North Carolina West Mecklenburg High Improvement Plans 2012... · 2012-11-29 · At the school, the...

North Carolina

West Mecklenburg High

Registration

School Information

Registered: 08/17/2011

7400 Tuckaseegee Rd

Charlotte , NC 28214

Phone: 980-343-6080

Fax: 980-343-6079

http://schools.cms.k12.nc.us/westmecklenburgHS/Pag

Principal

Mr. Eric Ward

Phone: 980-343-6080

Fax: 980-343-6079

[email protected]

Process Manager

Ms. Stephanie Hood

Data Analyst

Phone: 980-343-6080

Fax: 980-343-6079

[email protected]

North Carolina


School Information

Percentage of Students by Ethnicity

17 % Hispanic/ Latino of any race

1 % American Indian or Alaskan Native

7 % Asian

0 % Native Hawaiian or Other Pacific Islander

10 % White

0 % Two or more races

Other Student Demographics

75 % Percent of Students Qualifying for Free or Reduced Lunch

13 % Percent of Students Receiving Special Education (IEP students)

98 % School Attendance Percentage

0 % School Mobility Percentage

7 % Percent of Students that are Limited English Proficient (LEP)

School Personnel

91

13

15

%

%

%

Classroom Teachers

Special Education Teachers

Specials (Art, Music, PE, etc.)

0

0

8

%

%

%

Family \ Parent Liaison

Reading Specialists

Teacher Aides

2

2

2

%

%

%

Assistant Principal

Social Worker

Technology Specialists

4

6

0

%

%

%

Counselor

Support Staff

Other

2 % Dean

Grade Levels and Enrollment

9-12 What grade levels are in your school (e.g. K-8)?

1908 What is your total enrollment?

65 % Black or African American

Math 10

2011-2012

The percent of all students (in each grade level that was tested) who scored proficient or better on the most recently available state assessment for each subject area that applies in your state. Round each percent to the nearest percentile, i.e. 26.8 = 27.

Subject preK K 1 2 3 4 5 6 7 8 9 10 11 12

Mathematics 0 0 0 0 0 0 0 0 0 0 0 71 0 0

Reading 10

2011-2012

The percent of all students (in each grade level that was tested) who scored proficient or better on the most recently available state assessment for each subject area that applies in your state. Round each percent to the nearest percentile, i.e. 26.8 = 27.

Subject preK K 1 2 3 4 5 6 7 8 9 10 11 12

Reading 0 0 0 0 0 0 0 0 0 0 0 52 0 0

School Assessment Scores

North Carolina


North Carolina


Team

Elizabeth Ashurst

LEA SIG Instructional Coach

Phone: 980-343-6080

Email: [email protected]

Added date: 10/07/2011

Heidi Bergmann

Teacher

Phone: 980-343-6080



Debbie Brooks


Phone: 980-343-6080



Brigitte Brown

Assistant Principal of Instruction

Phone: 980-343-6080



Noriko Burgess

Teacher

Phone: 980-343-6080



Phyllis Butcher

Academic Facilitator

Phone: 980-343-6080



Christie Clark

Parent

Phone:

Email:


Tyrone Corlew

Dean of Students

Phone: 980-343-6080



Sara Doggett

Math Facilitator, Dean of Students

Phone: 980-343-6080



Nichole Goodman

Teacher

Phone: 980-343-6080



Falisa Hankins

Academic Facilitator

Phone: 980-343-6080



Stephanie Hood

Data Analyst

Phone: 980-343-6080



Michelle Jackson

Teacher

Phone: 980-343-6080



Crystal Jones


Phone: 980-343-6080



Miyoshi Lawrence-Mack

Teacher

Phone: 980-343-6080



Robert Leichner

Teacher

Phone: 980-341-6080



Marina Leonidas

MCV Social Worker

Phone: 980-343-6080



Carla Mathis

Teacher

Phone: 980-343-6080



Christopher Moore

Teacher

Phone: 980-343-6080



Marquitta Raynor

Instructional Accountability Facilitator

Phone: 980-343-6080



Wanda Robinson

CTE Instructional Coordinator

Phone: 980-343-6080



Mia Ross

Teacher

Phone: 980-343-6080



Ron Thompson

District Staff

Phone:



Eric Ward

Principal

Phone: 980-343-6080



Marvin York

Assistant Principal

Phone: 980-343-6080



Brenda Zimmer

District Staff

Phone: 980-343-1036



Providing operational flexibility and sustained support

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

Indicator B01 - The LEA has an LEA transformation team. (1629)

Status Full Implementation

Assessment Level of Development: Initial: Full Implementation 10/18/2011

Evidence: The Transformation Team is comprised of members of the Office of Federal and State Compliance, Title I, Learning Zones, Human Resources, Budget, Accountability, and the SIG schools.

The team meets quarterly, and minutes are available.

Indicator B02 - The LEA has assessed its LEA capacity to support transformation. (1630)



Evidence: The LEA has determined that it has the staff necessary to support transformation, and the district is willing to take action to transform low-performing schools. The district has given the leadership at West Mecklenburg the freedom to make changes and take action to support transformation.

Indicator B03 - The LEA provides LEA transformation team members with information on what the LEA can do to promote rapid improvement. (1631)



Evidence: Members of the LEA meet together regularly to discuss promoting rapid improvement. The Office of Federal and State Compliance, Title I, Curriculum and Instruction, and the Central Secondary Zone are part of the transformation planning team. Additionally, other departments are engaged to ensure the continuous promotion of improvement, including the Exceptional Children's Department, Student Placement, and Budget/Finance.

At the school, the SIG Instructional Coaching Team provides job-embedded professional development for staff to promote rapid improvement.

Indicator B04 - The LEA has designated an internal lead partner for each transformation school. (1632)

November 13, 2012

West Mecklenburg HighComprehensive Plan Report

Key Indicators are shown in RED. Priority School Indicators

Page: 1 of 52



Evidence: The Office of Federal and State Compliance is the lead partner for each transformation school.

Indicator B05 - The LEA has identified potential external providers. (1654)

Status Not a priority or interest

Assessment Level of Development: Initial: No development or Implementation 10/18/2011

Explain why not a Priority or Interest: All transformation interventions are being done within the LEA. Providers are not being used.

Indicator B06 - The LEA has written and issued a request for proposals from potential external providers. (1655)



Explain why not a Priority or Interest: Not applicable.

Indicator B07 - The LEA has developed transparent selection criteria for external providers. (1656)




Indicator B08 - The LEA has reviewed proposals, conducted due diligence, and selected external provider(s). (1657)




Indicator B09 - The LEA has negotiated contracts with external providers, including goals, benchmarks, and plans to manage assets. (1658)




Indicator B11 - The LEA is prepared to proactively deal with problems and drop strategies that do not work. (1660)



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Evidence: The Datawise Continuous Improvement Process evaluates the effectiveness of programs and guides the decision to continue or drop strategies. Data is continually collected and used by district and school personnel to inform decisions that positively impact instruction and curriculum.

One innovative and proactive strategy for dealing with problems is the assignment of a McKinney-Vento social worker to the school. This social worker works with the homeless population to ensure that their attendance, stability, and academic performance is as well as or better than the whole school population.

Indicator B12 - The LEA has a plan for evaluation and has clarified who is accountable for collecting data. (1661)



Evidence: Data will be gathered and used for evaluation, progress monitoring, and continuous improvement by the school, zone, and district. Data will be collected by the school regarding formative assessments and teacher observations. Data will be collected by the Title I Data Coach at the zone level. Summative assessment data will be collected by the Office of Accountability.

Indicator B13 - The LEA/School persists and perseveres, but discontinues failing strategies. (1653)



Evidence: The Datawise Continuous Improvement Process evaluates the effectiveness of programs and guides the decision to continue or drop strategies. Data is continually collected and used by district and school personnel to inform decisions that positively impact instruction and curriculum.

The district progress monitors the use and effectiveness of programs, and provides evaluations and data to the office of the Chief Academic Officer.

Indicator B14 - The LEA has appointed a school transformation team. (1662)



Evidence: West Mecklenburg's transformation team is comprised of administrators, instructional leaders, and the SIG Instructional Coaching Team. A McKinney-Vento social worker is also a member of this team, and provides intensive support to homeless students at West Mecklenburg.

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


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Evidence: The SIG transformation model is monitored weekly, quarterly, and annually. The school SIG team will debrief weekly and will use the Indistar system for progress monitoring of the SIG plan. Data will be used continuously for decision-making. Classroom observations and daily walkthroughs will be used by administrators to target areas of growth and improvement.

The SIG Instructional Coaching Team has developed a customized support plan based on the needs in the School Improvement Plan and School Improvement Grant. The coaching team works with teachers to use the Datawise process for continuous progress monitoring.

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



Evidence: District and school administration are focused on building leadership capacity, achieving learning goals, and improving instruction. The transformation team works with the district and zone, and within the school to promote rapid improvement. Professional development is targeted to areas of need. Teachers are engaged in using data to align, monitor, and differentiate instruction. Families and the community are engaged in supporting transformation and improvement.

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Developing and increasing teacher and school leader effectiveness

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

Indicator E01 - The LEA/School has created a system for making awards that is transparent and fair. (1679)

Status Objective Met 10/8/2012

Assessment Level of Development: Initial: Limited Development 02/16/2012

Objective Met - 10/08/2012

Index: 4 (Priority Score x Opportunity Score)

Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)

Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

The process for creating a bonus structure is in the beginning stages, however discussion surrounding the creation of the compensation system has begun with staff members. Many staff members have provided valuable feedback in the development of this incentive program.

Plan Assigned to: Eric Ward

Added: 02/24/2012

How it will look when fully met: All staff members will be informed about the eligibility criteria for all awards, monetary and non-monetary. Currently, the staff is aware of the voting or selection processes of the non-monetary awards that are already beign given. In conjunctiion with Title I and the Human Resources department, West Mecklenburg has begun the process of developing performance criteria that the staff must meet to be eligible to receive a bonus. The implementation is limited because we are in the initial stages of the process.

Target Date: 03/16/2012

Tasks:

1. Complete the financial incentive structure for all staff members. that is based on attendance and performance.

Assigned to: Eric Ward


Target Completion Date: 03/16/2012

Comments: The bonus structure that is created this year will be used to disburse payment to eligible staff members by June 30, 2012. Eligible staff members received the first bonus payout in September. Members of the School Leadership Team are refining the criteria created last year to possible include student attendance and a graduation target.

Task Completed: 03/16/2012

Page: 5 of 52

2. All staff members will be informed about the entire bonus structure that will be implemented for the 2011-2012 school year.




Comments: All staff members were notified through a faculty meeting or department meetings about the bonus structure that will be implemented for the 2011-2012 school year.


Implement Percent Task Complete:

Objective Met: 10/8/2012 1/1/0001

Experience: 10/8/2012 Many staff members were involved in the creation of the financial incentive structure. All groups of people who work in the school were asked about what factors should be considered when rewarding staff members. The final draft of the bonus structure was prepared based on these recommendations and the student achievement goals that were created for West Mecklenburg.

Sustain: 10/8/2012An alternative funding source will be needed to sustain this financial incentive structure as the current School Improvement Grant will end on June 30, 2013.

Evidence: 10/8/2012 Eligible staff members received the initial payout of the bonus at the end of September.

Indicator E02 - The LEA/School has worked with teachers at each stage of developing and implementation the system of awards. (1857)



Evidence: Initially, teachers were informed that a bonus structure would be created and implemented during the 2012-2013 school year. To reward staff members for the improvement in the graduation rate and continue the efforts given to sustain this increase, a request has been submitted to allow bonuses to be distributed at the end of the 2011-2012 school year. All staff memmbers will be eligible to receive a bonus if they meet certain criteria. The criteria and amounts have been discussed by all staff members, who have provided valuable feedback concerning the creation and implementation of the eligibility guidelines. All staff members have an opportunity to express their opinion on this subject so that the process can be transparent, fair, and inclusive.

Indicator E03 - The LEA/School has implemented a communication plan for building stakeholder support, for the system of awards. (1681)



Page: 6 of 52

Evidence: The communication plan that exists for the implementation of new initiatives and dispensing information will be used to build support for the awards system. Awards that are recieved by staff and students are added to the school website and sent by email to the whole school community. Sometimes, the information is posted on the district website to highlight positive contributions of our staff and students. Local newspapers and the media include positive achievements of the staff in their publications to communicate with a broader audience.

Indicator E04 - The LEA/School has secured sufficient funding for long-term program sustainability, for the system of awards. (1682)



Evidence: The current budget has sufficient funding the systems of awards that are non-monetary. At the conclusion of the School Improvement Grant, there will be no funding for monetary rewards at the school level.

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Indicator E05 - The LEA/School has developed a system of providing performance-based incentives for staff using valid data on whether performance indicators have been met. (1683)

Status Tasks completed: 2 of 2 (100%)






Initially, staff members were informed that a bonus structure would be created and implemented during the 2012-2013 school year. To reward staff members for the improvement in the graduation rate and continue the efforts given to sustain this increase, a request has been submitted to allow bonuses to be distributed at the end of the 2011-2012 school year. All staff memmbers will be eligible to receive a bonus if they meet certain criteria. The criteria and amounts have been discussed by all staff members, who have provided valuable feedback concerning the creation and implementation of the eligibility guidelines. All staff members have an opportunity to express their opinion on this subject so that the process can be transparent, fair, inclusive and based on valid data from evaluations and attendance rates. A compensation specialist from the district also works with the school to ensure that the structure is created and implemented with fidelity and fairness.


Added: 02/24/2012

How it will look when fully met: All staff will be eligible to receive performance-based incentives (monetary and non-monetary) based on meeting performance indicators. The proposed bonus structure that is being crafted is based on teacher attendance and observation ratings on the standard observation instruments specific to each employee's position. Payments will be disbursed at the end of the 2011-2012 school year and at the end of each semester during the 2012-2013 school year.


Tasks:

1. Inform staff of eligibility criteria and payment amounts for the financial incentive structure for the 2011-2012 and 2012-2013 school years




Comments: Members of the School Leadership Team are refining the criteria created during the 2011-2012 school year to possibly include student attendance and a graduation target.


2. Present "Green Thumb Awards" staff members who achieved high growth on the End-of-Course tests for their specific subject area for the 2011-2012 and 2012-2013 school years.

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Comments:


Implement Percent Task Complete: Tasks completed: 2 of 2 (100%)

Indicator E06 - The LEA/School has identified and established non-monetary staff incentives for performance. (1684)



Evidence: The Apple award and an award called Mugs and Kisses is awarded each month to staff members who are voted on by their peers. They receive these awards by doing something that has had a positive impact on staff or students. Teachers who demonstrate growth in End-of-Course tested areas receive a Green Thumb award. On designated days, staff members are allowed to wear jeans for joining PTSA, Athletic Boosters, or other reasons that the staff deserves to be rewarded for their efforts.

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Indicator E07 - The LEA/School has created several exit points for employees (e.g., voluntary departure of those unwilling, unable to meet new goals, address identified problems). (1685)







The school follows the NC standard rating for teachers. When a teacher does not meet the required ratings an action plan is put in place to assist the teacher with reforms. If after a certain period of time the teacher does not improve there are state guidelines on who can and cannot return the following school year.

Plan Assigned to: Ron Thompson

Added: 02/29/2012

How it will look when fully met: Based on the result of the NC Teacher Evaluation Instrument and formal and informal observations, a number of actions occur. For teachers who receive average or below average ratings, a conference is held with the evaluating administrator. At that time, the teacher shares their perception of their strengths and weaknesses and the administrator does the same. A prescription for improvement is made through a Performance Counseling Letter which would include a plan of support. These plans typically include professional development in the area of need, the creation of a partnership with a higher performing teacher, and/or observations of teachers in the school and/or district. Administration performs follow-up visits with these individuals to ensure the prescription is followed. Depending on individual teacher responses to interventions, either the teacher has shown growth and the plan is exited, or the teacher is placed on a track for termination.

Charlotte-Mecklenburg Schools will revise Local Board Policy to correspond with State Policy 115C-333 "Evaluation of licensed employees including certain superintendent; mandatory improvement plans; State board notification upon dismissal of employees."


Tasks:

1. Federal and State Compliance, Human Resources, Employee Relations, and Legal Departments will meet and discuss current dimissal procedures.

Assigned to: Ron Thompson



Comments:

Page: 10 of 52

2. Charlotte-Mecklenburg Schools will revise Local Board Policy to correspond with State Policy 115C-333 "Evaluation of licensed employees including certain superintendent; mandatory improvement plans; State board notification upon dismissal of employees."




Comments:


Indicator E08 - The LEA/School has established and communicated clear goals and measures for employees’ performance that reflect the established evaluation system and provide targeted training or assistance for an employee receiving an unsatisfactory evaluation or warning. (1686)



Evidence: There are several measures that are used to provide assistance to employess. Before a formal performance letter is issued to employees, coaching by instructional support staff that is aligned with the functions of the North Carolina Evaluation Process is given to employees to improve employee performance and increase student achievement. New teachers, for example, are provided mentors that can assist with improving individual teacher performance. Experienced teachers are paired with an instructional coach that can provide targeted training.

Indicator E09 - The LEA has reformed tenure protections, seniority rights, and other job protections to enable quick performance-based dismissals. (1687)







We are under the state guidelines for career status teachers and it does take documentation and time periods beofe a person can be dismissed. There is not a quick way to dismiss a teacher unless it is a legal issue related to breaking the law.


Added: 02/29/2012

How it will look when fully met: This is adressed at the LEA level. The school will follow local and state policy in regards to these issues. Charlotte-Mecklenburg Schools is revising Local Board Policy to comply with State Policy 115C-333 "Evaluation of Licensed Employees."


Tasks:

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1. Federal and State Compliance Office, Employee Relations, Legal, and Human Resources Office will meet and discuss current dimissal procedures.




Comments:

2. The school, Federal and State Compliance Office, and Human Resources Office will work to develop procedures that enable quick dismissals of teachers who cannot or will not support the transformation model. Consultation will also occur with the district's legal department.




Comments:

3. Charlotte Mecklenburg Schools will revise Local Board Policy to compliment State Policy 115C-333.




Comments:


Indicator E10 - The LEA has negotiated expedited processes for performance-based dismissals in transformation schools. (1688)







We have the same policy as any other school in CMS for dismissals. If a teacher has tenure there is not way to expedite a dismissal.


Added: 02/29/2012

How it will look when fully met: This is addressed at the LEA level. The school will follow local and state policy in regards to these issues. Charlotte-Mecklenburg Schools is revising Local Board Policy to comply with State Policy 115C-333 "Evaluation of Licensed Employees." The policy will require Mandatory Improvement Plans for licensed employees in low-performing schools who receive a rating on any standard that represents below standard performance.


Tasks:

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1. Federal and State Compliance Office, Employee Relations, Legal, and Human Resources will meet and discuss current dimissal procedures.




Comments:

2. The school, Federal and State Compliance Office, and Human Resources Office will work to develop procedures that enable quick dismissals of teachers who cannot or will not support the transformation model. Consultation will also occur with the district's legal department.




Comments:

3. Charlotte Mecklenburg Schools will revise Local Board Policy to compliment State Policy 115C-333.




Comments:


Indicator E11 - The LEA has formed teams of specialists who are familiar with the rules and regulations that govern staff dismissals. (1689)







The district has a human resource department and legal department that handle employee dismissals.


Added: 02/29/2012

How it will look when fully met: This will be addressed at the LEA level. Charlotte-Mecklenburg Schools has professionals in the Human Resources, Employee Relations, and Legal Departments that are familiar with the rules and regulations that govern staff dismissals. Members of the district-level SIG team will work with these departments to familarize themselves with these rules and regulations.


Tasks:

1. The school, Federal and State Compliance, Human Resources, Employee Relations, and Legal Departments will meet and discuss current dimissal procedures.


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Comments:





Comments:


Indicator E13 - The LEA/School facilitates swift exits to minimize further damage caused by underperforming employees. (1691)







An action plan is put in place to monitor underperforming teachers and extra support is placed in the classroom to assist the instruction and ensure the students are receiving effective instruction.


Added: 02/29/2012

How it will look when fully met: The LEA and school administrators will work together to facilitate the exit of underperforming employees.


Tasks:

1. After adoption and implementation of the new Local Board Policy, the offices of Federal and State Compliance, Legal, Human Resources, Employee Relations, and Zone Superintendents will begin discussion of any additional evaluation criteria and standards that may be used for underperforming employees at SIG schools.




Comments:

2. The school, Federal and State Compliance, Human Resources, Employee Relations, and Legal Departments will meet and discuss current dimissal procedures.




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Comments:





Comments:


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







West Mecklenburg has SIG coaches that work with the teachers who need additional support. We meet weekly to priortize the support for each teacher. Evaluations are the sole responsiblity of the principal and assistant principals.


Added: 02/29/2012

How it will look when fully met: This will be addressed at the LEA level. The LEA will have a team available to help principals deal with underperforming employees to minimize principal's time spent dismissing low performers.


Tasks:

1. The Human Resources Department will help principals work with underperforming employees.




Comments:

2. The SIG coaches will continue to work with teachers to improve job performance; thereby reducing the need to dismiss low performers.




Comments:


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

Indicator F01 - The LEA/School provides professional development that is appropriate for individual teachers with different experience and expertise. (1692)



Evidence: Based on formal and informal needs assessments and student achievement data, teachers are offered varied types of professional development. These offerings include: Content Area Zone Alliance meetings, CMS Summer Conference, Common Core Leadership Conference, AVID summer conference, monthly AVID and Common Core implementation professional development, mentor/mentee meetings, professional development plans, PD360, educational technology such as Edmodo, and monthly inclusive practices PD involving LEP and EC inclusion teachers.

Indicator F02 - The LEA/School offers an induction program to support new teachers in their first years of teaching. (1693)



Evidence: District, Zone, and school-based meetings for new teachers begin a few days before other teachers return at the beginning of the school year. Coaching is offered for teachers who are a part of Teach for America. Teachers who are involved in the Teach Charlotte program receive additional professional development through Race to the Top/UNC-Chapel Hill initiative. Monthy mentor/mentee meetings are held at the school for beginning teachers and their mentors to offer guidance, instructional planning, and additional support.

Indicator F05 - The LEA/School structures professional development to provide adequate time for collaboration and active learning. (1696)



Evidence: Content area teachers have common planning times to use for instructional planning and professional development. All departments have scheduled meetings that focus on professional development and vertical alignment.

Indicator F06 - The LEA/School provides sustained and embedded professional development related to implementation of new programs and strategies. (1697)



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Evidence: The instructional staff is committed to providing quality professional development so that teachers can provide quality instruction to students. Through the weekly submission of lesson plans, teachers get feedback on creating strong lesson objectives, measurable products for assessment and alignment.

Indicator F08 - The LEA ensures that school leaders act as instructional leaders, providing regular feedback to teachers to help them improve their practice. (1699)



Evidence: All instructional support staff meet weekly to discuss trends in lesson plans and walkthroughs using a rubric, data usage, and professional development for teachers and staff. The instructional staff provides coaching in the form of weekly feedback on lesson plans and classroom walk throughs. Lead teachers facilitate weekly content meetings with their peers. The teachers complete and collaborative planning document that provides needs and a timeline for instruction. Through the School Improvement Grant, four academic coaches provide job-embedded professional development for teachers in literacy, mathematics, exceptional children, and Sheltered Instruction Observation Protocol (SIOP) for Limited English Proficient students. Professional development is also provided to teachers during planning meetings or individually as needed.

Indicator F09 - The LEA/School directly aligns professional development with classroom observations (including peer observations) to build specific skills and knowledge of teachers. (1700)



Evidence: Through formal and informal classroom observations conducted by administration and instructional staff, teachers are provided with professional development targeted to areas of their practice that may need improvement. New teachers participate in learning walks to strengthen their instruction through peer observation. The use of PD360 as a walkthrough tool has been beneficial. It provides information regarding the most widely used instructional technology, instructional strategies, etc., so that targeted professional development can be provided.

Indicator F10 - The LEA/School creates a professional learning community that fosters a school culture of continuous learning. (1701)



Page: 17 of 52

Evidence: Teachers and instructional support personnel are all members of professional learning communities. There instructional schedule is created so that teachers of core subjects have the same planning periods. This time allows team planning and in some cases, whole departments of teachers have the same instructional schedule to allow for vertical teaming. Job-embedded professional development offered by SIG instructional coaches, academic facilitators,administrators, and teacher-leaders fosters continuous learning to improve teacher performance. Many staff members are in the process of obtaining advanced degrees and certifications for personal and professional growth. The integration of technology has occured in many ways. For example, the use of PD360 as another coaching tool provides teachers with immediate feedback regarding classroom walkthroughs and relevant videos that can assist them with various instructional concepts. The use of Google Docs has provided staff members with a convenient vehicle by which information can be shared, recorded, or altered.

Indicator F11 - The LEA/School promotes a school culture in which professional collaboration is valued and emphasized. (1702)



Evidence: The master schedule that is implemented was created to allow content area teachers to have common planning times to use for instructional planning and professional development. All departments have scheduled meetings that focus on professional development and vertical alignment. Professional development breakout sessions are offered at staff meetings to provide teachers of professional development opportunities.

Indicator F12 - The principal aligns professional development with classroom observations and teacher evaluation criteria. (1713)



Evidence: Professional development is offered based on a variety of measures. Classroom walkthroughs and formal evaluations are used to tailor training to strengthen the knowledge and skills of teachers. Mr. Ward uses summary walkthrough data to determine the most widely used instructional strategy and activity observed weekly in classrooms. He sends an email to inform the staff of this information so that professional development can be created based on the needs of the staff. Breakout training sessions are offered during staff meetings so that staff members have a variety of options to increase their skill level. Disciplinary data combined with classroom observations serve as the basis for offering classroom management techniques to teachers who need to grow in this area.

Indicator F03 - The LEA/School aligns professional development with identified needs based on staff evaluation and student performance. (1694)


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Evidence: Mr. Ward conducted a needs assessment survey at the beginning of the year. Based on the survey results and a 21st century needs survey that was conducted, professional development is provided in those areas. Walkthrough and lesson plan data that is collected by instructional support staff drives some professional development for teachers and staff. The use of PD360 as a professional development resource offers teachers targeted professional development in the form of short videos in response to ratings given on classroom walkthroughs.

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



Evidence: The Academic Leadership team is comprised of SIG coaches, a data analyst, cademic facilitators, administrators, and deans of students. The team offers job-embedded professional development through "mini" professional development sessions in content planning meetings and staff meetings. The staff has the opportunity to choose which professional development that they want to attend through breakout sessions offered during afternoon faculty meetings. These sessions focus on topics such as the implementation of the common core standards, inclusive practices, using Thinkgate as a data tool, grading practices, and AVID methodologies.

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Indicator F07 - The LEA/School sets goals for professional development and monitors the extent to which it has changed practice. (1698)







The school has developed a professional development plan based on a student achievement data, survey data and other needs assessments. The academic leadership team monitors the implementation of professional development through a variety of ways including lesson plan reviews, walkthroughs, formal evalustions, and teacher/student feedback.

Plan Assigned to: Falisa Hankins

Added: 02/24/2012

How it will look when fully met: Professional development will be relevant, effective and available for immediate implementation. As evidence, professional development strategies will be observed in classrooms through walkthroughs and formal observations.


Tasks:

1. Redistribute the 21st century skills survey that was sent at the beginning of the year to evaluate the effectiveness of professional development offerings.

Assigned to: Falisa Hankins



Comments:

2. Continue to monitor the implementation of professional development through a variety of sources- walkthroughs, evaluations, and needs assessments.




Comments: The professional development needs and level of implementation are continuously monitored through a variety of methods- walkthroughs, instructional planning, surveys, formal evaluations, and student performance indicators.



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Increasing learning time and creating community-oriented schools

Federal Requirement: Establish schedules and strategies that provide increased learning time.

Indicator J01 - The principal is familiar with research and best practices associated with efforts to increase learning time. (1703)



Evidence: Mr. Ward has created extended learning opportunities for students based on valid data and student needs. In English I and Biology, and Algebra I, students are enrolled in a foundational course for those subject areas during the first semester and the actual course during the second semester. This provides an extended learning opportunity for those students to strengthen their knowledge of the content for two semesters prior to taking the End-of-Course tests in the spring. For students who are in need of a few extra courses to graduate on time, Nova Net is offered in the afternoons as a means of credit recovery. This allows students to finish their course work and receive a diploma in four years or less.

Indicator J02 - The principal has assessed areas of need, selected programs/strategies to be implemented and identified potential community partners. (1704)



Evidence: Mr. Ward has conducted formal and informal needs assessments through surveys, walkthroughs, observations, parent meetings. ect. Based on the goals set for the school, Mr. Ward has implemented several strategies to meet them. For example, he has doubled the number of ports used for the Nova Net credit recovery program to allow more students to complete course credit to raise the graduation rate. In order to increase the involvement of the LEP community and the graduation rate, the Carolina Asian American Chamber of Commerce has assigned people to work with the LEP students to teach them how to complete job and college applications, conduct interviews and become mentors.

Indicator J03 - The principal creates enthusiasm for extended learning programs and strategies among parents, teachers, students, civic leaders and faith-based organizations through information sharing, collaborative planning, and regular communication. (1705)



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Evidence: Through regular communication via phone, email, and parent meetings, the opportunities for extended learning are made available to students. Students will have opportunities to obtain credits via Nova Net, an online program. The community is aware of the need for extended learning and has offered to provide opportunities to our students. The students in the Occupational Course of Study will be afforded the opportunity to gain work hours by volunteering in the child development center at Harvest Church. Mr. Ward has made himself available to representatives of the community to strengthen the partnership between the school and the community.

Indicator J04 - The LEA/School has allocated funds to support extended learning time, including innovative partnerships. (1706)



Evidence: Nova Net, a computer based credit recovery program, has been expanded to accommodate more students who are in need of credit recovery. This program is currently offered in the afternoons, but soon will be offered in the mornings and on some Saturdays. During the summer, students that are new to high school can enroll in the summer transition program. Students attended classes for reading and mathematics, study skills and conflict resolution. Students are also able to attend classes in the evenings through the Hawthorne concurrent program.

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Indicator J05 - The LEA assists school leaders in networking with potential partners and in developing partnerships. (1707)







The District has a department and a volunteer facilitator that supports the schools in training and recruiting business and faith partners. There are monthly reports and training for the school's volunteer coordinators.

Plan Assigned to: Brenda Zimmer

Added: 02/29/2012

How it will look when fully met: Schools leaders will have ongoing collaboration with leaders from other schools to offer support, resources, and strategies. School leaders will have ongoing collaboration with and support from community partners. The CMS Family and Community Services Specialist will work with West Mecklenburg to connect them to partners in the community.


Tasks:

1. The principal will participate in Central Secondary Zone monthly principal meetings. These meetings provide an opportunity for collaborating with colleagues and learning about zone and district initiatives and partnerships.




Comments:

2. The Family and Community Services Specialist will provide assistance to West Mecklenburg to develop and strengthen community partners.

Assigned to: Jennifer Ambrogio-Naugton



Comments:


Indicator J06 - The LEA/School creates and sustains partnerships to support extended learning. (1708)



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Evidence: The school has developed partnerships with the following organizations to provide extended learning for our students who are enrolled in the Occupational Course of Study: Harvest Church, Parks and Recreation, Bryan Center, and Mt. Carmel Baptist Church. These partnerships provide opportunities for students to gain valuable work experience through community service. The AVID program has partnered with Johnson C. Smith to provide opportunities for students to experience college life through college tours and speakers who assist students with the transition from high school to college. Representatives from the Carolina Asian American Chamber of Commerce mentor and develop programs for our Limited English Proficient students to assist them with the transition to high school and college. The Community in Schools organization offers a variety of services from vision screenings, college tours to motivational speaksers and SAT/ACT preparatory sessions to increase student achievement and positively impact graduation/promotion rates.

Indicator J07 - The LEA/School ensures that teachers use extra time effectively when extended learning is implemented within the regular school program by providing targeted professional development. (1709)



Evidence: For all programs initiated at the school, professional development is given to implement strategies that will have the most positive impact on student achievement. Most students who are enrolled in End-of-Course tested subject areas have completed a foundational course in that specific subject during the fall semester. The increased instructional time and academic learning time provide a firm foundation for students to demonstrate mastery on the End-of-Course tests. Teachers in those subject areas receive targeted professional development on a variety of topics including classroom management, student engagement, the implememtation of Common Core/Essential Standards, inclusive practices, data analysis, and curriculum mapping. Instructional support faculty frequently attend team meetings, provide professional development and offer individualized support to teachers to ensure that the extra instructional time is used effectively.

Indicator J08 - The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. (1710)



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Evidence: Through data gathered through the Nova Net credit recovery program, it was determined that many students were able to graduate mid-year as a result of the completion of classes offered through Nova Net. Most students completed their respective classes during the fall semester. Because of these findings, we have doubled the number of ports used so that more students have access to this successful credit recovery program. Teachers that teach students in the traditional Extended Day program use several classroom data sources to recommend students for the program. They track attendance and achievement to monitor the student's progress throughout the duration of the semester.

Increasing learning time and creating community-oriented schools

Federal Requirement: Provide ongoing mechanisms for family and community engagement.

Indicator K01 - All teachers demonstrate sound homework practices and communication with parents. (1720)







Most teachers demonstrate sound homework practices and communication with parents. Regular communication through parent conferences, phone logs, Parent Assist Module, ConnectEd, progress reports, and report cards provide opportunities for parent-teacher contact. Some teachers need additional support and training in demonstrating sound homework practices.

Plan Assigned to: Carla Mathis

Added: 02/16/2012

How it will look when fully met: A school wide homework policy will be implemented that is aligned with the current CMS homework policy. Students will have the resources necessary to complete homework assignments. A set of standards for homework and communication will be in use school wide. As evidence, homework grades and information will be accessible in NCWISE through the Parent Assist Module.


Tasks:

1. Include the school wide homework policy in each teacher's syllabus at the beginning of the first and second semester.

Assigned to: Carla Mathis



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Comments: Teachers and staff members will develop a school wide homework policy that is consistent with the CMS policy.

2. Develop a sound homework policy that is specific to West Mecklenburg.

Assigned to: Nichole Goodman, Mia Ross



Comments: This policy will be developed by the end of year. An information-gathering survey will be distributed to all staff members regarding their current homework policies and future expectations.

3. Offer a technology inservice on Edmodo, CMS wiki, Google Docs in order to provide additional means of communication to parents.




Comments: Kelvin Rattley, Heidi Bergmann, and Stephanie Hood will assist with this inservice. Training will be provided by the end of the 2011-2012 school year and throughout the summer. Other offerings will be provided at the beginning of the school year. Trainings were held during the staff meetings during a breakout sessions



Indicator K02 - The LEA/School has assigned transformation team members the task of creating a plan to work and communicate with stakeholders prior to and during implementation of the transformation. (1647)



Evidence: The staff at West Mecklenburg High School continuously seeks ways to make the transformation process transparent and inclusive to all stakeholders. Many parents and community members attend regularly scheduled meetings at the school. Through Parent University, informational session on topics such as attendance, cyberbullying, testing, the transition to high school are offered at Harvest Church. Parent communication is translated into several languages so that language is not a barrier to participation. In the first year of the implementation of the School Improvement Grant, parents were provided with information about the purpose of the grant, what it means for the students that are served at West Mecklenburg, and the programs that would be developed from the grant. In order for a true transformation to occur, all staff members are considered part of the transformation team in order to create sustained school reform.

Indicator K03 - The LEA/School has announced changes and anticipated actions publicly; communicated urgency of rapid improvement, and signaled the need for rapid change. (1648)


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Evidence: During the PTSA open house at the beginning of each year, parents and community members are presented with a "State of the School" address to show progress on academic indicators such as graduation and promotion rates, standardized test results, and the progess of current initiatives. Changes that are made based on those academic indicators were and are clearly communicated. Based on the information provided, the school community was aware of the need for improvement. Parents are always informed of policies that directly affect student learning by several means. For example, parents and students were informed by ConnectEd messages, postings on the school website, and by announcements in school regarding the attendance appeal process.

Indicator K05 - The LEA/School has support for transformation from all stakeholders. (1650)







The stakeholders that invest in West Mecklenburg have been supportive of transformation. The participation of parents and community has been a major focus for West Mecklenburg. Monetary support has been sufficient to support our improvement efforts thus far, however we continue to reach out to the community and parents to support our students.


Added: 02/24/2012

How it will look when fully met: As a school, we will provide a variety of opportunities and methods to communicate with all stakeholders. Rosters from open houses and PTSA meetings, increased volunteers and community partnerships will serve as evidence of full implementation of this objective.


Tasks:

1. Increase the methods of communication with the school community by creating a survey to evaluate the accessibility of meeting times that have been created for parent conferences, open houses, and Parent University.

Assigned to: Sara Doggett



Comments:

2. Develop a webinar or a podcast for parents to inform them of information they might need to enroll their student, buy school supplies, change their address, make appointments, obtain a password for the Parent Assistant Module of NCWISE, etc.

Assigned to: School Leadership Team, Academic Leadership Team,

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Comments:


Indicator K06 - The LEA/School helps stakeholders overcome resistance to change. (1652)



Evidence: The school has provided numerous opportunities to help stakeholders overcome resistance to change.Internally, walkthoughs conducted using PD360 offers professional development aligned with feedback from instructional support staff. Job-embedded professional development provided by academic facilitators and other support staff provide teachers with training needed to support the transformation process. Externally, the use of social media (Facebook and Twitter) has been used to inform and change the perception of the school. ConnectEd, the school website, and email brings information about the school through additional methods. Parent University sessions are also available for parents and the community to attend to understand topics that pertain to high school students and the community.

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







West Mecklenburg has provided parents and community several opportunities to engage with the school. In the fall, parents were presented with opportunities to participate in the College and Career Fair sponsored by Communities in Schools. Open houses that invite parents to meet teachers and staff members are held throughout the school year. Through Parent University, a variety of workshops on student attendance, cyber-bullying, transitioning to high school and beyond, preparing students for testing, and parental engagement are held at the Harvest Church, which is located across the street from the school. Several content area teachers plan to sponsor curriculum nights, to offer opportunities to learn about curriculum. To engage all parents, translators will be available to help parents and families who speak another language. Access to school information is available on the school website. The focus lies in increasing parent and family participation.

Plan Assigned to: Sara Doggett

Added: 02/23/2012

How it will look when fully met: Parents will attend Parent University workshops, open houses, and curriculum nights hosted at the school. Parents will provide input in leadership and other team meetings.


Tasks:

1. Create and administer parent and community surveys to determine varied times of parental availability and interests.




Comments: Communication with parents will be made via a link to the school's website, a ConnectED message, letters, parent conferences, and copies of the survey will be made available in the Guidance office.

2. Create a webinar or podcast of Parent University meetings to be posted on the school website.




Comments: Mrs. Burgess will assist.

3. Solicit volunteers for the school to engage parents.

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Comments: Mrs. Burgess will assist.


Indicator K07 - The LEA/School has established a positive organizational culture. (1651)



Evidence: Mr. Ward has established a culture of high expectations and standards, focused goals, high visibility of administrators and instructional support staff, and targeted professional development. He has established high academic expectations through the implementation of walkthroughs conducted using PD360, which gives teachers the opportunities to receive professional development by viewing short videos on a variety of topics. Content area teams use rubrics to evaluate and self-reflect on their effectiveness in collaborative planning. To build awareness and competency in lesson plan design, teachers submit lesson plans weekly to instructional support staff. The support staff provides feedback on rigor, measurable assessment, and alignment. Professional development is offered through content area team meetings, staff meetings, department meetings, and on an individual basis. Mr. Ward has been responsive and thoughtful in developing initiatives to increase student achievement. Members of the instructional support team have created surveys given to staff regarding information conduits, inclusive practices, and targeted professional development.

Providing operational flexibility and sustained support

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

Indicator A03 - The LEA has established performance objectives for each transformation school. (1635)



Evidence: In consultation with stake holders and team members, performance objectives were selected for both the School Improvement Grant and School Improvement Plan.

Indicator A05 - The LEA has established a turnaround office or zone (to also include transformations and other models). (1637)



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Evidence: Charlotte-Mecklenburg Schools is divided into Learning Zones, with the goal of moving decision-making and authority closer to the classroom by giving schools more flexibility. West Mecklenburg is part of the Central Secondary Zone, which is comprised of all Title I elementary schools. This zone provides resources and support to optimize implementatation of programming and student learning. The zone is supported by a Zone Superintendent, Executive Director, Curriculum Coordinator, and Title I Specialists. The Office of Federal and State Compliance works with the zone to support school transformation.

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



Evidence: CMS has given West Mecklenburg operational flexibility to implement a comprehensive approach to improve academic achievement. Additionally, the school receives ongoing technical assistance from the Office of Federal and State Compliance, Title I, Curriculum and Instruction, and the Central Secondary Zone.

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



Evidence: CMS has given West Mecklenburg operational flexibility to implement a comprehensive approach to improve academic achievement. Additionally, the school receives ongoing technical assistance from the Office of Federal and State Compliance, Title I, Curriculum and Instruction, and the Central Secondary Zone. Responsibility and accountability are shared within the school and among the school and LEA.

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



Evidence: West Mecklenburg has SIG and Title I funding in addition to the local and state allotments of funding and human resources. West Mecklenburg uses their funding, time, and human resources to meet the goals of the School Improvement Grant and School Improvement Plan.

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Federal Requirement: Replace the principal who led the school prior to commencement of the transformation model.

Indicator C02 - The LEA advertises for principal candidates in local newspapers, publications such as Education Week, regional education newsletters or web sites; alternatively, engage a search firm. (1640)



Explain why not a Priority or Interest: Principal Eric Ward was appointed to West Mecklenburg because of his leadership experience and track-record of school improvement.

Indicator C03 - The LEA has an established policy and process/rubric for screening principal candidates. (1641)



Explain why not a Priority or Interest: The LEA does have an established policy and process for screening candidates. Based on his skills and experience, Eric Ward was appointed as principal by the superintendent.

Indicator C04 - The LEA has an established process for preparing to interview candidates. (1642)



Explain why not a Priority or Interest: The LEA does have an established process for interviewing candidates. Based on his skills and experience, Eric Ward was appointed as principal by the superintendent.

Indicator C05 - The LEA has an established criteria and format for interviewing candidates. (1643)



Explain why not a Priority or Interest: The LEA does have an established criteria and format for interviewing candidates. Based on his skills and experience, Eric Ward was appointed as principal by the superintendent.

Indicator C07 - The principal is a change leader. (1664)



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Evidence: Mr. Ward was selected and hired as the principal of West Mecklenburg High School because or his proven ability to implement and lead change. For three and half years, Mr. Ward led his previous middle school through reform. Under his leadership, test scores rose by approximately 28 percentage points from the time he was selected as principal until his tenure at the school. In addition, under his leadership, Wilson Middle School met expected growth last school year and high growth the year before. Mr. Ward truly understands how to analyze and interpret data. Even greater, he knows how to use data to help inform teaching and learning as well as how to schedule students and teachers effectively. Mr. Ward understands the PLC, RtI, and DataWise Processes and has used these processes with great success in his previous school. Mr. Ward is using his knowledge of teaching and learning, data compilation, analysis, and interpretation, technology, and scheduling to help bring about effective change at West Mecklenburg High School. His performance evaluation also reflects his exceptional leadership and his proven ability to implement and lead change.

Indicator C09 - The principal collects and acts on data from a variety of sources and in a timely manner. (1666)



Evidence: Mr. Ward is very data savvy. He knows how to collect, compile, analyze, and interpret data. He uses this information to help make instructional, scheduling, and day-to-day decisions in his school. Mr. Ward is also very technology savvy and is able to compile data in various ways and communicate it in a unique manner. Because of his exceptional data, technological, math, and critical thinking skills, Mr. Ward is able to collect data quickly and in a diverse manner. He regularly discusses the data with his team and engages them in the planning and decision-making processes within the school. Mr. Ward also uses data such as information that is on the district's principal portal, teacher effectiveness data that is sent to him from the district, EOC, SAT, AP, and other academic data, disciplinary data, as well as other data to help him in implementing and leading the change process within his school.

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Indicator C10 - The principal, after reviewing the data, seeks quick wins. (1667)

Status Objective Met 10/2/2012


Objective Met - 10/02/2012





Mr. Ward uses the data in order to help inform teaching and learning. Mr. Ward is working with the teachers and administrators to improve student achievement within his school. I have every confidence that the changes that he is making within his school will yield great test results at the end of the school year.


Added: 02/24/2012

How it will look when fully met: One of the quickest wins which will have a significant impact is the improvement in attendance. Student achievement will improve because students will receive more instructional time.


Tasks:

1. Students will achieve 95% attendance rate on all state standardized tests by informing students of the importance and offering incentives.




Comments: Students achieved 95.2% participation on all standardized tests at the end of the 2011-2012 school year. Mr. Ward announced the importance of attendance and active participation.


2. To improve the cohort graduation rate, students will be enrolled in Nova Net to receive course credit for recovery.




Comments: Approximately 49 students were enrolled in Nova Net for course credit recovery completed courses. In the past two years, West Meclenburg's graduation rate has increased 8.7 percentage points over the past two years. Nova Net was a significant contributing factor in this increase.


3. Mr. Ward will meet with seniors to discuss the importance of attendance on student achievement and graduation.

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Comments: Mr. Ward met with all seniors to discuss graduation requirements and the importance of attendance. At the end of the 2011-2012 school year, 349 seniors graduated from West Mecklenburg.


Implement Percent Task Complete:

Objective Met: 10/2/2012 1/1/0001

Experience: 10/2/2012 Mr. Ward emphasized the importance of attendance to all students, specifically focusing on seniors. He held meetings with the senior class as well as individual students and families. In the classroom, teachers reinforced district and school attendance policies. Students who struggled with attendance were given credit recovery options, such as Nova Net and sessions held after school.

Sustain: 10/2/2012 A continued focus on the importance of attendance will needed to sustain this improvement. Parents and students will be notified at the beginning of the year about attendance policies and recovery options. These recovery options will be utilized throughout the year.

Evidence: 10/2/2012Over 95% of students enrolled in courses that had a End-of-Course exam took their exams. The cohort graduation rate increased by 3.5 percentage points due in part by offering Nova Net as a credit recovery option.

Indicator C11 - The principal provides optimum conditions for a school transformation team to make decisions and act on their decisions. (1668)



Evidence: Mr. Ward is currently working closely with teachers in their PLC groups as well as collectively throughout the shcool. In addition, he is working with with various transformation teams such as the School Improvement Team, SIG coaches, Title I coaches, and state turnaround team to help make and implement decisions within the school.

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Indicator C12 - The principal, with the school transformation team, persists and perseveres, but discontinues failing strategies. (1669)







The principal is working with the various transformation teams to discuss, implement, monitor, and evaluate strategies to bring about school improvement. He is working closely with the team to revise strategies that are not deemed effective.


Added: 02/24/2012

How it will look when fully met: All staff members will contribute to the instructional improvement process. Through instructional monitoring, staff members will constantly revise their teaching and practice to reach all students. As evidence, increased student achievement will result from meeting notes, needs assessments, student and staff surveys, and FAC minutes and notes.


Tasks:

1. Redistribute the entry and instructional surveys that were distributed at the beginning of the year to evaluate the effectiveness of instructional initiatives, programs and collaboration.




Comments:

2. Continue Academic Leadership team meetings for instructional staff to continuously assess instructional trends and patterns.




Comments:



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



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Evidence: Eric Ward was chosen to be principal at West Mecklenburg following the retirement of Denise Atkinson. Mr. Ward was the 2010-2011 Central Secondary Zone Principal of the Year. This honor speaks to his ability to be an effective transformation leader. Mr. Ward sets high goals, takes initiative, uses data to solve problems, and is focused on student growth and success.

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



Evidence: Indeed Mr. Ward has proven that he is a change agent in the district. In fact, he was selected and hired as the principal of West Mecklenburg High School because of his ability to implement and lead change. In the three and half years that Mr. Ward served as principal of Wilson Middle School, he led the school through reform. Under his leadership, test scores rose by approximately 28 percentage points from the time he was selected as principal until his tenure at the school. In addition, under his leadership, Wilson Middle School met expected growth last school year and high growth the year before. Mr. Ward was chosen as principal of West Mecklenburg High School because he has proven that he understands how to implement change successfully.

Indicator C08 - The principal effectively and clearly communicates the message of change. (1665)



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Evidence: Mr. Ward is an effective communicator and has worked hard to communicate the need and process for change. He has worked hard over the years to share this need and process for change with his students, staff, and parents. Mr. Ward as the former principal of Wilson Middle School has proven that he understood and implemented the change process as evidenced by his academic, survey, and end-of-grade test data. In addition, this school year, as the new principal of West Mecklenburg High School, Mr. Ward has come into the school and shared with his students, staff, and parents change processes and elements that are critical for student achievement and school improvement. For example, Mr. Ward has implemented a new rigorous lesson plan rubric, instructional walkthrough process, class change process, and other strategies to help improve teaching and learning, school safety, and overall school improvement. As a result of his changes, his school has had less disciplinary offenses and problems and a greater focus on teaching and learning. Although Mr. Ward is new as the principal of West Mecklenburg High School, he is not new to the school. Prior to his been selected and hired as a former middle school principal, Mr. Ward served as the assistant principal of instruction at West Mecklenburg High School. He is very familiar with the staff, student body population, and parents. When Mr. Ward was selected as the new principal of West Mecklenburg High School, staff and students cheered for they knew that they were receiving a principal who exhibited high expectations for teaching and learning, school safety, and overall school improvement.

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







Mr. Ward has worked hard to build leadership capacity within his school. He currently has a very strong leadership team consisting of assistant principals, data analyst, academic facilitators, and coaches. He has worked hard to recruit and retain strong teacher leaders in an effort to improve teaching and learning within his school. His team is working closely together to focus on learning goals and areas within the school to enhance student achievement. Because of Mr. Ward's professionalism and great reputation, many people are very interested in working with him. His only challenge is having a stronger pool of candidates to choose from to work at his school.


Added: 02/24/2012

How it will look when fully met: Teachers leaders will provide training on best instructional practices for their peers. Teachers will have increased opportunities for peer observations to develop the skill set for teachers.


Tasks:

1. Continue to utilize academic team leadership, school leadership team, current content area team leaders to assist teachers with improving instructional practice of teachers through professional development and observations.




Comments: Weekly academic leadership team meetings,school leadership team meetings that occur twice a month, and team meetings occuring twice a week all serve to examine lesson plan design, implement practices to improve instruction, and build capacity among teachers.


2. Continue to use teachers and staff to form an interview team to assist in conducting interviews for potential candidates.




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Comments:



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

Indicator D03 - The principal makes the evaluation process transparent. (1673)



Evidence: Mr. Ward has worked hard to ensure all teachers understand the evaluation process. During staff meetings, he has reviewed the NC Evaluation Tool with teachers to provide transparency and to answer any questions that teachers may have. The evaluation tool has been reviewed with administrators and instructional support staff to norm evaluation practicies.During these meetings, scenarios are provided so that administrators and instructional support staff can discuss the ratings in detail. New teachers are given extensive targeted training so that they can fully understand the process.

Indicator D04 - The LEA/principal provides training to those conducting teacher evaluations to ensure that they are conducted with fidelity to standardized procedures. (1674)



Evidence: All staff members who conduct teacher evaluations have been trained by the district and the certificates of completion have been submitted to ensure fidelity to standardized procedures.

Indicator D05 - There is an established procedure for documenting the evaluation process. (1675)



Evidence: The district has developed a calendar to ensure submission of all evaluation activities. All of these dates have been added to the school calendar to provide clarity and transparency.

Indicator D06 - The principal provides timely, clear, constructive feedback to teachers. (1676)



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Evidence: Mr. Ward provides timely feedback to teachers in a variety of ways. When instructional walkthroughs are conducted, Mr. Ward sends an email containing the most widely used instructional strategies and modes of instruction for the week taken from PD360. He highlights areas that have strengthened and areas of growth so that staff members can be aware of and make adjustments to their methods of instructional delivery. During the attendance appeal process, Mr. Ward provided teachers with instructions on how to navigate the process, which reports to print, answered all questions that teachers posed, and spoke individually to teachers who did not follow the process. He frequently discusses and answers questions about instructional or behavioral issues in staff meetings so that expectations and procedures are clear to the whole staff.

Indicator D07 - The evaluation process is linked with the LEA's collective and individual professional development programs. (1677)







This is in process as our zone personnel continue to reach out to schools to see what is needed. We do have math and literacy PD opportunities outside the school day. As a school, we continue to assess the staff's PD needs using a survey monkey several times throughout the year.


Added: 02/29/2012

How it will look when fully met: A direct connection with the NC Teacher Evaluation System will be made to all professional development sessions. Improvements made by teachers based on PD will be monitored through formal and informal observations.


Tasks:

1. All teachers will receive ongoing trainings on rigorous instructional practices that relate to the North Carolina Evaluation Process.

Assigned to: Brigitte Brown



Comments: Common Core, inclusive practices, common assessments, data utilization and analysis


Indicator D08 - The LEA/School assesses the evaluation process periodically to gauge its quality and utility. (1678)

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Evidence: Teachers received training at the beginning of the year on the North Carolina Evaluation Process as a refresher training or as a full training for new teachers. Throughout the year, the process is revisited with teachers during their pre-observation conference and again during their post-observation conference.

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



Evidence: Mr. Ward uses a variety of tools to evaluate teacher skills and knowledge. He relies on formal evaluations to evaluate teachers, but also on data provided through walkthroughs performed by the administrative and instructional support team. He also uses Value-Added Measurement data through the district and summative assessment data to match teachers with the appropriate teaching assignmments. Mr. Ward frequently sends surveys to teachers and staff members to glean information regarding their instructional needs, strengths, and concerns. This provides valuable information that can be used to create specific professional development for teachers to expand their knowledge and skill set.

Indicator D02 - The principal includes evaluation of student outcomes in teacher evaluation. (1672)



Evidence: Mr. Ward includes student outcomes, such as grades, in his evaluation of teachers. He uses grade distributions to identify areas of growth for teachers. For example, for teachers who have a high number of students that are failing, Mr. Ward uses this information to make recommendations in of using differentiation methods to increase student achievement. These recommendations are discussed with teachers and also documented in their evaluations.


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

Indicator G02 - The LEA/school has a plan and process in place to recruit and retain highly-qualified teachers to support the transformation. (1646)



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Evidence: High-quality, job-embedded professional development is a key strategy for recruiting and retaining highly-qualified teachers. Even successful teachers need opportunities to grow and to learn as professionals. Research is providing increasing evidence that staff development that is job-embedded is the most highly effective. West Mecklenburg has adopted the concept of Professional Learning Communities (PLC’s) as a way to support that learning. The PLC teams are learning to use the Data Wise process for continuous improvement as the foundation for their work together. The SIG Instructional Coaching Team provides job-embedded professional development to support teacher growth and retention.

Additionally, the incentivization structure of the TIF-LEAP program through 2012, and Pay-for-Performance (funded through SIG) for 2012-13 and 2013-14 will provide strategies to recruit and retain effective staff.

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



Evidence: Charlotte-Mecklenburg Schools has built a strong leadership pipeline with two innovative partnerships that provide programs for aspiring principals. New Leaders for New Schools, a national nonprofit organization dedicated to training principals for high-needs schools, is partnering with CMS to recruit, select, train and support highly talented and motivated new principals to lead high-need schools in Charlotte. The organization seeks outstanding individuals with an unyielding belief in the capacity of all children to achieve at high levels, strong instructional, strategic management, and interpersonal skills, and a relentless drive to lead the district’s highest-need schools. Each New Leader is expected to make a long-term commitment to serve Charlotte-Mecklenburg Schools and commit to achieving ambitious goals for students.

Another 50 principals have been/will be trained through Leaders for Tomorrow, a unique program developed by Winthrop University in collaboration with CMS administrators. This program produces leaders who have been trained and licensed to serve as assistant principals.

Indicator G03 - The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff. (1670)



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Evidence: Teachers are evaluated based on the North Carolina New Teacher Evaluation Instrument. Non-Career Status teachers (0-4 years) receive 3 formal observations by a licensed, trained administrator, one peer observation and an end of year evaluation. Career Status Teachers (Tenured, 4+ years and up) receive 1 observation during their off cycle renewal years. If it is the license renewal year, the teacher receives 3 observations and an end of year evaluation. All observations and evaluations are conducted by licensed and trained administrators and are completed based on a time-line determined by the district. Three-minute instructional class walkthroughs are conducted by administrators throughout the school year. The evaluation process also includes pre- and post-observation conferences, where recommendations are made based on the teacher’s overall rating at the end of the year.

Based on the result of teacher observations and the NC New Teacher Evaluation Instrument, a number of actions occur. For teachers who perform above standard on evaluations, the evaluating administrator holds a conference with the teacher to discuss ways for the individual to grow in his/her position. Many times, leadership opportunities are suggested as avenues for growth. Many teachers are made mentors and/or are invited to be on leadership teams. For teachers who receive average or below average ratings, a conference is held with the evaluating administrator. At that time, the teacher shares their perception of their strengths and weaknesses and the administrator does the same. A prescription for improvement is made through a Performance Counseling Letter which would include a plan of support. These plans typically include professional development in the area of need, the creation of a partnership with a higher performing teacher, and/or observations of teachers in the school and/or district. Administration performs follow-up visits with these individuals to ensure the prescription is followed. Depending on individual teacher responses to interventions, either the teacher has shown growth and the plan is exited, or the teacher is placed on a track for termination.

Comprehensive instructional reform strategies

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

Indicator H02 - All teachers assess student learning frequently using standards-based classroom assessments. (1717)



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Evidence: Teachers develop assessments based on the standards of their content area. With the implementation of the Common Core State standards, teachers have added disciplinary argumentation to their instructional practice. Teachers assess students in a variety of ways through the use of quizzes and classroom assessments given electronically or traditional paper and pencil tests. Teachers also assess students through projects, activities completed in class, homework, or group assignments.

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



Evidence: Mr. Ward has created a system to ensure that teachers align instruction with standards and benchmarks. He has clearly communicated his goals, focus, and expecatation for academic progress and achievement. The instructional support team, comprised of administrators, deans of students, coaches and facilitators meet weekly to discuss data from classroom walkthroughs, Common Core standsrds implementation, school expectations, progress on academic indicators, instructional strategies, and receive professional development. This team reviews lesson plans submitted by teachers to examine design, content, alignment, and level of academic rigor. They also conduct classroom walkthroughs to monitor insruction and offer suggestions for improvement. Content area teams of teachers meet to plan lessons and activities aligned with content standards. The instructional suppport team attends these meetings to facilitate and guide teachers with instructional planning.

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Indicator H03 - All teachers, working in teams, prepare standards-aligned lessons. (1718)







Some courses and teachers do not have a school-based team (single courses), working in teams but not committed to the team structure, collaborative team planning tool,teams are preparing standards-aligned lessons, the quality of teaching and learning has increased, monitoring through team planning and lesson plans, ongoing professional development through teams and departments

Plan Assigned to: Brigitte Brown

Added: 01/24/2012

How it will look when fully met: All teachers will submit instructional plans weekly to a member of the Academic Leadership team. This person will deliver feedback on the quality, alignment, and academic level of the objective, instructional activities, and methods of assessment. The time spent in professional learning communities and content area teams will focus solely on instructional planning and student learning for maximum student achievement. All teachers that participate in team planning will be active participants that contribute to the team.


Tasks:

1. Teachers will submit weekly instructional plans to academic team members for feedback.

Assigned to: Brigitte Brown, Eric Ward, Tyrone Corlew, Sara Dog



Comments: Documents to record lesson plan feedback were created to provide a common system for the leadership team, professional development concerning rigor and Bloom's taxonomy was provided to the academic leadership team. Falisa Hankins will work with the team.



Comprehensive instructional reform strategies

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

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

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Evidence: All teachers are part of a department, with teachers who teach the same subject area having common planning periods. The English and Science departments, for example, all have the same planning period which provides opportunities for vertical teaming also.

Indicator I02 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments. (1715)







Some teacher and teacher teams use Thinkgate and common assessments to monitor and assess student mastery. Formal and informal assessments, such as data trackers, are used to make curricular adjustments.


Added: 02/23/2012

How it will look when fully met: Teachers will use a variety of data sources to make sound instructional decisions. As evidence, students will attain higher proficiency rates in all subject areas. Students will exhibit an increase in the promotion rates among grade levels, increased average GPAs and a decreased failure rate.


Tasks:

1. Train teachers to use a variety of data sources and progress monitoring tools to improve instruction.

Assigned to: Stephanie Hood



Comments: Academic Leadership Team and team leaders will assist with data usage with their teams. Formative assessment training will be offered to all teachers. The focus of the training will be analyzing data through the varied reporting systems of Thinkgate.


2. Teachers will use a variety of data sources in their professional learning communities and content area team meetings to improve instruction. Teachers will develop plans of action to provide targeted instruction to remediate and accelerate learning for all students.




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Comments: A plan for professional development on data usage has been developed for all teachers. Teachers will continue to develop and monitor plans based on need.



Indicator I03 - All teachers, working in teams, differentiate and align learning activities with state standards. (1716)







Most teachers have aligned learning activities and lessons to the state standards. Professional development is being provided to provide teachers with information regarding the Common Core Standards. Additional professional development in inclusive practices, AVID strategies, and differentiation is provided to teachers to strengthen their instructional practice.

Plan Assigned to: Falisa Hankins

Added: 02/16/2012

How it will look when fully met: All lessons will have evidence of differentiation and be aligned with the Common Core Standards and Essential Standards. All teachers will work in teams. As evidence, interdisciplinary teaching, student work samples, and increased student engagement will be observed in all classrooms. Professional development will occur consistently based on instructional needs.


Tasks:

1. As a result of Common Core training, evidence of the specific standards will be used in lesson planning and instructional delivery.




Comments: Falisa Hankins, Christopher Moore, Heidi Bergmann, and Noriko Burgess will facilitate this process.

2. Professional development will be offered for data-driven decision making in order to differentiate instruction.




Comments:

3. The Differentiated Academy will be offered as an online module to increase access to professional development.

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Assigned to: Debbie Brooks



Comments: Falisa Hankins will work with Debbie Brooks on this task.


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







Most teachers are providing sound and varied instruction in a variety of modes. There are some areas where professional development is needed to strengthen instructional delivery for some teachers.


Added: 02/13/2012

How it will look when fully met: In lesson plans, teachers will be able to show the use of a variety of modes. Varied instruction will be displayed and documented through classroom observations and walkthroughs. Lesson plans, walkthrough data, collaborative planning sheets, increased student engagement and achievement, and decreased off-task behavior will be evidence of success.


Tasks:

1. Teachers will develop varied lesson plans and instructional strategies through the participation in professional learning communities, cadres, and district alliance meetings.

Assigned to: Content Area Team Leaders



Comments: Miyoshi Lawrence-Mack and Michelle Jackson will work with other instructional support staff to support teachers in providing sound instruction through a variety of instructional modes.

2. Teachers will demonstrate varied lesson plans and instructional strategies through the participation in professional learning communities, cadres, and district alliance meetings.

Assigned to: ContenT Area Team Leaders and Instructional Suppor



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Comments: Miyoshi Lawrence-Mack and Michelle Jackson will work with other instructional support staff to facilitate teams in critiquing and providing feedback on instructional practices.

3. Teachers will reflect the development, demonstration, and implementation of varied lesson plans and instructional strategies through the participation in professional learning communities, cadres, and district alliance meetings.

Assigned to: Content Area Lead Teachers and Instructional Suppo



Comments: Miyoshi Lawrence-Mack and Michelle Jackson will work with other instructional support staff to provide support on revising instructional plans if needed.


Indicator I05 - All teachers employ effective classroom management. (1721)







Most teachers employ effective classroom management through the use of classroom behavioral techniques. Some teachers have been offered professional development in effective management techniques.

Plan Assigned to: Tyrone Corlew

Added: 02/13/2012

How it will look when fully met: A school-wide system of rules and procedures will be implemented in every classroom. Teachers and staff members will use behavioral techniques, such as incentives to promote positive behavior. As evidence, a decreased number of discipline referrals, a lower suspension rate, and positive gains on all academic indicators will be measurable outcomes for success.


Tasks:

1. Create a professional development series to implement school-wide classroom management rules and procedures at the beginning of the year for all staff members.

Assigned to: Tyrone Corlew



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Comments: All staff will participate in this series at the beginning of the year during inservices before school opens. Research will be conducted and displayed to staff about effective behavioral techniques. Teachers who are successful in demonstrating effective classroom management can conduct mini-professional development workshops for teachers who need to grow in that area. As a follow-up to the professional development, teachers may do "learning walks" to observe teachers who have been identified as exemplars.

2. The school-wide discipline plan will be discussed with students not only at the beginning of the year, but also at the beginning of each quarter as a reminder to students of the expectations. This reminder would occur during grade level assemblies.

Assigned to: Tyrone Corlew



Comments: We want to do a frequent reminder of expectations and rules to curtail any inappropriate behavior that may occur. The district and schoolwide discipline plan was discussed with all students at the beginning of the 2012-2013 school year



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







The School Leadership team Is in the process of reviewing multiple data points to make decisions about learning. At the beginning of the 2012-2013 school year, the leadership team will monitor the school plans developed at the end of the past school year. The leadership team will expand their use of data to make instructional planning decisions.

Plan Assigned to: Stephanie Hood

Added: 09/11/2012

How it will look when fully met: The School Leadership team will use multiple data points to make instructional decisions. They will serve as a data resource for their respective teams and departments. Training on data analysis and action planning is essential in meeting this objective.


Tasks:

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1. The Leadership Team will meet to monitor the school plans that were created in Indistar at the end of the 2012-2013 school year.




Comments: The Leadership Team has met to plan the implementation for the tasks that were created in Indistar last year. They will continue the implementation process throughout the duration of the 2012-2013 school year.


2. The team will use school assessment data and/or Teacher Working Conditions survey to meet the objectives of the School Improvement Plan.




Comments: The Leadership Team will use promotion, assessment, and survey data at the beginning of the year to determine achievement goals for the school year.



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