NEW PAGE SECTION X- NARRATIVE- Central Middle

Riverview Gardens Central Middle School (CMS) is one of two middle schools and one of nine schools in the Riverview Gardens School District. Central Middle continues to struggle with attendance, discipline, academics and recruiting/retaining highly qualified staff. The building currently serves 630 students in grades Six through Eight. The grade level distribution for the 2017 school year is as follows:

• Grade 6 - 227 (36.0%) students • Grade 7 - 204(34.4%) students; • Grade 8 - 199 (31. 5%) students;

CMS has a 51.9% male to 48.1% female ratio; 2.5% Gifted; 0.16% Title I; 79.2% Free/Reduced Lunch; 6.5% Homeless; 18.3% Special Education; and 0.4% ELL. Our ethnicity representation is 99.2% Black; 0.2% Hispanic; and 0.6% White.

The current principal is the fourth administrator in four years. There are currently two Assistant Principal and one Instructional Coach positions vacant. Approximately twenty-one percent of the teachers from 2017-2018 are not returning. The school teaching allocation is 39 teachers of which 27 are core content seven core vacancies); 3 Reading Support Teachers; 1 Math Support Teacher; 12 Elective Teachers; 8 SSD Teachers; 2 Counselors; 0.5 Social Worker; Home-to-School Coordinator; 5 IA's. Additional staff vacancies include Art, FACS, 3 PE/Health. In order to provide teachers with added support toward improved academics and school culture, we gained two additional Instructional Aids and a Home School Coordinator. During year 2 of the School Improvement Grant, the CMS Staff was provided with specific professional development aligned to district and grant expectations.

The Central Middle School leadership team evaluated current academic programs and performance by analyzing local assessment and demographic data. The following data sources were used to inform teaching and learning:

• School Annual Performance Report • APR Supporting Data • Content Standard Summary • MPI Calculations based on MAP Practice Exam • Galileo (Pre/Post) Assessments for ELA and Math • Individual MAP Student Performance Level Results

Each core subject and grade level team began to identify focus areas to improve student achievement and to develop system"wide indicators by analyzing data. Specific data allowed PLC teams to have guided and focused discussions to clearly identify the relevant facts (objective), be aware of feelings and perceptions surrounding these facts (reflective), analyze the facts and feelings and interpret accordingly the implications (interpretive), and to make decisions intelligently (objective). Staff worked in vertical teams to analyze content specific student achievement data, identify strengths and weaknesses, brainstorm internal and external factors, develop a list of prioritized needs, and brainstorm strategies, indicators, adult behaviors, and action steps. The team further analyzed student performance results for past three years to study trends and plan instructional needs and interventions for students. Data discussions were ongoing for ELA and Math throughout the school year.

The leadership team shared of performance data with the faculty to seek input and feedback. The team met again to review the information and revised the indicators, strategies, and action steps for 30, 60, and 90 days along with long range steps and roll assignments. The disaggregation of data revealed the performance levels for all students and the subgroup at Central Middle. Based on the data below, the expected targets in ELA, Math, and Science does not show growth:

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APR Summary Report

2017 School Summary Report 2015 2016 2017

APR Points 43.5/70 28.5/70 40.0/70 Percent of Points 62.1% 40.7% 57.1% MSIP 5 Standards Points Possible Points Earned Percent Earned Academic Achievement 48.0 24.0 50% Subgroup Achievement 12.0 6.0 50% Attendance 10.0 10.0 100%

" Total 70.0 40.0 57.1% ,.

Central Middle School received 40.7% of the total APR points possible during the 2015-2016 school year. During the 2016 school year, Centra! Middle received 57.1 % of the APR points possible. Central Middle suffered the loss of one Instructional Coach, during the beginning of the second semester. Staff turnover at the conclusion of the 2017-2018 school will result in the necessity to ensure that new staff members receive proper support and professional development with regards to curriculum, enhancing the culture and climate, and data analysis. Lack of implementation of core curriculum with fidelity resulted in only 26.2% for ELA and 6.6% for Math scoring proficient/advanced. A large knowing-doing gap due to lack of teacher follow-through. Walkthroughs and observations conducted by the leadership team show that teachers struggle with teaching the curriculum and implementing recently learned instructional strategies after receiving training.

The following areas remain of concern with Central Middle School : Academic Achievement (Student Performance}, Instructional Delivery/Planning (Curriculum Management/Professional Development) , Student Attendance and Culture and Climate (Safe and Engaging Environment), and as evidenced by the data below.

Student Performance: After analyzing MAP performance for the past three years, there has been inconsistent improvement shown in MPI.

' ,; Central Middle School MPI (3 years)! -

- . " J

jELA! !Math! -·

2015 215.8 170.0 2016 210.9 166.2 2017 233.0 192.7

Status Floor Floor

When comparing the district Galileo Pre-test to the MPI of the previous school year, it is project that student performance on the current year MAP assessment will increase for both ELA and Math.

--· ,f Galileo Pre-Test -

~gr-tff'! BB B p A

6th Grade ELA 96 68 60 8 250

7th Grade ELA 82 61 56 12 260

8th Grade ELA 104 48 41 7 224

6th Grade Math 124 87 14 5 203

7th Grade Math 107 61 32 13 227

8th Grade Math 110 56 3 5 181

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--- - .. .,....,.,..., Increasing student performance at Central Middle School remains a priority. Aftel\h,hg:Wthe~ili\cWati1~o assessment tool, it was found that the percentage of students scoring in Below Basis and Basic for Spring 2017 in English was 73.8% and 93.4% for Math. Comparison of this data has proven to remain relatively consistent when compared to the state MAP assessment in both 2016 and 2017. MPI levels have fluctuated slightly for ELA, Math, and Science.

When determining the root cause for the low achievement levels in English, Math, and Science, it can be noted there were several changes in administration/staff, limited/poor resources for teacher, limited strategies available for struggling students, and inadequate professional development. To address the challenges within English, Math, and Science, all students will participate in balanced literacy groups across each content. In addition, all academic needs as well as opportunities for enrichment will occur during an extended summer academy. The focus will be technology and/or the arts.

Instruction (Curriculum Development): In order to assess instructional effective, a variety of methods such as surveys, teacher observations, and student focus groups. Based on the level of what we know it is going to be crucial that returning and new staff are introduced to the data team process with fidelity. Tiered professional development will be required for new staff in this area. Some staff may continue to work at a novice level and can receive assistance from members of the leadership team or teammates. Throughout the data team process, teachers will continue to collaboratively identify standards, disaggregate data from formative/summative assessments, and begin conversations about next steps. Faculty and staff will also participate in the following:

• Teachers will participate in Trauma Sensitive School and Restorative Practices PD • Teachers will utilize office-managed versus classroom-managed flow chart when writing an office

referral • Home School Coordinator will support students who need a tier 2 or tier 3 level of support through the

use of small group counseling and check-in/check out • Home School Coordinator and PSIS Team will share discipline data monthly • Instructional specialist/guide will provide classroom management support to teachers as needed • Principal will provide Trauma Sensitive Team with a copy of The Little Book of Restorative Discipline for

Schools. • Principal will share goals with all stakeholders using a variety of media. • Principal, PBIS Tier 2/3 team, and counselor will meet with Lutheran Children Family Services

(LCFS) therapist to discuss caseload and/or assign students to CICO monthly.

Attendance

Central Middle School has benefited from the position of a Home School Coordinator during the prior school year. This position supports attendance efforts daily. This position is responsible for the leadership of the attendance committee/PLC, collecting, disaggregating, and communicating data. The position requires that making regular home visits to parents supporting students. This team member is also responsible for building relationships with students and parents outside of the school day. As the attendance data was analyzed, it can be noted that_th_ere "':~s a co~~inuous decline of 90/90 from month to month. It is intended that through the support and efforts of this 1dent1f1ed position, our students' overall attendance should increase. It is currently in a state of revision .

Our school also hired additional full time Instructional Aides. Due to the number of students performing below grade level in all areas, our students benefitted from these team members providing enrichment during the instructional day in reading and math. Staff in these positions also supported students in before and after school activities. Students were eager to participate in any activity presented by Instructional Aides as it was presented in a manner supportive of their interest. These positions will be phased out as student and teacher capacity increases.

90/90 Attendance % Month 17/1815/16 16/17

83.488.6092.20 August 82.3 80.50 80.60 September 71 .8 76.9072.60October

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November 72.30 75.40 74.3

December 79.80 85.80 71.2

January 73.90 73.60 71 .1

February 69.00 73.00 71.6

March 74.30 74..40 76.6

April 79.20 74.40 82.7

May 80.60 77.40

End Year

Culture and Climate/Discipline(Safe and Engaging Environment)

The data below provides information on discipline incidents at Central Middle over the past two years. The number of infractions from the 2016 to the 2017 school year increased significantly. During this school, there were 10 students identified by the character education committee for additional support and interventions in the class room . The school counselor is a part of this committee as well as several special school district certified teachers. For the past two years, the highest infractions have been in fighting and students maintaining self-control. As students are not in compliance with district policy and practicing safe behaviors, every effort is m~de to retain students in school. However, it can be deduced from the data that students were issued both in-school suspension , out of school suspension, or afterschool/lunch detention. Students of concern include both general education and special education students. Some students were issued medications for various disabilities while other were not. Actions of students could include leaving the class without permission, use of inappropriate language, fighting, or being disrespectful/defiant. During these incidents, members of the character education committee would provide intervention if available, as will the counselor, social worker, Home School Coordinator, and instructional aides. As a result, these students do cause a disruption to the learning environment when incidents occur and can cause safety concerns form themselves and others.

- ~ ' Discipline Incidents,. ·' j !

Month 2016 - 2017 2017 - 2018 August 47 59

September 118 196 October 81 250

November 75 123 December 71 118

January 36 106 February 71 135

March 77 54 April 92 Mav 67

Totals 827 1041

Social-Emotional concerns continue to be a concern at Central Middle School. All teachers are expected to have high student engagement in the state standards, however students are in need of support that some classroom teachers have not been trained to provide. As a result, the teaching and learning process does not occur. Teachers that are new to the profession and to the building struggle with classroom behaviors at higher rates than returning staff. Restorative Justice professional development and whole staff book study initiatives are essential. The behaviors require more than the Positive Behavior Systems , When screened by Special School District for services, many of these students may not qualify because intellectually they do not score low enough. Therefore, they continue to stay within the general education classroom and disrupt the teaching and learning process with little support for their individual needs.

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NEWPAG.E SECTION X.A - DISCUSSION OF THE PRIOR GRANT YEAR Describe progress made toward each objective approved in the 2016-2017 application.

3) Provide a summary of the work completed during the 201 7-2018 school year to insure full implementation of the grant and the selected improvement model;

4) Provide a summary of MAP and other relevant data to document progress toward meeting objectives;

5) Provide a summary of measurable data explaining progress toward meeting professional development objectives; and

6) Describe the challenges and accomplishments in meeting your objectives in 2017-2018.

During the second year of implementatlon, high impact literacy strategies were revised and revisited for implementation for the 2018-2019 school year. In collaboration with new school leadership and instructional leadership team, an instructional literacy institute was designed for teachers to receive quality and relevant professional development. It was determined that a standard-based math program should be implemented.

A new master schedule was created to have smaller class sizes and a daily, 50-minute intervention/enrichment period for every student. During the intervention period, every student will receive additional services in literacy or math via academic study in Spanish, African-American History, Math 180, READ 180, or Systems 44 (all models will be blended with technology and direct instruction). Teachers will also focus on writing during the intervention time.

An Instructional Leadership Team comprised of building administrators, instructional coaches, core and elective teachers, Home School Coordinator, and special school district staff. The team was created to lead, monitor, and assess the instructional framework for the 2018-2019 school year.

Addie Hawkins, a consultant for PLC's/Critical Friendships, was identified to assist building leaders and teachers in working collaboratively to increase teacher and student knowledge. The main focus of this work will be to build collaborative teams to make adult and student work public, discover what students do and do not know, and create plans of action to address needs of students and teachers.

Increasing student performance at Central Middle School remains a priority. After analyzing the district Galileo assessment tool, it was found that the percentage of students scoring in Below Basis and Basic for Spring 2017 in English was 73.8% and 93.4% for Math. Comparison of this data has proven to remain relatively consistent when compared to the state MAP assessment in both 2016 and 2017. MPI levels have fluctuated slightly for ELA, Math, and Science.

One major challenge at CMS is that we still struggle to recruit and retain high quality staff. More than 21 % of all core teachers will be new to Central Middle for the 2018-2019 school year. Also, almost 40% of the elective teachers will be new. Central is still working to hire teachers for 7 positions (8th grade science, art, vocal music, FACS, and three PE positions). The building principal and two assistant principals will be new to Central this year. The ELA Instructional Coach will also be new to the building.

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NEW PAGE

SECTION X.B - 2018-2019 GRANT YEAR TIMELINE Describe the 2018-2019 grant year timeline for implementing the planned activities for the selected interventions in each priority school the LEA commits to serve. All planned activities were included in the original plan submitted with your first application.

1) Provide a LEA timeline that includes specific dates for implementation of all components of the selected intervention;

2) Provide a timeline that is reasonable, achievable, and reflects urgency; and

3) Provide a timeline that includes implementation and evaluation dates.

Central Middle School Grant Measures, Documentation and Deadlines Priority #1 : Staffing Pattern/Plan Priority #2: Calendar and Schedules

• Student • Teacher (Collaboration/Planning Time) • Data T earn Meetings • Professional Development • Extended Time

Priority #3: District In-Service of Schools

The 2018 - 2019 MOSIG look fors will focus on:

• Leadership Team Professional Development • Data Team/PLC Professional Development • Partnerships

During the third year, high-impact literacy strategies were identified for implementation for the 2017-2018 school year. In collaboration with new leadership, a literacy institute was designed for teachers to receive professional development. Also, it was determined that a standards-based math program will be implemented. More than 20 teachers from various content areas attended the institute.

A new master schedule was created to have smaller class sizes and a daily, 50-minute intervention/enrichment period for every student. During the intervention period, every child will receive additional services in literacy or math via academic study in Spanish, African-American History, Math 180, READ 180, or Systems 44 (all models will be blended with technology and direct instruction). Teachers will also focus on writing during the intervention time.

An Instructional Leadership Team comprised of building administrators, instructional coaches, core and elective teachers, and special school district staff, was created to lead, monitor, and assess the instructional framework for the 2017-2018 school year. This team will attend a 3-day leadership institute in July 2017.

Addie Hawkins, consultant for PLC's/Critical Friendships, was identified to assist building leaders and teachers in working collaboratively to increase teacher and student knowledge. The main focus of this work will be to build collaborative teams to make adult and student work public, discover what students do and do not know, and create plans of action to address needs of students and teachers.

CMS still struggles to recruit and retain high quality staff. More than 33% of all core teachers will be new to Central Middle for the 2017-2018 school year. Also, almost 40% of the elective teachers will be new. Central is still working to hire teachers for 6 positions (8th grade science, art, vocal music, FAGS, and two PE positions). The building principal and one of the two assistant principals will be new to Central this year.

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NEW PAGE Central Middle Grant Measures, Documentation, and Deadlines 2018: Year 3-lmplementation

Revisions Intervention Activity Deadlines Completion

Hiring

• Principal Completed Completed

• Supplemental Reading Teacher July 2018

• 2 Assistant Principals July 2018

Comprehensive Literacy Model Consultants

• Identify consultants through the RFP process July 2018

• Obtain board approval Enhance Comprehensive Literacy Model Implementation Team

• Name a cross content, vertical implementation team to August 2018 monitor the successful implementation of the Comprehensive Literacv Model

Assessing Classroom Environments (Literacy)

• Review Assessment Data August 2018

• Restructure Classroom Assignments Ongoing

• Regroup Students - - 3 days of classroom observation [Coach, Principal & Consultant]+ 2 day workshop [2 teams 1 dav/1 team 2nd day]

• Train principal, coach, and implementation team to Ongoing assess the literacy practices in exemplary classrooms

• Establish a classroom observation schedule for the Evaluate building coach June 2019

• Conduct observations and surveys to collect and review baseline data; the coach observes weekly and the consultant observes monthly

• Develop a Comprehensive Strategic Literacy Professional Development Plan based on the analyzed data

Leveled Book Room and Classroom Libraries

• Design the leveled book room August- May, 2019

• Hold a vendor fair for the staff to review leveled materials and to develop a priority list for books Evaluate

• Purchase books, shelving, bins, and a checkout June 2019

system

• Catalog the Leveled Book Room Resources

• Create a checkout schedule for the Leveled Book Room

• Open the Leveled Book Room for teacher use

• Identify classroom library selections; include the coach, consultant, and staff during the selection process

• Develop an organizational plan for classroom library materials and use with each classroom teacher

• Order readinq assessments Formative and Summative Reading Assessments

• Review formative and summative assessments with Ongoing the staff (anecdotal formative assessments, Basic

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N.RlXTPAnP .............. !_ ...Reading Inventory, Benchmark Literacy Assessment, Gates-MacGinite

• Train staff in recording anecdotal formative assessments; use the developmental staqes of literacv

Establish a Character Education Initiative August 2018 • Identify a Building Character Education Team

• Enhance the role of PBIS and Home School Coordinator

Revisions Intervention Activity Deadlines Completion

Character Education

Literacy Enhancement Institute August 2018 • Plan events

May 2017 • Hold the three day Comprehensive Literacy Book Camp

Event: Mav 2019

Math Instruction

June 2018

• Identify Guided Math Model materials; create inventory Ongoing through • Establish Math Teacher Academy, which will meet twice

June 2019 a month, to provide ad hoc support to math teachers

• Attend Guided Math Conference

• Train teachers in the use of the district adopted math series (Glencoe, McGraw-Hill)

• Review anecdotal formative assessments in math in March 2019

Assessing Classroom Environments (Math) January- May, 2019 Train principal, coach, and implementation team to •

assess the math practices in exemplary classrooms Establish a classroom observation schedule for Evaluate•

June 2019 coaches Establish support visits from the math consultant • Conduct observations and surveys to collect and review • baseline data; the coach observes weekly and the consultant observes monthly Develop a Math Model Professional Development Plan • based on the analvzed data

Guided Math Enhancement Institute Not completed August 2018 Plan event •

Hold the four-day Math Enhancement Institute • Event:

June,2017

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SECTION X.C - DISCUSSION OF SCHOOL YEAR 2018-2019

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Riverview Gardens School District has decided that Central Middle School will implement the Transformational Model under SIG. To meet the requirements under the model us outlined by the U.S. Department of Education, the following items have been addressed in our plan:

• Replace Principal - RGSD hired new Principal for Central Middle, who started on July 1, 2018. • Implement new evaluation system developed with staff - The RGSD began implementing the Missouri Educator Evaluation

System (MEES) during the 2015-2016 school year.

Use student growth as a significant factor - Student growth has been added to teacher evaluations as of the 2016- 201 7 school year. The Principal and Instructional Coach will be working closely with teachers to monitor various forms of student data (e.g. Galileo, Fountas & Pinnell, Data Teams assessments, etc.). In the 2017-2018 school year, the RGSD began implementing Student Learning Objectives (SLOs) as another avenue to monitor student growth and teacher impact on learning, which will continue to be tied to teacher evaluations in the upcoming 18 -19 school year.

Identify and reward staff who are increasing student outcomes; support and then remove those who are not -It is our goal to fill any open position as early as possibly during Summer Break. This will allow new hires the ability to receive any summer professional development opportunities offered to our staff to ensure that new staff members begin the year with a clear understanding of our building initiatives and foci. In addition, we will work with Human Resources and the Office of Curriculum and Instruction to provide additional training and support with the Comprehensive Literacy Model for new teachers during New Hire Orientation and ongoing support through the New Teacher Mentor/Mentee Program. In addition, Central's plan proposes to provide staff non-monetary, instruction-based incentives for meeting set goals. These incentives dress down days for teachers, providing snacks/lunch, class room materials/supplies for teachers, and imprinted school materials to name a few.

Our Instructional Coaches will work through structured coaching cycles with those teachers who are not increasing student outcomes. The Principal will also work with the Human Resources Department to maintain required documentation and ensure due process is followed if removal of staff becomes necessary.

Implement strategies to recruit, place, and retain staff - The Principal will work with the Human Resources Department and local Colleges and Universities to develop a partnership with the Education Department. Through these partnerships, Central will receive college students to complete Practicum hours and/o r Student Teaching in our building. This will also assist the district in recruiting quality new hires for open positions.

Select and implement an instructional model based on student needs - Based on our trend data analysis and drilldown, we plan to research, organize, and implement instructional strategies based on student academic and climate needs. Our staff will receive extensive professional development to fi ll in gaps in teacher capacity to provide a high-quality education for all students

Provide job-embedded professional development designed to build capacity and support staff - Central plans to continue work with current outside consultants to provide ongoing job-embedded professional development in the areas of Reading and Math. In addition to working with the teachers to build capacity, these consultants will work closely to build the capacity of the Instructional Coaches to ensure sustainability.

Ensure continuous use of data to inform and differentiate instruction - Central will work with current MOSIG partners if needed to designate a data facilitator to provide training on the Data Team process as well as how to facilitate effective Data Team meetings. This facilitator will be phased out as teacher leaders and the Instructional Coach builds capacity.

Provide increased learning lime - Central staff will receive paid stipends to facilitate after school academic clubs and activities. Provide ongoing mechanisms for community and family engagement - With the assistance of our Home School Coordinator,

Social Worker, and Counselor - we will work to form new community partnerships and solidify existing ones. Central will increase our family engagement by conducting Home Visits and providing more resources and school activities for their involvement. • Provide sufficient operating flexibility to implement reform - The principal will work closely with the Central Office staff, who is working with the District NEA to address any concerns that may arise from the implementation of the outlined SIG plan.

Ensure ongoing technical assistance with implemented resources - Central will work with the District technology department and Curriculum & Instruction Department to ensure ongoing assistance. We will also build capacity of teachers and students in a train the trainer model for immediate in hour assistance.

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SECTION X.D - STAFFING CHANGES

Describe any changes made in the teaching staff and/or instructional leaders at the building and/or LEA levels in SIG served buildings for Cadre IV Year Three.

• Replaced Principal - RGSD hired a new Principal to start on July 1, 2018 • Replacing both Assistant Principals • Replaced Instructional Coach - RGSD hired a new Instructional Coach with a sta11 of July 1, 2018 • 70% of staff instructional staff being replaced

SECTION X.E - SYSTEM OF STAFF RECOGNITION (Transformation Model Specific Question)

Central will provide non-monetary rewards to staff which include token recognition such has preferential parking, teacher of the month acknowledgement, certificates of recognition, additional mini grants for instructional supplies for class projects, class management materials, additional professional development opportunities, etc. Teacher Professional Development Portfolios will include a combination of both prescribed PD and self-selected PD options. The Professional Development Portfolios will also include a log of the incentives, rewards, and leadership opportunities that the employee has logged.

Teachers whose data indicates continued support is necessary will receive targeted professional learning through a more prescriptive professional development portfolio.

Principals and the Instructional Leadership will use student growth targets and measures, data collection and review cycles, to determine selection support. Teachers' growth plans will be used to establish targets and objectives, the SLO's will then determine specific actions and expected outcomes for instructional practice and student growth. The Instructional Rounds, monthly data review meetings, and MEES observations will provide formative data to determine needs, support, or reward.

Central will add in a teacher attendance competition that will utilize recognition incentives such as lanyards with pins/bars, certificates of appreciation, instructional-based classroom materials, software (apps), or supplies. In addition to a recognition bulletin board to promote all staff who meet attendance marker each quarter.

SECTION X.F - INCREASED LEARNING TIME (Transformation Model Specific Question)

Central Middle students would benefit from increased learning time to support their learning. According to the advanced questionnaire taken by students this year, it can be noted that students to want to participate in additional learning opportunities by 94%. This may be due to a lack in community resources available for students after school and on the weekends. Therefore, in addition lo the after-school tutoring that is already provided by the School District, our students would benefit from after-school academic based clubs which will be facilitated by our current staff members (e.g. Poetry Club, Dance Team, Book Club, School Newspaper, etc.). Summer Interest-Based Learning Camps and a Summer Literacy Academy would also provide increased learning time for our students. In the Summer Literacy Academy, students will have intervention opportunities with reading, math, and writing. This exposure will be an opportunity for intervention and enrichment. Student participation in summer interest camps (Powell Symphony, Muny, Maryville Coding, etc.) would continue to provide our students with experiences that will make them competitive for any opportunity presented. Our school plans to survey students to determine their interests, then work with outside providers to host two to four-week camp sessions in our building and with outside partners (e.g. STEM/Robotics camps, Literacy- Based camps, Math-Based Camps, etc.) These camps will be free of charge for students and all materials with transportation will be provided.

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The Missouri Educator Evaluation System (MEES) will requi re specific goals vial the development of the Student Learn ing Objectives (SLO's) . Based on educators:

• Professional Growth Plan -August 2018 • Student Learning Objective - Quarterly based on 6-week cycle • MEES Evaluation Observations - Quarterly, building schedule as needed • District wide Instructional Rounds/Observations - Quarterly

Teachers will be required to present their individual and grade level trajectory with outcomes during data team meetings. Grade level teams will create common SLO's and SMART Goals as a part of their grade level work.

SECTION X.H - FAMILY AND COMMUNITY ENGAGEMENT (Transformation Model Specific Question)

Parent Involvement in our school is limited throughout the school year. Due to work schedules and family commitments , parents participate when they are available. Student Focus Groups and Parent Survey data report that parent attendance would increase if we offered food , prizes, and useful information/strategies that parents could use to help their students academically.

To increase parent engagement, involvement, and participation, Central Middle offers options which vary in time offered, nature of event, and targeted base {moms, dads, grandparents, etc.} This grant year, Central Middle will host a Back to School event, Valentine Dance (parent involved}, Curriculum nights (reading night, science and math night, arts showcase). Central continues to receive support from some community partners. We have a full-time Counselor from Lutheran Family and Children Services that provide individualized counseling services for identified high­risk students, in addition to the on-staff services of our Social Worker and counselor team.

Additional modes of parent/community communication are: • a monthly school newsletter • Monthly calendar • Direct contact from Teachers Flyers to be distributed • Website • Home Visits by teachers and Home School Coordinator

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