school improvement plan -...

School Improvement Plan

2018-2019

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The School Improvement Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the continuous improvement process. School Improvement Plans remain in effect for three years, but a School Leadership Team may amend as often as necessary or appropriate. The template is adapted with permission from UVA Partnership for Leaders in Education.

Eastway Middle School

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Contact InformationSchool:

Address:

Learning Community:

Principal:

Learning Community Superintendent:

CMS BOE Representative: CMS BOE District Number:

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

Committee Position Name Email Address Date Elected

Courier #:

Phone Number:

Fax Number:

Website:

381Eastway Middle School1501 Norland Road 980-343-6410

Charlotte, NC 28205 980-343-6406

Central C

ity I

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

Mary Webb

Dr. Denise Watts

Carol S

awyer

District 4

Teacher Brie Cintron [email protected] 9/27/18Teacher Kimberly Colander [email protected] 9/27/18Teacher Tanjel Culp [email protected] 9/27/18

TeacherMarcel Drayton [email protected] 9/27/18

Teacher Gregory Gabriel [email protected] 9/27/18Teacher Elari Guy [email protected] 9/27/18

Assistant Principal Travares Hicks [email protected] 9/27/18Parent Rhonda Kinsey [email protected] 9/27/18Teacher Jacob Michel [email protected] 9/27/18

Teacher Assistant Demetrius Moody [email protected] 9/27/18Parent Concepcion Munoz [email protected] 9/27/18

Multi-Classroom Leader Rachelle Perkins [email protected] 9/27/18Assistant Principal Yolanda Reddick [email protected] 9/27/18

Teacher Pamela Richardson [email protected] 9/27/18Academic Facilitator Kathleen Shea [email protected] 9/27/18

Teacher Kristen Wawer [email protected] 9/27/18

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

Committee Position Name Email Address Date Elected

Principal Mary Webb [email protected] 9/27/18Dean of Students Bobby Williams [email protected] 9/27/18

Eastway Middle

Comprehensive Progress Report

10/24/2018

! = Past Due Objectives KEY = Key Indicator

Mission: The mission of Eastway Middle is to develop leadership in all students for college and career success.

Vision: Eastway Middle School will prepare our students to be leaders in their community of positive change and social justice.

Goals:

Increase 6th-8th grade math proficiency from 35.0% to 50% on the 2019 math EOG and meet high growth status. (A204, A401)

Increase 6th-8th grade reading proficiency from 28.9% to 36% on the 2019 reading EOG and meet high growth status. (A204, A401)

Increase 6th-8th grade science proficiency from 47.3% to 57% on the 2019 science EOG. (A204, A401)

Increase school's Learning Environment domain score from 4.8 to 6.5 on the Spring 2019 Teacher Insight Survey. (A107)

Provide duty-free lunch for teachers. (B2.01)

Provide teachers with daily duty-free instructional planning time. (B2.03)

Ensure a positive school climate and establish anti-bullying protocols. (A4.06)

Core Function: Dimension A - Instructional Excellence and Alignment

Effective Practice: High expectations for all staff and students

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: Teachers at Eastway are following a discipline matrix and behavior hierarchy. The hierarchy was based on the Restorative Practices model. Teachers received professional development at the beginning of the year on the matrix, the hierarchy, and Restorative Practices, which will also continue monthly throughout the year within their individual teams and as a whole school. Every team in the school has a lead teacher who is the discipline contact for their team. They are monitoring discipline for their team and leading teachers in the implementation process. Administrators and counselors are assisting teachers in setting up and running restorative circles for students who consistently violate the behavior expectations. Administrators and coaches are monitoring classroom management through weekly or bi-monthly walk throughs and are coaching teachers who need more support with classroom management. Accurate as of September 2019.

Limited Development 10/04/2017

How it will lookwhen fully met:

Teacher and student relationships will be consistently positive. Students and staff will know and adhere to the expectations, policies and procedures at Eastway Middle School. This will result in low numbers of teacher behavior referrals as well as low numbers of in school and out of school suspension. Teacher Insight Survey in the school learning environment domain will consistently meet or exceed the district average. Students will take ownership of their learning and the success of their school. This will be evidence within the classroom by students being integral parts of classroom operations as well as being able to identify the individual areas of strengths, weaknesses and plans for improving their academic performance. This will result in the school exceeding growth expectations. Eastway Middle School will become a successful lighthouse school for the Leader in Me magnet.

Bobby Williams 06/07/2019

Actions 2 of 12 (17%)

9/27/18 Hire additional support staff including a Dean of Student and 3 BMT using ADM and Title 1 funds to support teachers and students with classroom management and insurance of maintaining school-wide expectations.

Complete 10/01/2018 Mary Webb 10/01/2018

Notes:

9/25/18 Create walkthrough form that incorporates Leader in Me, rigor and management trajectories.


Notes:

9/25/18 Leadership team (principal, assistant principal, facilitators and lead teachers) will do regular classroom walk throughs to monitor management and rigor.

administrative team 10/31/2018

Notes:

9/27/18 Develop and train teachers on tier 1 discipline hierarchy to guide teachers on the steps for addressing tier 1 behavior infractions.


Notes:

9/27/18 Establish monthly goals for behavioral referrals and provide weekly student incentives for meeting these goals.


Notes:

10/18/18 Train all staff on the Leader in Me magnet to support building a positive school culture.

Mary Webb 01/04/2019

Notes: Training will be provided through the Stephen Covey organization. Staff was initially training at the end of the 2017-18 school year. New 2018-19 staff will be trained by the end of the 1st quarter.

10/18/18 Provide weekly student incentives through extended lunch block for each grade level when they meet their weekly goal.


Notes:

10/18/18 Provide advisory block time to incorporate lessons around specific student behavior issues based on prior week referral data.


Notes:

10/18/18 Develop student lighthouse team to provide direction and support for Leader in Me implementation including troubleshooting problems and developing student led solutions.


Notes:

10/18/18 Create leadership roles/opportunities within each classroom and school wide.

lighthouse team 06/07/2019

Notes:

10/18/18 Provide monthly recognition for star staff and students for each house. Hicks, Reddick 06/07/2019

Notes:

10/19/18 Provide monthly differentiated PD for teachers on engagement strategies based on observation and walk through data.


Notes:


Effective 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: Lead teachers were identified for core content areas. These teachers worked over the summer to create pacing guides, units of instruction, and unit assessments that were aligned to the standards. The teams determined the sequence of the standards and the standards/concepts that will be covered in each unit. The teams created bi-weekly assessments that accurately measure the standards and that are aligned with the format of the questions on the End-of-Grade test. In PLCs, lead teachers support teachers in developing and internalizing lesson plans as well as reviewing common assessments to ensure alignment exists between standards, assessments and lesson plans. Teachers need to continue to internalize learning standards and understand how to effectively develop lessons that support mastery of these standards. Teachers also need continued support with using the units and the unit assessments to determine mastery of the standards and reteaching strategies. For the 2018-2019 school year, the Language Arts department will be using the Engage NY curriculum to support their units of study. Accurate as of August 2018.


Priority Score: 3 Opportunity Score: 3 Index Score: 9


Teachers will develop a deeper understanding of the standards. They will have aligned units of instruction and lesson plans that will be created with an administrator and/or coach in PLC meetings. Content assessments will accurately measure the standards, and the data will be used to reteach. As a result of that, the academic performance of the students will improve. Teachers will use the assessment data to analyze the proficiency of students. When students do not master objectives, teachers will reteach the objective either in whole group or in small group sessions, until the majority of students are proficient in the objective. When students master an objective/standard, they will begin the next objective/standard based on their own personalized learning track.



10/1/18 PLCs meet weekly to analyze data for development of intervention groups.


Notes:

10/7/16 Create pacing guides, units of instruction, and unit assessments that are aligned to the standards for each content area.


Notes: We worked with teacher leaders to create pacing guides, units of instruction, and unit assessment aligned to common core standards for each content area. PLCs will review resources quarter to make adjustments as needed.

10/4/17 Lead teachers, coaches, and administrators will review and edit pacing guides, units of instruction, and unit assessments to ensure that they are aligned to the standards for each content area.


Notes:

10/4/17 Administrators and a coach will be assigned to each content PLC. They will guide teachers to use the pacing guides and units of instruction to plan lessons and will help them use unit assessments to assess mastery of the standards. PLCs will meet two times a week. PLC meeting will be focused on developing and internalizing lessons and analyzing data to plan for intervention. Each teacher will use a common lesson plan template and will upload their lesson plans by the end of the day Friday. Each coach will have a caseload of teachers who they will monitor and give weekly feedback about their lesson plans. PLC effectiveness will be monitored by classroom walk throughs and data collection.


Notes:

10/4/17 Teachers will enter assessment data into data trackers bi-monthly. The data will be used to track student progress and mastery of standards. Ms. Hovey will collect the assessment data for each content area and compile it into a spreadsheet that will be analyzed at monthly Instructional Leadership Team meetings. The data will be used to make instructional decisions and plan for remediation.


Notes:

9/27/18 Develop pacing and alignment guides for all EOG areas and ensure instruction is aligned to what has been planned. Monitor PLC and provide resources and supports to ensure planned lessons are being implemented with fidelity.


Notes:

10/1/18 Administer bi-weekly common assessments. Each teacher will track data and discuss outcomes during weekly PLC data days.


Notes:

10/1/18 Provide classroom interventions through workshop/station model on a weekly basis.

Elari Guy, Kristen Wawer, Mary Webb,

Rachelle Perk

06/08/2019

Notes:

10/7/16 Work with administrators and facilitators to create Professional Development on writing lesson plans that are aligned to the standards and to the units of study and on analyzing data to determine mastery of standards.

Ra'chelle Perkins 06/12/2019

Notes: Administrators and facilitators met weekly with all content area PLCs. In the PLCs, administrators and facilitators worked with teachers to unpack standards, write lesson plans, and analyze data to determine mastery of standards.

9/21/18 ELA will adopt EngageNY lesson formats with lead teachers reviewing and modifying lessons based on anchor text selection.

Kristen Wawer 06/30/2019

Notes:

10/1/18 Social Studies will align common assessments to ELA standards and test on a bi-weekly basis. Teachers will track and monitor progress and re-teach as needed.

Kathleen Shea 06/08/2109

Notes:

Implementation:Evidence 6/13/2017

Teachers were required to attend weekly PLC sessions in their schedule, and PLC minutes were uploaded weekly.

Experience 6/13/2017Each administrator and facilitator was assigned to a content area PLC. They attended them weekly and led discussions around unpacking standards, lesson planning, and analyzing data.

Sustainability 6/13/2017We will continue to follow this model next year, but we will also be adding two Multi-Classroom leaders, one in English Language Arts and one in Math, to assist with leading PLC sessions.


Effective 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: The current focus at Eastway Middle is on improving the quality of Tier I instruction. Professional Development and walkthrough feedback is on improving general instructional practices and establishing an effective core curriculum, rather than providing supplemental or intensive interventions at this time. Professional Development for the year is focused around management and relationships, planning and curriculum, instructional strategies, and data/differentiation. Part of the Professional Development will be focused on choosing the right strategies, materials, and research-based practices in the classroom. As the year progresses, the plan is to implement more supplemental and intensive interventions, such as Edgenuity and LLI, as the core instruction improves. Teachers will need Professional Development in the MTSS process, as well as specific interventions that they can implement with their students. Accurate as of May 2018


How it will lookwhen fully met: All teachers will have participated in MTSS training, and as a result, all

teachers will faithfully implement effective Tier I teaching practices and align them to the same standards and skills as their peers teaching other tiers of intervention. Teachers will focus on student responses to instructional practices, as opposed to student deficits or failures, and begin to implement Tier II and Tier III interventions, such as Edgenuity and LLI, with fidelity. The success rates of struggling students will improve and the accuracy of identifying students who truly have disabilities.

Yolanda Reddick 06/07/2019

Actions 0 of 3 (0%)

9/25/18 Train whole staff during grade level meetings on MTSS terminology and process.


Notes:

9/25/18 Train MTSS leadership team on Edgenuity for interventions. Kathleen Shea 10/31/2018

Notes:

9/27/18 Teams will meet weekly to discuss students who may need interventions and review their data and progress.


Notes:

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: At the beginning of the school year, teachers received training in Restorative Practices and a new school-wide discipline plan/hierarchy that focuses on interventions rather than suspensions. A Behavior Management Technician was hired to be the first point of contact and to implement Restorative Practices. Data is collected from referrals and is used to discuss interventions at team meetings, discipline meetings, and administrative meetings. Teachers will receive more Professional Development on Restorative Practices, as well as individual coaching based on their needs. Teachers will also receive additional training on how to help students problem solve and process their emotions, as well as ways to develop effective intervention and connect with families and other community support services. Accurate as of May 2018. The school has a bully-prevention system in place, and anti-bullying information is disseminated throughout the school via closed-circuit television as well as displays.




Teachers will develop a better understanding of student emotions and ways to help students problem solve and process their emotions. Support staff (Counselors and BMT) will collect and analyze Intervention Center/Behavioral data and lead Professional Development with the staff or with individual teachers based on trends they are seeing in the data. Support staff and Teachers will determine which students need individualized behavior plans, interventions, or referrals to Intervention Team to improve their behavior. Students and staff members will in turn build more positive relationships with each other, which will improve classroom management and instruction. Attendance reports, Suspension data, and Incident reports will be collected and analyzed to determine the effectiveness of the Intervention Center and Professional Development/training. Survey data from teachers will also be collected to determine the effectiveness of the support given throughout the year. The school will have strict anti-bullying and bully prevention protocols and will inform staff and students of bullying prevention strategies on a regular basis.



10/6/16 Create a systematic school-wide discipline plan that focuses on interventions and restorative discipline rather than suspensions. Work with the counselors and grade level administrators to develop Professional Development for teachers that is focused on restorative discipline, interventions, and understanding and responding to student emotions.

Travares Hicks 10/31/2018

Notes: A discipline matrix and plan was created for teachers. Professional Development was led throughout the year on Restorative Discipline, Building Relationships, and the Intervention process. As a result of using restorative practices, the in-school suspension rate decreased by 28%.

10/6/16 Monitor intervention and referral data and work with the BMT and counselors to create interventions and behavior plans for students at weekly Discipline Team Meetings. The Discipline Team consists of administrators, counselors, BMT, and security. Those interventions and behavior plans will be communicated with teachers individually, at House meetings, or at whole group staff meetings.

Complete 06/08/2018 Travares Hicks 10/31/2018

Notes: The BMT and Counselors monitored the Intervention Center data and worked with teachers to create Behavior Intervention Plans. Teachers were trained on the MTSS/Intervention process and how to refer students. One Counselor attended the Restorative Practices training to become a trainer, and she will lead the staff through a deeper understanding of the process.

1/8/18 There will be monthly House meetings where individual students are discussed and behavior plans are created. The School Psychologist will attend those meetings, along with the MTSS committee meetings, to provide specific strategies and additional services available for students with emotional needs.


Notes:

9/21/18 Establish monthly goals for student referrals and implement student incentives for meeting these goals.


Notes:

10/18/18 Provide anti-bullying and harassment information regularly through Leader in Me lessons as well as displays throughout the building and programs shown on closed-circuit television during morning announcements.


Notes: Bully prevention and information segments have been broadcast on the morning announcements, and displays about bullying created.

Implementation:Evidence 6/13/2017

Data was collected through a database and was used to determined Behavior Intervention Plans and referrals to the MTSS team. Professional Development was provided on building relationships, restorative discipline, and the intervention process.

Experience 6/13/2017The BMT and Counselors collected data from the Intervention Center and monitored the students who were frequently being referred. They then worked with teachers to create Behavior Intervention Plans and help train them in the MTSS/Intervention referral process. Professional Development was provided on building relationships, restorative discipline, and the intervention process.

Sustainability 6/13/2017One Counselor was trained to be a trainer in restorative practices, and she will lead the staff next year to develop a deeper understanding of the process.

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: Eastway Middle School is embarking in our journey to transform teaching and learning beginning in the 2017-2018 school year. Our vision is to provide a learning environment that builds leadership and collaboration among students and staff through relevant, project based learning opportunities. This will be accomplished through three core redesign focuses. Eastway will move from a grade level structure to a house structure. Each house will consist of 6th, 7th, and 8th graders. This will create a smaller school within a school setting. Each house will focus on a career pathway. These include Science Technology Engineering and Mathematics (STEM), Earth and Environmental Studies (EES) and Global and International Studies (GIS). These pathways will be integrated through prioritized elective and club offerings as well as project based learning focused on the house pathway. A partial magnet will be assigned beginning in the 2018-2019 school year. The magnet focus will be The Leader in Me. The Leader in Me is a whole school transformation process based on Franklin Covey’s The 7 Habits of Highly Effective People, The 4 Disciplines of Execution and The 4 Imperatives of Great Leaders to empower students with leadership and life skills. Students will begin choosing their pathway after this year as they move up in grade levels. Eastway has developed a transition plan for Elementary students coming to middle school. We will be hosting an Open House for rising 6th graders and their parents where they can visit the school and learn about our Magnet program. We will be hosting several parent forums throughout the year for parents. We will also be visiting Elementary schools and talking with PTA organizations and students to gain their support in the transition plan. Eastway is developing a group of student ambassadors who will participate in the forums and lead the discussion with parents. Accurate as of May 2018.




Students will transition well to Eastway and will remain at Eastway throughout their middle school career. Student leaders/ambassadors will be empowered to lead the forums. Parents will give feedback on the parent surveys, and those will be used to make changes in the school.

Objective Met09/27/18


Actions9/25/18 Student leaders will act as guides, interpreters, and hosts for school

events. Complete 06/08/2018 Travares Hicks 01/31/2018

Notes:

Implementation: 09/27/2018

Evidence 9/27/2018 houses have been established; LIM training has been completed by the majority of staff; school master schedule has been created to incorporate a LIM block with transitions for each grade level and where LIM lessons are taught.

Experience 9/27/2018 Eastway successfully converted to a LIM magnet for the 2018-19 school year.

Sustainability 9/27/2018 Continue annual magnet recruitment efforts as well as open house and family information sessions.

Core Function: Dimension B - Leadership Capacity

Effective 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: The Title I Department in CMS works in collaboration with the Learning Community Superintendents and Executive Directors to schedule and set agendas for individual meetings with principals of Focus, Priority and Low Performing schools in this planning year. The meetings included specific requirements identified under the current state (low performing) and federal regulations (Focus and Priority), utilization of funds in alignment with a rigorous plan for improvement, and requirements for engaging stakeholders in the process. Principals meet with their School Leadership Teams (SLT) to review their comprehensive needs assessment data and establish plans for improvement in alignment with district goals, turnaround principles, and coordination of allotted funds. The Learning Community staff will facilitates SLT meetings, and provides stakeholders additional information to help in decision making for low performing schools. The Title I team includes a Title I Director and Specialist to support Priority and Focus schools, can facilitate the SLT team meetings, if requested; and will coordinate and align technical assistance to identified schools with Learning Community staff, and review and approve plans and budgets for state approval. Going forward in the 2016-2017 school year, the Title I Office will meet with each school principal quarterly to review spending and alignment to Priority or Focus plan goals, strategies, and available data. Learning Community representatives will meet with schools with Low Performing state Status monthly. Title I Office will attend one SLT meeting monthly as a member of the school's SLT team for Focus or Priority schools. Title I Office will provide training in NCStar to principals and process managers in September and January in coordination with NCDPI training and will provide coaching comments monthly with constructive feedback to Priority and Focus schools in NCStar as they document and review their implementation progress of their strategic plan. Accurate as of May 2018.


How it will lookwhen fully met: School Leadership Team will meet regularly and consistently with

agendas focused on areas of growth and Indistar/90 Day Plan/SIP objectives. SLT will consist of active stakeholder participation, including administrators, teachers, and parents. Goals will be set at each meeting and will be revisited first on the agenda the following month. SLT will consistently review Indistar/90 Day Plan/SIP objectives to make improvements across the school. Teachers will then communicate those goals with teachers at their House meetings so that there is consistency across the school.


Actions 0 of 1 (0%)

9/25/18 School Leadership Team will monitor school goals and action items during monthly SLT meetings.


Notes:

KEY B1.03 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.(5137)


Initial Assessment: The administrative team set common goals and a vision for the school over the summer. The School Leadership Team, consisting of the principal, assistant principals, teachers, and parents meet once a month to review the School Improvement Plan and to implement the goals. The Instructional Leadership Team, consisting of the principal, facilitator, and lead teachers meet once a month to plan Professional Development for each content area. The Coaching Team, consisting of the administrators and facilitators, meet monthly to learn coaching strategies and to review walkthrough data in order to plan Professional Development and to help the ILT align their PD. The Administrative Team meets weekly to review upcoming events and to discuss the implementation of practices within the school. All teams that meet are focused on the same common goals and vision that were created for the school. Accurate as of May 2018.


How it will lookwhen fully met: Leadership teams that include teachers and administrators will meet on

a consistent basis (at least twice each month) and will have aligned goals for the school. These will be reflected in PD sessions, staff meetings, and walkthroughs. The main focus will be on coaching, and the coaching team will use the "Get Better Faster" approach to align their coaching feedback. This will be monitored through walkthrough and coaching trackers. As a result of this, the administrative team will see improvement in teachers on their walkthroughs and observations, as well as their assessment data. This will also be reflected on the Insight Survey. There will also be visible improvement in communication within the school and within the individual teams based on survey data collected.



9/26/18 Administrative team, with input from academic support staff, will create coaching caseloads and assign them to appropriate staff.

Complete 09/21/2018 Hastie Hovey 10/01/2018

Notes:

9/26/18 Administrative team and facilitators will meet to align PLC goals with school goals and create accountability for teachers through data tracking.


Notes:


Effective Practice: Distributed leadership and collaboration

B2.01 School culture promotes and supports the physical, social, emotional, and behavioral health of all school personnel. (5855)


Initial Assessment:For the first month of school, teachers stayed in the cafeteria during lunch with their students to establish behavior protocols for students. After that time, the Dean of Students established a referral tracking system with the incentive for meeting behavior targets being that students could have open lunch and extended lunch. At this time, teachers were able to leave the cafeteria and have duty-free lunch. This is an ongoing incentive for teachers and students. Security associates, BMTs, administrators and support staff monitor in the cafeteria daily to allow teachers duty-free lunch.

Full Implementation 10/18/2018

KEY B2.03 The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)


Initial Assessment: A PLC schedule was created over the summer. Content PLCs meet once a week during their planning periods, and there is an administrator or facilitator present at every meeting. Each administrator and facilitator have content focus areas. The Principal focuses on 8th grade Language Arts, the Earth House Assistant Principal focuses on 6th grade Math, the Global House Assistant Principal and Language Arts MCL focus on 6th and 7th grade Language Arts, the STEM House Administrator focuses on 7th grade Math, the Math MCL focuses on 8th grade Math, the Academic Facilitator focuses on Science and Social Studies, and the Principal Intern focuses on Electives. Content PLCs meet twice a week. At each content PLC, there is a PLC protocol that is followed. This includes analyzing data, unpacking standards, and planning out common lessons/activities for the week that are aligned to the standards. Minutes are taken on the Google Drive and are shared with the team. In addition to content PLCs, House teams meet bi-weekly during their planning periods to discuss student academics and behavior. The other three days a week of planning periods are used for teachers to individually plan and prepare their lessons or to collaborate again with other content area teachers. Accurate as of May 2018.


How it will lookwhen fully met: Team structures will be incorporated into the school culture and will

drive improvement at the school and inform district policies and practices. Content PLCs will meet twice a week and will have specific functions and agendas that will address unpacking standards, incorporating instructional methods, analyzing data, and planning aligned lessons. PLCs will show continuous improvement with planning frameworks and with student performance results. All teachers will have one duty-free planning period each day.


Actions 0 of 3 (0%)

10/18/18 Teachers will have duty-free planning to allow them time to plan lessons, meet with colleagues, and attend meetings as necessary. The school schedule will be structured to provide at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during the regular student contact hours.


Notes: All teachers have at least one duty-free planning period each day during which they do not monitor students but are available for meeting with colleagues, planning lessons, conferencing with parents, etc. as needed.

9/26/18 PLCs will align instructional practices across the school by meeting weekly with administration.


Notes:

9/26/18 PLCs will meet twice each week to plan lessons, unpack standards, analyze data and plan lessons in response to students' needs.


Notes:


Effective 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: PLC expectations and protocols were established at the beginning of the year. Each content PLC meets weekly, and an administrator or facilitator is present at each meeting. An administrator or facilitator is assigned to a grade level and a content area, including the principal. A coaching system was created where every teacher receives a coach based on where they are in their teaching practice. The coach visits their classroom every week or every two weeks and provides one-on-one feedback, and the teachers receive monthly PD with their coach on their area of focus. A walkthrough schedule was also created so that every teacher receives a walkthrough by a different administrator or facilitator each week. A walkthrough form was created that provides immediate feedback to teachers. The coaching team meets monthly with the principal to receive PD on coaching and to review the walkthrough data. Coaches need continued PD on effective coaching strategies, monitoring, and reinforcing good practices. The next step is for the coaching team to use the walkthrough data to plan the next PD sessions with teachers and to make decisions about what teachers need next from their coaches and to receive continued training on the "Get Better Faster" model. Coaching caseloads need to be reviewed frequently, and possible changes will need to be made throughout the year. Teachers need continued PD on how to use all the walkthrough feedback to make changes to their instructional practice. Accurate as of May 2018.




All teachers will receive weekly walkthroughs with timely and constructive feedback. The feedback delivered by coaches will be clear and aligned. All teachers will have an effective coach who provides feedback and supports them in improving their instructional practice. Walkthrough data will be evaluated monthly, and Professional Development will be differentiated based on the needs of teachers and the needs of the staff as a whole. As a result of monitoring instruction regularly, instructional practices, academic achievement, and school culture will improve.



10/16/18 Hire content coaching support for EOG tested content and grades using Title 1 funding to pay for Success by Design pay supplements.


Notes:

10/16/18 Create walk through Google form based on Get Better Faster management and rigor trajectory.


Notes:

10/16/18 Train all new teaching staff on Get Better Faster and orient them to the walk through feedback form.

Complete 09/26/2018 Hastie Hovey 09/14/2018

Notes:

10/16/18 Observe classroom instruction for all teachers at least 3 times within the first 3 weeks of school to identify strengths and weaknesses to target coaching priorities.

Complete 09/21/2018 administrative team 09/14/2018

Notes:

10/16/18 Assign coaching caseload for each administrator and Success by Design lead teacher.


Notes:

10/16/18 Provide new coaches professional development on Get Better Faster and Crucial Conversations.


Notes: Crucial Conversations training offered through CMS PD.

10/16/18 Identify teacher needs based on prior evaluation data and student achievement data.


Notes:

10/16/18 Meet weekly as an administrative team to review walk through data, identify priorities and assign follow up.


Notes:

10/16/18 Conduct bi-weekly content walk through by administrative content leads to identify areas of focus for the content area and evaluate progress on prior PD.


Notes:

10/16/18 Conduct weekly walk through on assigned content teachers and provide feedback through written walk through feedback or 1-on-1 coaching meeting if on the coaching caseload.


Notes:

10/16/18 Provide content professional development based on identified areas of need.


Notes:

10/16/18 Monthly professional development focused on student engagement will be provided to teachers on the 4th Wednesday of every month differentiated by teacher level of implementation.-Routines & Procedures for Engagement-Lesson Design for Engagement-Aggressive Monitoring for Engagement-Academic Discourse for Engagement-Differentiation for Engagement


Notes:

10/16/18 Attend EOG grade/content PLCs twice a week to focus on lesson planning and data analysis.


Notes:

Implementation: 10/16/2018

Evidence 6/13/2017Coaching caseloads were created, as well as a walkthrough form that was used to analyze walkthrough data. A book study was done on the book "Building Teachers' Capacity for Success".

Experience 6/13/2017Coaching caseloads were created and modified throughout the year. A walkthrough form was created where data can be automatically populated. Data was analyzed to determine the needs teachers. Throughout the year, walkthrough and observation data improved for teachers in the specific areas they were being coached on. Ms. Webb led discussions with coaches that were centered around coaching strategies.

Sustainability 6/13/2017Coaching caseloads need to be modified now that we have hired two Multi-Classroom leaders who will be helping us coach teachers. The focus will be on consistency with a walkthrough schedule, as well as consistency with analyzing the walkthrough data to determined PD focuses and teacher needs.

Core Function: Dimension C - Professional Capacity

Effective 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: District staff support individual school principals to analyze student and teacher data throughout the school year. This is done in a variety of ways, and the district has tools available for school leaders to support decision-making. The District Accountability Team provides enterprise reporting, measurement, analytics, coaching and professional development on a variety of topics that align with the district’s strategic goals. The District Accountability Team transforms raw data into useful and meaningful information to help support decision-making at the school and district level. A portal serves as a gateway for the information, as it pertains to the district’s strategic goals. The District Accountability Team provides data coaching and training on multiple data related platforms for all CMS schools and central office support services. The trainings offered facilitate data informed decision making, and therefore impacting student performance. Highly differentiated, school specific coaching is offered on how data can impact lesson planning, common assessment development, and school improvement planning. Learning Community Superintendents and their staff provide ongoing, differentiated support, coaching, and follow up with school leaders as they routinely conduct instructional rounds with school leaders, providing them with specific feedback to help them make decisions about school improvement needs and to plan professional development accordingly. Some CMS schools participate in a pilot of instructional rounds to help leaders systematically improve classroom instruction by looking at a specific problem of practice that is a focus during classroom observations, then analyzing the data, looking for trends to make suggestions regarding school improvement. CMS has the capacity to support its schools as they work toward increasing student achievement; however, it is not consistently translated into improved student learning. Thus, results are varied. Accurate as of May 2018.


How it will lookwhen fully met: Student performance data will be disaggregated by sub-groups.

Classroom observations on data may be aggregated to show patterns of professional practice across the faculty. In PLCs, teachers will use their data trackers to analyze data trends across standards and sub-groups. Both of these data sources will be used for planning professional development, and the School Leadership Team and Instructional Leadership Team will review the data monthly to make instructional and professional development decisions. Walkthrough and assessment data will show improvements based on this.


Actions 0 of 2 (0%)

9/26/18 New staff will be trained on data-driven instruction and the importance and practical use of data tracking.

Gregory Gabriel 06/08/2019

Notes:

9/26/18 PLCs in all content areas will have one day each week dedicated to analyzing data from CFAs as well as exit tickets, etc.


Notes:

Core Function: Dimension C - Professional Capacity

Effective 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: In addition to the process for recruiting aspiring leaders, CMS has some processes in place to recruit, evaluate, reward, and replace staff, though the method is not yet systemic, limiting the impact on staff retention. For example, some principals receive incentives for leading high-needs schools on an as-needed basis, though the practice is not systematic, limiting impact. In the fall, Title I funds will begin to be used by some schools to recruit and retain staff with 3 or more years of experience in designated areas (ELA, math, science, EC, ELL), creating the potential to positively improve the quality of staff hired and increase the likelihood of retaining them. In addition, staff in Project LIFT schools receive signing bonuses as well as performance bonuses based on a rubric, offering incentives for staff to work in a high-needs feeder pattern. Career fairs are held to recruit teachers specifically for hard-to-staff schools, and the transfer period stays open longer for Title I schools, increasing opportunities for schools to hire experienced candidates from other schools within the district. The district adopted an initiative entitled “Opportunity Culture” as a means of developing potential teacher leaders in 40 schools by providing them with flexibility to select and adapt job models to fit the needs of the specific school as a retention option for some schools. The district’s human resources department provides new staff with a tool kit, in addition to a general orientation session, as part of the district’s strategic plan for addressing retention. However, the impact on teacher retention is not yet known, thus teacher turnover is closer to the state average, according to the NC Report Card for CMS. In an effort to improve principal retention, CMS has strategies in place. For example, new principals are required to participate in a mandatory Summer Leadership Institute to assist with onboarding new leaders, offering the potential to impact retention of new leaders. The district also has partnerships with several universities that provide additional training for developing potential leaders, creating potential to increase the leadership capacity of principals and to impact the principal turnover rate, which is just below the state average, according to the NC Report Card for CMS. CMS implemented retention/recruitment bonuses for the principal position in the three Beacon high schools in an effort to recruit and retain strong leadership. Other Beacon principals received a 10% bonus for taking on the challenge of a turnaround school. Accurate as of May 2018.


How it will lookwhen fully met: The district and the school will have pipelines to recruit leaders and

teachers to the school, provide incentives, and give special induction training and mentoring. Eastway will have an effective mentoring program that will provide beginning teachers with the training and support needed. Mentors and beginning teachers will meet once a month with an administrator and will align their coaching to "Get Better Faster". Title 1 funds will be used to provide supplemental pay to hire and retain high performing teachers.



9/27/18 Title 1 funds will be used to hire high performing teachers in EOG tested areas to provide PLC leadership, lesson modeling and developing and intervention support for targeted students.


Notes: MCL math, MRT language arts and math, RTT math and science hired.

9/26/18 Mentors and mentees will meet together to complete and discuss self-evaluation based on Get Better Faster management and rigor trajectories.

Complete 09/26/2018 Camille Caines 10/31/2018

Notes:

9/26/18 Mentors will meet monthly with an administrator to align coaching with Get Better Faster model.


Notes:

Core Function: Dimension E - Families and Community

Effective 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: A bi-monthly newsletter is sent home to parents/guardians that details what their student should be working on in each content area. A Title I parent night recently took place at the school. During this time, we discussed the expectations for students and parents. A parent forum was also established for parents to give feedback on what they want Eastway to look like. A curriculum night/open house, International Night, Earth Day, and Science Fair have been added to the calendar. These nights will be used to discuss the curriculum, the House achievements, and what parents can do at home. There are several parents that are members of our School Leadership Team. Eastway has a wide variety of cultures represented. Teachers need additional training in cultural competency, as well as effective ways to communicate with parents. These include calling/texting parents frequently, meeting face to face or doing home visits, and sending homework or materials that are interactive and that parents can help students with at home. Parents also need more opportunities at Eastway to learn about the curriculum, as well as opportunities to receive training in parenting expectations/tips that encourage academics at home. Accurate as of May 2018.


How it will lookwhen fully met: Parents will be fully engaged in the learning lives of their children

through consistent participation in school events and school committees. This will be shown through the number of parent participants at events. Teachers will effectively and consistently communicate with parents and will show evidence of this through tracking logs. Support Staff will provide events for parents of various cultures to keep them engaged in their child's education.


Actions 0 of 4 (0%)

10/4/18 Create a PTSA to suppport parent and family involvement. Rhonda Kinsey 10/31/2018

Notes:

10/4/18 Send a bi-monthly parent newsletter to keep families informed of opportunities and information about curriculum, student news and happenings at school.


Notes:

10/4/18 Hold monthly parent session to support parents in understanding school wide initiatives.


Notes:

10/4/18 Use student planners to support on-going communication between school and home about school events, student academics as well as homework and project information.

Antoinette Elllison 10/31/2018

Notes:

Core Function: Dimension E - Families and Community

Effective Practice: Community Engagement

E2.04 The school consistently engages in strategies, policies, and procedures for partnering with local businesses, community organizations, and other agencies to meet the needs of the school.(5191)


Initial Assessment:Eastway has developed informal partnerships with a number of organizations. We have established meetings with partners throughout the 2017-18 school year but these have not been consistently attended by all partners. Partnership development does not have a formal or streamline process and no process for assessing impact has been formulated to determine which partnerships have been impactful or if it is an effective utilization of time and effort for staff.


How it will lookwhen fully met: A comprehensive list of partners will be developed along with an

alignment of the partners to school needs/priorities. Selection and pursuits of partners will be based on established needs. Quarterly partnerships meetings will be established with annual strategic partnership plans to assign school/partner goals and action steps to get there. Quarterly meetings will be used to progress monitor and make appropriate adjustments to school/partner goals. Data will be collected to include number of students impacted by partnership, approximate cost of service or goods donated, impact of partnership and evaluation of whether the goal was met in the partnership.


Actions 0 of 6 (0%)

9/27/18 Develop school partnership/community involvement team and establish regular meetings to plan, execute and monitor partnership plan.


Notes:

9/27/18 Compile a comprehensive list of all current partnerships established by all parts of the school.


Notes:

9/27/18 Establish partnership mission and goals as well as school needs/priorities where partnerships will benefit.


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9/27/18 Develop partnership plan framework that will guide quarterly meetings and communicate school end goals for partners and prospective partners.


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9/27/18 Establish partnership targets and recruit partners. Hold quarterly meetings to establish goals and monitor progress toward these goals.


Notes:

9/27/18 Meet quarterly with partners to set goals, action steps and monitor progress.


Notes:

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