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West Mecklenburg High 10/21/2019
Comprehensive Progress Report
Mission: West Mecklenburg High School will provide a supportive, structured, and academically enriched environment to prepare all students for completion of high
school requirements, graduation, and life after high school.
Vision: West Mecklenburg High School will provide a supportive, structured, and academically enriched environment to prepare all students for completion of high
school requirements, graduation, and life after high school.
Goals:
West Mecklenburg High School will provide students with access to social and emotional supports that will allow them to graduate with a clear post-
secondary plan that will support them in their pursuit of meaningful employment or post-secondary educational opportunities (A4.14; A4.06)
West Mecklenburg HS will provide Duty Free Lunch: The NC SBE’s statutory provision 115C-105.27(b)(6) requires all schools to include a plan to provide a
minimum of 30 minutes for a duty-free lunch period on a daily basis for every teacher under G.S. 115C-301.1(a) (A4.06).
West Mecklenburg HS will Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and
harassing behaviors (A4.06).
West Mecklenburg High School will provide Duty-Free Instructional Planning Time for Teachers: The NC SBE’s statutory provision 115C-105.27(b)(7) requires
all schools to have a plan to provide duty-free instructional planning time for every teacher under G.S. 115C-301.1, with the goal of providing an average of at
least five hours of planning time per week (A2.04).
By June 2020, As measured by official results from Math I EOC, West Mecklenburg HS will improve student proficiency by 5% from 23% to 25%. The Math I
team will support skills acquisition by focusing on infusing conceptual understanding in lesson plans and infusing literacy skills through academic writing in all
content areas with an emphasis on making data-driven decisions. (A 2.04; A 4.01; A 4.06; B 3.03; E 1.06)
By June 2020, As measured by official results from English II, West Mecklenburg HS will improve student proficiency by 5% from 32% to 34%. The English II
team will support literacy skills by focusing on academic writing in all content areas with an emphasis on making data-driven decisions that support student
achievement. (A 2.04; A 4.01; A 4.06; B 3.03; E 1.06)
By June 2020, As measured by official results from Biology, West Mecklenburg HS will improve student proficiency by 5% from 46.6% to 50%. The Biology
team will support literacy skills by focusing on academic writing in the content areas with an emphasis on data-driven decisions that support student
achievement. (A 2.04; A 4.01; A 4.06; B 3.03; E 1.06)
! = Past Due Objectives KEY = Key IndicatorCore 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 Implementation
classroom rules and procedures by positively teaching them.(5088) Status Assigned To Target Date
Initial Assessment: We have a school wide Classroom Management and Behavior Policy Limited Development
which was reviewed with all staff prior to the school year, and is re- 10/11/2017
addressed in monthly meetings based on targeted feedback.
Administrators and coaches use the Management & Rigor Trajectory
document and walk through form to provide targeted feedback to
teachers on where they fall on the management trajectory and how to
improve. PBIS
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Students and teachers will be fully aware of classroom rules and Mariah Starks 12/20/2019
when fully met: procedures which will be evident from Walk-through data.
Actions 0 of 4 (0%)
11/5/18 School will implement and develop a PD for new teachers regarding Mariah Starks 10/30/2019
positive classroom management.
Notes: Administration and staff will continually research and develop positive
classroom management techniques throughout the school year.
11/5/18 A school store will be planned out and implemented. Students will be Mariah Starks 10/31/2019
able to exchange PRIDE bucks (which are earned by exhibiting positive
behaviors) for various prizes.
Notes:
11/5/18 The school will develop a a consistent, school-wide cell phone and Mariah Starks 10/31/2019
technology policy in order to create classroom environments where
students are more engaged and less distracted.
Notes:
10/11/17 Administrators and coaches will conduct regular walkthroughs using the Darrell Potts 12/07/2019
Management & Trajectory Form to coach teachers through the phases
of the Get Better Faster scope and sequence.
Notes:
Implementation: 05/30/2019
Evidence 5/10/2019
https://drive.google.com/drive/folders/1kf-
kcDg3ximLJ9uiDAb_OjTVaYYWf8Vp?usp=sharingExperience 5/10/2019
Our PBIS team rolled out the Behavior and PRIDE Matrix to staff and
Students. 100% of staff has matrix posted in their room. The PBIS and
MTSS representatives on the SLT team have presented to staff the MTSS
Process, a flowchart differentiating between major and minor referrals,
and intervention strategies to assist in classroom management. On
referrals, teachers must indicate at least two interventions
implemented prior to submitting, with one being parent contact.
We received a $5,000 grant from Lowe's to construct the school store. It
will be implemented next semester.
Sustainability 5/10/2019
At beginning of next year, review Classroom Management and Behavior
PLan with all staff. Provide targeted PD to new teachers on the PRIDE
Matrix and PBIS. Provide targeted PD to staff on Classroom
Management throughout the year.
Core Function: Dimension A - Instructional Excellence and Alignment
Effective Practice: Curriculum and instructional alignment
KEY A2.04 Instructional Teams develop standards-aligned units of instruction for Implementation
each subject and grade level.(5094) Status Assigned To Target Date
Initial Assessment: West Mecklenburg currently is working on refining structure for Limited Development
maintaining effective PLC's. Teachers are expected to plan lessons that 05/27/2016
are aligned to their content standards and have common assessments
aligned with standards.
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Content specific curriculum maps for Standard Aligned courses will be Sara Doggett 12/28/2019
when fully met: uploaded and available in Mastery Connect, School Net, CTE Moodle,
Canvas, or in Google Drive. Students are taught the same standards
taught within lessons developed from standard-aligned units of
instruction and given common assessments to demonstrate mastery.
Evidence will be provided via walk-through's, PLC meetings/minutes,
assessment data, and reviewing the lesson plans that are uploaded.
Actions 0 of 3 (0%)
10/10/16 Create and implement common assessments utilizing the appropriate Mariah Starks 12/31/2019
assessment tool for your content area.Notes: Every PLC is using Mastery Connect, School Net or a similar web-based
data tracking tool. All PLCs are meeting at least once weekly. PLCs
create and develop common assessments or they use district-developed
assessments for benchmark testing. Data from common assessments is
used to plan instruction, build remediation, and monitor student
progress towards mastery.
10/11/17 Administrators assigned to each department will work with department Sara Doggett 12/31/2019
heads and PLC leads to ensure they are meeting according to the PLC
Meeting Calendar to discuss common assessment data and adjusting
instruction to reflect student needs.
Notes:
2/8/18 Each PLC is to develop unit plans to define units of instruction and Sara Doggett 12/31/2019
outline the standards and target objectives addressed in the units of
instruction.
Notes:
Implementation: 02/04/2019
Evidence 01/31/2019
https://drive.google.com/drive/folders/19DmLuAG0ktwewPD3
xOFaXZXsAAJwH8JD?usp=sharing
Experience 01/31/2019
A School-Wide PLC Meeting Schedule has been created and shared.
PLCs are administering common assessments and meeting to analyze
data to drive instruction. All PLCs are using a common platform to
administer tests and analyze data (School Net and Mastery Connect are
main platforms).
Sustainability 01/31/2019
Refining practices in PLCs. As we roll out to a Small Learning
Communities School with CTE Academies, ensuring Content-Level PLCs
have the space to meet and continue work which has been streamlined
this year.Core Function: Dimension A - Instructional Excellence and Alignment
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 Implementation
individual needs of students across all tiers.(5117) Status Assigned To Target Date
Initial Assessment: West Mecklenburg HS currently meets consistently with departments Limited Development
and have PLCs that support lesson planning and assessment creation. 05/27/2016
Teachers work together to ensure work is aligned to NC standards and
are specific for courses taught. As a community we are working to
improve this practice with the implementation of Instructional
Leadership Teams
Priority Score: 2 Opportunity Score: 3 Index Score: 6
How it will look Brigitte Brown 12/06/2019
when fully met: Every student has access to a rich, diverse and rigorous curriculum.
Student academic achievement will improve and classrooms will more
effectively utilize series of evidence based instructional strategies that
will promote growth and improve proficiency. Students are using data
trackers to differentiate and take ownership of their own learning.
Teachers will use these data trackers to differentiate instruction based
on the specific needs of individual students. Evidence of completion will
include assessment results, student data trackers, evidence of re-
teaching and re-looping strategies in lesson plans, and
MasteryConnect/Schoolnet reports.
Actions 0 of 3 (0%)
10/11/17 Initial PD training MTSS Brigitte Brown 12/06/2019
Notes: A counselor will collect information about the MTSS team and configure
a presentation for staff.
2/6/18 ILT will provide quarterly feedback about the progress being made with Sara Doggett 12/06/2019
evidence- based instruction.
Notes: ILT will share the progress with department chairs and this information
will be discussed in PLCs.
2/6/18 ILT/AVID will provide professional development for differentiated Christine Ward 12/06/2019
instruction to assist teachers with using strategies/interventions, as part
of a multi-tiered system of support.
Notes: Trainings occur in PLCs and whole staff.
Implementation: 05/23/2019Evidence 5/23/2019
https://drive.google.com/file/d/1pQaWeslKEVopfNT8WZ8GxID67GRL0
hcD/view?usp=sharing
Experience 5/23/2019
We have a MTSS team consisting of Support Personnel (including
Counselors, Social Workers, Admin, BMTs) who have rolled out
initiatives to support students throughout all tiers. Support includes
but is not limitied to BMTs monitoring high risk students on their case
loads, teachers providing remediation in tutoring after school and
through pull outs, Intervention Team meeting regularly, and
coordinating efforts of all in a systematic way.
Sustainability 5/23/2019
Continue processes and procedures established. Review data of
incoming students to identify students at each tier in preparation for
the next school year. Establish supports in a proactive way.KEY A4.06 ALL teachers are attentive to students' emotional states, guide
students in managing their emotions, and arrange for supports and Implementation
interventions when necessary.(5124) Status Assigned To Target Date
Initial Assessment: West Mecklenburg High school has arranged a number of supports and Limited Development
interventions when necessary to cater to the needs of our students. 05/28/2016
Through the Positive Behavior Intervention and Support (PBIS) we have
created a behavior expectation matrix and have been working to teach
our students the positive behaviors we expect on campus.
Furthermore, we have created several ways to reward these positive
behaviors in the form of school celebrations, socials, securing guest
speakers, and informational assemblies. In addition, we are utilizing an
intervention tool (www.pbisworld.com) which contains a pool of
resources to assist teachers with students who my need emotional
support. The tier 3 intervention team is a system of supporting our
students with emotional needs. This team consist of the school
physiologist, social worker, and counselors to provide optimal support
for teachers and students. This team is responsible for monitoring the
progress of students referred for a number of reasons including
disruptive behavior and low academic performance. West Mecklenburg
High has also created programs and partnerships to support students
with emotional needs. The program provides enrichment,
empowerment assemblies, provides guest speakers, provides incentives
for students, attends school functions for support. In addition, our
school also has other programs to target the emotional needs of
students such as "Building Men and Women of Character", Right Moves
for Youth, AVID, CIS, Y.E.S., and Trio.
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Darrell Potts 10/31/2019
when fully met: Every student has access to more social and emotional supports. A
positive school climate will be provided, under CMS regulation JICK-R,
by promoting a safe learning environment free of bullying and harassing
behaviors.
Reduced suspension rates by 5%. Increase attendance. Positive
relationships between students, staff, and community. The school will
use insight survey question: My school is a good place to teach and
learn to review progress towards meeting the goal. Baseline 44% Spring
2018; District 70%. Goal for 2018-2019 is to meet district average.
Actions 0 of 5 (0%)
10/10/16 The PBIS Matrix will be developed and implemented school wide. Darrell Potts 10/31/2019Notes: The PBIS matrix has been created and is displayed pervasively
throughout the school. A target behavior is announced each day. Pride
Bucks and rewards have been implemented successfully. At the
beginning of the semester, focus lessons were taught in Homeroom
during the first 10 days of school. A powerpoint presentation detailing
the PBIS program has been made available to the staff.
11/5/18 Train at least 95% of staff to have a better understanding of social and Denise Gatewood 12/07/2019
emotional support for students.
Notes:
10/10/16 Teachers will distribute Pride Bucks to students who demonstrate Darrell Potts 12/31/2019
positive behavior.
Notes: Pride Bucks are used daily for positive reinforcement. For example,
students with at least 2 pride bucks were given popsicles during
dismissal. For more substantial awards (dances, pep rallies, guest
speakers, assemblies, etc.) students have the opportunity to earn pride
bucks for end-of-the-month rewards.
Do it 4 da Hood (mentoring program) has partnered with the PBIS
committee to support the distribution of pride bucks as well as creating
rewards.
11/10/16 Classroom management professional development and training will be Darrell Potts 12/31/2019
planned for teachers and offered 3x during the year by our district
liaison and PBIS Committee.
Notes: Data needs to be pulled from Powerschool and shared with staff.
HERO behavior management program reports - this program helps
monitor positive and negative behavior, increase use of incentives, and
improve parent communication.
11/5/18 PBIS will implement the RULER approach to help develop students' Denise Gatewood 12/31/2019
social and emotional intelligence.
Notes:
Implementation: 02/04/2019Evidence 1/31/2019
PBIS Evidence:
https://drive.google.com/drive/folders/0B0SPhNJ47fCUMF84bHhBc3
IwTEk?usp=sharing
RULER Evidence:
https://docs.google.com/presentation/d/1dWAK18Fp5CUs4X4
tgIHYwEAzFLyh79nLp923RREH2D0/edit#slide=id.g4982b091c3_0_260
Tiered Instructional Support Evidence:
https://drive.google.com/drive/folders/1nHgNu9sq5
VxgEFuKCgBDpA_vPfxCby-H?usp=sharing
Intervention Team/MTSS:
https://drive.google.com/drive/folders/1nHgNu9sq5
VxgEFuKCgBDpA_vPfxCby-H?usp=sharing
2/20/2017
In Spring 2017, West Meck will implement the HERO behavior
management system to improve monitoring of postive and negative
student behavior. In addition, we have partnered Office Depot to being
a peer mentoring program at West Meck. Training for this program
began in February 2017.
Reduction of Discipline Referrals from previous year. This is about a
74.53% reduction for major incidents.
2/20/2017
In Spring 2017, West Meck will implement the HERO behavior
management system to improve monitoring of postive and negative
student behavior. In addition, we have partnered Office Depot to being
a peer mentoring program at West Meck. Training for this program
began in February 2017.
Reduction of Discipline Referrals from previous year. This is about a
74.53% reduction for major incidents.Experience 12/5/2018
RULER presentation was given to discuss emotional intelligence
5/10/2018
PBIS Matrix was distributed to students and staff. Professional
Development was provided to staff, and PowerPoint Presentations
were implemented in the first ten days presentations to students. We
used the HERO platform to track positive student behavior, and
students could use PRIDE bucks to attend events. Targeted Classroom
Management PD was provided throughout the year for teachers.
Behavior Management Technicians were assigned to students in Tier 2
to assist with their emotional and social needs.
2/20/2017
This is year 3 of West Meck's focus on transforming school culture and
implementing the PBIS system of student support. Teachers have
received training on the technical protocols for reporting and
monitoring student behavior, including data analysis and SIRS training.
Students have opportunities to earn rewards based on accumulated
pride bucks. New teachers received professional development in
creating and maintaining a classroom vision that promotes a safe,
nurturing environment.
2/20/2017
This is year 3 of West Meck's focus on transforming school culture and
implementing the PBIS system of student support. Teachers have
received training on the technical protocols for reporting and
monitoring student behavior, including data analysis and SIRS training.
Students have opportunities to earn rewards based on accumulated
pride bucks. New teachers received professional development in
creating and maintaining a classroom vision that promotes a safe,
nurturing environment.Sustainability 1/31/2019
Review Processes already established at the beginning of the year.
Make all aware of how they can implement MTSS processes in the
classroom for Tier 1. Establish consistent interventions at each Tier.
2/20/2017
WE HAVE TO REMAIN CONSISTENT
Keep entering infractions into SIRS
We will focus on classroom management PDs, tools, and support
This will occur during designated department meetings in upcoming
months.
Our main issue is tardiness
We will target some things to help with student tardiness
Grade level competitions for the lest amount of tardiness
2/20/2017
WE HAVE TO REMAIN CONSISTENT
Keep entering infractions into SIRS
We will focus on classroom management PDs, tools, and support
This will occur during designated department meetings in upcoming
months.
Our main issue is tardiness
We will target some things to help with student tardiness
Grade level competitions for the lest amount of tardinessA4.14 The school provides all students with supports and guidance to
prepare them for college and careers (e.g., career awareness Implementation
activities, career exploration, school visits).(5132) Status Assigned To Target Date
Initial Assessment: Limited Development
We have a College Advisor permanently staffed on Campus to assist all 10/15/2018
students who are interested with opportunities to attend higher-ed
institutions after high school. We also have a partnership with CPCC so
students who meet the requirements can begin taking college-level
courses while still enrolled in high school. We are a CTE Academy
school, with a focus on Career and Technical Education, which provides
students with opportunities to earn certifications prior to graduating
high school which will prepare them for the work force.
Priority Score: 2 Opportunity Score: 3 Index Score: 6
How it will look Casey Jones 12/31/2019
when fully met: Every student graduates with meaningful employment or higher
education opportunities.
Actions 0 of 1 (0%)
10/15/18 Students will be exposed to higher-education opportunities through L. Orneles & Tracy 12/31/2019
school visits, fairs, information events, etc. Forst
Notes:
Implementation: 06/10/2019
Evidence 6/10/2019
https://docs.google.com/document/d/1rPylmBVttcz1928AB9
aoIvbeWfhlbfYdgMWQ5yplHnQ/edit?usp=sharing
Experience 6/10/2019
Through college visits, career fairs, and employer partnerships, West
Mecklenburg works to ensure that all students have access to higher
education or full-time employment after graduation.
Sustainability 6/10/2019
The school will need to continue building relationships with colleges
and companies in the area. The school will also need to continue to be
aware of students' post high school goals.KEY A4.16 The school develops and implements consistent, intentional, and on-
going plans to support student transitions for grade-to-grade and Implementation
level-to-level.(5134) Status Assigned To Target Date
Initial Assessment: Early Warning Indicator Reports and incoming students reports are Limited Development
used to properly place students and provide support for at-risk 10/11/2017
students. Students at risk due to behavior concerns have been assigned
to a Behavior Modification Tech to provide regular check-ins.
Departments and teams are refining processes of holding students
accountable for learning and increased opportunities to demonstrate
mastery over the course of a class.
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Student promotion from grade-to-grade and level-to-level will increase. Darrell Potts 12/31/2019
when fully met: Out-of-school suspensions will reduce by 5%.
Actions 2 of 4 (50%)
10/11/17 Guidance counselors and Administrators will be paired with assigned Complete 08/30/2019 Casey Jones 08/31/2019
student case loads to provide a more well-rounded support for students
services.
Notes:
10/11/17 Students noted as high-risk on the Early Warning Indicator report will Complete 09/30/2019 Darrell Potts 09/30/2019
be assigned a BMT and/or support person to assist with social and
structural transitions.
Notes:
1/31/18 At the beginning of August when data becomes available, we will review Darrell Potts 10/30/2019
this indicator to determine if promotion and suspensions goals were
met.
Notes:
10/11/17 Teachers will be informed of students on the EWI report and given Sara Doggett 12/17/2019
professional development on how to provide more support for at-risk
students.
Notes:
Implementation: 05/30/2019
Evidence 2/4/2019
EWI Report
Conference Newsletter
https://drive.google.com/file/d/1ItCopfTZ4s8a2-
wxNUaOohKm_UMTmHvt/viewExperience 2/4/2019
In efforts to increase the promotion rate of 9th graders at West Meck
and ensure students are on the road to success, we are scheduling
Success Conferences for targeted students who are scheduled to
graduate in 2022
Sustainability 2/4/2019
Targeted students will include first-time freshmen who are high risk on
the Early Withdrawal Indicator (EWI) report. Conferences will be held
twice a year, and students will need to be followed up with.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: From the LEA/District: The Title I Department in CMS works in Limited Development
collaboration with the Learning Community Superintendents and 05/27/2016
Executive Directors to schedule and set agendas for individual meetings
with principals of Focus and Priority schools in this planning year. The
meetings included specific requirements identified under the current
federal regulations and NC Waiver, 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 Title I Department facilitates meetings, if requested, and provides
stakeholders additional information to help in decision making. The
Title I team includes a Title I Director and Specialist to support Priority
and Focus schools, coordinate and align technical assistance to
identified schools with Learning Community staff, and review and
approve plans and budgets for state approval. 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.
Title I Office will attend one SLT meeting monthly as a member of the
school's SLT team. Title I Office will also provide training in NCStar to
principals and process managers in August and January in alignment
with NCDPI training and will provide coaching comments monthly with
constructive feedback to schools in NCStar as they document and
review their implementation progress of their strategic plan.
Priority Score: 2 Opportunity Score: 2 Index Score: 4
How it will look There will be evidence of regular SLT meetings via meeting agendas and Add Actions Casey Jones 12/31/2019
when fully met: notes. There will be progressive evidence of completion of plans for
improvement in alignment with district goals, turnaround principles,
and coordination of allotted funds. Progress will be noted in Indistar.
Actions 1 of 2 (50%)
10/11/17 Principals meet with their School Leadership Teams (SLT) to review their Complete 09/30/2019 Casey Jones 09/30/2019
comprehensive needs assessment data and establish plans for
improvement in alignment with district goals, turnaround principles,
and coordination of allotted funds.Notes:
1/31/18 We will have meetings with the Title I team to discuss SLT and School Jossalyn Wilson 12/30/2019
Improvement Documentation.
Notes:
Implementation: 10/01/2019
Evidence 1/31/2019
https://drive.google.com/drive/folders/1o4DOCjSHVYoWu-5U5eTX6kl7
VBgY7Ics
Experience 1/31/2019
The SLT met regularly and functioned at a high level. Members
presented to staff the roll of the SLT, and each member of the SLT was
assigned to one of the focus indicators to ensure it was being
implemented with fidelity. The team met with the Title I coordinator as
necessary.
Sustainability 1/31/2019
Present to staff earlier in the year on the focus indicators and how it
relates to the SIP. Get more staff on board to help with high priority
indicators. Better align Actions to Indicator.
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. Implementation
(5137) Status Assigned To Target Date
Initial Assessment: The School Leadership team currently meets once a month and reviews Limited Development
current effective practices in place and reviews multiple data points to 05/27/2016
make decisions about learning. The SLT will meet twice a month and will
review the school plans developed at the end of the past school year to
support our new structure. The leadership team will expand their use of
data to make instructional planning decisions.
Priority Score: 2 Opportunity Score: 3 Index Score: 6
How it will look There will be evidence of regular SLT meetings via meeting agenda and Casey Jones 12/31/2019
when fully met: minutes. Evidence of progress and completion will be noted in Indistar.
Actions 0 of 1 (0%)
10/11/17 The Instructional Leadership Team will meet meet and provide targeted Casey Jones 12/31/2019
professional development for staff in alignment with school and district
goals. The focus area will be to support literacy skills by focusing on
academic writing in all content areas with an emphasis on making data-
driven decisions that support moving student proficiency.Notes:
Implementation: 05/06/2019
Evidence 5/6/2019
https://drive.google.com/open?
id=1GQuCmF0hgrgxC2xYIyrVtJlWo5rJklsa
Experience 5/6/2019
The school leadership team met twice a month throughout the school
year.
Sustainability 5/6/2019
The team will need to continue to meet twice a month during the
upcoming school year.Core Function: Dimension B - Leadership Capacity
Effective Practice: Distributed leadership and collaboration
B2.01 School culture promotes and supports the physical, social, emotional, Implementation
and behavioral health of all school personnel. (5855) Status Assigned To Target Date
Initial Assessment: Limited Development
All teachers have a duty-free lunch period on a daily basis. 10/15/2018
Priority Score: 2 Opportunity Score: 3 Index Score: 6
How it will look Objective Met Casimir Bundrick 09/30/2019
when fully met: All teachers will have a duty-free lunch period on a daily basis. 10/01/19
Actions
10/15/18 Create a master schedule and duty roster to ensure all teachers have a Complete 09/13/2018 Casimir Bundrick 10/01/2019
duty-free lunch on a daily basis.
Notes:
Implementation: 10/01/2019
Evidence 10/31/2018
Master schedule is in PowerSchool.
Experience 10/31/2018
Mr. Bundrick created the master and duty schedule over the summer
and it was completed before the first day of school.
Sustainability 10/31/2018
Adjust master and duty schedules as needed.KEY B2.03 The school has established a team structure among teachers with Implementation
specific duties and time for instructional planning.(5143) Status Assigned To Target Date
Initial Assessment: Departments and content area teams meet on a regular basis. The Limited Development
frequency varies from PLCs. Some teams meet every day and others 05/27/2016
once a week. CTE struggles with collaborative planning due to teachers
having "singleton" classes and variations in content. AP teachers do not
have time to meet together to discuss best practices. There is not a
consistent method of reporting out and some teams struggle with
getting the work done. The Instructional Leadership Team has been
implemented to support how to make PLCs more effective.
Priority Score: 2 Opportunity Score: 3 Index Score: 6
How it will look Objective Met Casimir Bundrick 09/30/2019
when fully met: Teachers will be provided duty-free instructional planning time under 10/01/19
G.S. 115C-105.27 and -301.1, with the goal of providing an average of at
least five hours of planning time per week, to the maximum extent that
the safety and proper supervision of students may allow during regular
student contact hours.
All content areas will have weekly PLC meetings and a common place to
store/share agendas, minutes and data.
Actions
10/15/18 Provide weekly, duty-free instructional planning time for every teacher. Complete 09/10/2019 Casimir Bundrick 09/27/2019
Notes:
10/11/17 Each administrator will provide support to PLC leads in refining best Complete 09/10/2019 Sara Doggett 09/30/2019
practices in creating effecitve team meetings.
Notes:
Implementation: 10/01/2019
Evidence 5/11/2018
PLC Meetings:
https://drive.google.com/drive/folders/0B0SPhNJ47fCUeDhNN3
NuSmxKdzg?usp=sharing
PLC Meeting Resources:
https://drive.google.com/drive/folders/0B0SPhNJ47fCUTmV4UVN4
TUtWWkE?usp=sharingExperience 5/11/2018
Each administrator was assigned a department. The master schedule
reflects times for each PLC to meet, and administrators monitored their
assigned PLC meetings as necessary.
Sustainability 5/11/2018
We can tweak our processes and work to help PLCs become more self
sufficient.
Core Function: Dimension B - Leadership Capacity
Effective Practice: Monitoring instruction in school
KEY B3.03 The principal monitors curriculum and classroom instruction regularly Implementation
and provides timely, clear, constructive feedback to teachers.(5149) Status Assigned To Target Date
Initial Assessment: Staff members have been assigned an administrator to serve as a Limited Development
support system surrounding instructional delivery through periodic 05/28/2016
observations and PLC support. Administrative staff has begun
walkthroughs using the Get Better Faster (GBF) Management & Rigor
Trajectory scope and sequence to provide timely and constructive
feedback to teachers. Some PLCs have begun to implement professional
development in their respective meetings based on needs as a team.
Teachers will receive intentional coaching based on the feedback from
the GBF protocol.
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Through responses from walk-through data, there will be evidence of Casey Jones 12/31/2019
when fully met: timely, regular feedback to teachers in regards to their curriculum and
instruction.
Actions 0 of 2 (0%)
10/11/17 Staff members will be assigned an administrator to serve as a support Casey Jones 12/31/2019
system surrounding instructional delivery through periodic observations
and PLC support. The principal will support all staff through direct
feedback and monitoring of PLCs and data meetings and classroom
observations.Notes: To support staff, the instructional leadership team will facilitate
professional development and instructional coaching during common
planning times where teachers connect what they teach to improving
overall student achievement. In addition, the principal will offer on-
going, job-embedded professional development opportunities in
instructional strategies, technology, and data analysis to support
teaching and learning. To maintain relevancy the principal will
continually evaluate the effectiveness of the professional development
plans.
10/11/17 The principal and the administrative team will participate in Casimir Bundrick 12/31/2019
instructional rounds where classroom interactions are observed to
identify trends and next steps for teachers.
Notes:
Implementation: 05/30/2019
Evidence 5/11/2019
Get Better Faster Walkthrough Form:
https://docs.google.com/a/cms.k12.nc.us/forms/d/e/1FAIpQLSd-
lL_X8OzF00mnbMAKNLZYXCHljX8eIMy3rtXuestxrTvcSA/viewform
Walkthrough Responses:
https://drive.google.com/open?
id=1X6Y_dDhQP9DiuTzBbjKbAT0SAEZxbQ0MPI8ghvTsN3w
B.303 Evidence:
https://drive.google.com/drive/folders/1w_pA34gS-
akfuBl54bbnSXD8S3Wpt6B6?usp=sharing
Experience 5/11/2019
Administrators, Academic Support Personnel conducted walkthroughs
using a form based on the "Get Better Faster" Scope and Sequence.
Staff was made aware of this framework at the beginning of the year,
and the walkthroughs were followed up by conversations and written
feedback. The ILT also organized all-school learning walks where
teachers observed each other to give and get feedback. All
administrators conducted informal and formal observations for every
teacher.
Sustainability 5/11/2019
Increase number of informal walkthroughs using the GBGF scope and
sequence. Coach teachers to move to higher phases and to continue
crafting their practice.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 Implementation
needs.(5159) Status Assigned To Target Date
Initial Assessment: Current Level (LEA/District) - District staff support individual school Limited Development
principals to analyze student and teacher data throughout the school 05/27/2016
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.Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look Informal observations are conducted frequently by administrators and Casey Jones 12/31/2019
when fully met: teacher leaders for the purpose of providing immediate feedback to
instructional staff. Observations data is used as a needs assessment to
determine professional development. Staff will implement AVID
Strategies regularly into their instruction and have evidence of WICOR
in lesson plans.
Actions 0 of 2 (0%)
10/10/16 PLC's will monitor and analyze a variety of data sources including Christine Ward 12/31/2019
Mastery Connect, EVAAS, and Schoolnet to assess current performance
and adjust instruction.
Notes: PLCs collect data and monitor student progress.
9/24/18 The AVID Site Team will conduct monthly staff professional Darrell Potts 12/31/2019
development on incorporating WICOR strategies into the classroom to
help meet the school wide goal of teaching literacy across all
disciplines.
Notes:
Implementation: 05/30/2019
Evidence 2/20/2019
Data Dashboard:
https://docs.google.com/spreadsheets/d/1mO36nUbAdJUmH8lufuMlR
9HGpRlHsdtLu8qbHUe_OjM/edit?usp=sharing
PLCs at West Meck routinely collect and analyze student performance
data as demonstrated by meeting agendas, minutes and lesson plans.
Sample PLC Data Meeting Agendas and Data Protocols:
https://drive.google.com/drive/folders/0B0SPhNJ47fCUeDhNN3
NuSmxKdzg?usp=sharing
https://drive.google.com/drive/folders/0B0SPhNJ47fCUTmV4UVN4
TUtWWkE?usp=sharing
Math Differentiated Data Dashboard:
https://docs.google.com/spreadsheets/d/1SZHFp6kHYEn4K7c3JknX0-
qQUf8kDUBVFIjTh5ILP9g/edit?usp=sharingExperience 2/20/2019
West Meck is in its 4th year of using Mastery Connect and EVAAS to
monitor student proficency of content objectives. There is observable
consistent practices around data-driven instruction.
PLCs are utilizing SchoolNet to analyze student date
Sustainability 2/20/2019
There needs to be consistent data protocol in place for all PLCs that
teachers can be trained on. English I and II are currently piloting a data
dive protocol in Spring. Those teams will train the English department
on data analysis and decisions.
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 Implementation
for recruiting, evaluating, rewarding, and replacing staff.(5168) Status Assigned To Target Date
Initial Assessment: We are reflecting on current hiring and placement practices to ensure Limited Development
that teacher candidates are selected and assigned based on student 05/27/2016
achievement data and predictor criteria. Currently, 45% of teachers at
West Meck have taught 3 years or less.
Priority Score: 3 Opportunity Score: 3 Index Score: 9
How it will look We will recruit and retain highly effective teachers in order to provide Casey Jones 10/31/2019
when fully met: students with quality instruction. Hiring and placement practices will be
evidence that teacher candidates are selected and assigned based on
student achievement data and predictor criteria.
Actions 0 of 1 (0%)
10/11/17 There will be an increase in administrative support to coach, support, Casey Jones 10/31/2019
and reward teachers and their instructional practice.Notes: Staff members will be assigned an assistant principal, facilitator, or
coach and department chair to serve as their main conduit to
information surrounding administrative decisions, staff celebrations,
and suggested school improvement. Teachers will be involved in
mentoring by formal and informal means to increase retention and
teacher performance.
Implementation: 05/11/2018
Evidence 5/11/2018
Sample PLC Meeting and Instructional Support documentation:
https://drive.google.com/drive/folders/0B9gbv9IYhMQZVTNjZDZpU0
ZYSEE?usp=sharing
New Teacher Support Documentation:
https://drive.google.com/drive/folders/0B1rrzP8lnLMyZ0FzQWhha0
NDcWM?usp=sharing
Experience 5/11/2018
We hired TNTP to assist teachers and PLC teams to use data to inform
instruction. We recruited one of our current teachers to become an
Academic Facilitator, and she was responsible for providing professional
development and the coaching of new teachers. We have MCLs for our
EOCs to provide extra instructional support to help teachers meet their
goals for student achievement. Our core PLCs which have extra
instructional support personnel are used as a model for other PLCs.
Sustainability 5/11/2018
Continued training for our lead teachers. Continuation of initiatives we
began this year.
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 Implementation
learning).(5182) Status Assigned To Target Date
Initial Assessment: We have systems in place to regularly communicate with Limited Development
parents/guardians about school expectations and how they can get 05/28/2016
involved to support their children’s learning. We send out regular
connect eds, provide parent engagement opportunities at least once
quarterly, and are making progress in increasing the number of parents
involved in PTSA.Priority Score: 2 Opportunity Score: 2 Index Score: 4
How it will look Our School Parental Engagement Plan with events and opportunities Sara Doggett 12/31/2019
when fully met: will be fully implemented and evidence that this objective is met.
Actions 0 of 4 (0%)
11/5/18 All staff members maintain parent contact logs to document outreach Sara Doggett 11/07/2019
efforts with parents.
Notes:
11/5/18 West Meck will create/ update social media platforms, including Shawna Fields 12/07/2019
Instagram and Remind.
Notes:
11/5/18 West Meck will implement tech-help Saturdays. These events will be Shawna Fields 12/07/2019
designed to teach parents and guardians how to utilize and keep up
with the technology that students use in school, including PowerSchool,
Google Classroom, MasteryConnect, etc.
Notes:
10/11/17 Refine current Parent Engagment Plan to reflect events and needs for Sara Doggett 12/31/2019
the current school year.
Notes: The school will continue to build on the wrap around services provided
to parents . The school will communicate strategic partnerships around
mentoring for students, tutoring services to support academic
achievement and parental coaching through social service organization
to support at risk students on and off campus. The school will utilize
BlackBoard Connect, School Website and social media to communicate
offerings to parents and share the year long calendar to identify school
events and key dates in the school year. Key events to communicate
with parents will be the back to school orientation night and parent
teacher conference.
Implementation: 05/06/2019
Evidence 5/11/2018
https://drive.google.com/drive/folders/0B0ai5FeahP-
WaEZHT0IyLVVIbXM?usp=sharing
5/6/2019
https://docs.google.com/spreadsheets/d/1U8x-
XGTaFGG4H44cxglcZ2dvXBREnlYML7pENt2Qy9g/edit#gid=0Experience 5/11/2018
We had administrative and staff representation at PTSA Events. We
streamlined processes for organizing and publicizing parent events to
meet the needs of our families. Efforts included more Connect Eds,
Posting events on the Marquis, adding and Instagram and Facebook
Page, Remind 101 and utilizing emails to reach out to families. We also
had Parental input on our Parent and Family Engagement Plan which we
plan to revise for next year with their comments.
Sustainability 5/11/2018
Sustaining efforts and continuing to seek and implement Parent/Family
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