needs assessment was conducted at the end of the school year to offer differentiation within professional development sessions. A flexible yearlong professional development calendar was created and will be adjusted as needed to address the needs of teachers. The school provides staff high quality ongoing, job-embedded, and differentiated professional development through weekly PLC meetings, weekly to bi-weekly opportunities to attend independent professional developments, to better serve their student's needs. Certified staff will participate in a book study and will share various strategies gained from readings to all staff members. Staff members have been attending various site visits. LEA RESPONSE:CMS aligns professional development with the goals in Strategic Plan 2014 and needs identified from student achievement and teacher evaluation data. The district has taken the lead on providing an introduction to and implementation of the Common Core Standards. Curriculum and Instruction (C&I) Directors have worked collaboratively with department members and teacher leaders to develop system-wide training that was conducted during the five professional development waiver days. Additionally, the C&I department implemented a summer Teacher's Institute,STEM Institute, and other workshops for teachers. To further help with building teachers' content understanding, the C&I department implements monthly alliance meetings for a variety of content areas. During these meetings, they share instructional strategies and resources. The district has also created an electronic walkthrough form that is used through the Teachscape platform. C&I and Zone Staff have access to the data collected on teachers at the school and are able to tailor professional development sessions for the schools and teachers. This year, the district is focusing on instructional coaching with central office staff, principals and assistant principals to help build their capacity for improving teachers' performance. The district provides additional professional development opportunities and teachers are able to register through the MyPD system. Title 1 PD Coaches provide professional development opportunities, including the Differentiation Academy, Support Interaction, Literacy Across the Content Areas, Writing in the Math Classroom, etc., that are specially designed to the meet the needs of Title 1 teachers. The zone office staff further support teachers by providing coaching support on the implementation of the common core and Balanced Literacy Model.

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Plan Assigned to: Karen ReidHow it will look when fully met: Per the RT3 Turnaround document, teachers will be diverse in

various areas of professional development in order to build their content skills and instructional and learners strategies. These will be evident in planning of the curriculum and in the instructional practices of core subjects. In addition, facilitators and RT3 coaches will provide conferencing, modeling of best practices with content materials that are aligned to the Common Core Standards, and facilitate reflective practices to teachers to ensure successful implementation of best practices. Follow-up support will be provided and monitored to ensure appropriate implementation. Needs assessments are ongoing to support immediate professional development needs. Certified staff will provide peer professional development based on the chosen book study. These instructional strategies will be supported during the 90 min. planning by facilitators and RT3 Coaches and embedded in lesson plans which will be evident in the teaching and learning. Additional PD will be offered to staff within and outside of the district such as SIOP, Math, Balanced Literacy, Classroom Culture. All participants will receive CEU from professional development studies during the year if course requirements are met.

Target Date: 06/10/2014Tasks:

1. The professional development calendar that aligns with teacher needs will be progress monitored quarterly.

Assigned to: Karen ReidAdded date: 12/18/2013Target Completion Date: 06/10/2014Comments:

2. Starting mid January 2014, all book study peer professional developments will begin with CEU credits assigned.

Assigned to: Karen ReidAdded date: 12/18/2013Target Completion Date: 05/02/2014Comments: The teachers will participate in a book study entitled, The Art

of Teaching Reading". Teachers will collaborate on vertical teams to develop a true understanding of how reading connects from grade to grade. As teachers present information learned, each will apply strategies to enhance their planning approach for reading instruction.

3. The administrative team will provide additional strategic opportunities for PD on an ongoing basis.

Assigned to: Pamela RatliffAdded date: 12/18/2013Target Completion Date: 06/06/2014Comments: Participants in the Differentiation Academy will complete this

professional development by observing a peer implementing the learned strategies. Also, each will implement learned strategies in their weekly lesson plans.

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4. Per the RT3 turnaround document, identified grade levels and teachers will participate in classroom culture job-embedded PD with follow-up coaching in their classroom.

Assigned to: Ursula HarrisAdded date: 12/18/2013Target Completion Date: 06/10/2014Comments:

5. District data coach, RT3 coaches, and facilitators will be providing grade levels with professional development in creating common assessments, backward planning model, and long range planning.

Assigned to: Heather LucasAdded date: 12/18/2013Target Completion Date: 06/10/2014Comments:

6. Selected staff members will attend the Differentiated Academy Courses taught on-sight by Ann Gamble. The sessions will meet five (5) times. This course will allow teachers to have another strategy for engaging students and meeting their individual needs.

Assigned to: Karen ReidAdded date: 12/20/2013Target Completion Date: 11/26/2013Comments: The classes including any make-up sessions were taught on

September 25th, October 23rd, November 5th, 13th and 20th.Task Completed: 12/02/2013

Implement Percent Task Complete: Tasks completed: 1 of 6 (17%)

Developing and increasing teacher and school leader effectivenessFederal Requirement: Implement such strategies as financial incentives, increased opportunities for promotion and career growth, and more flexible work conditions that are designed to recruit, place, and retain staff with the skills necessary to meet the needs of the students in a transformation model.

Indicator G01 - The LEA has a plan and process in place to establish a pipeline of potential turnaround leaders.(1645)


Evidence: CMS has identified two programs to identify new principals who are trained to be turnaround leaders. These programs, New Leaders for New Schools and Leaders for Tomorrow (Winthrop University), provide intensive professional development and on the job training to ensure that future leaders are knowledgeable of instructional practices and are prepared to lead for change. In addition, CMS has implemented the Strategic Staffing Initiative that allows for placing highly effective leaders into challenging and hard to staff schools. Zone Superintendents collaborate with the Deputy Superintendent to identify the district’s most effective leaders based on student achievement data and cultural competencies. There is a three year commitment of a Strategic Staffing principal, which is meant to create stability for the school with a highly effective leader in place.

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Comprehensive instructional reform strategiesFederal Requirement: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state academic standards.

Indicator H01 - The principal ensures that teachers align instruction with standards and benchmarks.(1714)


Objective Met - 05/31/2013




The principal ensures that teachers align instruction with standards and benchmarks by observing and monitoring weekly PLC planning sessions. CCSS and NC Essential Standards are utilized to drive curriculum, planning, and instruction. Long range planning days have taken place quarterly throughout the year to give teachers ample time to continue to plan using CCSS.

Plan Assigned to: Ivy GillHow it will look when fully met: The principal will conduct monthly walk-throughs to observe

the alignment of the CCSS/NCEES. NCTE, planning minutes, and lesson plans will also provide evidence of teachers aligning their instruction with the CCSS/NCES.


5. Monthly walk-throughs will be conducted to support alignment and feedback will be provided in a post-conference by members of the administrative team.

Assigned to: Pamela RatliffAdded date: 12/06/2013Target Completion Date: 05/30/2014Comments:

6. Monthly walk-throughs will be conducted to support alignment and feedback will be provided in a post-conference.

Assigned to: Ivy GillAdded date: 12/12/2013Target Completion Date: 06/05/2014Frequency: monthlyComments:

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7. RT3 coaches and facilitators will provide feedback on the Common Assessments and Tasks created and its alignment with the Common Core Standards and North Carolina Essential Standards.

Assigned to: Heather LucasAdded date: 12/12/2013Target Completion Date: 06/10/2014Frequency: monthlyComments:

8. Grade levels will receive a series of job-embedded professional development of the components of Balanced Literacy.

Assigned to: Sophia CrawfordAdded date: 12/12/2013Target Completion Date: 06/10/2014Frequency: monthlyComments:


Assigned to: Ivy GillAdded date: 12/13/2013Target Completion Date: 06/05/2014Frequency: monthlyComments:

Implement Percent Task Complete:Objective Met: 5/31/2013 Experience: 5/31/2013

Helping teachers understand that "what is written must be taught and tested" was challenging at times. The new Common Core presented a new set of challenges as well as a reluctance to change instructional practices in an effort to meet its rigorous demands. Once the EOG test scores are disseminated, then teachers can truly reflect not only upon their instructional practices, but also on best practices.

Sustain: 5/31/2013Constant monitoring, facilitating PD, engaging teachers in the Standards for Mathematical Practice, and providing aligned performance-based tasks will ensure that all learners' needs are met and the standards are taught as intended. Ensuring that ALL teachers use our Tier I intervention curriculum, Math Investigations, is extremely important. Analyzing student work and math journaling will be ongoing tasks.

Evidence: 5/31/2013Weekly PLC meeting minutes and monitoring of lesson plans are evidence of full implementation.

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Indicator H03 - All teachers, working in teams, prepare standards-aligned lessons.(1718)Status Tasks completed: 0 of 6 (0%)Assessment Level of Development: Initial: Limited Development 08/09/2012




During the weekly PLC instructional planning, teachers determine the concepts, principles, and skills that are to be covered within the upcoming lessons. The teachers then identify the standard/benchmarks that apply to the grade level and unit topic. Resources are shared to enhance instructional practices and student learning outcomes.

Plan Assigned to: Patricia OchoguHow it will look when fully met: Per the RT3 Turnaround Document, teachers will be

participating in PLC semester curriculum mapping to determining short term and long term goals for Literacy and Math CCSS/NCES standards based units of study. Plans will include: Target Objective, Criteria for Mastery, Common Assessment items, Prerequisite objectives, Enhanced Objectives. Facilitators and Rt3 coaches will provide job embedded professional development on unpacking the CCSS and writing observable and measurable student friendly objectives. Overtime the quality of lesson plans will show improvement through data discussion and differentiation to meet the needs of every child in every classroom. The instructional leadership team will provide ongoing feedback and coaching in the area of standards-aligned lessons, teaching, and learning.


8. By the end of the year, Facilitators and Rt3 Coaches will lead K-5 teachers with curriculum mapping for literacy and math instruction which will include: unpacking of the CCSS objectives, writing target objectives, criteria for mastery of skills that are aligned to CCSS, and reference resources for differentiation.

Assigned to: Sophia CrawfordAdded date: 11/19/2013Target Completion Date: 05/30/2014Comments:

9. Each quarter, Facilitators and Rt3 Coaches will lead K-5 teachers in a half-day curriculum mapping for literacy and math instruction that is CCSS aligned, data reflective, and relevant for the next quarter goals.

Assigned to: Patricia OchoguAdded date: 11/19/2013Target Completion Date: 05/30/2014Comments:

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10. On an ongoing basis, facilitators and RT3 coaches will provided job embedded professional development.


11. Reader's and Writer's workshop and Math structured lesson planning templates are provided for all teachers and available on the Instructional Support Literacy wiki as well as the school's PDrive.

Assigned to: Lauren BloomAdded date: 11/19/2013Target Completion Date: 05/30/2014Comments:

12. RT3 coaches, Facilitators, and Administrative staff will provide staff with the CCSS / NCES professional development during the LEA's sanctioned PD workdays.

Assigned to: Karen ReidAdded date: 11/19/2013Target Completion Date: 06/13/2014Comments:

13. Facilitators and Coaches providing resources to support Literacy and Math.Assigned to: Patricia OchoguAdded date: 11/19/2013Target Completion Date: 06/13/2014Comments:


Comprehensive instructional reform strategiesFederal Requirement: Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students.

Indicator I01 - The school has established a team structure among teachers with specific duties and time for instructional planning.(1711)


Evidence: Instructional teams are specific to grade level and meet weekly developing instructional strategies that are aligned to the CCSS/NCES. Teachers maintain weekly agendas and minutes to focus their efforts on planning. Teams have access to student information via the Teacher Portal, to make timely instructional decisions.

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Indicator I04 - All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework.(1719)





Teachers accept responsibility through the North Carolina Code of Conduct for teaching their students which emphasizes student learning and teachers providing quality instruction. Through methods of small group instruction, one-on-one, and whole group instruction, teachers are able to provide differentiated instruction that is meaningful to all students. Teachers are conferring with students during literacy and math. This qualitative data provides opportunity for reflection and adjustments to their teaching and learning. Teachers are also implementing research based practices discussed and suggested during their weekly and long range grade level PLC meetings.

Plan Assigned to: Ursula HarrisHow it will look when fully met: All teachers will utilize a variety of instructional approaches:

interactive teacher-directed instruction, teacher lead small-group instruction, one-on-one re-teaching and conferring, standards aligned independent work, computer-based instruction and assessments, and homework. Teaching and learning in an interactive instructional model is evident when students are asking questions, making connections and inferences, synthesis, evaluate, analyze, and are engaged in meaningful academic discussion that is supported by the CCSS Speaking and Listening. Formal and informal assessment data will be utilized to provide small-group targeted teacher-led instruction. Teachers will pull skills or strategies based groups as well as guided practice groups to enhance teaching and learning. Teachers will utilize Discovery Education, Education City, Study Island, Renaissance Learning Reading and Math, Achieve 3000, Success Tracker, Learning A-Z, Assessing Math Concepts Anywhere (AMC) computer-based instructional and assessment tools to maximized differentiated student learning and outcomes. Homework is utilized to reinforce and practice concepts and skills learned.


5. The RT3 Coach will provided job embedded professional development throughout the year on methods of conferring with students that provides differentiated instruction.


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6. At the Beginning of the year, facilitators will utilize the "Checklist for Success form" to evaluate implementation of instructional essentials.

Assigned to: Heather LucasAdded date: 11/19/2013Target Completion Date: 12/10/2013Comments:Task Completed: 12/10/2013



8. Weekly data team meetings will occur to address student needs by creating common assessments and rubrics, analyze data, to adjust instruction.

Assigned to: Lauren BloomAdded date: 11/19/2013Target Completion Date: 06/10/2014Comments:

9. A professional development will be implemented during PLC planning to assist teachers with Kinesthic activities during all subject areas.



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Indicator I05 - All teachers employ effective classroom management.(1721)Status Tasks completed: 0 of 2 (0%)Assessment Level of Development: Initial: Limited Development 09/14/2012

Objective Met - 06/03/2013




We are implementing a school wide RtI initiative and all teachers have received professional development from the RtI team regarding what it is and how they can begin the implementation. The school has established future professional development to support teachers with this initiative. During weekly intervention team meetings,staff members, administration, facilitators, support staff and grade level teams, come together to address student concerns and create interventions for Tier 3 students. Coaches have provided individual professional development on student culture and classroom management. Coaches and facilitators are supporting new teachers with positive classroom culture strategies in a cognitive coaching model of I Do,We Do and You Do.

Plan Assigned to: Sophia CrawfordHow it will look when fully met: Teachers take responsibility for all of their students' learning

and believe that each one is capable of learning given a safe, standards based learning environment. Teachers have an organized community and use effective management approaches that minimized transition times and increases on-task engaged student behaviors. Pacing of lessons are conducive to learning and appropriate for all learners. Consistent positive reinforcement of routines and expectations through practice and modeling is evident.


3. RT3 coaches will model positive classroom culture methods to identified teachers and who will participate in a cognitive coaching model of I Do, We Do and You Do on establishing and maintaining a positive organized community.


4. Coaches will provide ongoing progress monitoring of positive classroom culture and organized environment, and feedback will be provided in reflective conferences.

Assigned to: Ursula HarrisAdded date: 11/19/2013Target Completion Date: 06/10/2014

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Comments:Implement Percent Task Complete:

Objective Met: 6/3/2013 Experience: Selected teachers and grade levels participated in several

classroom culture PDs with the Math Coach. The coaches also provided one-on-one coaching in the area of classroom management, active student engagement and increasing time on task by providing clear expectations and modeling.

Sustain: The continued work will begin with the opening of a new school year and the expectations communicated to the entire staff about positive behavior/culture enverionments, and what are each of our responsibilities in achieving that. Such as: what is the students', teachers', and administrations' pledge. We believe that communicating these during the back to school professional development sessions, will help us fully meet the goal as an entire staff.

Continuous coaching work with indentified staff will help sustain the work already completed.

Evidence: This objective continues to need new tasks for the new school year.

Indicator I06 - The school Leadership Team regularly looks at multiple measures (e.g., behavior data, aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. (2590)


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Evidence: At the beginning of the school year surveys are distributed to families,staff members, students, and community members. The data is then reviewed and changes are made as needed. The same surveys are sent back out in the winter and the spring to compare responses and ensure needs and concerns are constantly being addressed. In regards to behavior data, the Behavior Management Technician creates a quarterly discipline tracker to assess how students are doing and to determine if we need to provide additional supports.

Increasing learning time and creating community-oriented schoolsFederal Requirement: Provide ongoing mechanisms for family and community engagement.

Indicator K04 - The LEA/School has engaged parents and community in the transformation process.(1649)




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At Sedgefield, communication is vital to school improvement. Parents are given access to the school's rights and responsibilities handbook at the beginning of the year outlining the expectations for the school and the students. Monthly newsletters from the principal and monthly newsletters from each grade level are shared with our families. Weekly folders are sent home with copies of student work or important information to share with families. Each student has an agenda to assist with parent student communication. Connect-Ed messages and flyers are sent home to families to keep them abreast of school functions. This school year PTA is being led by the Parent Advocate and staff members. We are currently in the process of recruiting parents and community members to join the PTA. We will continue to recruit parents through conversations around the school improvement plan and at monthly school programs.Students who are not able to access the curriculum are provided additional support through a Personalized Education Plan (PEP). The development of this plan includes parents, teachers, and other staff. Parents are invited to be a part of this process anytime a PEP is developed. Another support for students is the Response to Intervention (RtI), which parents participate in as well. Students are given specific interventions based on their academic challenges and parents share their concerns in this process. Students who are identified as being exceptional children are given an Individualized Education Plan, which must be developed with the parents as active participants. At the zone office, there are experts in all of the processes, which support the goals and provide additional support to parents as needed. The protocol for all student intervention is to have parents participate in the process and be involved in the development of educational plans and the implementation of them.

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Plan Assigned to: Pamela RatliffHow it will look when fully met: We are currently striving to strengthen the partnership

between family, community, and school by conducting a needs assessment survey and PTA interest form. A needs assessment and parent survey will be generated to assess our partnership between families and our school. Information from our assessments and surveys will determine our future parental school goals. Monthly PTA meetings will be scheduled and held to address school wide initiatives to enhance our instructional program. We will hosts monthly family nights to promote cultural awareness and positive school climate. Our family advocate and social worker will meet with parents and students to provide them with resources, outside agencies and services that are needed by our families. These support systems will address student attendance, health, and social issues. In addition, our family advocate will develop partnerships with local businesses, organizations, and educational institutions to solicit contributions to maximize our students' academic, health, and social needs. In an effort to keep the lines of communication, Connect-Ed, telephone messages will be sent home to keep them abreast of school functions. Our school website and marquee will be updated regularly to inform parents of school wide events. Parent Advocate will also seek to get volunteers and solicit community partnerships for the school.


9. The PTA will survey the parents during the first parent night event, to assess the needs at Sedgefield and what events they would like to see occur and participate in.

Assigned to: Dominique StoneAdded date: 11/19/2013Target Completion Date: 09/19/2013Comments:Task Completed: 09/19/2013

10. A PTA interest forms will be sent out to grades K-5 to encourage parents to join the PTA by having the necessary documents available.

Assigned to: Ursula HarrisAdded date: 11/19/2013Target Completion Date: 10/11/2013Comments:Task Completed: 10/11/2013

11. The PTA will conduct monthly meetings to address school wide initiatives to enhance our instructional program.


12. We will host monthly parent night events to promote academic achievement strategies as well as cultural awareness.

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13. Parent Advocate, School Counselor, and Social Worker will provide resources from outside agencies to those in need as well as create programs to support families who are in need of additional assistance.

Assigned to: Dominique StoneAdded date: 11/19/2013Target Completion Date: 06/10/2014Comments: During the first two quarters of the school year, our families

that are in need have been provided with Operation School Bell, holiday assistance with food for Thanksgiving and gifts for Christmas. The partnership meetings have been vital in assisting with supporting our families. They continue to provide weekend snack packs for the students to have food over the weekend and they have provided school supplies.

14. The PTA and staff will communicate monthly meetings through Connect-Ed, Principal's monthly newsletter, bulletins, flyers, and marquee to keep families informed of school wide events.


15. Parent Advocate will solicit volunteers and community partnerships on an ongoing basis.Assigned to: Dominique StoneAdded date: 11/19/2013Target Completion Date: 06/10/2014Comments: The support staff has worked on providing mentors from

Johnson C. Smith University.16. Sedgefield Elementary and Sedgefield Middle schools will establish reading buddies partnerships which will meet at least once a month.


17. Parents and community supporters are invited to come in and read with Pre-K - 5th grade classes once a month.



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Indicator K07 - The LEA/School has established a positive organizational culture.(1651)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 09/27/2012

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Evidence: The principal welcomes parents, students and staff each morning in the hallways. She has established a conducive school environment by setting goals for students on Wildcat News, at staff meetings, bulletins, and parent communications. She encourages the students to read daily and complete homework daily and on the weekends. She hosts monthly community meetings to keep the community involved in the functions at the school. She invites new staff members to a meet and greet session during the summer. She reiterates the school wide goals to support our rigorous student achievement through positive affirmations via intercom. In addition, she gives the students three school wide goals to repeat daily. She encourages students and staff to utilize proper etiquette by showing gratitude towards community support through thank you notes and words of encouragement. She holds the staff accountable for learning outcomes by walk throughs in which all administrative team members participate in a coaching type model of walk through support. At Sedgefield, each teacher is observed by the entire administrative staff,facilitators,and RT3 instructional coaches at least three times a year in the subject areas of literacy and math. Feedback is given to staff within two days of the walk through. If needed, coaching and modeling are provided from the facilitators and RT3 coaches. A year long professional development calendar was created to support best teaching practices. Additionally, a book club was implemented and teachers will work collaboratively to share expertise regarding research based strategies learned from their readings. Our teachers also attend training within and outside of our district to support their profession. In an effort to improve teacher effectiveness teachers are given 90 minute weekly planning and quarterly long range planning. LEA RESPONSE:CMS is working diligently to create a positive organizational structure. In creating this environment several forums for communication have been established. The Superintendent of CMS is hosting several employee and community forums to hear concerns and provide feedback in an effort to open up lines of communication. In addition, there are several school surveys that are underway to determine how the central office can better work to support schools. On a yearly basis, the school environmental survey is completed by staff that shares their feelings and impressions regarding morale and culture. These surveys are reviewed by the principal to inform school change. CMS is working to recognize the “irreplaceable” teachers by giving principal the tools for how to encourage them and support them in their work. Throughout the district initiatives to recognize leaders, hard work and talent have been implemented to bring about a more positive organizational culture. At the zone office level, staff support teachers and principals by giving individual feedback and working along- side teams to give them an expert lens in various areas. This collaborative nature translates to a more positive environment for everyone.

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