comprehensive progress report · samples of common grade level procedures will be uploaded to...

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

Ronald E. McNair Elementary

Comprehensive Progress Report11/20/2019

! = Past Due Objectives KEY = Key Indicator

Mission: Ronald E. McNair Elementary School is a diverse community dedicated to providing a safe, supportive, learning environment to develop 21st Century, life-long learners through curiosity, inquiry, and a passion for learning that leads to success for all.

Vision: Transforming learning and life outcomes for all students.

Goals:Attendance Goal: By June 2020, Ronald E. McNair Elementary will reduce the the loss of instructional days, due to absences, by 10% from 5,429 total daily absences to 4,886 total daily absences ( Indicator B1.01) Achievement Gap Goals: By June 2020, McNair Elementary will decrease the achievement gap in reading composite for students with students with disabilities by 15% from 26.7% to 30.1% and decrease the achievement gap in reading composite for limited English proficient students by 15% from 11.8% to 13.6%. (Indicator: A4.01)School Performance Composite Goal: By June 2020, McNair Elementary will increase the school performance composite from 45.6% to a minimum of 49.5%. (Indicator: A4.01)Culture and Climate Goal: By June 2020, Ronald E. McNair Elementary will achieve a better culture and climate by increasing its overall school environment score by 10% from 75.0% to 82.5% on question 10.6 of the 2020 North Carolina Teacher Working Conditions Survey. (Indicators: B1.01, A1.07)

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

Implementation Status Assigned To Target Date

Initial Assessment:Each classroom has established rules and procedures for his/her classroom. Rules are posted within each classroom. Positive reinforcement is used to create a nurturing learning environment. The rules and procedures are not currently consistent across grade levels. McNair follows PBIS guidelines for common areas within the school. McNair has developed lessons and activities to teach PBIS expectations.

October 2019 - Title One is used to support data days, supplies and materials, parent engagement efforts, after school tutoring, and 4 positions in the school which all impact student achievement.

Limited Development 08/24/2017

Priority Score: 2 Opportunity Score: 2 Index Score: 4

How it will lookwhen fully met: When fully implemented all teachers will establish and post common

classroom rules and procedures across grade levels. Students will have received instruction and positive reinforcement in following and understanding rules and procedures. Classroom observations will look for this on-going reinforcement of consistent rules and procedures. There will also be common procedures for special area teachers, as well as AG, EC, and ESL. DOJO Data, Office Referrals, and PBIS Participation will assist in monitoring this goal.

October 23, 2019

What kind of evidence will we use to monitor our indicators?

A1.07

- Discipline referrals (major/minor)

- Ask teachers to let administration know when classes have earned PBIS incentives. (Pictures of celebrations)

- Monthly Class Dojo reports(survey)

Ryan Schnaith-Ivan 06/15/2020

Actions 0 of 3 (0%)8/24/17 Common grade level rules and expectations will be established and

posted in all classrooms. Students will receive instruction and reinforcement to understand and follow the rules and procedures. Rules will be established, posted and taught by the end of week two. Copies of grade level expectations will be collected and kept in a procedures notebook. (The task also applies to EC, AL, ESL and specialists.)


Notes: October 26, 2017 - Mr. Prelovsky reported that all grade levels have established rules and expectations that are common across grade levels. He has taken pictures of common classroom expectations support implementation. Ms. Wallace will upload several examples of class expectations that were completed at the beginning of the year. 11-28-17

Samples of common grade level procedures will be uploaded to Indistar for documentation.5/22/18 Each classroom has had the teacher expectations and rules placed in their individual classrooms. The common areas, hallways, cafeteria, bathrooms, etc. also have the school PBIS expectations posted as well. Teachers have also shared the rules and expectations on their individual teacher websites. In addition, these rules and expectations have been noted and evidenced in the school leadership website and notebook.

October 2019 - Title One funds are used for the MTSS position which monitors trends with behavior interventions.

8/24/17 PBIS will create detailed expectations for common areas within the school. There will be a process for sharing and teaching these expectations for all students. PBIS rules and procedures will be posted in common areas. This process will be completed by the end of September.


Notes: October 26, 2017 PBIS has procedures posted throughout the school in the common areas. Pictures of these procedures will be uploaded to support implementation. 11-28-17 PBIS has made some changes to afternoon dismissal. There is less congestion in the 3-5 hallway now. 5/22/2018 2. The PBIS team has implemented a prize table that’s been utilized throughout the year. Each grade level, (including EC classroom) has had two (2) individual student tickets drawn occasionally to have students come pick a prize. Although this started out wonderfully, it has occurred less frequently than it should have. This needs to be given a better emphasis next year.

October 2019 - Title One funds are used for printing of parent engagement materials for this effort.

8/24/17 The leadership team and administrative team will collect data to evaluate the effectiveness of common procedures. (PBIS data, office referrals, DOJO, etc.)


Notes: October 26, 2017 - The common expectations are going well in most grade levels. There is a focus to support first grade teachers with discipline and time on task. 11-28-17 Ms. Wallace will update the team monthly on behavior documentation.5/22/2018 The administrative team inputs referral data monthly into Powerschool. The data are reviewed by administration and support staff, such as the counselor and social worker, to determine resources needed.

October 2019 - Title One funds are used for data days to evaluate effectives of behavior interventions. It is also used to support the MTSS position which looks at schoolwide intervention plans.

Implementation: 05/22/2018Evidence 5/22/2018 3. The evidence is all around the school. Each classroom has

had the teacher expectations and rules placed in their individual classrooms. The common areas, hallways, cafeteria, bathrooms, etc. also have the school PBIS expectations posted as well. Teachers have also shared the rules and expectations on their individual teacher websites. In addition, these rules and expectations have been noted and evidenced in the school leadership website and notebook.

Experience 5/22/20181. My experience in pursuing this objective was interesting and exciting. With being new to McNair’s Leadership Team I had no idea what to expect nor how to approach things. I thing being given some specific tasks and some input and assistance from the rest of the staff made things easier for me to accomplish the goals.

Sustainability 5/22/2018 2. As the year progressed, it was important as we met as a team to discuss the school’s progress on said goals and objectives. There will always be work that will be needed to complete for the school to continue achieve its goals and objectives. There will always be room for improvement but I am happy to working with others that strive to make things happen for the betterment of our school.

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

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


Initial Assessment: Current practices include grade level and team common planning using Common Core goals and objectives. Added attention needs to be given to differentiated planning and instructional practices to meet multiple student needs. August 2017 - Current practices include weekly PLC meetings to interpret data and plan interventions. Grade levels meet weekly to support planning. Lesson plans are reviewed, but feedback is not given in a timely manner and changes to plans made. September 2018 - Teachers inconsistently and independently deconstruct standards from the NCSCOS.



How it will lookwhen fully met:

When fully implemented, daily lesson plans will be aligned with state and LEA objectives and pacing guides for subject and grade levels. In addition, these lesson plans will include specific details related to differentiated instruction to meet learner differences/needs and be based on quantifiable student assessment data. When relevant, related service provider (EC, ESL, AG) lesson plans will detail how instruction is aligned to their standards and grade level standards. Evidence for full implementation and meeting this objective will include copies of instructional units and lesson plans from each grade level and team that are fully aligned with state and LEA objectives. August 2017 - When fully implemented, teachers will align the ARC Reading Program and the Eureka Math Program with state and local goals and objectives. Teachers will maintain appropriate pacing for ARC and Eureka to match GCS pacing. Teachers will develop differentiated lessons and formative assessments to guide instruction. Teachers will use common strategies and vocabulary while implementing Eureka Math. At PLC meetings, teachers with similar roles and responsibilities will work together to develop materials, share ideas, and brainstorm solutions. Teachers will reevaluate their units of instruction to make sure they are aligned with expectations and that quality lessons are developed. Common formative assessments on a regular basis and documentation of performance levels will assure that students’ master standards-based objectives and that they are provided opportunities for enhanced learning. Instructional teams will determine the concepts and skills that will be taught for each unit. They will identify benchmarks that apply to the topic. Objectives will be arrange in a sequential order. Teams will construct criteria for mastery. Pre/post items will provide evidence of mastery consist with the criteria for mastery. PLC meetings will be held twice a week. During the first PLC meeting each week, lesson plans will be discussed. The quality of lessons will be the area of focus. During the second PLC, teams will review weekly CFA data. Forthcoming lessons will reflect the needs based on data. September 2018 - Role alike teachers will consistently deconstruct NCSCOS standards. Content coaches will support teachers in the process. Professional development will be offered to teachers to insure a better understanding of the process of unwrapping standards. Deconstructed objectives will tightly align with standards.

Kimberly Wilson 06/01/2021

Actions 0 of 3 (0%)9/6/18 Instructional teams meet regularly to review implementation of

effective practice and student progress. ARC, CKLA, and Eureka coaches will review implementation of effective practice during coaching visits.


Notes: December 2018 - Role alike teachers consistently deconstruct NCSCOS standards. Content coaches support teachers in the process. Professional development will be offered to teachers to insure a better understanding of the process of unwrapping standards. Deconstructed objectives will tightly align with standards. CKLA, ARC, and Eureka coaches supported teachers in the process of aligning standards. March 2019 - Teachers continue to deconstruct standards with grade level team members. Our math coach and ELA coach support teachers in this process. Daily walk throughs focus on making sure lessons as aligned with the standard.

9/6/18 All teachers use appropriate technological tools to enhance instruction. Teachers will use technology to enhance instruction in the areas of CKLA, ARC, and Eureka.


Notes: December 2018 - Classroom teachers and specialists use technology to support and enhance standard aligned instruction. Classroom teachers use technology to support ARC research and publishing. CKLA and Eureka teachers use technology to reinforce standards. March 2019 - Teacher continue to use technology to enhance daily instruction. Technology is used to help differentiate learning stations. Teachers use technology to help with ARC research projects and the process of publication. Our k-2 teachers use technology to enhance centers and individualized instruction.

9/6/18 All teachers include vocabulary development as learning objectives. Teachers will incorporate vocabulary in the areas of CKLA, Eureka, and ARC to enhance instruction.


Notes: December 2018 - Vocabulary instruction is embedded in both CKLA and ARC instruction. Classroom teachers also embed other vocabulary development in daily instruction. Eureka also has content vocabulary embedded in instruction on a daily basis. The vocabulary spirals from grade to grade in CKLA, ARC, and Eureka. March 2019 - Teachers continue to embed vocabulary development on a daily basis. Third through fifth grade teachers are focusing on testing vocabulary at this point in the year..

Implementation: 05/11/2018

Evidence 6/2/2017Grade levels developed standards-aligned units of instruction for ELA, math, and 5th grade science instruction. Adjustments were made to pacing for math based on the layout of Eureka math for grades 2-5. Science instruction was supported with Inquiry Based Kits for 5th grade. Lesson plans were reviewed on a consistent basis. Feedback was given when appropriate. Lesson plans were posted on Sharepoint and placed in folders within the classroom on a weekly basis. Moving forward for next year, the team would like to develop a rotation plan for monitoring lesson plans. This would enable the administrative team to gain a better understanding of classroom instruction. Grade levels participated in grade level planning at least once a week on a designated day. Minutes were recorded for each meeting and submitted to the CF once a month. Common planning started out strong at the beginning of the year with teachers planning together and sharing ideas, especially with the ARC reading program. Common assessments were developed. PLC meetings were held several times a month to support classroom instruction and analyze data. 5/8/2018 Each task has consistently been updated and modified if necessary. Our instruction has become more refined. Our understanding of how data drives instruction has increased. Our ongoing assessments indicate that growth with our sub-groups is occurring.

Experience 6/2/2017This objective was on-going throughout the school year. It was not hard to fully meet, but it took constant monitoring. 5/8/2018 This objective was on-going throughout the school year. It was not hard to fully meet, but it took constant monitoring. There are areas that we would still like to continue and modify for next year.

Sustainability 6/2/2017Grade level planning and PLC meetings will need to continue next year.5/8/2018 We will need to continue with PLC meetings and modify our data days to best meet our needs.

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

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


Initial Assessment:There is evidence that this is occurring at different levels of success across the school based on EVAAS, DIBELS and TRC results from 2015 - 16. Needs extend beyond basic achievement levels to include specific student subgroups. It appears that this is a primary area for ongoing professional development this school year.

September 2018 - Lessons are driven by GCS pacing guides instead of student data. Teachers predominately use whole group instruction.


How it will lookwhen fully met: Teachers are faithfully implementing effective teaching practices and

aligning them to the same standards and skills as their peers teaching other tiers of intervention. There will be a focus on student responses to instructional practices. Consequently, there will be an improvement in the success rates of struggling students and the accuracy of identifying students who truly have disabilities.

September 2018 - Teachers will predominately use data to guide instructional decisions. In response to data, small group instruction will be used for corrective instruction.

October 2019 - Title One is used to support data days, supplies and materials, parent engagement efforts, after school tutoring, and 4 positions in the school which all impact student achievement.

October 23, 2019

What kind of evidence will we use to monitor our indicators?

A4.01

- ARC/CKLA conferencing schedules

- PLC minutes

- ARC Reports

- AR Reports

Tina Johnson 06/15/2020

Actions 0 of 3 (0%)9/6/18 All teachers assess student progress frequently using a variety of

evaluation methods and make appropriate curriculum adjustments based on results. Teachers will use CFAs to monitor student progress in the areas of CKLA, ARC, and Eureka.


Notes: December 2018 - Teachers use Eureka exit tickets, mid-module assessments, and end of module assessments to help make daily instruction changes based on student needs. CKLA teachers use TRC/DIBELS data and CKLA assessments to determine the needs of their students. K-3 teachers progress monitor for DIBELS. March 2019 - Teachers are using daily check points to check for understanding and to plan for corrective instruction.

October 2019 - Title One funds are used to purchase supplies and materials to monitor student progress.

9/6/18 Units of instruction and activities are aligned with AIG goals, ELL student progress, IEP goals and objectives for all students. Teachers will align CKLA, Eureka, and ARC with AIG goals, ELL student goals, IEP goals and objectives for all students.


Notes: December 2018 - All classroom teachers and specialists have access to IEP goals. Units of instruction are aligned with AIG and ELL. Our ELL teachers meet with classroom teachers to plan for instruction. Our ELL teachers participate in inclusion to support our ELL students, as well as our regular Ed students. March 2019- Teachers use IEP goals to plan for instruction and to carry out accommodations. AIG and ELL supports the classroom instruction through pullout and inclusion.

October 2019 - Title One funds are used to support data days for teachers once a quarter.

9/6/18 Instructional teams use student learning data to identify students in need of instructional support or enhancement. Teachers will use student data gathered from CFAs in CKLA, Eureka, and ARC to identify students in need of instructional support and enrichment.


Notes: December 2018 - Classroom teachers use daily checks for understanding to identify students in need of instructional support. Corrective instruction is used to meet the needs of students that were not successful on daily checks. March 2019 - Classroom teachers, EC teachers, ELL teachers, and AIG teachers conduct daily check points to check for understanding and to form corrective instruction groups.

October 2019 - Title One funds are used to support data days for teachers once a quarter.

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


Initial Assessment: The high emotional needs many students bring to school require attention and intervention before the focus can shift to academics. Staff recognizes the need to provide support and guidance, yet lack the expertise and training to always intervene effectively. Training for staff, as well as programs for students, is a high priority.



Teachers will help students learn to identify and understand their emotions and teach students strategies for successfully managing their emotions. A students emotional development will be critical to social relationships and will be a predictor of their later academic and social success.

Objective Met Tina Johnson 06/15/2021

Actions 1 of 1 (100%)8/24/17 The school counselor and social worker will facilitate a series of

workshops for staff to develop their understanding of the basic principles about emotions that children need to understand and learn during their early childhood years. This will set the stage for developing and implementing a program for teaching these principles in their classrooms.

Complete 05/22/2018 Chenia Sims 02/05/2018

Notes: This indicator will be on-going. The school counselor and social worker will begin to plan for the 2018-2019 school based on the needs of our students. An extensive program needs to be developed and put in placed to meet the emotional needs that are being displayed in our younger grades. All teachers and staff will need to be trained and implement the procedures.

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


Initial Assessment: Teachers and staff meet to brainstorm and share ideas to enable students to transition from grade to grade level and from level to level. A consistent, intentional, and on-going support process is not in place at this time.



A transition team will support teachers with strategies and activities to support smooth and successful transitions for all students.


Actions 0 of 1 (0%)8/24/17 A transition team will be developed to create a consistent, intentional,

and on-going support process. Teachers will implement the process to insure smooth transitions from grade level to grade level and from level to level.


Notes:

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

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

Initial Assessment:Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for reviewing the Title I Priority and Focus plans annually in conjunction with the School Improvement Plan. This team will also monitor any reports required as a Title I Priority or Focus school. GCS has provided tiered support when requested and directly when needs required outside resources for staff and administration. Support was offered for administrators, the CF, grade level teams and individuals. Literacy support was offered at a higher level than math or science, so a more balanced and broader ranger of support to include all three areas will be needed this year. Furthermore, focused support for EC, ESL and AG staff is essential. September 6, 2017 - Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for reviewing the Title I Priority and Focus plans annually in conjunction with the School Improvement Plan. This team will also monitor any reports required as a Title I Priority or Focus school.

October 2019

Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for working on the district implementation of MTSS and the connection to each School Improvement Plan.


How it will lookwhen fully met: The GCS Support and Improvement Team will review Title I Plans and

monitor required reports. McNair will access a tiered support system provided by GCS. A balanced support system will be in place for all subject areas and support for EC, ESL, and AG staff will also be included. September 6, 2017 The LEA will have an organized effective transformation team that includes various stakeholders. This team will ensure that it continues to support our schools by providing professional development to our school leaders and commits to making transformative work to increase student achievement in the district.

September 30, 2019 Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for working on the district implementation of MTSS and the connection to each School Improvement Plan.

The LEA will have an organized effective transformation team that includes various stakeholders. This team will ensure that it continues to support our schools by providing professional development to our school leaders and commits to making transformative work to increase student achievement in the district.


Actions 0 of 2 (0%)9/6/17 The District School Improvement team will be created and will meet on

a regular basis to help transform any and all underperforming schools in the district.


Notes:

10/8/19 All teachers provide sound instruction in a variety of modes; teacher directed whole-class; teacher directed small groups; independent work; computer-based.


Notes:

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

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


Initial Assessment: Currently, administrators and the curriculum facilitator monitor planning, instruction and classroom management regularly and provide timely and concise feedback. This is done using walkthrough documents, notes, formal observations and interactions during PLCs. Staff value the feedback because it is based on actual observations and reflect a thorough understanding of what happens in their classrooms. With this said, there is still a desire by the CF and administrators to increase the frequency of these classroom visitations, which will also increase the level of feedback provided.




Lesson plans will be posted and reviewed by grade levels teams on a weekly basis. Revisions will be made to lessons plans based on team discussions and data collected. Emphasis on "Quality of Task" will be the focus of Monday PLC meetings. A minimum of 15 walk-through visits each week will be conducted by the administrative team. Teachers will receive a summary of their impact on student performance. The administrative team will maintain a high level of visibility in classrooms on a daily basis. All teachers will participate in a peer coaching experience.

Objective Met05/29/18

Monique Wallace 06/15/2018

Actions8/24/17 Teachers will have lesson plans posted to Sharepoint/Canvas no later

than 5:00 each Friday afternoon unless otherwise notified. Administrative team (Principal, Assistant Principal, Curriculum Facilitator) will review plans over the weekend in preparation for Monday PLC meetings. The PLC will be a collaborative focus of lesson plans review with a primary emphasis on “Quality of Task.”

Complete 05/22/2018 Kimberly Wilson 06/15/2018

Notes: 12/12/17 Lesson plans are posted by 8:00 Monday mornings on SharePoint. They are reviewed by the administrative team. Suggestions and changes are made on an individual basis. 5/22/18 Action 1-Teachers posted their weekly lesson plans on SharePoint. The administrative team and CF collaborated to ensure plans were reviewed for providing instructional feedback and strategies, ensuring pacing alignment, assessing “quality of tasks”, and providing instructional support as needed.

8/24/17 Administrative team will complete a minimum of 10 walk-through visits/observations each week. These will be in addition to formal observations determined by NCEES evaluation status. They will give regular and timely feedback. Teachers will receive a summary about their impact on student performance which will be used to hone instructional practices. The administrative team will maintain a high level of visibility in classrooms on a daily basis.

Complete 05/22/2018 George Boschini 06/15/2018

Notes: 12/12/17The administrative team will complete a minimum of 10 walk-throughs a week. The walk-throughs are documented and the observations forms are collected in a notebook. 1/23/18 Administrative team will get back on track with a minimum of 10 walk-throughs a week. Teachers will be asked to reflect on their own growth thus far this year in such areas of Eureka, ARC, and CKLA. 5/22/18 Action 2-On January 23, 2018, the assistant principal and respective teachers discussed the feasibility of the administrative team and CF completing 15 walkthroughs a week. There was a collaborative decision to reduce the number from 15 to 10 walkthroughs a week. Ten being a minimum with no weekly maximum goal being set.

8/24/17 All teachers will participate in a peer coaching experience, which will be facilitated by the administrative team. This will include a book study, a minimum of one monthly peer classroom visitation followed up with feedback conferences and reflective journaling.

Complete 05/22/2018 Monique Wallace 06/15/2018

Notes: 12/12/17 Teachers have conducted 2 peers visits. For the second visit, a documentation sheet was used to collect data/feedback. Once a month we have met during a PLC meeting to discuss our book study. 5/22/18 Action 3-The peer coaching process enriched collaborative peer interactions while also providing teachers the opportunity to learn from one another. Peer coaching will be continued and will require a long-term investment and continued by-in from all instructional staff. Peer coaching allowed for increased conversation amongst colleagues about improving teaching and learning and increased collaboration among teams within and across grade-level.

Implementation: 05/29/2018Evidence 5/22/2018 The evidence that this objective has been fully met and

implemented are the weekly lesson plans on SharePoint, PLC meeting agendas, walkthrough forms provided to teachers with feedback provided both written and orally.

Experience 5/22/18 My experience in pursuing this objective is that it is an effective process in monitoring planning and instructional practices. As we met with respective grade-level teachers on a weekly basis, it became more evident that our collective and individual feedback to teachers was well-received and set expectations for instructional planning.

Sustainability 5/22/2018 The continued work necessary to sustain my efforts and continue to meet this objective is providing expectations for lesson planning and monitoring at the beginning of the school year. Additionally, consistently inspecting what is expected as aligned with PLC meetings and individual teacher feedback in a timely manner.

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

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


Initial Assessment: Guilford County Schools looks regularly at school performance data. An area that needs improvement is looking at classroom observation data. At the present time, there is no district walk though tool and therefore the district is unable to review classroom observation data. Additional improvement is also needed with our teacher evaluations and principal evaluation data for calibration purposes. There is a high priority placed on analyzing student performance data and using these findings to make decisions related to instructional programing and resources. Most of the attention tends to focus on student achievement, but not so much on the teacher impact. Closer scrutiny needs to be given to school, grade level and classroom value-added data to better determine staff strengths as well as areas for professional development. Much of this professional development could be provided by colleagues who have a demonstrated expertise in an academic area or with student subgroups.




When this objective is fully met, there will be alignment between student instructional groups, lesson plans, distribution of resources, instructional practices and intervention/enrichment services and needs identified by student data. This data will encompass academic achievement, discipline referrals, attendance, IRLAs, IST referrals, AG eligibility, value-added results, subgroup comparisons and guidance referrals. In addition, the same level of analysis needs to occur with data collected from administrator and CF classroom walkthroughs and formal observations as well as feedback from district and regional visits/audits. Once this has occurred, a "resource directory" for McNair staff can be developed. The directory would outline areas of staff expertise/strength and this will serve as a resource for colleagues working towards increasing their own proficiency in these areas. Much in the same way that differentiated/tiered instruction is a goal to promote student growth and achievement, staff performance data will be used to identify professional development needs. Evidence necessary to demonstrate that this goal is met include establishing baselines using attendance records, office discipline referrals, formal and informal student academic assessment data, achievement levels by subgroups, grade level growth data, guidance referrals, AG eligibility and IST recommendations. Much the same will be done with teacher performance and aggregated classroom observation data to determine a baseline. Using this data, instructional programs, student placement, resource allocations, staffing assignments and professional development will be determined and then modified as needs dictate.


Actions 0 of 4 (0%)10/19/16 Establish Baseline Data: gather data in this order: 1. achievement

levels by subgroups (EC/AG/Ethnic group/Male/Female)from formal and informal student assessment data up to 1/27/2017 2. Attendance (student/teacher) 3. office discipline referrals 4. Guidance referrals 5. Grade level growth data 6. IST recommendations 7. AG eligibility


Notes: Data review will occur on several levels, including grade level teams, PBIS and TAG committees, SIP task groups and the McNair SIP team, to ensure that analysis leads directly to action plans. Specifically, discipline and office referrals data will be forwarded to the PBIS committee to be used to determine whether modifications are needed or to continue with the current programs. Progress monitoring, IRLA and benchmark data will be used to drive I/E, after-school tutoring, community-based learning support partners, lesson planning and identify needed areas for training and professional development. The intent is to use this assessment data in a timely manner to make modifications that will directly increase student achievement and reduce office referrals. 11/21/16 All available data has been gathered. A Student Survey focused on School Climate has been conducted.5/23/17 To date, data has been collected for student attendance to date as well as staff attendance. Classroom data including DIEBLS, TRC, Benchmarks, has been collected by grade up to EOY testing. Office referrals up to mid-year was collected. AG and EC referrals has been collected. In addition, teacher working conditions from last school year as well as the school generated student survey has been created, administered, and data interpreted. The team will need to get second half of the school year office referrals and IST data.

10/19/16 With analyzed data in place create a resource for teachers that identifies staff strengths and staff development opportunities and information. The data will also be used to allocate resources, support programs for students and families, staffing assignments and program development.


Notes: 1/31/17 Directory will be created and completed after data is gathered and analyzed.5/23/17 To date, no resource has been created. The team feels a divided notebook with all the data results collected as well as suggestions for next school year can be created. It was determined from the information collected that there are three areas of need for next school year: • Staff development—including CEU credits for teachers• Reading materials for the media center for greater accessibility for ALL students• Clubs for all students in grades 4 and 5

9/27/16

Next analyze the data to determine areas of strength/needs within the school: instructional programs, student placements, resource allocations. staffing assignments, and staff development.


Notes: K-5 Grade levels will attend data days on November 7th, 9th, and 10th to analyze current data using TRC/DIBELS, IRLA, and benchmark data. They will determine areas of strength and needs. 11/21/16 The team will analyze the collected data. Each team member is taking an area to analyze.1/31/17 Once all data is collected for all academic areas, the team will then analyze it.02/14/17 Current data is still being collected and analyzed (attendance and survey data)

•Information gained from student survey. Students thought that there was no fun at McNair They mentioned the 4th and 5th grade clubs that were done at the beginning of the year. They really enjoyed those. They would like to see more clubs again. Fifth grade students did not feel safe among peers. Although, younger students felt safe in the building. It was mentioned that clubs might improves/increase some of the social skills needed for 5th graders to feel safer.Clubs - Ruth Anderson - She is looking into having guest speakers come and speak about heir jobs.

•The leadership team feels that all students need to participate in activities that are fun and may involve movement. The team is going to look into creating clubs for all stud nets to attend twice a month. The staff would host the clubs during school hours. Mrs. Wilson will meet with a group of leadership team members to brainstorm ideas.5/23/17 To date, the data collected by the team has been analyzed and printed to hard copies to be reviewed. Grade level information has been gathered with progress noted in all grade levels. Information from survey indicates a desire for clubs and areas of need for physical activities as well science. Students expressed an interest in clubs created for areas of interest. EOY data for all grades will need to be added to the data collection.

10/1/19 The Leadership Team and the Instructional Leadership Team will create surveys to address school climate and culture. Teachers, students, and parents will participate in the survey. The teams will look for trends and create action steps.

Jessica Robinson 06/15/2021

Notes:

Implementation:Evidence 6/2/2017

The team has met throughout the school year to gather information about school performance and aggregated classroom observations data to determine decisions about school improvement and professional development needs. Throughout the school year, the team collected data on classroom achievement, behavior, school environment, working conditions, AG eligibility, EC referrals and staff and student attendance. In addition the team created a school wide survey given to grades 1-5 to collect information on how students view the school environment/conditions. All data was gathered and team has developed a list of priority staff development and school needs based on all outcomes.

Experience 6/2/2017The objective was challenging because the collection of data is hard to acquire in a timely manner.

Sustainability 6/2/2017A team will need to continue to gather data next year and address staff development needs and school needs.

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

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


Initial Assessment: It is the policy of the Guilford County Board of Education that a continuous system of recruitment and selection of personnel be maintained in order to assure competent candidates for vacancies as needed. The district attaches a high priority to securing the most competent personnel available and, once they are employed, in assisting them in their professional growth and development throughout their careers. The district regards a personnel evaluation plan as a critical and essential part of professional growth. The Board acknowledges that the most important aspect of attaining excellence in education is the quality of the teaching staff and the administrative staff. The Board therefore adopts as policy and states its determination to strive for such excellence, and further declares its intent to employ and reemploy only those teachers and administrators who possess, have exhibited, and continue to strive for excellence in their preparation for, performance of, and contribution toward the educational process. Achievement of a proficient rating on the North Carolina Teacher or Administrator summative evaluation is the minimum acceptable standard of performance for teachers and administrators in this school system. However, proficient performance shall not constitute any assurance to any teacher or administrator of rights to or consideration for employment or reemployment. The Board of Education holds all personnel accountable for striving for a summative rating of distinguished on all performance. The school has a system for evaluating, rewarding, recruiting and replacing staff that has helped maintain a low turnover rate. State and LEA protocols for evaluations are honored and implemented with fidelity. Staff feels that these are done fairly and affirm outstanding performance and serve as the basis for ongoing professional growth and improvement. There is a need to increase and formalize ways to recognize and celebrate staff efforts, accomplishments and excellence.




Existing protocols for evaluating teacher performance, mentoring new and experienced teachers, recognizing and rewarding excellence and recruiting will be implemented with fidelity. Evidence to support full compliance will include teacher turnover data, NC TWC results, NCEES reports, examples of school recognition programs and new teacher recruitment data.


Amy Schoppa 05/31/2019

Actions8/25/17 Administrators and Curriculum Facilitator will collectively conduct a

minimum of 15 informal walk-through observations each week and provide written feedback that is timely and informative.

Complete 05/22/2018 George Boschini 10/10/2017

Notes: 5/22/2018 The administrative team collectively conducted an average of ten informal/formal walk-throughs each week. Feedback was provided in a timely and informative manner. Our task was revised to ten visits a week. The walk-throughs consisted of informal, formal, CKLA coaching observations, ARC coaching observations, and observations from colleagues from other schools to observe Eureka.

Implementation: 05/22/2018Evidence 5/22/2018 Feedback sheets for walk-throughs were filed in a notebook

to keep a record. Sign-in sheets were used for CKLA and ARC observations. Feedback was given in written and verbal form from the administrative team and from our coaches in CKLA and ARC.

Experience 5/22/2018 At the beginning of the year, it was much easier for the team to manage 10 walk-throughs per week. Our initial plan was to each do five a week on our own. As the year progressed, we found ourselves conducting walk-throughs with CKLA coaches, ARC coaches, and with colleagues from other schools visiting our Eureka instructional classrooms.

Sustainability 5/22/2018 A plan will need to be constructed at the beginning of the school year with expectations for walk-throughs and coaching visits.

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

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


Initial Assessment: When focusing on basic communication about what is happening at the school and classroom level, McNair does a good job in this area. Newsletters, weekly phone messages, websites, workshops, evening programs, conferences and phone calls are used consistently. Expectations are communicated, but there is not a strong enough support system in place to help parents provide the support their children may need. In addition, outreach needs to include opportunities for parents to share their concerns and areas of need, as well. August 2017 - Our current focus has been to communicate with parents with weekly phone messages, websites, evening programs, and conferences. Classroom and parent expectations have been established and shared with parents, but there is not been enough support for parents to support their children at home. McNair has established relationships within the community to help with outreach needs.




When this objective is fully met, clearly established two-way forms of communication that primarily focus on student academic achievement and growth between school and home will occur on a routine basis. A support system including resources for families will be available at the school and through both GCS and McNair websites. Community based resources will also be identified and shared with families upon request or as needs dictate. Evidence to demonstrate that this objective has been met will include: copies of teacher newsletters, scripts from phone messages, conference logs, parent program agendas and rosters, community outreach documentation, community agency referrals, lists of curriculum related materials sent home and Parent Academy program attendance. August 2017 - When this is objective is fully met, clear two-way forms of communication will be established. Classroom/grade level newsletters will communicate monthly academic goals and standards. Academic performance as well as growth will be shared with parents based on a predetermined schedule and a consistent process for all grade levels. Resources will be developed for parents to support learning at home. The resources will be available at the school and through both GCS and McNair websites. McNair will continue to support outreach programs within the community to reinforce learning and to share resources with families. Our Title One Parent Ambassador will work closely with the leadership team and staff to help plan and facilitate parent involvement activities, community outreach activities and curriculum nights. McNair will utilize School Facebook and Twitter Accounts, and activate texting feature through Connect-Ed. Evidence to demonstrate that this objective has been met will include: copies of classroom/grade level newsletters, a plan and process for sharing academic growth and achievement, scripts from phone messages, conference log documentation, community outreach documentation, and rosters to document parent involvement.


Chenia Sims 06/15/2018

Actions10/19/16 3. Parent Resource Guide will be available on school website for parents

to utilize. There will also be a hard copy in the Parent Resource Room for parents to access.


Notes: The Parent Resource guide has been completed. Some updates may need to be made. Mrs. Robinson has uploaded to the website.5/23/17 A link for the Parent Resource Guide is listed on the McNair website. There is also a hard copy available in the Parent Resource Room.

10/19/16 1. Distribute Parent Survey on Title One/Back to School Night/Book Fair on October 6, 2016 to solicit parent feedback and ideas for Parent Involvement.


Notes: Parent surveys were given out on Title One/Back to School Night/Book Fair on October 6, 2016 to solicit parent feedback and ideas for Parent Involvement. Most parents indicated that they had transportation to the school for events. Several parents mentioned having homework help for students would be helpful on the survey. It has been suggested to send the survey home again in Tuesday Folders and to set up a table at Skate night. 11/7/16 The survey was passed out on skate night to every parent. Some have been returned in student folders. Teachers will give survey out at conferences also. Teachers may need to give incentives for students to return the survey. Each grade will identity an incentive for returning the survey. Ms. Simms will notify teachers as to which students have already returned the survey.1/31/17 Another parent survey will be sent home in the Tuesday Student Folder. Teachers may offer incentives for returning a completed survey.February 27 -Parent surveys were sent home again in Tuesday folders. One hundred eleven were returned. Parents made suggestions for community locations where Parent Meetings/Workshops could be held. They suggested Glen Haven, Partnership Village, Storington Community Clubhouse, and the Craft Center. Parents also indicated that they would be most interested in hearing more about: improving reading skills, tips for students Success, and Utilizing Technology for learning. The parents also suggested many other topics. Topics that were suggested by parents:

-Building parent/teacher relationships

-Behavior Improvement Techniques

-How to raise your child to be a leader

-Enhancing learning skills at home

-Homework help

-How to balance AG and regular classes

-Helping children develop social skills and conflict resolution

-Improving writing skills

-Developing reading skills

-Computer coding for the digital age

-Implementing STEM programs

-EOG help during the school year

-Summer tutoring

-Foreign language

-Mentoring5/23/17 1 A parent survey was distributed at Back to School Night, Skate Night, and went home in Tuesday folders on February 27, 2017. The information from the surveys was used to determine alternative locations for parent involvement events, parent workshop topics, and to gather feedback about what areas McNair parents felt they needed the most support.

10/19/16 2. Identify potential community locations where parent meetings may be held for the convenience of parents with limited transportation.


Notes: Most parents did not indicate an offsite location for events. Most of the parents have transportation. ESL population may not be represented in the surveys that have been returned. We may need some to be translated.1/31/17 More feedback will be gathered from the parent survey that will be sent home in Tuesday student folders.2/27/17 Parents made suggestions for community locations where Parent Meetings/Workshops could be held. They suggested Glen Haven, Partnership Village, Storington Community Clubhouse, and the Craft Center on the new survey sent out.5/23/17 Suggested locations for parent events were Glen Haven, Partnership Village, Craft Center, and Storington Community Clubhouse. There is a tentative plan for 2 groups of McNair staff to visit Partnership Village and Glen Haven to share information about summer activities and ways that parents can support their child’s learning during the summer months.

10/19/16 4. Parent Resource Room will be set up and available for parents to visit during the school day for the use of technology, literature resources, Parent Resource Guide, etc.


Notes: Parent Resource Room will need to be moved from the workroom to the new location. We will need general access for parents to use the computers. Extra clothing items will be made available for parents to access. Clothing may also be dropped off at different locations to assist parents. (Glen Haven, Partnership Village) An exchange program between schools may be set for exchanging lost and found items that have not been claimed. Within the parent resource room it has been suggested to have a board for parents to post ideas for networking or even carpooling. The media specialist and CF will assist with getting the room ready.1/31/17 A new location will need to be decided for the parent resource room.2/27/17 We will continue to add to our Parent Resource Room. The location will remain the same. Parents will be informed about the resource room and the resources available to them. 04/25/17 Task 4 - Parent Resource Room is in place. We will continue to brainstorm ways to attract parents to the room. We will also look into giving parents computer access.5/23/17 The Parent Resource Room (PRR) has been set up and open for parents to utilize resources, materials, and technology. The room is now located in the workroom across from the Media Center. Clothing is not available in the PRR and a clothing exchange has not been set up at this time.

10/19/16 5. Will assist in developing a Men of McNair men’s group for fathers, grandfathers, uncles, cousins, and other male role models.


Notes: Donzell Owens spoke about the "Men of McNair" group. He hopes to have things up and running within the next month or so. More flyers and information will be sent home with students. 11/7/16 Mr. Owens would like to send home information in Tuesday Folders to inform parents about the group. 12/19/16 The Men of McNair helped out during McNair Movie Night. They also helped to level the sand in the fossil pits.1/31/17 We will continue to establish the Men of McNair. The Men of McNair are planning to play a role in our upcoming school dance on February 10th. 04/25/2017 Task 5 - The founder (Mr. Owen) of Men of McNair and his daughter have moved to a different school. Although, Mr. Owen has volunteered to continue helping with the group.5/23/17 The Men of McNair men’s group was established this school year. The group has had a total of 3 meetings and is still growing.

10/19/16 7. Title One Parent Ambassador will work closely with school staff to help plan and facilitate Parent Involvement activities which will include, but are not limited to: Curriculum Nights, Coffee Talks, Lunch and Learns, etc.


Notes: Title One Parent Ambassador will meet with Ms. Simms to set dates for Coffee Talks and Lunch and Learns.12/19/16 Literacy Night was discussed and planned for the middle of January. A Lunch and Learn Session is planned for Wednesday, February 8, 2017. The topic will be Effective Home and School Communication. Muffins for Mom and Donuts for Dad have been planned. Muffins for Mom will be on Friday, March 3, 2017 and Donuts for Dad will be on Friday, March 10, 2017. The second Lunch and Learn Session will be held on Wednesday, April 26, 2017. The topic will be Positive Discipline that Works.1/31/17 Ms. Thatcher will work with Ms. Simms to plan upcoming parent events. 04/25/2017 Task 7 - Our Title 1 Ambassador has moved. We are currently looking for a replacement and someone to serve in that position next year.5/23/17 Teachers have distributed monthly newsletters as well as various updates via email, Dojo, etc. related to student learning and curriculum in the classroom.

10/19/16 8. Having a parent table set up with literature and/or useful tips for parents to utilize while they are attending Skate Night with their children.


Notes: A parent table will be set up at our next Skate Night on November 1st. Parent surveys will be distributed for parents about suggested activities for McNair to host. 11/7/16 Parents received a survey on Skate Night to complete, so that the school can gain useful information to base future events.1/31/17 Ms. Simms will create an inventory of materials to display on a parent table at upcoming events. 04/25/2017 Task 8 - A parent table with summer resources will be set up at our Spring Concert, Talent Show, and Field Day. We will also try to hold a :Lunch and Learn for parents during Field Day. We will also go out into the communities to share summer resources and summer work packets for students. We will meet at community centers within neighborhoods.5/23/17 There will be a parent table set up during the Spring Concert, on Field Day, and during EOY Awards that will showcase resources that parents can utilize for summer activities and/or resources

10/19/16 6. Monthly newsletters will be sent home to inform parents about upcoming school events and important dates.


Notes: Monthly newsletters are being sent home from each grade level the first Tuesday of each month. Hard copies of the newsletters will be available in the Parent Resource Room.1/31/17 This task will be on-going until the end of the year. Teachers on all grade levels are sending home monthly newsletters to inform parents.02/14/17Lunch and Learn - We will have our first lunch and learn on Friday, February 17 for parents to attend.•Family Fun Night - March 7th - We will host a scavenger hunt, book fair, and pizza dinner for families. A scavenger hunt will be held on each grade level for families to participate in before attended the book fair and pizza dinner. •Doughnuts for Dad - March 10th - Each child will receive a book to read with his/her dad during Doughnuts for Dads. Dads will also be given a flyer to support/promote reading at home. Pictures will be taken of families reading together to be displayed throughout the school. •Multicultural Celebration - April 28th - Each classroom will select a country to study and represent on their classroom door. The school will participate in a gallery walk to view the displays around the school.The specialists will also support the event by teaching games, music, etc. from different countries. The leadership will help with the planning of the event.•Spring Concert/PTA Meeting - May 183/13/17 Ms. Sims shared ideas that have been gathered for Multi-Cultural Night.• Each classroom will select a country to study and research. Classroom doors could be decorated. Eachclassroom could create a display board to represent their country.• Dances could perform from different cultures.• There could be face painting, hair braiding, and henna designs created.• Parents and students could dress in their cultural dress.• The PTA has some funds to support the event.• Food samples from different countries could be passed out for families to taste.• Someone could look into transportation for families that are unable to attend because of transportation issues.• A letter needs to be sent to parents to ask for support.• A master list of different countries needs to be created to represent the countries of our student and staffpopulation. Ms. Plot and Mr. Jarrett could help with this.

Our Thursday Learning Academy will begin on March 23 for our 3rd- 5th grade students.3/28/2017 Multi-cultural Festival - Teachers have been assigned different countries to study and research with their students. Door displays will be constructed over the next couple of weeks. Mr. Jarrett and Ms. Plott will develop a rubric containing research suggestions. 04/25/2017 Task 6 - News letters are currently being sent by most grade levels on a regular basis. We will plan to have a notebook to collect and store newsletters in next school year to assure consistency across grade levels.5/23/17 Teachers have distributed monthly newsletters as well as various updates via email, Dojo, etc. related to student learning and curriculum in the classroom.

8/24/17 Establish an on-going outreach program in our community to assist parents and students. Teachers and staff will hold parent learning support meetings at Glen Haven to model activities that parents can reinforce at home. Many of our targeted sub-groups for improvement, live within walking distance of Glen Haven.

Complete 05/08/2018 Amy Schoppa 06/08/2018

Notes: October 26, 2017 - Ms. Plott and Mr. Jarrett are currently working on complying a list of read aloud books to purchase to support learning in our out-reach communities. Small CD players will purchased for students to take home and listen to the read aloud books with their families. 11/28/17 - A date for parent learning support within our community will be set for January. Ms. Sims will meet with her committee to discuss possible dates. 5/8/2018 McNair Teachers/Staff went to the Storington Community on April 23, 2018 for an informal “Meet and Greet.” There will also be a “Meet and Greet” in the Glen Haven Community before the end of the school year.

8/24/17 Each grade level will send out a newsletter at the beginning of each month to share academic goals and ways to support learning at home with parents. Newsletters will be posted on the McNair website. A newsletter notebook will be available for parents to view in the front office.

Complete 05/08/2018 Tressa DiGiorgio 06/15/2018

Notes: October 26, 2017 - Each grade level has sent home monthly parent newsletters. A notebook has been created to support implementation. 11-28-17 Our newsletter notebook is available for parents to view. It is in the front office. 1/23/18 Ms. Sims will meet with her group to discuss to translate more items that are sent home to parents. We will hold a parent meeting to discuss our afterschool tutoring program. At the meeting we will share teacher expectations, parent expectations, and student expectations. 5/8/2018 Each grade level has sent out monthly newsletters. There is a notebook in the front office that contains copies of each newsletter.

8/24/17 In grades 2nd -5th , teachers will send home detailed performance based interims in the areas of reading and math to give a better understanding of his/her child’s academic strengths and areas that need improvement. This document will accompany the regular interim.

Complete 05/08/2018 Regina Freeland 06/15/2018

Notes: October 26, 2017 - Detailed performance based interims will go home with regular interims during the second nine weeks. 11-28-17 Our teachers are going to make adjustments to the data sheets to match the Eureka pacing. Teachers and administration have decided to hold off on the detailed interims, due to the fact that they do not align with our Eureka curriculum at this time. 5/8/2018 Teachers have sent home performance based interims. However, administration advised them to hold off on the detailed interims with data sheets because they do not align with the Eureka curriculum.

8/24/17 All teachers will maintain a conference log. Conference logs will be collected in November and May. Teachers are expected to conference a minimum of twice a school year with each family. A conference log will be created and shared with teachers.

Complete 05/08/2018 Jessica Day 06/15/2018

Notes: October 26, 2017 - Teachers have created and at maintaining parent contact logs. 11/14/17 ConferencesK – Most teachers have almost all of their conferences done 5th – Half of the parents have been in 1st – A fourth of the parents have been in4th – 16 out of 50 parents have been in for 1 team (Parents have not been responsive to invitations. They are coming back to school in the student folders.)

Some teachers met Plott at Glen Haven and parents came for conferences.Plott will assist with any ELL students that still need to have a conference. ELL students is not the issue for 4th & 5th grade.

Ask Mr. B to announce in Connect Ed to remind parents to attend conferences

**Check in with teachers again after report cards to see if more progress has been made with conferences.** 11-28-17 Conference logs will be collected and held in a notebook for documentation. 5/8/2018 All teachers have maintained conference logs. They have been required to turn them in twice of year to be organized and kept in a notebook.

8/24/17 Eureka Parent Math Newsletters will be sent to parents to inform parents of learning expectations and new math strategies and vocabulary. The news letters will be sent home at the beginning of each new module.

Complete 05/08/2018 Amy Schoppa 06/15/2018

Notes: October 26, 2017. Grade level Eureka Math Newsletters are being sent home to support learning at home. The newsletter will share learning strategies and new vocabulary. 11-28-17 Eureka newsletter will be collected and placed in the grade level newsletter notebook for parent to access and for documentation. 5/8/2018 Grade level Eureka Math Newsletters have been sent home to inform parents of learning strategies and ways to support their child’s learning at home. These newsletters will also be placed in the Teacher Newsletter notebook.

Implementation: 05/11/2018

Evidence 6/2/2017There have been an array of events this school year that have been facilitated to encourage Family Engagement. There have been PTA Meetings, Musical Performances, Literacy and Family Fun Nights, Donuts for Dads, Muffins for Moms, two Lunch and Learn sessions, a school-wide Multicultural Celebration, and awards programs. Weekly Connect Ed messages have gone out on Sunday evenings to inform parents of upcoming events during the week ahead. From time to time, these messages are also used to reiterate schoolwide expectations. The McNair website is also updated regularly to maintain the calendar of events and any special information that is to be shared with parents and the McNair community at large. Each grade level hosted sessions during our Literacy Night and Family Fun Night where teachers facilitated various activities to showcase what students had been working on in their individual classrooms. Parents also received feedback and tips about how they could be supportive of their child’s learning at home. In February, there was also a Lunch and Learn session entitled “Homework Help,” which allowed parents to navigate through online resources that could be useful to help their child as well as, receive online tutoring if necessary. 5/8/2018 Actions completed during the 2017 – 2018 school year (CURRENT)9. Each grade level has send out monthly newsletters. There is a notebook in the front office that contains copies of each newsletter.10. Teachers have sent home performance based interims. However, administration advised them to hold off on the detailed interims with data sheets because they do not align with the Eureka curriculum.11. All teachers have maintained conference logs. They have been required to turn them in twice of year to be organized and kept in a notebook. 12. Grade level Eureka Math Newsletters have been sent home to inform parents of learning strategies and ways to support their child’s learning at home. These newsletters will also be placed in the Teacher Newsletter notebook.13. McNair Teachers/Staff went to the Storington Community on April 23, 2018 for an informal “Meet and Greet.” There will also be a “Meet and Greet” in the Glen Haven Community before the end of the school year.

Experience 6/2/2017This objective was on-going throughout the year. The objective was challenging to meet, because of all the tasks to address. 5/8/2018 There have been several events this school year that have been facilitated to encourage Family Engagement. There have been PTA Meetings, Musical Performances, Donuts for Dads, Muffins for Moms, a Multicultural Celebration, awards programs, and McNair Teachers/Staff traveling to a meet and greet in the Storington community. In addition, there will be an event at the Glen Haven community and a Lunch and Learn on Field Day. Weekly Connect Ed messages have gone out on Sunday evenings to inform parents of upcoming events during the week ahead. From time to time, these messages are also used to reiterate schoolwide expectations. The McNair website is also updated regularly to maintain the calendar of events and any special information that is to be shared with parents and the McNair community at large. Teachers send home newsletters as well as Class Dojo messages to keep parents up to date with school wide and grade level information.

Sustainability 6/2/2017A team will need to continue to brainstorm ideas for parent involvement. 5/22/2018 It will be necessary to continue to offer a wide range of opportunities to engage families in school wide events, as well as at the classroom level. It would also be very helpful to have a group of parents to provide input and feedback on family engagement opportunties (i.e. Title One Parent Ambassador, PTA, etc.). In addition, continuous collaboration with administration, staff, and parents to work together to support McNair students would also be beneficial.

comprehensive progress report · samples of common grade level procedures will be uploaded to...

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