hope community public charter school: tolson campus 2019-2020.pdf · 2012-09-05 · imagine hope...
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Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
2020Developing Character, Enriching1
Hope Community Public Charter School: Tolson Campus
School Excellence Plan Leadership Team
SCHOOL LEADER: GROUP EXECUTIVE VICE PRESIDENT (EVP):
Mr. Haroon Rashed Mr. Shawn Toler
SHARED VALUES COMMITTEE CHAIR: REGIONAL DIRECTOR (RD):
Ms. Holland
PARENT CHOICE COMMITTEE CHAIR: GROUP ACADEMIC DIRECTOR/COORDINATOR:
Mr. Leonard Anderson Ms. Nashandra Ellis-Hicks
CHARACTER DEVELOPMENT COMMITTEE CHAIR: GOVERNING BOARD REPRESENTATIVE(S):
Mr. Kervin Sanches Dr. Chris Cody and Susan Sebella
ACADEMIC GROWTH COMMITTEE CHAIR: COMMUNITY REPRESENTATIVE(S)
Ms. Sherilyn Land Dance Place
ECONOMIC SUSTAINABILITY COMMITTEE CHAIR: PARENT REPRESENTATIVE(S):
Mr. Haroon Rashed Ms. Alteria Brown
SCHOOL DEVELOPMENT COMMITTEE CHAIR: STUDENT REPRESENTATIVE(S):
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Mrs. Erica Washington Jennings-Taylor
SCHOOL ACADEMIC COACH: OTHER REPRESENTATIVE(S)
Ms. Kesha McCoy Mrs. Amorita Proctor-Patterson
School Vision and Mission Statements
Vision
(A vision statement indicates what the school should ideally “look like”
and what it is trying to achieve aligned with the organization’s values
and culture.)
Mission
(A mission statement indicates the responsibilities of the
organization toward their stakeholders; what the school is
charged to do and its purpose.)
Character Development Mission
(A Character Development Mission supports the
School’s Mission Statement and provides focus
and direction for the school’s character
development efforts. It specifies the moral,
performance, and civic values taught to students
and agreed by stakeholders.)
It is our vision to create a school environment that seeks to help
scholars gain confidence and hope for their futures, as they
acquire a sense of joy and satisfaction that comes through
diligent effort and attention to their daily work.
It is our mission to shape the hearts and minds of our
students positively, by providing them with an
academically rigorous, content rich curriculum, an
environment in which character is modeled and
promoted, and a community in which to build trusting
relationships with others.
It is our mission to instill in scholars the skills
needed to succeed in the world of tomorrow,
the power to persevere through challenges,
and the core virtues necessary to act with
integrity, justice, and fun, while striving for
excellence and contributing to be a better
citizen in today’s society.
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School Profile and Demographics
Brief History and Background of the School
(Include when school was established, where it is situated, physical environment, initiatives over the years, awards achieved, challenges faced, Grades for Measures of Excellence, partnerships
and grants.) Update each year with new information on challenges and successes.
The Hope Community PCS, Tolson Campus provides a focused and purposeful education for students in grades PreK through grade 8. Located at 2917 8th St. NE near
the Brookland/CUA metro stop and nestled between Edgewood and Brookland neighborhoods, Tolson is surrounded by an active residential neighborhood and
newly established business/arts district, Monroe Street Market, as well as Catholic University of America. After a complete renovation, the Tolson building was
transformed from a former warehouse into a modern school with nearly 30 large classrooms. Tolson’s grand opening was held in 2006 with a ribbon cutting attended
by parents, friends, and District dignitaries. The school’s brightly colored hallways are emblazoned with inspirational quotes, large windows bring in the sun, and a
gated playground and play lot provide space for outdoor fun. As the surrounding neighborhoods become more vibrant, Imagine Hope Tolson has worked on building
community and business partnerships to support our learning community.
Over 2015-2016 school year Tolson’s team and family worked diligently as a team on the accreditation process through MSA. During the self-study process, all
stakeholders were involved in closely examining, analyzing, and reflecting on every aspect of our school and its practices. This self-examination gave us the
opportunity to create meaningful long-term objectives and action plans to improve our practices and learning community over the next seven-years. Last February, a
team of five peer-reviewers from other accredited schools visited our school, for three and a half days, to validate our self-study and make recommendations to
improve our school. We are happy to announce that the team approved Tolson for accreditation. The successful validation of our school was due to the dedication of
our parents, students, staff and board members. During the 2019-2020 school year, Tolson will look back at the goals we created in the self-study for its three year
update through PARCC.
Our “Three C’s”: How we accomplish our mission
Content - Hope Tolson utilizes Reading Street Common Core, a comprehensive, English Language Arts series that is aligned with the Common Core State Standards. Reading
Street Common Core provides instructional resources for classic and contemporary fiction and non-fiction literature. Along with Reading Street, we use the Core Knowledge
curriculum in our teaching, which was developed by E.D. Hirsch. Core Knowledge clearly articulates what students are to learn in each subject. Core Knowledge is based on
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the premise that all knowledge builds on knowledge, and that in addition to defining what students learn, knowledge must be sequenced. Core Knowledge is based on the
understanding that some knowledge does not change despite the many advances occurring in our society. At the beginning of the 2017-2018 school year, the Middle School
Academy, Middle School Academic Facilitator, and Regional Academic Coach research and vetted Collections for the middle school reading language arts program. The Core
Knowledge scope and sequence is founded on the belief that literacy depends on a shared knowledge and that to be literate one must be familiar with a broad range of
knowledge taken for granted by speakers and writers in our culture.
In mathematics, we use enVision Math as a core curriculum for students in Kindergarten through Grade 5. Middle school utilizes Glencoe Mathematics sequence. These
programs sees to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on
reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels.
Character - The central belief guiding our approach to character development is that character is caught, not taught. We proactively shape the environment of our school in
order for students to have a variety of contexts whereby they can acquire good character habits. This starts with the modeling of appropriate character by our teachers and
staff. We believe that students must see character enacted in the lives of others so that it can become real to them. Through our Promising Practice, Character in Action, we
have enriched our rigorous academics, extracurricular programs, and school-wide initiatives by incorporating our Core Virtues and Shared Values to promote positive
character. One of our goals is to integrate our Core Virtues and Shared Values in our academic and extra-curricular activities to encourage positive character that is modeled
and promoted. Within our athletics and extra-curricular activities, we implement a weekly Positive Character Card, in which the teachers, coaches, and students are able to
monitor their character throughout the week. Another explicit way that character is nurtured in our students is through the context of classroom lessons, whether it is
language arts, science, or physical education. Hope is also very intentional about the hidden curriculum that shapes the culture of a school. Our major priority here is
establishing rituals that make up our daily life, including the way that we begin each day, the way that share meals together, the way that we encourage a sense of
stewardship of the building, and the way that we celebrate together. All of these rich experiences support our belief that a large part of our moral life is acquired through the
small habits that are formed in us rather than through the more explicit skills-training approach.
Community - Community is an essential part of school life, and it is our hope that through relationships among and between the school, families, and the greater community,
the goal of teaching children to be people of character will be reinforced. As we collectively pursue our mission and vision, we commit to:
· Helping our students know that they are members of a particular community in a particular place, and that they are accountable to that community;
· Involving ourselves in the local community, as well as inviting our local community members to involve themselves in our work;
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· Recognizing the strengths rather than the limitations of every member of our community, and modeling relationships of mutual respect;
· Prioritizing the needs of our students and families;
· Developing continuity between home and school, and respecting cultural and educational differences that may exist; and
· Treating parents as full partners and active participants in the educational process.
Student Demographics
(Describe the community of students that the school serves, e.g. total enrollment and grade level enrollment, % of Free or Reduced Lunch Eligibility, % Special Education Students, % English
Language Learners, and % by Race/Ethnicity.)
2018-2019 Demographics
Demographics Percentage Number
Male 52% 244
Female 48% 225
Black/African
American
90% 423
Hispanic 10% 45
American
Indian
<1% 0
Caucasian 0% 0
Free/Reduced
Lunch
80% 375
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SPED 11% 53
ELL 9% 41
Total Students 469
2018-2019 Enrollment by
Grade
Grade Level Total in
Grade
PreK3 38
PreK4 34
Kindergarten 51
Grade 1 26
Grade 2 63
Grade 3 35
Grade 4 47
Grade 5 41
Grade 6 52
Grade 7 51
Grade 8 31
Total 469
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Staff Demographics
(Specify number of staff members and indicate roles. For instructional staff: include % of new teachers, % of teachers with 1-5 years and 6 + years of experience, % of teachers with advanced
degrees, and % of teachers with specialized certifications.)
For the 2018-2019 school year, the total number of instructional staff: Tolson 49
Percent of new teachers: 11%
Percent of teachers with 1-5 years of experience: 39%
Percent of teachers with 6 or more years of experience: 50%
Percent of teachers with advanced degrees: 22%
Percent of teachers state-certified/highly qualified: 92%
Needs Assessment
DATA & 3 YEAR TRENDS ANALYZE & PRIORITIZE NEEDS
Shared Values
● Imagine Schools Staff, Student, and Parent Survey items related to Shared Values
● Other quantitative data: staff retention, in-house surveys
● Other qualitative data: testimonials, observations
● SEPR rating
Shared Values
● Areas of strength and growth
● SEPR & NACT recommendations
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
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Staff: Three-Year Hiring Trends
Position Number New
Hires 2016-2017
Number New
Hires 2017-2018
Number New
Hires 2018-2019
Number of New
Hires 2019-2020
Administrative
Staff 0
1 0 2
Instructional Staff 9 10 10
Student Services
Staff 3
1 1
Support Staff 5 4 2
TOTAL 17 16 10
2019 Shared Values Survey Results: Students Always/Often
I am learning about Imagine Schools’ Shared Values of
Integrity, Justice, and Fun.
93.7%
I have chances to be a leader and help make decisions in my
classroom or school.
90.1%
Strengths:
● Scholar’s sense of school pride has increased from previous years
due to school-wide events and afterschool activities.
● Staff have shared that instructional support from administration
is improving after a few years of inadequate support.
● Creation of Director of Family and Student Support Services
● Staff culture has improved dramatically from the 2016-2017
school year where more see themselves part of the Imagine for
years to come.
● Introduction of morning staff meetings to help build Integrity as
one unit moving forward to achieve excellence as a school.
Growths:
● Staff attendance and engagement during the school day was
adequate at best. Need to improve on Integrity overall as a
school.
● Scholars continue to struggle with Integrity and how their actions
impact the greater whole.
● Improve on engaging parents more frequently with an
understanding of our Shared Values.
● Conducting a root cause analysis to determine the academic and
cultural needs of our school community.
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2019 Shared Values Survey Results: Staff
I see myself as a vital part of the success of this school. 93.4%
Our school leaders and staff work collaboratively to
improve all students’ learning gains.
91.8%
My school leader or direct supervisor works with me to evaluate my
performance and helps me identify areas of growth.
84.4%
Our staff attempts to live out Imagine Schools’ Shared
Values of Integrity, Justice, and Fun.
85.5%
Instructional leaders at this school visit classrooms regularly
and provide teachers with targeted and timely feedback.
84.4%
Once we start a new program at this school, we follow up
to make sure it’s working as intended.
82.8%
2019 Shared Values Survey Results: Family
As an active partner in my children’s education, I read all school
communication sent home and I am comfortable communicating any
concerns I may have.
98.1%
I am aware that our school staff is attempting to live out Imagine
Shared Values of Integrity, Justice, and Fun.
94.0%
● From this, the NACT Team assisted school leaders in creating an
action plan that focused on improving our school in four areas:
(Early Literacy, Teacher Efficacy, 3rd grade ELA, 8th grade Math)
86%
92%
99%
75%
80%
85%
90%
95%
100%
Staff Students Parents
Shared Values Overall Results
Shared Values
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Character Development
● Imagine Schools Staff, Student, and Parent Survey items related to Character Development
● Other quantitative data: in-house surveys, discipline data (referrals, suspensions)
● Other qualitative data: testimonials, observations
● List of service learning opportunities
● SEPR rating
Character Development
● Areas of strength and growth
● SEPR & NACT recommendation
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
2019 Top Agreement Ratings for School/Climate Survey Items
Teachers and others at my school expect me to do my best (students). 98.4%
Teachers and other adults at this school teach me how I am expected to act in class and
throughout the school. (students).
96.9%
I feel welcome at school. (students). 96.2%
2019 Lowest Agreement Ratings for School/Climate Survey Items
I have been and opportunity to become familiar with our school’s budget and financial
standing. (staff).
63.5%
Strengths
● Student responses have increased from the 2016-2017 school year.
● Tolson had only three survey items that scored below 80%
agreement,
● Survey item, This school ensures that every student has at least one
adult mentor or advocate who they trust had a 93.3% agreement
rating by staff which is a major increase from one of our lowest items
last year.
● Creation of Director of Family and Student Support Services
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In our class, we own up to our mistakes and help each other do better. (students). 60.8%
At this school, everyone treat each other with respect (students). 51.7%
School Culture/Climate Survey Items
Agreement Rating for: 2019 2018 2017
Students 88% (+2%) 86% (+1%) 85%
Staff 89% (-4%) 93% (+11%) 82%
Families 93% (-1%) 94% (+/- 0%) 94%
Overall 90% (-1%) 91% (+4%) 87%
Growths
● Only 51% of those surveyed felt that at this school, everyone treats
each other with respect, demonstrating that all staff need to continue
to model what respect looks like at a high level. This still is a concern
from the past few years.
● Need to conduct quarterly surveys with staff, scholars and parents to
identify areas of growth, prior to the survey release.
● Our staff needs to be presented with our school finances more
frequently and in more detail.
Parent Choice
● Imagine Schools Parent Survey
● Other quantitative data: in-house surveys, attendance, re-enrollment, student mobility
● Other qualitative data: testimonials and observations
SEPR rating
Parent Choice
● Areas of strength and growth
● SEPR & NACT recommendations
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
Three-Year Re-
enrollment
2018-2019 90%
Strengths
● Parents enjoy the Tolson Parent of the Month board displayed in the
front lobby. They can often be heard congratulating parents that have
been nominated.
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2017-2018 80%
2016-2017 86%
Three-Year
Attendance
2018-2019 96%
2017-2018 96%
2016-2017 96%
● Restorative practices have continued to improve the school culture
and scholar behavior as referrals have decreased from 2016-2017.
● Survey item, at this school students are encouraged to report bullying,
improved over 20% points from last school year.
● Creation of Director of Family and Student Support Services
Growths
● Increased parental involvement is needed, especially in middle
school.
● Increased community involvement with school sponsored events that
generate increased parental participation and leadership
opportunities.
● Re-establish the Parent Advisory Council (PAC) to engage parents
more frequently with school-wide events.
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Needs Assessment
DATA & 3 YEAR TRENDS ANALYZE & PRIORITIZE NEEDS
Academic Growth
● STAR & State Assessments & Learning Gain Reports
● AEF Literacy Focus walk-through data
● Professional Development implementation data
● Other quantitative (in-house surveys) & qualitative data (testimonials, observations)
● SEPR rating and recommendations
Academic Growth
● State Assessment results of students that met/did not meet target mastery
levels
● Subject areas or subgroups that need improvement or intervention, whether
remedial or enrichment
● AEF Literacy Focus implementation
● Teacher Professional Growth
● Areas of strength and growth
● SEPR & NACT recommendations
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
Tolson PARCC Data
2015-2018
ELA 2015-16 2016-2017 2017-2018 Change
Strengths
● Students in grade 6 and grade 7 performing at a 4+ on the ELA PARCC
assessment grew by 10.4% and 10.5% respectively.
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Levels 3+ 60.4% 49.6% 51.9% +2.3%
Levels 4+ 24.6% 20.1% 20.4% +0.3%
Math 2015-16 2016-2017 2017-2018 Change
Levels 3+ 52.4% 44.7% 44.7% +/- 0%
Levels 4+ 21.6% 11.9% 13.6% +1.7%
Performance Management Grade(s)
2015-2018
Grade 3 ELA 2015-16 2016-2017 2017-2018 Change
Level 3+ 76.6% 32.6% 33% +. 04
Levels 4+ 40.4% 9.3% 4.7% -4.6%
Grade 8 Math 2015-16 2016-2017 2017-2018 Change
Level 3+ 38% 46% 43% -3.0%
Level 4+ 12% 21% 14.3% -6.7%
● Students in grade 7 performing at a 3+ on the PARCC assessment
grew by 22 points in Math and 27 points in ELA.
● Implementation of Scholars Success Time across the entire campus
with all hands on deck.
● Implementation of the Daily Data Dive for the 2018-2019 school year
is designed to improve scholar achievement.
● Student growth improved over 9 points in both in ELA and Math that
will reflect positively on the PARCC assessment.
● Creation of Director of Family and Student Support Services
Growths
● Students in grade 3rd grade performing at a 4+ on the ELA PARCC
assessment declined to 4.7%
● 8th grade math declined in both level 3+ and 4+ on the PARCC
assessment.
● Overall, PARCC scores remained stagnant or showed little growth
collectively as a school.
● The STAR assessment scores declined and or remained stagnant in
both ELA and Math.
● Only one class met the STAR S.M.A.R.T. goal of 1.11 from Fall to
Spring.
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Tolson STAR Data
Learning
Gains
2014-2015 2015-2016 2016-2017 2017-18 2018-19
Reading 1.09 1.07 1.06 1.04 1.06
Math 1.09 1.05 1.03 1.03 1.03
Overall 1.09 1.06 1.05 1.03 TBD
Economic Sustainability
● Imagine Schools Staff Survey items related to Economic Sustainability
● Other quantitative data: in-house surveys, etc.
● Other qualitative data: observations and testimonials
● SEPR rating
Economic Sustainability
● Areas of strength and growth
● SEPR & NACT recommendations
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
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2019 Economic Sustainability Survey Item
I have been and opportunity to become familiar with our school’s budget and financial
standing. (Staff).
63.5%
The programs and resources at this school are adequate to support students’ learning.
(Staff).
88.1%
I have opportunities to participate in school decisions, give and receive advice, take
action, and be accountable for the results. (Staff).
90.5%
Strengths
● Strategic with partnering with outside services and organizations to
further enhance our imprint in Ward 5.
● The Economic Sustainability task force plans and implements fund
raising opportunities through school-wide events.
● Currently, we are looking at a strong net surplus based on our current
budget.
● Consistent school-wide fundraisers
Growths
● Take and keep inventory of all school assets and supplies to ensure
that we are not making unnecessary purchases.
● Consider the impact of all purchased on our budget.
● Improved the financial literacy amongst staff members.
● Provide financial literacy opportunities for our scholars.
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School Development
● Imagine Schools Staff Survey items related to School Development
● Other quantitative data: in-house surveys, etc.
● Other qualitative data: observations and testimonials
● SEPR rating
School Development
● Areas of strength and growth
● SEPR & NACT recommendations
● Use this analysis to identify areas for improvement in the EQUIP section for
each goal
2019 New School Development Staff Survey Items
Highest Rated Items
Strengths
● 95.9% of families stated “They would recommend this school to a
friend.” Increase of 4 points from last year.
● Only one statement scored below 80% from the 2018-2019 school
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Students have opportunities to work in small groups and learn the skills
required for effective teamwork and collaboration
100%
Our school promotes family involvement in school events and activities 98%
The principal celebrates our staff recognizing individual and collective
achievements.
97%
Lowest Rated Items
Once we start a new program at this school, we follow up to make sure
it’s working as intended.
83%
Students have opportunities to grow in character by getting involved in
service learning projects that benefit the school or the wider community.
78%
year.
● Overall, 90.0 % of staff state has a satisfaction with our responses for
New School Development.
● Re-enrollment increased from 80% to 90% for this school year.
Growths
● Currently, we are right at our projected enrollment for the school
year. Our goal was to be slightly above the targeted enrollment.
● Engage more parents, especially in the middle school with our
athletics and activities department.
● Provide more student leadership and service learning opportunities
for our scholars in grades 3-8.
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Building a Culture of High Expectations
ESTABLISH Goals: SHARED VALUES
Stakeholders develop a shared vision and mission and have a clear understanding of their roles and responsibilities • Stakeholders commit to Imagine Schools Shared Values of Justice, Integrity
and Fun, which provide direction and purpose for work • When making decisions, stakeholders put major emphasis on getting advice from colleagues and leaders • Staff attitudes and
perceptions are assessed regularly • Roles and responsibilities for multi-levels of leadership are defined • Instructional leader guides and coordinates a school culture of positive character
development and academic growth • Stakeholders commit to the priorities of the Six Measures of Excellence • A School Excellence Plan (SEP) is developed collaboratively to provide one plan
that bridges other accountability plans into a clear focus for the year • All stakeholders work collaboratively to meet goals established in SEP • Stakeholders monitor progress towards goals •
The Academic Excellence Framework (AEF) is embedded into the culture of the school
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the school year, the overall agreement rate (strongly agree and agree) for shared value survey items will be at least 90% on the Imagine Schools student, staff and family surveys. (2019 -2020)
‘
Goal(s) Met?
• YES • NO
EQUIP with an Implementation Action Plan: SHARED VALUES
Identify the area(s) for
improvement from needs
assessment - along with the
data from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the effectiveness of
the strategy/initiative
Refocus on bullying. Survey items and other data points suggests that bullying is still a current issue in our school and in today’s society.
We plan to have more school
sponsored events about anti-bullying.
If approved, we possibly may have a
speaker come in to speak with
scholars’ about bullying, and a Be A
Buddy not a Bully Pep Rally. Modeled
scenarios will focus on identifying
behaviors associated or classified as
School Sponsored Events
Google Docs- Shared
Values Prompt
October 2019 to June 2020 Quarterly, August 2019- June 2020
Shared Values Task Force All Team & Family members
Shared Values Survey Tolson Survey Educators Handbook (incidents related to bullying)
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bullying and on sharing what to do if
bullying occurs.
Scholars will use restorative practice strategies and techniques, to learn how to prevent and respond to bullying. take a stand, restore, respect and build trusting relationships. All will participate in Restorative Circles to continue to develop relationships, build community or to reactively respond to undesired behaviors, conflicts, or problems. All Team and Family members will also
work together to model a no
tolerance stance for bullying, help
scholars understand the language of
bullying and with ensuring that we
create a safe and respectful learning/
working environment .
Redefine core virtue “Respect” for all
stakeholders based on results from
survey items and other data points.
Place intentional focus on the Core/Shared Values monthly board that is displayed (on the first floor) highlighting featured core value of the month. Create a Respect Wall to highlight the various ways scholars exemplify and respect others. Teachers will choose a scholar to add to the respect wall weekly. Create “Do Now” prompts for staff to reflect upon. Share outs by academy, specifically acknowledging Integrity, Justice and Fun.
School Sponsored Events Core Values Board Shared Values Prompts
October 2019to June 2020 Shared Values Task Force Shared Values Survey and Tolson Survey to measure the climate of our shared values Educators Handbook (incidents
relating to respect)
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Increase overall engagement and understanding of how to Live with shared values from all stakeholders.
Create staff and scholars “Do Now”
interactive notebooks using google
docs, focused around our shared
values and application in our daily lives
at the start of each monthly meetings
Recognition of S.V.I.Ps- (Shared
Values Inspire Positivity) Each
mouth staff and scholars will send a
message of gratitude to someone
they admire or who has influenced
them with our shared values.
Increase engagement at the PAC and iParent meetings. This will help get more parents involved and it will ensure that they are knowledgeable on how we implement and model daily, in our community our Shared Values. Quarterly Academic Award Ceremonies will provide staff, scholars, and parents with opportunities to positively interact and engage with others, build school culture and recognize scholars for their outstanding service. JIF it Up Today!, section will be sent via email to all staff and parents, highlighting the shared value of the month. to ensure they are knowledgeable on how we implement and model daily in our community our Shared Values.
Shared Values prompts Academic Excellence Framework Acceleration Model Staff and scholars of Service Recognition Certificates S.V.I.P Prompts
Parent Square and Facebook Principals Weekly Updates
Ongoing
Monthly iParent and PAC (Parent Advisory Council) Meetings
October 2019 - June 2020
October 2019 - June 2020
Shared Values Taskforce Students, Staff, Leaders, Parents
Shared Values Task Force
Leaders
Shared Values Task Force
Shared Values Survey Tolson Survey
Staff and Scholar Surveys
Volunteer Hours
Parent and Staff Surveys
Parent, Staff and Scholars Surveys
EQUIP with Professional Learning Opportunities: SHARED VALUES
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Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
School Climate and Culture (Bullying) Inservice Professional Development
Shared Values Task
Force Committee/ Staff
Professional Development October - Shared Values - Justice - “Bullying” February - Shared Values - FUN-
Shared Values Task Force Ms. Jones, ELL Support
Ms. Baylor, SPED Support Mr. Wilson, SPED Support
Ms. Holland, Professional School Counselor Instructional Coaches (Ms. Boone, Ms. Burks, Mrs. Taylor) Haroon Rashed, Principal
Sherilyn Land, Vice Principal
School Climate and Culture (Respect) Inservice Professional Development On going education of shared values at
academy meetings.
Shared Values Task
Force Delivery during preservice and ongoing from
Shared Values committee every month during
academy meetings.
Shared Values Task Force
Ms. Jones, ELL Support
Ms. Baylor, SPED Support
Mr. Wilson, SPED Support
Ms. Holland, Professional School Counselor Instructional Coaches (Ms. Boone, Ms. Burks, Mrs. Taylor) Haroon Rashed, Principal
Sherilyn Land, Vice Principal
Family and School-wide Engagement of our Shared Values
Professional Development ASCD Conference for Educational Leadership Implement models of JIF Jars around the school and in classrooms. Mr. JIF will ask questions about shared values during morning arrival and at iParent meetings to see what parents and scholars know and teach them about the SV’s. Send a prompt home for the parents so they can buy in to Shared Values.
ACSD- Various Facilitators Shared Values Task Force
November 2018 - January 2019 Professional Development Workshop for all stakeholders October 2018-June 2019 Professional Development March - Shared Values- Presentation June - Shared Values - FUN- “Decisional Making Highlights”
Shared Values Task Force
Ms. Jones, ELL Support
Ms. Baylor, SPED Support Mr. Wilson, SPED Support
Ms. Holland, Professional School Counselor Instructional Coaches (Ms. Boone, Ms. Burks, Mrs. Taylor) Haroon Rashed, Principal
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Focus on handing scholars’ and parents’ decisions, allowing them the opportunity to use the decision making process and act as a leader.
Sherilyn Land, Vice Principal
ENGAGE in Implementation: SHARED VALUES
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I August
● All staff Task Force will choose the Task Force he/she would like to participate in for the 2019/2020 school year (Fun).
September
● The strengths and needs for improvement within our taskforce. ● Implementation of monthly meetings to ensure we are tackling our task force goals with fidelity. ● The topic of discussion for our next meeting is a Shared Values board involving parents and scholars. ● We will also be discussing an academic, school-wide tracker to assist with PARCC preparation.
October
● Taskforce met to review survey data and begin to focus on areas for growth. ● Staff will complete Gratitude boards. ● Implementation of bulletin board devoted to shared/ core values in December 2019 and March 2020.
November ● Monthly JIF prompts are sent in the Principals weekly update for Staff and Scholars. ● First Quarter Awards Ceremony. We highlighted students for their academics and great character. We highlighted students that utilize JIF daily with their peers. ● Our middle school scholars participated in random “Acts of Kindness”. This event the scholars displayed letters to each other and expressed how grateful they were
to have each other as friends. (No-Bullying)
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Progress Monitoring II
EVALUATE Efforts: SHARED VALUES
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
SHARED VALUES Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the following year’s needs
assessment process.
Strengths:
● 100% participation with staff
● Authentic responses from all stakeholders
● Deep understanding from staff and scholars about the meaning of each Shared Value.
● Monthly activities that reinforce our Shared Values
Needs of Improvement:
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● While we scored right at our overall goal of 90%, we barely reached that number. One area that continues to be an issue is the parental participation in the survey
and the % of scholars and staff citing respect as a concern.
● From this we need to increase our parental involvement in the area of surveys by conducting quarterly surveys for parents in the area of Shared Values.
● Connect with the character development taskforce to close the gap and improve the percentages with items covering respect.
Next Steps:
● Schedule quarterly surveys for all stakeholders
● Hold focus meetings with all stakeholders to identify what items need to be addressed and work on them collectively.
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Building a Culture of High Expectations
ESTABLISH Goals: CHARACTER DEVELOPMENT – SCHOOL CULTURE/CLIMATE
All stakeholders are committed to building a culture of high academic and character expectations and agree on a set of moral, performance, and civic character values to be upheld by the
school community • Character values are clearly and consistently modeled and integrated into every aspect of the school day • A physically and emotionally safe and supportive school-wide
learning environment, based on mutual respect and fairness, is established and upheld • Teachers exhibit cultural responsiveness and use a growth mindset to build students’ sense of belonging
to the school community • Students will learn the Character and Social-Emotional Learning skills to help them serve as leaders, decision makers, and role models to their younger peers •
Appropriate methods of recognition are employed to foster intrinsic motivation in staff and students • Successes that bring attention to the school’s vision, mission and goals are celebrated •
Teachers model, reinforce, and convey expectations for habit-building routines that operate consistently across the school and in each classroom • Staff use a positive approach to school and
classroom discipline that is consistent with character values and includes restorative/peace building practices • The school routinely assesses its culture and climate, the functioning of its staff as
character educators, and the extent to which students manifest good character • The school emphasizes an optimal learning environment that is inclusive and culturally relevant to all students
by reflecting students’ unique home and community backgrounds
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the 2019-2020 school year, Imagine Hope Tolson scholars will increase student outreach by establishing and
maintaining a minimum of three student led initiatives as related to positive character development, which exemplifies a
Promising Practices School.
Imagine Hope Tolson will average 80% or higher for at least 90% approval ratings of the question stems with staff, scholar
and parent character survey items.
Goal(s) Met?
EQUIP with Implementation Action Plan: CHARACTER DEVELOPMENT – SCHOOL CULTURE/CLIMATE
Identify the area(s) for
improvement from needs
assessment - along with the data
from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible
for implementation
Identify how you will measure
the effectiveness of the
strategy/initiative
Improve school pride and ownership by increasing opportunities for students to act as leaders. Staff must continue to model high expectations throughout the school
If we Improve school culture and climate by increasing school pride by providing students, across all grade levels opportunities to lead and be
Teach Like A Champion. No-nonsense Nurturing Training
August 2019-June 2020
August 2018
Monthly Core Virtues:
Classroom teachers
Custodial staff
Cafeteria staff
Dean of Students
Weekly School-Wide Walkthrough data Increased positive student response on mid-year and spring Student Character Survey.
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year and closely monitor students in restrooms, the cafeteria and while using technology.
decision makers then students will take pride in school property.
Share Values, Core Virtues, and Performance Character language Monday Morning Academy meetings and Morning Meetings in the classroom. Acceleration Model
August/September:
Responsibility & Respect
November: Gratitude
April: Generosity
Character Development Task Force Team
Feedback from significant staff (cafeteria, custodial, teachers) General observations of areas that need improvement including (but not limited to) the cafeteria, restrooms, and use of technology.
The school-wide average for parent volunteer hours from SY 2014-2015 to 2018-2019 has decreased by 4.27 hours. 42% of parents surveyed replied “Sometimes”, “rarely” or “Never” to the survey question, I volunteer at my school. All staff need to continue to welcome parents and communicate the various ways to earn 20 volunteer hours.
If we promote parent participation at a high level and display how parents can earn volunteer hours, then participation will increase
iParent meetings Parent Volunteer Hours Values Classroom Chart Parent of the Month and Room Parent of the Month displays .
iParent Meetings: monthly, September 2019-May 2020 Volunteer Hours: September 2019-June 2020
School Leaders Classroom teachers Character Development Task Force Team
Parent Survey Increased parent volunteer hours. Classroom teachers will update his/her Parent Volunteer Hours Chart, posted outside of classrooms, with fidelity
EQUIP with Professional Learning Opportunities: CHARACTER DEVELOPMENT – SCHOOL CULTURE/CLIMATE
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
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Building Positive Character: Morning Meetings, Behavior Management The Acceleration Model: Focus on Optimal Learning Environment The Acceleration Model: Focus on Instruction- Cooperative Learning The Acceleration Model: Focus on Optimal Learning Environment- Revisit routines and procedures Performance Character - Fostering Perseverance
Acceleration Model: PLT
Facilitator Classroom teachers and Academy Leaders
September 5
September 19
October 31
January 23
February 20
Classroom teachers
Character Development Task Force
Team
Asha Henson School Social Worker
Parent Engagement Coordinator
School Leaders
ENGAGE in Implementation: CHARACTER DEVELOPMENT – SCHOOL CULTURE/CLIMATE
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
● Submission of a Promising Practice regarding school-wide character ● Monthly leadership meetings with our Elite Scholars in middle school (Example document submitted into Inside Imagine) ● Integration of Moral, Civic, and Performance Character traits in school-wide field trips ● Mid-year character surveys with scholars in grades 4-8 (Survey results will be uploaded once the data is analyzed and placed in a chart)
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●
Progress Monitoring II
● Conducted school-wide Shared Values Survey with scholars. ● Character Development taskforce reviewed the data and completed a SWOT analysis identifying the areas of strength and items for growth. ● Submitted and received a promising practice for Elite Scholar Program within the Middle School Academy.
EVALUATE Efforts: CHARACTER DEVELOPMENT – SCHOOL CULTURE/CLIMATE
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
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CHARACTER DEVELOPMENT-SCHOOL CULTURE/CLIMATE Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine
initial steps for the following year’s needs assessment process.
Strengths:
● Teachers and staff teach and reinforce the expectations of our Shared Values during morning meeting and when conferencing with scholars
● Provided multiple professional development sessions for staff both internal and external
● Overall positive data results from all stakeholders
● Submitted and received a promising practice for the fourth consecutive year
Areas of Improvement:
● The area of respect, continues to be an issue with staff and scholars
● Character discussions and writing prompts are inconsistent across grade levels
● Character Essay contest is not a major emphasis at our school
● Stronger connections with parents and families regarding positive student behavior
● Inconsistent programs from Elite Scholars, Scholar Dollars, etc…
● Scholars have an understanding, but the implementation is inconsistent
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Building a Culture of High Expectations
ESTABLISH Goals: PARENT CHOICE
School staff and parents/guardians partner in the process of continual school evaluation and improvement • School thoughtfully promotes parents/guardians ability to understand, articulate,
and support the school’s vision and mission • School provides opportunities for parents/guardians to contribute to a respectful, transparent school culture that reinforces high expectations •
School invites parents to join in planning, organizing, and creating rich, rewarding experiences for students • Parents/guardians are well informed and knowledgeable about their child’s progress
and about the school’s educational program • Parents/guardians attend meaningful school programs focused on enhancing home academic support • School/home partnership is enhanced
through frequent, clear and substantive school/home communication • Parents/guardians learn about the unique program and activities offered by the school, which emphasizes how character
development positively impacts student’s academic responsibility and success • Parents/guardians and the local community form partnerships with the school to promote character initiatives
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the school year, we will have a functional and successful Parent Advisory Council, we will have increased Middle School
parental, teachers will effectively communicate with families via Dojo, phone calls, text messages and Thursday folders, traditional annual
and monthly family events will be planned and executed with at least 50% of our families present at every event and we will have 95% re-
enrollment by our current families.
Goal(s) Met?
• YES • NO
EQUIP with Implementation Action Plan: PARENT CHOICE
Identify the area(s) for
improvement from needs
assessment - along with the
data from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the effectiveness of
the strategy/initiative
Parent volunteer hours continue to drop
as our scholar’s progress to the upper
grades.
Parent Volunteer Hours Star Key:
● iParent Meeting (1)
● Field Trip (3)
Classroom Volunteer charts Room Parent of the Month Tolson Parent of the Month
August 2019-June 2020
Parent Choice Task Force Ms. Moe, Parent Engagement Ms. Tobias, Administrative Assistant
Parent Volunteer Hours Star Key:
● iParent Meeting (1)
● Field Trip (3)
● In class service (the amount of hours you
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● In class service (the amount of hours you send inside the classroom)
● School Wide Events (1)
● Snacks (1)
● Read alouds (hours spent inside the classroom)
How can I help???...
● Help prep for projects/small groups/materials
● Make copies
● Help organize classroom areas
● Cut Letters
● Bulletin boards Assist in the cafeteria for lunch
Parent Board iParent Workshops
Ms. Tayna Davis, 5th/6th Grade Teacher Mr. Lenard Anderson, 7th/8th grade teacher All Team and Family
send inside the classroom)
● School Wide Events (1)
● Snacks (1)
● Read alouds (hours spent inside the classroom)
How can I help???...
● Help prep for projects/small groups/materials
● Make copies
● Help organize classroom areas
● Cut Letters
● Bulletin boards Assist in the cafeteria for lunch
Increase and sustain productive
relationships with parents through
programs and initiatives.
Improve communication with parents
regarding activities, school
announcements, and concerns
(classroom to LEA wide)
If we build, maintain, and repair trusting relationships with parents, then they will more likely continue to partner and choose Hope Community PCS and tell others about the LEA. · Language barrier translated documents · Thursday folders · Parent Information Board · Tolson PAC Facebook page
Academic Excellence
Framework
Acceleration Model
School Website
mySchool app
Room Parent of the
Month
Tolson Parent of the
Month
Parent Board
iParent Workshops
Language barrier translator iParent Meeting
August 2019-June 2020 Parent Choice Task Force Ms. Moe, Parent Engagement Ms. Tobias, Administrative Assistant Ms. Tayna Davis, 5th/6th Grade Teacher Mr. Lenard Anderson, 7th/8th grade teacher All Team and Family
Stable re-enrollment and
enrollment numbers
Reduced mid-year withdrawals
Increased parent volunteer hours
Family Surveys
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Tolson PAC
Community Outreach · Help Tolson partner as a food bank location with Martha’s table · Brown bag lunches for those in need ·Coat Drive for scholars in need of winter coat
Can food drive Coat drive Christmas baskets Thanksgiving baskets
August 2019-June 2020 Parent Choice Task Force Ms. Tobias Mrs. Griffith Ms. Henson PAC parents All Team and Family
Family surveys Increased enrollment
Partnering with parents to ensure we
have at least 95% re-enrollment for
the following 2019-2020 school year
Active parental involvement at all school wide events. Open communication with our parents Consistent and engaging PAC lead events
iParent Meetings August 2019- June 2020 Ms. Moe, Parent Engagement Ms. Tobias, Administrative Assistant Ms. Tayna Davis, 5th/6th Grade Teacher Mr. Lenard Anderson, 7th/8th grade teacher All Team and Family
Stable re-enrollment and enrollment numbers Reduce midyear withdrawals Family surveys
EQUIP with Professional Learning Opportunities: PARENT CHOICE
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Supporting Your Child to be Successful in
School
Building Self-Confidence in Children
iParent Workshops
N. Griffith, Director of Parental Involvement A. Henson, School Social Worker
● Supporting Your Child to be Successful in School: (September 27)
● Bully Prevention-Suzanne Greenfield for Office of Human Rights:
● Advocate for Justice (AJE)
Parent Choice Task Force
Jamie Hackett, Enrollment
Coordinator
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Effective Skills for Parent Advocacy Resume’ Building and Job Interviewing
● IParent Event: Resume Building and Job Interviewing:
● Managing Difficult Behaviors: (November 29)
● Working with Your Child’s Doctor (January 29)
● Effective Skills for Parent Advocacy (March 21)
● Foodie Extravaganza (May 23)
School Leaders
ENGAGE in Implementation: PARENT CHOICE
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I Parent Survey (Mid-Year Parental Survey is currently in session and the data will be uploaded once the timeframe is complete) Parental Dojo usage Increased parental involvement at school wide events
Progress Monitoring II Parent Survey Parental Dojo usage Increased parental involvement at school wide events
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According to our Parent Partnership charts, 25% of our parents have completed at least half of their volunteer hours needed for this school year.
EVALUATE Efforts: PARENT CHOICE
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
.
PARENT CHOICE Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the following year’s needs
assessment process.
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● Strengths: Consistent family engagement events, increased parental involvement for our K-3 families, increased attendance at our iParent meetings, Cohesive Parental Advisory Council
● Areas of improvement: Increased parental involvement of our Middle School families. Greater percentage of parents giving 20 hours, through the Got 20 initiative.
Parent Advisory Council becoming more active in school decisions and resolutions. Better understanding of our Shared Values.
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Teaching & Learning
ESTABLISH Goals: ACADEMIC GROWTH – TEACHING & LEARNING FUNDAMENTALS
A common, coherent, viable curriculum based on standards and integrated across the subject areas is followed by all teachers through a year-at-a-glance, integrated curriculum maps, pacing
guides and unit plans • An effective lesson plan is developed to include; setting clear objectives, advance cues, questions and organizers, direct instruction, guided practice, checks for
understanding and independent practice, as well as character integration • Effective resources are identified and used with fidelity and maintained over time for adequate practice and
implementation • The delivery of a rigorous lesson engages students in creative thinking, problem solving and skilled communication • Teachers engage in rigorous instruction through higher
order questioning, discussions and project-based learning • Students apply critical thinking by identifying similarities and differences • Students are motivated to generate and test hypotheses
through inquiry-based instruction • Students make sense of content through summarizing and note taking • Teachers and students construct nonlinguistic representations for mental imagery
• Students have opportunities to apply 21st Century skills • Teachers provide ample opportunities for deliberate practice • Teachers check for understanding through formative and summative
assessments • Learning is personalized through a sophisticated use of data for differentiated instruction • Teachers help students become independent self-directed learners
TEACHING & LEARNING Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
● By the end of the school year 2019-2020, the mean Reading and Math Learning Gain for all students will improve to 1.09 , as
measured by the Fall to Spring STAR Reading Assessment.
● By the end of the school year, 65% of students will be at a Level 3 or higher, as measured by the PARCC Assessment.
● By the end of the 2019-20 school year, Imagine Hope Tolson will see a 20% increase or higher in scholars scoring a level 4+ in 3rd
grade ELA as measured by the PARCC Assessment and based on our Focus Priorities for the 2018-19 school year.
Goal(s) Met?
• YES • NO
EQUIP with Implementation Action Plan: ACADEMIC GROWTH - TEACHING & LEARNING FUNDAMENTALS
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Identify the area(s) for
improvement from above
ACTION STEPS
(Implementation
initiatives and strategies)
Tools and Resources Timeframe for expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the effectiveness
of the strategy/initiative
Increase student learning is
personalized through a sophisticated
use of data for differentiated
instruction
Create personalized learning
through the implementation of:
Small groups,
Intervention/Scholar, Success
Time, Saturday School, and
Intensive Intervention
STAR DATA
PARCC DATA
Student Portfolios
Differentiate instruction
within small groups
Renaissance Flow 360
Freckel
Acceleration Model
Principal Weekly Newsletter
Bi-weekly portfolios checks
during 2019-2020 school year
Quarterly D3 Data Dives
August 2019-June 2020
All Teachers
Instructional Coaches (Tayrn
Boones, Brittany Burks, Erica
Taylor)
Kesha McCoy, Academic
Regional Coach
Resource Staff
Haroon Raheed, Principal
Sherilyn Land, Vice Principal
Formative and Summative
Assessments
STAR benchmark data
PARCC data
Walkthrough data
Observation data
Backward planning, thus enabling
teachers to check for understanding
through formative and summative
assessments. Ensure that curriculum is
used effectively and with fidelity
Collaborative planning
PLTs
Support and coaching for
teachers around Curriculum
implementation
PARCC data
Acceleration Model Activity
II: Determining student
Misconceptions
Reading Street
Weekly Assessments
August 2019-June 2020 All Teachers
Instructional Coaches (Tayrn
Boones, Brittany Burks, Erica
Taylor)
Kesha McCoy, Academic
Regional Coach
Resource Staff
Haroon Raheed, Principal
Classroom observations and
evaluations
Weekly Regional Academy Leaders
Walkthrough
Observe4Success
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ImPact Mentoring Program
Lesson Plan Template
Scope & Sequence
Lesson Plan Checklist
Eagle Express
Sherilyn Land, Vice Principal Lesson Plan Feedback Forms
Classroom observations and
evaluations
PARCC and STAR data
EQUIP with Professional Learning Opportunities: ACADEMIC GROWTH - TEACHING & LEARNING FUNDAMENTALS
Topic
Delivery Type
(PLC, Book Study,
Workshop, Webinar,
Course, Module)
Facilitator & Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
The Acceleration Model Focus on Assessment (Informal/Formal)
PARCC
The Acceleration Model Focus on Instruction- Focus on Flow 360,
Scholar Success Time, SST
The Acceleration Model Focus on Instruction- Data Analysis (D3)
Acceleration Model: PLT
In-service
Professional Development
Sessions
School Leaders
Regional Academic Coach
Instructional Coaches
School Leadership Team
Every Wednesday from September 4- June 10
All Teachers
Instructional Coaches (Tayrn
Boones, Brittany Burks, Erica
Taylor)
Kesha McCoy, Academic Regional
Coach
Resource Staff
Haroon Raheed, Principal
Sherilyn Land, Vice Principal
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The Acceleration Model Focus on instruction – Unpacking
Standards, STEAM
The Acceleration Model Focus on instruction – Authentic
Learning Project Based Learning
The Acceleration Model Focus on instruction- Academic
Discourse/Bloom’s Taxonomy
Classroom Teachers
School Leadership Team
Early Literacy with a focus on teacher effectiveness in reading instruction. (NACT Action Plan) Priority Focus
Acceleration Model: PLT
Academy Meetings
Eagle Express
NACT Walkthrough data and
debrief
School Leaders
Regional Academic Coach
Instructional Coaches
School Leadership Team
Classroom Teachers
Dates of Monthly Collaborative Planning Sessions: November 13th and 14th December 17th and 18th January 2nd February 27th and 28th March 28th-29th May1st-3rd Language Essentials for Teachers of Reading and Spelling (LETRS): Recommended by RAC- Ellis-Hicks PD given by RAC/ School Site Coach as well as suggestions by the NACT team. (email sent on October 11th from Karen Gayle) Training in AR for teachers. -Purchase of Creative Curriculum (11,000)
Instructional Coaches (Tayrn
Boones, Brittany Burks, Erica
Taylor)
Kesha McCoy, Academic Regional
Coach
Resource Staff
Haroon Raheed, Principal
Sherilyn Land, Vice Principal
School Leadership Team
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Building Teacher Efficacy (NACT Action Plan) Priority Focus
Acceleration Model: PLT
Academy Meetings
Eagle Express
NACT Walkthrough data and
debrief
School Leaders
Regional Academic Coach
Instructional Coaches
School Leadership Team
Classroom Teachers
- Revamping of school wide PD that is differentiated with teacher choice will be finalized by November 6th. - Peer observation scheduled will be created to get teacher buy-in and increase their instructional tool-kit. -Differentiated PD based on the needs of the teachers to support their on-going development.
Instructional Coaches (Tayrn
Boones, Brittany Burks, Erica
Taylor)
Kesha McCoy, Academic Regional
Coach
Resource Staff
Haroon Raheed, Principal
Sherilyn Land, Vice Principal
School Leadership Team
ENGAGE in Implementation: ACADEMIC GROWTH - TEACHING & LEARNING FUNDAMENTALS
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
Survey Data from Survey Monkey for October two-day PD sessions. These results were compiled from our school staff based on what they feel is important to their
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Literacy
37.50%
34.38%
28.13%
Classroom
Management
29.03%
25.81%
45.16%
Progress
Monitoring
33.33%
36.36%
30.30%
● Teach back protocol is currently in operation where classroom teachers have the opportunity to teach a lesson to their peers during SST sessions and receive warm/cool feedback. They are also
videotaped and provided with a copy for review and to help develop their craft. ● Continued implementation of the instructional learning block schedule with ongoing feedback based on pacing, rigor, and instructional practices. (See attached template in the Engage folder in
Inside Imagine) ● Posted current STAR data in the PLT room as a constant reminder of our goals and where each class/scholar are at. (See attached document in the Engage folder in Inside Imagine) ● Teachers in grades 3-8 are currently completing a PARCC projection sheet with academic coaches to identify the progress towards the state assessment in April. Teachers use the
growth proficiency chart in the STAR enterprise system to help compile the necessary data. ● Teachers use data binders and Instructional Planners from STAR to assist with data and to move scholars towards proficiency. In addition, teachers use Freckle, FLOW 360, Accelerated Reader
(AR) and other Renaissance Platforms for instructional and supplemental support. ● Teachers plan and use formal and summative assessments to monitor student growth. In addition, teacher’s planning is readjusted to accommodate and differentiate student needs.
●
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Progress Monitoring II
STAR/PARCC Alignment PMF Grade 8: Math Level 3 Level 4 Level 5 Total
Arnold
Total Number of Scholars: 16 7 4 0 11 (0)
Hendje
Total Number of Scholars: 14 1 3 0 4 (5)
Total: 8 7 0 15
Math
STAR/PARCC Alignment PMF Grade 3: ELA Level 3 Level 4 Level 5 Total
Moore Total Number of Scholars: 19
4 2 0 6 (6)
Payton Total Number of Scholars: 15
2 3 0 5 (5)
Total: 6 5
ELA
EVALUATE Efforts: ACADEMIC GROWTH - TEACHING & LEARNING FUNDAMENTALS
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
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ACADEMIC GROWTH - FUNDAMENTALS Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the
following year’s needs assessment process.
Areas of Strength:
Areas for Improvement:
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Teaching & Learning
ESTABLISH Goals: ACADEMIC GROWTH – MATH
Teachers utilize the mathematics pacing guides to collaboratively plan rigorous lessons that integrate the literacy focus strategies and use researched based math tools to ensure that lessons are
standards-driven, cohesive and correctly paced • Teachers unpack the math standards in weekly horizontal and vertical planning and align their resources appropriately for ongoing assessment
and progress monitoring • Procedural skills as well as conceptual understanding are taught • A seventy one hundred five minute math block includes the elements of guided math with whole
group, small group and organized activities for independent practice • Students study algorithms as “general procedures” in order to gain insights into the structure of mathematics (e.g.
organization, patterns, predictability) • Students are able to apply a variety of appropriate procedures flexibly as they solve problems • Students have opportunities to develop the eight
mathematical practices: Make sense of problems and persevere in solving them, Reason abstractly and quantitatively, Construct viable arguments and critique the reasoning of others, Model
with mathematics, Use appropriate tools strategically, Attend to precision, Look for and make use of structure, and Look for and express regularity in repeated reasoning
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
● PARCC Math: By the end of the 2019 – 2020 school year, 52% of scholars will be at a level 3 or higher, as measured by
the math PARCC assessments.
● STAR Math: By the end of the 2019 – 2020 school year, the mean math learning gain for all scholars will be 1.09, as
measured by the fall to spring STAR Math assessment
Goal(s) Met?
• YES • NO
• YES • NO
By the end of the 2019-2020 school year, 80% of classes will move from procedural math instructional to conceptual and application based
instruction based on weekly observations and monthly NACT walkthroughs.
• YES • NO
EQUIP with Implementation Action Plan: ACADEMIC GROWTH – MATH
Identify the area(s) for improvement from
needs assessment - along with the data
from which it is based
ACTION STEPS
(Implementation
initiatives and
strategies)
Tools and
Resources
Timeframe for expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the
effectiveness of the
strategy/initiative
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
2020Developing Character, Enriching46
Teachers unpack the math standards in weekly
horizontal and vertical planning and align their
resources appropriately for ongoing assessment and
progress monitoring
Utilize academy meeting sessions that focus on creating differentiated assessments.
Teach like a champion, 2.0 Pearson (Textbook) Khan Academy
September 2019 – June 2020 Sherilyn Land, Vice
Principal
Kesha McCroy, RAC
Instructional Coaches
Achille Hendje (MS Math)
Scholar Success Plans
Students have opportunity to develop the eight
mathematical practices: Make sense of problems and
persevere in solving them, Reason abstractly and
quantitatively, Construct viable arguments and
critique the reasoning of others, Model with
mathematics, Use appropriate tools strategically,
Attend to precision, Look for and make use of
structure, and Look for and express regularity in
repeated reasoning
Teachers will create daily,
differentiated exit tickets to
provide a daily assessment to
check for mastery of the
objective and CCSS.
Allow scholars to work on PBL
activities and explore math
through real-world activities.
Quarterly STAR Data Good To Great, by Jim Collins
September 2019 – June 2020 Sherilyn Land, Vice
Principal
Kesha McCroy, RAC
Instructional Coaches
Achille Hendje (MS Math)
Scholar Success Plans
Student work samples
Benchmark Data
PBL Activities
Field Trips
EQUIP with Professional Learning Opportunities: ACADEMIC GROWTH – MATH
Topic
Delivery Type
(PLC, Book Study,
Workshop, Webinar,
Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Active discussions with students regarding goals
and feedback to promote ownership,
responsibility, and accountability within their
academic growth.
Small Groups, one on one
conferencing, whole group
differentiated instruction, peer to
peer review
Students
Teachers
Exit tickets
STAR assessment
Academic Coaches
Leadership Team
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
2020Developing Character, Enriching47
All stakeholders
PARCC
Formative assessments
Accountability partners
Regional Team
The Acceleration Model Focus on Optimal Learning Environment
The Acceleration Model Focus on Instruction- Nonlinguistic
Representations
The Acceleration Model Focus on Instruction- Authentic Learning and
Project Based Learning
The Acceleration Model Focus on the Learner- Exploring manipulatives and
practicing with authentic materials
The Acceleration Model Disaggregating the STAR Data and unpacking
standards
The Acceleration Model Focus on Instruction- Common Assessments/Exit
Tickets
Acceleration Model: PLT Regional Academic
Coach
School Leaders
Middle School Coach
September 5, 12, 19, 26
October 3, 10, 17, 24
November 14,
December 5
January 4: Creative Curriculum (Regional Office, PreK)
January 9: Creative Curriculum Professional Development
Implementation)
Regional Academic Coach
School Leaders
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
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The Acceleration Model Focus on Instruction- Small Group Guided
Reteach/Extension
The Acceleration Model Weekly Data Chats
The Acceleration Model Vertical and Horizontal Collaboration
New Curriculum for Pre-K
Creative Curriculum
Instructional Learning Block (breakdown of
instruction)
PARCC PMF Projection Sheets (Grades 3-8)
Cyclical Model-Increase Task Time for Teachers
January 16, 30
February 6, 13, 27
March 6, 13, 27
May 15
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8th Grade Math (NACT Action Plan) Priority Focus Acceleration Model: PLT
Professional Development
Sessions
NACT Walkthrough data and
debrief
School Leaders
Middle School Coach
NACT Team
MS Team
-Mr. Hendje (MS Math) will shadow a teacher who produces great results on the PARCC assessment. He will co-plan with the teacher and identify best teachers practices to improve instruction. -Accelerated Math training by our regional academic coach. -Additional resources to support instruction: Khan
Academy, AM, and Performance Coach
School Leaders
Middle School Coach
NACT Team
ENGAGE in Implementation: ACADEMIC GROWTH – MATH
Document implementation efforts and describe progress each quarter. Are initiatives or strategies aligned with established goal? How is progress monitored and tracked?
Include quantifiable data, such as teacher observation data, student achievement data (STAR mid-term and winter reports). Revise efforts as needed in order to meet goals.
Progress Monitoring I
Math: Below are the results from the first three assessments (Fall, Mid-Year, and Winter) STAR Assessment showing student results based on the particular bands in STAR. In addition, the grade level and school-wide data is posted below to show the percent of mastery and current learning gain achieved. These data reports are posted within our PLT room and outside of each classroom to ensure that data is transparent and central to our school-wide focus.
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FALL
Math Action Plan for Improving Scholar Data for the 2018-2019 School Year
● Teachers will be engaged in a day long planning session after each interim assessment to help plan effective unit plans that are focused on scholar data. The first data day was conducted during the second and third week of September and has provided a guideline for academic coaches to help support classroom teachers
0% 20% 40% 60% 80% 100%
Total
Grade 8
Grade 7
Grade 6
Grade 5
Grade 4
Grade 3
Grade 2
Grade 1
17
10
23
26
27
16
6
11
7
17
10
16
13
24
19
13
23
14
27
39
33
26
19
33
19
25
21
23
39
16
26
14
16
16
28
29
17
3
12
9
16
16
47
13
29
% Urgent
% Intervention
% For Watch
% Benchmark
% Advanced
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2020Developing Character, Enriching51
moving forward. As a result, teachers will conduct the daily data dive (D3) with scholars to track their mastery based on the lesson taught and the assessment given.
● Teachers disaggregate scholar data on the Instructional Planning Reports and Standards Mastery Reports to identify focus standards/skills for small group
instruction and school-wide Scholar Success Time blocks. ● Scholars scoring in the Urgent Intervention/Intervention performance bands have been identified for pull out intensive intervention. Push in support is provided
by the literacy interventionist and Regional Academic Coach, exploratory teachers and additional staff to provide and added layer of support for our scholars performing at For Watch.
● Implementation of a Balanced Math Block schedule to assist teachers with time management and engaging scholars with effective best practices that yields
scholar growth. ● Support middle school math teacher through on-going professional development, instructional coaching (middle school coach/Administration) and Math mentor
who has proven results with middle school math. ● Consistent implementation of a 45-minute Scholar Success Time block has been embedded into the instructional day.
o Walkthrough data shows evidence of full implementation with all four SST groupings displayed in all classes (Teacher Led/Technology/Independent/Cooperative groups).
o There is evidence of implementation of FLOW 360, Khan Academy, and additional online resources ● Beginning in the month of February, classroom teachers were engaged in the teach back protocol, where each teacher modeled a lesson in front of their peers and
received constructive feedback regarding the lesson. Each lesson is videotaped and provided to the teachers as a visual support for future lessons.
VALUATE Efforts: ACADEMIC GROWTH – MATH
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
Related to Overarching Goal(s) We have not received the data as of yet. Slated for August 2019
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Related to Supporting Goal #1 : No we did not meet our LG goal of 1.08 for the 2018-2019 school year.
ACADEMIC GROWTH - MATH Next Steps:
Strengths
Needs Improvement
Next Steps:
● Purchase new middle school curriculum that is effective nation wide
● Focus on conceptual math practices during PD sessions
● Model for teachers what our expectations are quarterly
● Utilize Flow 360 with classroom teachers by providing more PD at the beginning of the year.
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Teaching & Learning
ESTABLISH Goals: ACADEMIC GROWTH – WRITING
Teachers utilize the writing pacing guides to collaboratively plan rigorous lessons that integrate the literacy focus strategies and use researched based writing tools to ensure that lessons are
standards-driven, cross-curricular, cohesive and correctly paced • Teachers unpack the writing standards in weekly horizontal and vertical planning and align their resources appropriately for
ongoing assessment and progress monitoring • A thirty minute writing block includes the elements of writer’s workshop with direct instruction, independent writing, teacher and peer
conferencing and shared experiences • The importance of the writing-reading connection is stressed by requiring students to draw upon and write about evidence from literary and
informational texts • Student writers use evidence from research (including the text being read) to support their opinions • Annotated samples of exemplary student writing (rubrics) accompany
the standards and help establish adequate performance levels in writing arguments, informational/explanatory (expository) texts, and narratives in the various grades
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the 2019-2020 school year, scholars in grades K through 8th will demonstrate 80% mastery of grammar, sentence structure, and clear/coherent writing that is appropriate to task, purpose and audience.
Goal(s) Met?
• YES • NO
By the end of each quarter, mastery in writing will increase by 5% every month. • YES • NO
EQUIP with Implementation Action Plan: ACADEMIC GROWTH – WRITING
Identify the area(s) for
improvement from needs
assessment - along with the data
from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the effectiveness
of the strategy/initiative
● There is a need to increase scholars’ ability to draw evidence from literary or informational texts to support analysis, reflection, and research.
● Scholars need to improve their command of the conventions of standard English grammar and usage when writing.
● Students will complete a quarterly writing assessment according to the genre studied that quarter.
● The Character Essay contest will provide students with the opportunity to make personal connections, while responding to the provided maxims
Creative Curriculum (PreK) Collections (Middle School) Reading Street Craft Plus 6+1 Traits of Writing
September 2019-June 2020
PreK- 8th grade lead teachers Resource Teachers Regional Coaches/Instructional Coaches
Authentic writing samples with quality work rubrics Walkthroughs and observations by Leadership and Regional Academic Coaches Lesson plan feedback Character Essay submissions
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● Genre related writing in Reading Street (K-5) and Collections (6-8) will provide students with the opportunities to paraphrase, summarize and quote from texts.
● Lesson plan feedback
Support and Performance Coach Shared Values Journals National Essay Contest (Imagine Schools) Rubrics (Based on grade level/common core standards)
Librarian Positive Character
Development Task Force
Photographs
EQUIP with Professional Learning Opportunities: ACADEMIC GROWTH – WRITING
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Character Contest PLT Core Knowledge Tuning Protocol Mentor Text as support and resource
PLT PLT PLT
Regional Academic Coach School Instructional Coach Classroom teachers Haroon Rashed, Principal Sherilyn Land, Vice Principal Classroom teachers Instructional Coaches Regional Academic Coach School Instructional Coaches
November 2019-February 2020 October, 2019 March, 2020 October 2019
Kesha McCoy, Regional Academic Coach Instructional Coaches (Brittany Burks, Erica Taylor, Taryn Boone) Positive Character Taskforce Haroon Rashed, Principal Sherilyn Land, Vice Principal
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Curriculum Overview
In-service
Classroom teachers Haroon Rashed, Principal Sherilny Land, Vice Principal Classroom teachers Instructional Coaches
August 2019
ENGAGE in Implementation: ACADEMIC GROWTH – WRITING
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Related to Overarching Goal(s)
Quarterly Monitoring I ● Providing teachers with grade level rubrics to help with assessing scholar work ● Implementation of Scholar feedback during weekly PLT sessions, focused on scholar writing
Teachers have scholars work posted in the room. Revisions by the teacher are shown on the work so scholars are receiving feedback on their writing. Grows: More cross-curricular writing prompts in mathematics and science for elementary scholars More conferencing with scholars during the revision process Quarterly Monitoring II Strengths
Thinking maps/graphic organizers are used to help scholars improve their writing.
Grows
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Scholars need more opportunities to write
More creative writing assignments to increase scholars' engagement
EVALUATE Efforts: ACADEMIC GROWTH – WRITING
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
Related to Overarching Goal(s): Based on our initial results, we did not meet the expected outcome for our writing goal.
Related to Supporting Goal #1: We did not monitor effectively our writing assessments throughout the year.
ACADEMIC GROWTH - WRITING Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the
following year’s needs assessment process.
Strengths:
Needs Improvement Next Steps:
●
Teaching & Learning
ESTABLISH Goals: ACADEMIC GROWTH – SCIENCE
Teachers utilize the science pacing guides to collaboratively plan rigorous lessons that integrate the literacy focus strategies and use researched based science tools to ensure that lessons are
standards-driven, cohesive and correctly paced • Teachers unpack the science standards in weekly horizontal and vertical planning and align their resources appropriately for ongoing assessment
and progress monitoring • All teachers structure purposeful activities that result in high student engagement that are grounded in higher-order thinking, problem solving, and real world
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
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connection for all students • All students are actively involved in the learning process through collaborative discussions, higher-order thinking, decision making, and investigations with new
approaches • Students consistently generate and test hypotheses through experimental inquiry, problem solving, systems analysis, and investigation
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the 2019-2020 school year 65% of classes will implement project based learning artifacts once a month based on the
Acceleration Model focus of Creativity, Project Based Learning, and Optimal Learning Environment.
Goal(s) Met?
• YES • NO
Identify the area(s) for
improvement from needs
assessment - along with the data
from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible
for implementation
Identify how you will measure the
effectiveness of the
strategy/initiative
All students structure purposeful activities
that result in high student engagement
that are grounded in higher-order
thinking, problem-solving, and real world
connection for all students
Interactive science notebook
Small group intervention
Project based learning
Hands-on learning
Pearson interactive
science
Interactive whiteboard
3D science
2019-2020 academic year Teachers
Coaches
All stakeholders
PARCC Assessment
STAR Data
Formative assessments
Summative Assessments
EQUIP with Professional Learning Opportunities: ACADEMIC GROWTH – SCIENCE
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for supporting
& monitoring
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
2020Developing Character, Enriching58
All students structure purposeful activities
that result in high student engagement
that are grounded in higher-order
thinking, problem-solving, and real world
connection for all students
Small groups
Interactive lesson/activities
Student to student
Teacher to student
All stakeholders
Feedback from coaches
PLT Meetings
Monday meetings
Academic coaches
Regional team
Leadership team
Accountability partners
ENGAGE in Implementation: ACADEMIC GROWTH – SCIENCE
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
2020Developing Character, Enriching59
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Related to Overarching Goal(s)
Progress Monitoring I
● STEAM related professional development for our STEAM and Middle School Science teacher to help improve the student artifacts
● Monthly bulletin boards that reflect scholar work, centered on STEAM integration
● Fall Exhibition of Scholar Work
●
EVALUATE Efforts: ACADEMIC GROWTH – SCIENCE
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
Related to Overarching Goal(s): Yes, it is evident that monthly scholars are actively engaged in project based learning through academic content that creates a sense of
curiosity and creativity. Our academic coaches’ work with our teachers to plan meaningful activities that are scholar centered and free of paper based usage.
ACADEMIC GROWTH - SCIENCE Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the following
year’s needs assessment process.
Strengths
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STEAM Teacher with strong content knowledge in the area of Science (Ms. Miller)
Resources and Materials
Annual Events that reinforce our expectations
Connecting with local vendors and field trips that reinforce STEAM.
Needs Improvement
More consistent support for classroom teachers regarding implementation of Science standards and activities
Continue to make STEAM a major emphasis with our school, not only in exploratory, but across the campus
Be consistent with our expectations of project based learning and Core Knowledge Expo.
Next Steps:
● Continue to provide ongoing PD for our STEAM teacher
● Put in the PD plan STEAM integration and support once a quarter
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Teaching & Learning
ESTABLISH Goals: MORAL CHARACTER DEVELOPMENT
Moral Character Development: The teaching and learning of values that help students act in ethical ways and engage in positive relationships with others
Teachers and staff take intentional steps to model, teach, and reinforce moral character values, such as, respect, honesty, fairness, kindness, self-control, integrity, etc. • Teachers provide
opportunities for students to practice and internalize moral character values • Teachers integrate moral character values in lessons and activities across content areas • A physically and
emotionally safe and supportive classroom learning environment, based on mutual respect and fairness, is established and upheld • Teachers take intentional efforts to create a classroom
community that fosters a sense of belonging and collective solidarity where students hold each other accountable to act appropriately and with integrity • Teachers build positive relationships
with students and learn about their interests and passions • Students are given opportunities to interact with peers and practice the Character and Social-Emotional Learning (SEL) skills required
to develop positive relationship with others • Students learn the Character and SEL skills to resolve conflicts peacefully • Teachers use a positive approach to classroom management that is
consistent with character values and includes reflective, restorative and peace building practices • Teachers create a classroom environment that is inclusive and culturally relevant to all students
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the school year, the two lowest survey items surrounding moral character development will increase by 10% points by the spring
survey.
Goal(s) Met?
• YES • NO
EQUIP with Implementation Action Plan: MORAL CHARACTER DEVELOPMENT
Identify the area(s) for
improvement from needs
assessment - along with the data
from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible
for implementation
Identify how you will
measure the
effectiveness of the
strategy/initiative
Improve school pride and ownership by increasing opportunities for students to act as leaders and address
Provide students, across all grade levels, opportunities to lead and be decision makers during morning meetings.
First Days of Schools, by Harry and Rosemary Wong
August 2019-June 2020
Classroom teachers Custodial staff Cafeteria staff Dean of Students
Walkthrough data Increased positive student response on mid-year and
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2018 Student Survey Results: Lowest Scores
Always/ Often
In our class, we own up to our mistakes and help each other do better.
61.9%
Students at my school treat adults with respect.
51.9%
Use Caught Being Good Goals to break down what taking care of school property looks like, sounds like and feels like across the school. All staff explicitly models how to take care of school property with a focus on caring for technology, restrooms, and cafeteria.
-PD on classroom management and morning meetings. -Share Values, Core Virtues and Performance Character language -Use opportunities to model what taking care of property looks like -Use morning meeting to model and roll play what taking care of. -Post signs in areas
where reminders are
needed (restroom,
computer lab, library,
cafeteria and classroom)
Character Development Task
Force Team
spring Student Character Survey. Feedback from significant staff (cafeteria, custodial, teachers). General observations of areas
that need improvement
including (but not limited to)
the cafeteria, restrooms, and
use of technology.
EQUIP with Professional Learning Opportunities: MORAL CHARACTER DEVELOPMENT
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
It is important we teach our scholars the importance of forgiveness – what does it look like, feel like, and sound like. Embedding moral character development throughout the day, across content areas.
New: Incorporation of classroom morning meetings each to create a nurturing learning environment. Restorative Practice- Circle Time Implementation Academy Morning Meetings on Mondays
Imagine Survey data School-wide data such as student referrals Responsive Classroom Becoming a Reflective Teacher by Tina Boogren
August 2019-June 2020 School Leaders – Haroon Rashed, Sherilyn Land Leadership Team Classroom Teachers
Dean of Students
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Provide opportunities for students to
model and practice providing forgiveness.
Caught Being Good goals aligned to forgiveness and solving disagreements peacefully Character in Action - Positive Character Cards
Character Initiatives:
Behavior Matrix/Classroom Expectations
Give Me 5
Scholars on 1-2-3
Eagle Eye Awards
Caught Being Good Campaign
Scholar Dollars
Scholar Wallets
Elite Scholar Ties
11 Principles of
Character –
Character.org
ENGAGE in Implementation: MORAL CHARACTER DEVELOPMENT
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
Quarterly Survey Data
2017-2018 2018-2019 Improvement (Y/N)
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By the end of the 2018-2019 school year,
80% of scholars will learn strategies that
help them solve disagreements with
others in peaceful ways.
61.8% 80.5% Yes
By the end of the 2018-2019, students will show growth in moral character development as measured by an increase of 5% points in the overall agreement rating to the survey question “If someone does something wrong to
me, I can forgive them”.
53.5% 63.1% Yes
Progress Monitoring II
● Conducted school-wide Shared Values Survey with scholars. ● Character Development taskforce reviewed the data and completed a SWOT analysis identifying the areas of strength and items for growth. ● Submitted and received a promising practice for Elite Scholar Program within the Middle School Academy.
EVALUATE Efforts: MORAL CHARACTER DEVELOPMENT
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
Imagine Hope Tolson 2019-2020 SCHOOL EXCELLENCE PLAN
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MORAL CHARACTER DEVELOPMENT Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the
following year’s needs assessment process.
Strengths
● Overall, our Moral Character Development scores were consistently above the 80% mark with many around our goal of 90% or greater.
● There is a strong connection between the scholars and staff regarding Restorative Relationships and expectations.
● Instruction with character and ownership is consistently implemented where scholars received clear direction regarding the expectations.
In Need of Improvement
● While the majority of the question stems were positive, three continually bring our overall score below the intended goal of 80%. One in particular continues to
be an issue regarding respect.
● While the instruction is present and consistent, the implementation and ownership of moral character is lacking. Scholars know what to do, but there is a
disconnect from all stakeholders doing what is expected.
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Teaching & Learning
ESTABLISH Goals: PERFORMANCE CHARACTER DEVELOPMENT
Performance Character Development: The teaching and learning of values that help students maximize achievement and reach their fullest potential.
Teachers and staff take intentional steps to model, teach, and reinforce performance character values, such as, responsibility, curiosity, perseverance, and creativity • Teachers provide
opportunities for students to practice and internalize performance character values • Teachers integrate performance character values in lessons and activities across content areas • Teachers
structure purposeful instructional strategies and activities, that fosters curiosity and creativity, and result in high student engagement • Students learn routines and internalize Social-Emotional
Learning skills and habits that allow them to optimize learning experiences • Teachers take intentional efforts to intrinsically motivate students to improve their academic efforts and assume
responsibility for their education Teachers help students develop a growth mindset regarding academic achievement by creating a personalized learning plan with self-directed goals • Teachers
foster a growth mindset by reinforcing and providing recognition for students’ efforts • In cooperation with teachers, students develop character goals that directly impact academic success •
Time is allocated to teach students about applying and tracking effort and progress towards personal and collaborative goals • Students frequently communicate and reflect on academic and
character goals with teachers, parents, and peers
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the school year, student and staff survey data in the area of Performance Character Development, will increase by at least 5%
points as measured on the Shared Value Survey.
Goal(s) Met?
• YES • NO
EQUIP with Implementation Action Plan: PERFORMANCE CHARACTER DEVELOPMENT
Identify the area(s) for
improvement from needs
assessment - along with the data
from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and
Resources
Timeframe for
expected
implementation
Person(s) responsible for
implementation
Identify how you will
measure the
effectiveness of the
strategy/initiative
Survey results indicate a need for focused professional development: ● Teachers at this school help
students set personalized
● PLT PD calendar based on PD needs assessment survey.
● LEA PD calendar based on PD needs assessment survey.
● Needs Assessment ● Teach Like
Champion 2.0 ● Survey Monkey
PLTs: Weekly from August 2019-May 2020
● Haroon Rashed, Principal ● Sherilyn Land, Vice
Principal
Data from: ● Mid-term staff survey. ● School Improvement
survey.
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academic and character goals and provide them with opportunities to describe their progress towards reaching their goals (94% agreement rate)
● School Improvement Survey results indicate a need for more professional development opportunities that focus on classroom management.
● Embedded PD days in school calendar.
● Individualized summer PD opportunities were offered to staff over the 2019 summer.
● Two weeks of in-service providing PD based on teacher need.
● Two day PD sessions led by the leadership team and school staff based off of a survey given one-week prior.
● Job embedded teaching techniques from Teach Like a Champion.
Scheduled PD days in October, January, March, and May
● Kesha McCoy, Regional Academic Coach
● Instructional Coaches (Brittany Burks, Tayrn Boone, Erica Taylor)
● Kervin Sanches, Character Coach
EQUIP with Professional Learning Opportunities: PERFORMANCE CHARACTER DEVELOPMENT
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator &
Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Supporting Goal #1 ● My teacher’s help me connect what I
am learning in class to life outside of the classroom (83.3% agreement rate)
● Good to Great by Jim Collins ● Teach Like Champion 2.0
Book study in PLTs Professional Development Sessions In-service PLT
School leaders All Staff Instructional Coaches
Weekly readings will be discussed during on Tuesdays, during PLTs In-service October PD Sessions Weekly PLT Sessions
School Administration Kesha McCoy, Regional Academic Coach Instructional Coaches (Brittany Burks, Tayrn Boone, Erica Taylor)
Supporting Goal #2 ● My teacher’s lessons and activities
are interesting and spark my curiosity. (79.8% agreement rate)
● Good to Great by Jim Collins ● Teach Like Champion 2.0 ● Move your Bus by Ron Clark
Professional Development Sessions In-service PLT
School leaders All Staff Instructional Coaches
Weekly readings will be discussed during on Tuesdays, during PLTs In-service October PD Sessions
School Administration Kesha McCoy, Regional Academic Coach Instructional Coaches (Brittany Burks, Tayrn Boone, Erica Taylor)
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Weekly PLT Sessions
ENGAGE in Implementation: PERFORMANCE CHARACTER DEVELOPMENT
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
● Quarterly Survey Data 2017-2018 2018-2019 Improvement (Y/N)
By the end of the 2018-2019, students will show growth in performance character development as measured by an increase of 5% points in the overall agreement rating to the survey question “I have chances to brainstorm creative
ideas and apply them to my work in
class.”
78.8% 86.1% Yes
By the end of the 2018-2019 students
will show growth in performance
character development as measured by
an increase of 5% points in the overall
agreement rating to the survey question
“My teachers help me connect what I
83.4% 89.8% Yes
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am learning in class to life outside the
classroom.”
Progress Monitoring II
● Conducted school-wide Shared Values Survey with scholars. ● Character Development taskforce reviewed the data and completed a SWOT analysis identifying the areas of strength and items for growth. ● Submitted and received a promising practice for Elite Scholar Program within the Middle School Academy.
EVALUATE Efforts: PERFORMANCE CHARACTER DEVELOPMENT
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
PERFORMANCE CHARACTER DEVELOPMENT Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for
the following year’s needs assessment process.
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Strengths
● Every question stem was above 85%, with an overall satisfaction of 92% (student) and 96% (staff), above our stated goal.
● The results show that the emphasis placed in the classroom centered around the Performance Character Traits from Imagine, is part of our daily
practice.
● Scholars and staff both agree that instruction is both engaging and creates a sense of curiosity and creativity.
In Need of Improvement
● While the data shows that we are proficient in the area of Performance Character, it does not always show itself in the classroom during observations and evaluations.
● Some of the parent feedback has been inconsistent in regards to homework and support. More consistency is needed in these areas.
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Teaching & Learning
ESTABLISH Goals: CIVIC CHARACTER DEVELOPMENT
Civic Character Development: The teaching and learning of values that students need to be informed and compassionate citizens of their schools, their communities, and the world.
Teachers and staff take intentional steps to model, teach, and reinforce civic character values• Teachers provide opportunities for students to practice and internalize civic character values that
help them understand their roles and responsibilities as citizens of their local and global communities• Teachers create a culturally relevant learning environment that respects diversity •
Teachers foster students’ sense of self-efficacy and inspire them to use their talents and passions to be of service to their school as well as their local and global communities • Students learn
about civic duty and the responsibilities of being an informed citizen • Students are provided with opportunities to choose, plan, and implement authentic service learning projects that are
connected to their studies in response to a need in their schools as well as their local and global communities • Students have opportunities to grow in empathy by taking different perspectives
in social issues • Students learn Character and Social-Emotional Learning skills to engage in effective collaborative groups with peers for productive teamwork • School develops norms for digital
citizenship • Students learn about digital citizenship to engage in responsible behavior when using technology
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the school year, student survey results in the area of Civic Character Development will increase by at least 5% points based on
the Shared Values Survey.
Goal(s) Met?
• YES • NO
EQUIP with Implementation Action Plan: CIVIC CHARACTER DEVELOPMENT
Identify the area(s) for
improvement from needs
assessment - along with the
data from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and Resources Timeframe for expected
implementation
Person(s) responsible for
implementation
Identify how you will
measure the effectiveness
of the strategy/initiative
Take intentional steps to model,
teach, and reinforce such as,
empathy, justice, leadership,
Teachers will use media, anchor
charts, and read a louds on a
weekly basics during morning
meeting.
www.character.org
www.responsiveclassroom.
August 2019- June 2020 Shared Value Task Force and the
leadership team
Shared Values Task
2019: Student Character survey
results
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teamwork, citizenship, service, digital
citizenship, etc.
NACT Character updates.
Force leadership Team
Classroom Teachers
Increased participation across
grade levels.
Teachers integrate civic character
values in lessons and activities across
content areas
Project based activities, www.character.org
www.responsiveclassroom.
NACT Character updates.
August 2018- June 2019 Shared Value Task Force
All Team & Family
2019 Student Character survey
results
Increased participation across
grade levels.
EQUIP with Professional Learning Opportunities: CIVIC CHARACTER DEVELOPMENT
Topic
Delivery Type
(PLC, Book Study,
Workshop, Webinar,
Course, Module)
Facilitator & Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Digital Citizenship: Relationships & Communication Digital Citizenship: Creative Credit &
Copyright
Digital Passport Module: Twalkers ● Grades 3-5
Digital Compass Module: Hack-a-wrong ● Grades 6-8
Digital Passport Module: Mix-n-Mash ● Grades 3-5
Digital Compass Module: Insta-Slammed ● Grades 6-8
Facilitator Classroom Teachers Audience Grades 3-8 Facilitator Classroom Teachers Audience Grades 3-8
First quarter, 2019 Second quarter, 2020
Shared Values Task Force Leadership Team Classroom teachers
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Improving student ownership and empathy towards others Developing student leadership
Professional Development Sessions PLT Sessions In-service
Administration School Leadership Team Classroom Teachers Scholars
In-service August 2019 Middle School Character Conference PLT Calendar
Shared Values Task Force Leadership Team Classroom teachers
ENGAGE in Implementation: CIVIC CHARACTER DEVELOPMENT
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
Quarterly Survey Data
2017-2018 2018-2019 (Mid-Year) Improvement (Y/N)
By the end of the 2018-2019 school year, scholars will show growth in establishing civic character, as measured by a 5% point increase on the character survey item: I am learning to be a caring citizen by
getting involved in projects that help my
school and community.
73.5% 79.7% Yes
Progress Monitoring II
● Conducted school-wide Shared Values Survey with scholars. ● Character Development taskforce reviewed the data and completed a SWOT analysis identifying the areas of strength and items for growth. ● Submitted and received a promising practice for Elite Scholar Program within the Middle School Academy.
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EVALUATE Efforts: CIVIC CHARACTER DEVELOPMENT
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
CIVIC CHARACTER DEVELOPMENT Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the
following year’s needs assessment process.
Strengths
● Every question stem was above 85%, with an overall satisfaction of % 89(student) and 91% (staff), above our stated goal.
● The results show that our Restorative Practice emphasis is consistent and both scholars and staff members have bought into the routines and
focus on empathy.
● Scholars and staff both agree that instruction is desired to have an outside connection.
In Need of Improvement
● Our school needs to do a better job of providing more leadership opportunities for scholars and be consistent with the implementation.
● While our desire is to connect with outside organizations for service learning, we have not done this with fidelity.
● Our middle school team and scholars need to reboot our Elite Scholar program and student government program.
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Operating Structures
ESTABLISH Goals: ECONOMIC SUSTAINABILITY
School leadership balances school expenditures and revenues so that they live within their means annually and over the long-term • School leaders, staff and the governing board are actively
engaged in creating, discussing, and amending their budget based on the current enrollment and per-student disbursement from each locality or state • The school routinely ensures that the
school staff has opportunities to review the budget, learn about school finances and participate in economic decisions • Stakeholders work hard to eliminate inefficiencies and prioritize
expenditures based on needs where they most benefit teaching, learning, and school growth • Stakeholders research other opportunities for increasing funds for the school, such as, grants and
fundraising • The school provides sufficient personnel, materials, and fiscal resources to comply with applicable regulations
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
By the end of the 2019-2020 school year, we will increase our response rate on the staff survey to 85% for “always” to the statement, I have been
given the opportunity to become familiar with our school’s budget and finances.
By the end of the 2019-2020 school year, we will be able to fully fund two school-wide initiatives for our scholars and parents through our
fundraising efforts.
By the end of the 2019-2020 school year, we will reach out and partner with local community organizations to get donations for school supplies
and initiatives.
By the end of the 2019-2020 school year, we will seek out, obtain, and fund a professional development opportunity for at least one member
from each academy.
Goal(s) Met?
• YES • NO
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EQUIP with Implementation Action Plan: ECONOMIIC SUSTAINABILITY
Identify the area(s) for
improvement from needs
assessment - along with the
data from which it is based
ACTION STEPS
(Implementation initiatives
and strategies)
Tools and Resources Timeframe for expected
implementation
Person(s) responsible for
implementation
Identify how you will
measure the
effectiveness of the
strategy/initiative
Increase staff members’ awareness
of and access to the budget.
Monthly Budget meetings with
Economic Sustainability Task Force
representatives
Quarterly budget snapshots sent out
to all staff members.
Budget summary report October 2019-June 2020 Ana Garcia, Regional
Operations Director
Haroon Rashed, Greg Brown,
Andrea Moreno,- Economic
Sustainability
Document meetings with
agenda, as well as email
correspondence.
Staff Survey Results
Educate staff on how to find, write,
and submit grants for our school in
order to fund the various needs of
our scholars and be economically
sustainable.
Apply to grants as an LEA and
individual school.
Encourage staff to seek out funding
and collaborate with the Operations
Manager to write grants and
proposals.
OSSE Grants
Clearinghouse:
https://opgs.dc.gov/page/opgs-
district-grants-clearinghouse
Professional development: Grant
Space foundation.
January 2020-June 2020 Haroon Rashed, Principal
Sade Wade, Operations
Manager
Document and track grants
that have been submitted.
Increased funding through
grants
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Fully fund at least two school-wide
initiatives through various
fundraisers.
Research companies to partner with.
Establish school-wide fundraisers to
increase funds.
Scholastic Book Fair
Chipotle
Claire’s Gourmet
Community Partners
Double Good Popcorn
(12.19.19- 1.10.19)
December 2019-June 2020 Economic Sustainability Task
Force
Ms. Moreno
Ms. Carter
Document funds raised and
what the proceeds will be
used towards.
Ms. Moreno
Obtain donations to defray the costs
associated with Spring Exhibition
supplies and Staff Appreciation
Week.
Write a letter asking for donations.
Distribute letters to local businesses.
Partner with community
organizations and businesses to
donate supplies for our Spring
Exhibition and Staff Appreciation
Week.
Community Partners January 2019- June 2020 Haroon Rashed, Principal
Document donations
received and how much
money we saved.
Lack of Professional Development
opportunities available for staff due
to limited funds.
Find local, free or low-cost
professional development
opportunities for staff.
OSSE
American Institutes for Research
Teachstone
DC Collaborative
September 2019-June 2020 Haroon Rashed, Principal
Document Professional
Development that staff has
received from outside
sources.
EQUIP with Professional Learning Opportunities: ECONOMIC SUSTAINABILITY
Topic
Delivery Type
(PLC, Book Study, Workshop,
Webinar, Course, Module)
Facilitator & Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting &
monitoring
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Claire’s Gourmet Assembly TBD
School-wide Assembly Claire’s Gourmet Representative
Team & Family
Representative introduced the fundraiser to scholars and staff.
Informed scholars of incentives involved with fundraising.
Economic Sustainability Task
Force
Team & Family
Introduction to Proposal Writing, Tuesday, January 22, 2019 PD day for Staff PowerPoint Presentation
Workshop, Ms. Wade
Renee Mojica
Audience: Team & Family
In-person presentation during a staff Professional Development
day on how to find and apply to grants.
Haroon Rashed, Principal
Sade Wade, Operations
Manager
Economic Sustainability Task
Force
Increase staff members’ awareness
of and access to the budget.
September 2019 – June 2020
(Monthly)
Emails, Meetings
Ana Garcia
Renee’ Mojica
Brittany Burks
Audience: Team & Family
Meet and discuss the budget monthly with stakeholders in the
Economic Sustainability Task Force.
Offering the opportunity for all staff members to attend monthly
board meetings
Report Budget snapshots to all staff members quarterly.
Carolyn Davis, Regional
Director
Haroon Rashed, Principal
Sade Wade, Regional
Operations Director
Economic Sustainability Task
Force
Sesame Street in the Community Parent and Staff Workshops American Institutes for Research
Tolson Staff
Tolson Parents
Professional Development and Parent Workshops will be
conducted between February-June 2019
Economic Sustainability Task
Force and American
Institutes for Research
MTP CLASS Training Workshop Brittany Burks
Audience: Ebony Smith, Robert
Johnson
Workshop on TBD Brittany Burks
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ENGAGE in Implementation: ECONOMIC SUSTAINABILITY
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is
progress monitored and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring I
● During the month of October, we partnered with World’s Finest Chocolate for a fundraiser. Selected scholars/families sold chocolates over a two-week period. We were able to raise approximately TBD. The funds raised were allocated toward school wide programs.
● The school participated in a school-wide fundraiser with the Scholastic Book Fair will be TBD. Our school library hosted the event. Parents and scholars were welcome to purchase books before and after school. We were able to raise approximately TBD in scholastic bucks to use toward new book purchases for our school library.
● During the month of October, we partnered with . Selected grade levels raised money by selling baked goods and snacks. We were able to raise approximately $300. ● During the month of December, we partnered with the Chipotle restaurant on Monroe Street. We passed out flyers to our families during the week of the event, and
they mentioned our school’s name as they went to Chipotle for their purchases. We received a percentage of their purchase. We were able to raise approximately $650. The funds raised were allocated to go toward our Athletics program.
● During this month the school hosted our 1st Annual Holiday Bazaar. The event took place on Saturday, December 8, 2018 from 4pm-8pm. We were able to partner with approximately 20 local businesses for this event. We charged a fee for their table and they were able to sell their merchandise and goods to our families. We raised approximately $600 from this event through our vendor fees and concession stand.
Progress Monitoring II
EVALUATE Efforts: ECONOMIC SUSTAINABILITY
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Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
ECONOMIC SUSTAINABILITY Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the following
year’s needs assessment process.
Strengths
We were able to work collaboratively as a team. We have good communication with our scholars and families. We had consistent events throughout the year.
Needs Improvement
An increase of free events for our scholars and families.
More visibility and participation during school events from school leaders and staff.
Next Steps:
● More fundraising throughout the school year.
● An allocated budget for school-wide events.
● Share flyers and correspondence for events with school leaders and staff.
● Discuss events during staff meetings.
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Operating Structures
ESTABLISH Goals: SCHOOL DEVELOPMENT
The school team is committed to offering parents more high quality options for their children’s education by equipping their children to become 21st Century learners using 21st Century tools The
school provides a rigorous, relevant education that is innovative and forward thinking • A focused inventory of school resources (print materials, software, hardware, etc.) is created and maintained
• School has clear policies, practices, and procedures outlined in school handbook • Hiring practices reflect a routine for recruiting, employing, and mentoring qualified professional staff that are
capable of fulfilling assigned roles and responsibilities • Collection and dissemination of data is processed and protected under FERPA • Adequate infrastructure allows schools to operate systems •
Master Schedule is developed to ensure appropriate time for optimal learning and planning • Professional learning opportunities are strengthened by having a PLC network to share experiences,
successes, and techniques for improved learning • Leaders and staff have opportunities to assume new or greater responsibilities within the school and the organization • Staff builds strong
relationships with the school’s governing board and authorizing agencies • Strong communication systems promote school priorities, celebrate successes and inform stakeholders • The school
routinely maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants • Monitoring and accountability systems are in place to foster a
supportive school environment
Overarching S.M.A.R.T. Goal (s) (Specific, Measurable, Achievable, Relevant, and Timely):
o By the end of the 2019-2020 school year 30% of all scholars in grades K-8TH will participate in one of the “Enrichment” programs offered by the school not under the (Art’s and Athletics Program).
o By the end of the 2019-2020 school year the School Development score on the Parent and Scholar survey we will reach or exceed 80% or higher as measured on the Parent Survey.
o By the end of the 2019-2020 school year we will make a more impactful footprint in the community by hosting at least two community events with at least 80% participation.
o By the end of the 2019-2020 school year, 90% of scholars will re-enroll, as measured by enrollment/retention records.
Goal(s) Met?
• YES • NO
• YES • NO
• YES • NO
• YES • NO
EQUIP with Implementation Action Plan: SCHOOL DEVELOPMENT
Identify the area(s) for
improvement from needs
assessment - along with
ACTION STEPS (Implementation initiatives
and strategies) Tools and Resources
Timeframe for
expected
implementation
Person(s)
responsible for
implementation
Identify how you will
measure the
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the data from which it is
based
effectiveness of the
strategy/initiative
Increase participation in the
“Enrichment” programs offered
by the school.
● Parent Communication
● Offering the programs free of charge that help increase scholar academic achievement and character development
● Thursday Folders
● Digital Communication Platforms
Ongoing throughout
2019-2020 school
year.
New School
Development
● Amount of scholars
enrolled into
“Enrichment”
programs.
● Tracking the data of
scholars enrolled in
the program.
Increase the community
participation in an effort to
renovate our school for scholars
and families.
● Parent Night’s Out ● Trap and Paint (Families and Student) ● Spring Festival ● Sneaker Ball
● Community Outreach ● Digital Communication
Platforms
Ongoing throughout
2019-2020 school
year.
New School
Development
● Amount of
participation at each of
the listed events.
Increase retention of scholars
currently enrolled in the school
who are not in the eighth grade.
● Parent Town Hall Meetings ● Use of social media platforms to
increase communication with families. ● Parent Question, Suggestion, Concern
Box ● Survey Monkey released to all parents
and families. ● Families’ thank you letter for re-
enrolling scholars. ● Raffles for families that return re-
enrollments on time.
● Facebook/ Instagram
● Class Dojo
o Full Class
Participation
● Parent Square
o Full Class
Participation
Ongoing throughout
2019-2020 school
year.
New School
Development,
Shared Value, and
Parent Choice
Committee
● Amount of families
connected and or
represented on
social media
platforms.
● Number of classes
showing 100%
participation on
Class Dojo.
● Having at least 80%
of families
represented
accurately in either
email or phone
information for
communication
purposes.
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EQUIP with Professional Learning Opportunities: SCHOOL DEVELOPMENT
Topic
Delivery Type
(PLC, Book Study, Workshop, Webinar, Course,
Module)
Facilitator & Audience
PL Cycle Timeframe
(Delivery, Practice, Observation/Feedback,
Model/Coaching)
Person responsible for
supporting & monitoring
Scholar participation in the
school “Enrichment Program”
● Scholars will attend weekday and/or
weekend enrichment classes during
the months of October to May.
New School Development Team
members, Faculty and Staff volunteers,
and community partners.
o By the end of the 2019-2020 school year 30% of all scholars in grades K-8TH will participate in one of the “Enrichment” programs offered by the school not under the (Art’s and Athletics Program).
New School Development
Team Members
Increase the school and
community participation in an
effort to increase the following:
● Positive relationship
between school
community and
surrounding
community
● Fundraise funds to
use to renovate our
school for scholars
and families.
● The school will host events that allow the school community to interact positively with the surrounding community.
New School Development Team
members, Faculty and Staff volunteers,
and community partners.
By the end of the 2019-2020 school year the School Development score on the Parent and Scholar survey we will reach or exceed 80% or higher as measured on the Parent Survey.
New School Development
Team Members
Increase traffic on school
websites and social media
platforms.
● Having a computer access area for
parents that do not have access to
technology to use it in efforts to stay
connected to the schools technology
platforms.
● Encouraging parents to download and
use the Class Dojo and Parent Square
app to receive updates on scholars
progress and announcements from
school and teacher.
● Conducting a “Link Up” campaign
throughout the school where the first
two classes in the building whose
School Leaders, New School
Development Team Members, and
classroom teachers.
By the end of the 2019-2020 school year we will make a more impactful footprint in the community by hosting at least two community events with at least 80% participation.
Rayla Parquet
(Technology Teacher)
Sherilyn Land
(Assistant Principal)
William Patterson
(IT Specialist)
New School Development
Team Members
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parents are connected to both digital
platforms wins a class party.
Increase scholar retention
across the school.
New School Development Team
members, Parent Partnership Team
members
By the end of the 2019-2020 school year, 90% of scholars will re-enroll, as measured by enrollment/retention records
New School Development
Team Members
ENGAGE in Implementation: SCHOOL DEVELOPMENT
Document implementation efforts and describe progress so far, to include quantifiable implementation data. Are initiatives or strategies aligned with established goal? How is progress monitored
and tracked? Revise efforts as needed in order to meet goals.
Progress Monitoring, I
August
- Class Dojo launched in all classrooms to expand the ability to connect with all families on a social platform.
September
- Parent Square was launched and updated to make sure that all parents had access to communications from the school.
Progress Monitoring II
-
EVALUATE Efforts: SCHOOL DEVELOPMENT
Gather and analyze current data. Did you meet your goal(s)? Document your outcomes below and mark the appropriate box (Yes or No) in the EQUIP section for each goal.
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SCHOOL DEVELOPMENT Next Steps: Based on your outcomes, identify areas of strength and areas in need of improvement to determine initial steps for the following year’s
needs assessment process.
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