comprehensive plan report - charlotte-mecklenburg...

Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks,

monitoring, and implementation for selected time periods.11/13/2014

West Charlotte HS NCES - na Charlotte-Mecklenburg SchoolsPriority School Indicators Key Indicators are shown in RED.Providing operational flexibility and sustained supportFederal Requirement: Give the school sufficient operational flexibility (such as staffing, calendars/time, and budgeting) to implement fully a comprehensive approach to substantially improve student achievement outcomes and increase high school graduation rates.Indicator A01 - The LEA has examined current state and LEA policies and structures related to central

control and made modifications to fully support transformation.(1633)(DistYR1)Status Tasks completed: 3 of 4 (75%)Assessment Level of Development: Initial: Limited Development 09/25/2013

Index: 6 (Priority Score x Opportunity Score)Priority Score: 3 (3 - highest, 2 - medium, 1 - lowest)Opportunity Score: 2 (3 - relatively easy to address, 2 - accomplished within

current policy and budget conditions, 1 - requires changes in current policy and budget conditions)

Describe current level of development:

West Charlotte is currently a part of the Project L.I.F.T. Zone, thus allowing the school to have autonomous government and focus on school transformation from a district and school level.

Plan Assigned to: Denise WattsHow it will look when fully met: As a Project L.I.F.T. school, West Charlotte will meet the ambitious

goals of 90/90/90 by 2017 (90% of students will achieve more than a year's worth of growth, 90% will be proficient, and 90% will be promoted prepared for the transition to the next grade level and on track toward college and/or career success. In order to accomplish this, teachers and principals will be hired and have a sustained inclination for school turnaround. The school will have the flexibility to leverage resources (time, people, and money) strategically and in a way that will advance the continued improvement of the school. A strong data driven instructional culture will be in place to make decisions and meet the needs of students. Central office staff to include the L.I.F.T. team and CMS as a whole will remain service oriented, balancing support and press to move the school to continuous levels of improvement. This year there will be specific focus on re-calibration around the common core standards. With the delayed release of End of Grade test scores and the anticipated dip that is predicted, the school will need to assess the new reality and adopt new practices or modify existing practices for rapid improvement as needed before end of grades tests in the spring of this year. The district office will support the school, providing resources and flexibility as needed.

Target Date: 06/11/2014Tasks:

1. Review Project L.I.F.T. Collaboration Agreement with CMS to ensure that flexibility for time, people, and money allocation is being maximized to the fullest extent needed. If needed, engage CMS executive leadership and Project L.I.F.T. governance board in making changes.

Assigned to: Denise WattsAdded date: Page: 1 of 31

Added date: 11/07/2013Target Completion Date: 01/23/2014Comments: Meet with superintendent, chair of L.I.F.T. Governance Board chair

(Anna Nelson, and school board legislative committee to review collaboration agreement and to plan for the state legislative short session. Moore and Van Allen, L.I.F.T. policy advocate, was present at the meeting as well. Began discussions for additional flexibilities that may be needed by CMS school board versus ones that will need legislative approval.

Task Completed: 01/06/20142. Develop legislative agenda for the year with L.I.F.T. Governance Board, CMS School Board, and Superintendent. Moore and Van Allen will begin lobbying efforts in Raleigh for needed changes to current laws that govern the school.

Assigned to: Denise WattsAdded date: 11/07/2013Target Completion Date: 01/20/2014Comments:Task Completed: 12/20/2013

3. Assess implementation of the continuous learning calendar adding 19 days to current school year using flexibility granted last school year. Ensure school SIG resources, L.I.F.T. resources, and CMS resources were aligned appropriately to ensure optimal facilitation of the July start date and the first intersession in October 12/20/2013

Assigned to: Denise WattsAdded date: 11/07/2013Target Completion Date: 12/20/2013Comments: Project Plan developed and facilitated by Susan Norwood. Susan will

assess plan based on the first quarter implementation and determine changes to resource allocation needed for planning for second intersession in April and opening of schools in July 2014.

Task Completed: 12/20/20134. Develop a recruitment and retention strategy to ensure the highest caliber teachers are retained the school and there is an proactive and strategic approach taken for recruiting teachers for the next school year. This means all newly hired teachers will be screened using Public Impact's Turnaround competencies and must meet L.I.F.T. standard for hire BEFORE principal interviews. Leverage L.I.F.T. dollars to offer recruitment bonuses to further enhance this strategy.

Assigned to: Dan SwartzAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments:

Implement Percent Task Complete: Tasks completed: 3 of 4 (75%)Indicator A02 - The LEA has reoriented its culture toward shared responsibility and accountability.(1634)

(DistYR1)Status Objective Met 7/29/2014 Assessment Level of Development: Initial: Limited Development 09/25/2013

Objective Met - 07/29/2014

Index: 4 (Priority Score x Opportunity Score)Page: 2 of 31




The Project L.I.F.T Way has been developed and introduced as the expectations regarding shared accountability and responsibility. The L.I.F.T way primarily addresses the teaching and learning components but we are limited in development of the standard operational procedures.

Plan Assigned to: Chris TrioloHow it will look when fully met: There will be a pervasive understanding of high academic and

behavioral expectations and a collective effort to ensure all students attain those standards. The L.I.F.T. Way document will guide schools to the standard of excellence. Data driven instruction will be authentically in place to meet students learning needs but also to make other decisions around resource allocation, dismissal/retention of staff, how time is used/extended/modified within the school, professional development needs, etc. The L.I.F.T. Community office will continue to convey the L.I.F.T. brand and vision around urgency, belief, and will to lift student achievement and align that messaging with the expectations for accountability moving the schools from process orientation to results orientation. This will be done while providing the necessary support, structure and flexibility to maximize efforts.


1. Create and distribute the L.I.F.T. Way. Operationalize the document with fidelity.Assigned to: Chris TrioloAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: L.I.F. T. Way Document was created with significant input from

teachers, assistant principals, and principals, and learning community staff to ensure that the document reflects agreed upon standards for excellence in the areas of culture, data driven instruction, personalized learning, and alignment. Workshop sessions were facilitated this summer for distribution and overview of purpose. L.I.F.T. Community Office needs to determine next steps to include how to operationalize with fidelity.

LIFT Way aligns and guides all learning community professional developments. Schools have utilized the LIFT Way to establish expectations, PD and supports for school.

Task Completed: 01/30/20142. Define and implement a professional development plan, aligned to the L.I.F.T. Way to ensure school leaders, principals, and other instructional leaders have the capacity to facilitate balanced literacy and DDI within their schools. Professional development plan should also include capacity building for the common core standards to ensure the written curriculum is aligned to the taught curriculum with a strong focus on rigor, engagement and interventions for students. Principals will also receive explicit training on creating the culture/conditions for quality implementation and accountability.

Assigned to: Chris TrioloAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments:

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Comments: Monthly PD Structure for aligned PD for principals, assistant principals, and ILT members. Last Tuesday of each month: PrincipalsLast Wednesday of each month: ILTLast Thursday of each month: Assistant Principals and Deans.

Leverage Leadership book and resources will be used, especially as it relates to DDI.Barbara Blackburn and New Leaders a part of the PD eco system as experts in the field and accountability partners to learning community office and schools.

Tiered PD developed and implemented for teachers, facilitators, APs, deans and principals. PD is aligned with the LIFT way focus on DDI, Balanced Literacy and Student Engagement/Rigor

Task Completed: 06/11/20143. Facilitate leadership shepherding visits with principals to occur minimally two times per month providing one on one time for school walkthroughs, data dives, coaching and focused conversations for school improvement. Use Paul Bambrick's observation feedback model as a framework. Recording notes from visits on google doc for principal and community office to assess progress on bite-sized recommendations for improvement per school visit.

Assigned to: Denise WattsAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: see goggle doc for format

Using the CMS Navigator to guide data discussionsUsing the Paul Bambrick Santoyo's Leverage Leadership principles on Observation/Feedback as the guide.Weekly and Bi-monthly shepherding visits are conducted by Executive Director or Project LIFT.

Task Completed: 06/11/20144. Quarterly evaluation of student absences, teacher absences, and student behavioral data to monitor and action plan for other leading indicators for school turnaround.

Assigned to: Doug JonesAdded date: 11/07/2013Target Completion Date: 06/11/2015Comments: Leading Indicator data collected quarterly and shared with

administrators and other stake holders. Indicator data is being used to guide shepherding visits with administration. This information was presented quarterly to all LIFT partners and to LIFT Learning community--principals and staff.

Task Completed: 06/11/2014Implement Percent Task Complete:

Objective Met: 7/29/2014 Experience: 7/29/2014

LIFT supported the school in growing our culture towards accountability.

Sustain: 7/29/2014Supporting schools and schools leaders with weekly visits will need to continue. Having data collected and presented on student achievement

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and on behavioral indicators helps the school make good decisions about resources and development.

Evidence: 7/29/2014Shepherding visits happened often (see Google doc for evidence). Feedback was received and actions were taken to improve. Quarterly data to partners and LIFT staff led to school-based adjustments for instruction and discipline.

Providing operational flexibility and sustained supportFederal Requirement: Ensure that the school receives ongoing, intensive technical assistance and related support from the LEA, the SEA, or a designated external lead partner organization (such as a school turnaround organization or EMO).Indicator B15 - The LEA provides the school transformation team members with information on what the

school can do to promote rapid improvement.(1663)(DistYR1)Status No decision has been made Tasks completed: 2 of 2 (100%)Assessment Level of Development: Initial: Limited Development 09/25/2013




The zone has established a monthly PLC with the Instructional Learning Team from each school. The focus of the meetings is on improving Literacy. The administrative team is a part of the University of Virginia Turnaround cohort that focuses primarily Data Driven leadership.

Plan Assigned to: Chris TrioloHow it will look when fully met: The Project L.I.F.T. zone would have developed a culture within the

district that supports schools in turning around model. The zone would have cultivated a strong leadership presence in the school with a support for enhanced teaching and learning. The community will be involved in the school improvement process and there will be an effective use of data.


1. Schools will send Instructional Leadership Teams (ILT) to a monthly zone PDAssigned to: John WallAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: 2-12-14- Instructional Leadership teams continue to attend monthly

PD. Currently working on Balanced Literacy and literacy strategies.4-3-14- Instructional Leadership teams from the various schools in Project LIFT continue to attend monthly PD. Academic Facilitators and SIG Coaches are still working on Balanced Literacy and literacy strategies. They have also assisted with the implementation of the DDI process

Task Completed: 04/08/20142. The zone will implement Discovery Education and provided PD on utilizing the data to drive instruction

Assigned to: Chris TrioloAdded date: 11/07/2013Target Completion Date: 06/11/2014

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Target Completion Date:Comments: Three interim assessments have been conducted in the areas of reading, math and science in all Project LIFT schools. DDI training has been provided to administrators and facilitators through monthly meeting structure.

Task Completed: 04/09/2014Implement Percent Task Complete: Tasks completed: 2 of 2 (100%)Developing and increasing teacher and school leader effectivenessFederal Requirement: Replace the principal who led the school prior to commencement of the transformation model.Indicator C01 - The LEA has determined whether an existing principal in position for two years or less has

the necessary competencies to be a transformation leader.(1639)(DistYR1)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 09/25/2013

Evidence: John Wall has been the Principal for less than two years at West Charlotte. He has experienced tremendous growth his the graduation rate. He has also lead the efforts and is beginning to see a change in the culture and academic expectations of the students and staff at West Charlotte HS.

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Indicator C06 - The LEA selects and hires qualified principals with the necessary competencies to be change leaders.(1644)(DistYR1)

Status Objective Met 7/29/2014 Assessment Level of Development: Initial: Limited Development 09/25/2013





The principal has demonstrated the necessary skills of a change agent. Each year as we move into different phases of transformation it is important that we ensure that the skills needed to sustain the change of culture and practice in a school remain evident in the principal.

Plan Assigned to: Denise WattsHow it will look when fully met: School turnaround efforts require highly effective leaders able to create

the conditions for rapid and sustained change. To successfully impact student outcomes, leaders in turnaround contexts must drive a fundamental shift in school culture and instructional practice that results in early gains and ongoing high performance. Project L.I.F.T. Principals will have the knowledge, skills and dispositions to develop and implement strategies for successfully turning around underperforming school and be able to do so within an accelerated timeline. Project L.I.F. T. will simultaneously create learning environments that support the sustainability of high levels of achievement for all students beyond their tenure by building capacity in others and distributing leadership opportunities to teacher leaders within the school. Ongoing proactive recruitment efforts will be facilitated to ensure there is a readily available pool of leaders with the inclination to lead comprehensive school reform. Learning community office will also compliment school succession plans by identifying and targeting individuals within the learning community that demonstrate leadership promise and provide development opportunities to build capacity


1. Identify and select 40 teacher leaders for the New Leaders Emerging Leaders Program and 5 New Leader Resident Principals.

Assigned to: Denise WattsAdded date: 11/07/2013Target Completion Date: 11/25/2013Comments: ~Select individuals will begin training in August with New Leaders.

They will develop leadership plans with measurable goals that will be shared with community office. ~Ongoing collaboration with New Leaders and interaction with these potential leaders~MOU developed with New Leaders to outline outcomes and training for these individuals.

Energing and Resident principal program in place for the year.Task Completed: 12/20/2013

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2. Continue to use the Public Impact School Turnaround competencies and BEI interview protocol to assess potential candidates for assistant principal and principal positions.

Assigned to: Dan SwartzAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: BEI interview protocol remains in place with key members of each

school trained in the process. We have continued to assess candidates through the Behavioral Event Interview.

Task Completed: 06/11/20143. Continue UVA School Turnaround Program training and expand to other teacher leaders within the school.

Assigned to: Chris TrioloAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: Develop MOU and training focus for the year with UVA. Principals and

teacher leaders creation of 90 day plans. UVA monitoring and support of plans will begin in October.

We have completed the summer and winter UVA turnaround training. During the fall 2013, we conducted school visits with UVA. All schools maintain 90 day plans. Plans are monitored and supported through the learning community shepherding visits.

UVA opportunities continued throughout the school year with two professional development trips to UVA with LIFT leaders and principals. Information and best-practices were disseminated and implemented upon return.

Task Completed: 06/11/20144. Engage Assistant Principals in book study on Leverage Leadership by Paul Bambrick Santoya which is a resource foundational to the leadership practices within the L.I.F.T. Learning Community.

Assigned to: Chris TrioloAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: Books have been purchased and distributed. Training will be built into

monthly professional development meetings with assistant principals. All APs have undergone training in DDI and key components of Leverage Leadership through 5 monthly meetings conducted by the learning community Zone Administrator and Executive Director.

Task Completed: 04/09/20145. Denise Watts and Chris Triolo will facilitate leadership shepherding visits two times per month with principals (and at times administrative team) to engage in data dive discussions, coach, problem solve and remedy issues together, and monitor progress of school turnaround efforts.

Assigned to: Denise WattsAdded date: 11/07/2013Target Completion Date: 06/11/2014Comments: see goggle doc for format

Using the CMS Navigator to guide data discussionsUsing the Paul Bambrick Santoyo's Leverage Leadership principles on Observation/Feedback as the guide.

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Comments:

Weekly shepherding visits are conducted by Executive Director, Chris Triolo based on the feedback of UVA. LC Superintendent conducts visits weekly to support the work of the Executive Director and principal-specific needs. All visits are documented and maintained in a central location to guide coaching and evaluation process.



LIFT gave the schools strong support in hiring good candidates. Sustain: 7/29/2014

Schools will continue partnering with LIFT Human Resources to recommend and screen candidates with several steps, including the BEI. Retaining more talent will help the school, students, and need for this hefty and ongoing work.

Evidence: 7/29/2014LIFT staff/candidates are highly-qualified. Schools have high-performing and mission-aligned staff.

Indicator C08 - The principal effectively and clearly communicates the message of change.(1665)(SchoolYR1)






Key stakeholders and teacher leaders have been added to the extended administrative team to monitor the change process at West Charlotte. The use of school data to create action steps and a transition plan for the school is in place. The creation of the "West Charlotte Way" as an instructional plan to operational define change and to provide structure for staff is in its first year of implementation. Job embedded and targeted PD is being utilized to improve teacher practice and improve studentacademic performance.

Plan Assigned to: John WallHow it will look when fully met: The "West Charlotte Way" will become the guide for how all teachers

will ensure quality instruction is provided to all students in all content areas. School data will be used effectively by administrators, teachers, and support staff to identify key areas of improvement for the school.


1. Creation of the "West Charlotte Way".Assigned to: Farrah SantonatoAdded date: Page: 9 of 31

Added date: 11/13/2013Target Completion Date: 08/19/2013Comments: The West Charlotte Way was a culmination of 6 months worth of work

and feedback received from teachers and feedback groups. Groups were conducted form February- May 2013 and all qualitative data was collected and shared with the staff in June 2013 to set the stage for planning summer 2013. In August 2013 an interdisciplinary insurrectional team was brought in for a full week to really pull the work apart in terms of practical application at the grassroots level. The full staff had a hard copy of the West Charlotte Instructional and PD sessions were held by content area to support roll out. This instructional vision was to build a shared instructional language and lift the level of rigor across the campus in alignment to L.I.F.T. , the CMS High School Navigator and NC standards. This is critical to support our teachers in making connections to the fundamental work that needs to occur to achieve maximum success.

Task Completed: 08/19/20132. Create an accountability team of facilitators, coaches, teachers, and administrators to monitor ongoing Discovery Education data for the school in all three tested areas.

English IIBiology Math I

Assigned to: Joline AdamsAdded date: 01/07/2014Target Completion Date: 06/11/2014Comments: Common assessments

Mid-term assessmentsSummative assessments (benchmark assessments)2/12/14- The team met to review semester 1 data from all EOC areas. Set smart goals based on school goals and each EOC goals. Developed progress monitoring rubric for each EOC team to use. PD on using assessments to design instruction. Identified bubble students for intervention during ROAR time. 4/7/14- The DDI team meets weekly for professional development on next steps. Facilitators utilize protocols to facilitate data analysis and drive 6 week action plans. All teams utilizing an assessment calendar with common benchmarks and exams.



According to survey data, attendance data and discipline data a new structure was needed to guide staff and students. The West Charlotte Way was developed to provide clear expectations and procedures for all. The Data Driven Instruction team was developed to help facilitate and train staff on the data process.

Sustain: 4/7/2014We will need to continue to tweak the West Charlotte Way to continue to meet our changing needs. The DDI team and PD provided will need to continue to continue the cycle of improvement.

Evidence: 4/7/2014Documentation uploaded to show the West Charlotte Way. DDI PD

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Evidence:

powerpoints, agendas, examples of 6 week plans, assessment calendars, data protocols loaded into the file cabinet.

Indicator C13 - The principal focuses on building leadership capacity, achieving learning goals, and improving instruction.(1712)(SchoolYR1)






West Charlotte High School has a PLC model that focuses on collaboration of teachers to achieve student learning goals and to improve instruction. Data Driven Instruction (DDI) is in the firstfull year of implementation. There is an organizational chart that aligns administration supervision aroundinstruction. All of the processes for teaching and learning are spelled out in the “West Charlotte Way”. SIG Instructional Support Coaching teams assist staff in the EOC tested areas in developing their PLC teams. There is a yearly Google Docs calendar that promotes a consistent focus on learning and teaching. PLCs/teachers are required to submit 6 week plans to document theirresponse to improving instructional outcomes based on student assessment data.

Plan Assigned to: John WallHow it will look when fully met: An evaluation team of properly trained administrators and facilitators

providing rigorous, transparent, and equitable observations throughout the school year using multiple data points to judge teacher performance.


1. Creation of an extended evaluation team that meets bi-weekly to calibrate and discuss teacher evaluations and teacher data.

Assigned to: Timisha Barnes-JonesAdded date: 11/13/2013Target Completion Date: 06/01/2015Frequency: twice monthlyComments: 1. In pursuing this objective the administrative team and extended

administrative team worked collaboratively to complete walk-through observations as well as formal observations. On the first and third Monday of the month the team calibrate our ratings and qualitative observation data. We discuss teachers that are trending to need additional support to increase instructional efficacy. This initiative has proven to be instrumental in keeping the team abreast of the teacher needs of the school and providing professional development and support for teachers.2. The work will continue as some of the data indicates that some teachers will need to be coached throughout the year.3. The Instructional Leadership Team meets twice monthly to calibrate

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Comments:

and discuss teacher effectiveness. Each ILT member has a coaching caseload and teacher coaching is tracked and monitored using a unified coaching tracker tool.

Task Completed: 09/09/20142. Create a new accountability and support model to increase leadership capacity of the Academic Facilitators and teachers to increase scores in the 3 EOC areas.

Assigned to: Farrah SantonatoAdded date: 01/09/2014Target Completion Date: 06/10/2014Comments: The new accountability structure was rolled out to the team in

December and we are moving in each of the areas. Ms. Adams is meeting weekly as a DDI PLC with coaches and attending PLCs in CCMI, ENGII and BIO. Each of the teams are using both formal and informal assessment to gain feedback on the current position of their students to obtain proficiency on their EOC. Tier II interventions have been developed for students who are on the verge of success in each of the three areas. CCMI teachers are working in collaboration with CCMII teachers during ROAR time to touch all 58 students for math. ENG II teachers are meeting 3/3 with upper level ENG teachers to begin the same type of intervention and share the strategies that they want students to have more exposure to. They will begin implementation on 3/6/14. BIO team is developing the same structure with additional teachers who have first block planning to push in a support model for success.A new data tracker has been developed to have consistent measures of success on objectives mastered. This was created by Ms. Adams and will go into effect within the week of March 10th. Teachers will use these trackers to maintain fidelity to implementation of strategies and track student successes.The next step in implementation is building a process to support teachers in having data conversations with their students about where they are and maintaining this process with fidelity to the end of the year. Student ownership is key and must be used to maximize the model of support.4-8-14- Teachers in the three tested areas have been receiving intensive support from SIG coaches/facilitators and the Data Analyst weekly during PLC time. They have been introduced to multiple data views from lagging indicators as well as current leading indicators such as common benchmark assessments. Teams have been given a data protocol to support productive data conversations and drive the creation of next steps of instruction.



During the summer 2014, instructional leadership team members participated in training on observation and feedback. Each member was assigned a coaching caseload and are required to track and monitor the efficacy of the teachers on their caseload. We have developed a process for continuous improvement of the coaching and feedback implementation.

Sustain: 11/5/2014Professional Development will need to continue to be provided to all

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instructional leadership team members. We will continu to have locked in monthly meetings to calibrate, manage the process and assess effectiveness of the coaching and feedback process.

Evidence: 11/5/2014Coaching efforts are being tracked using a schoolwide tracker. Teachers are provided support and face-to-face feedback by the instructional leadership team. The leadership team participates in monthly professional development provided by the principal and the Project LIFT Zone administrators.

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Developing and increasing teacher and school leader effectivenessFederal Requirement: Use rigorous, transparent, and equitable evaluation systems for teachers and principals that a) take into account data on student growth as a significant factor as well as other factors, such as multiple observation-based assessments of performance and ongoing collections of professional practice reflective of student achievement and increased high school graduation rates; and b) are designed and developed with teacher and principal involvement.Indicator D01 - The principal regularly evaluates a range of teacher skills and knowledge, using a variety of

valid and reliable tools.(1671)(SchoolYR1)Status Objective Met 4/8/2014 Assessment Level of Development: Initial: Limited Development 09/30/2013





*This is an ongoing process each year that is policy driven by the State of NC.

Using the North Carolina Teacher Evaluation Rubric, teachers and other staff members are engaged in authentic discussions around instruction. The administrative team responsible for evaluations will meet regularly to ensure teachers and other staff members are being evaluated in systematic and valid way. The number of observations teachers may receive depends on their status. Non-Career Status teachers (0-4 years) receive 3 formal observations by a licensed, trained administrator, one peerobservation, and an end of year evaluation. Career Status Teachers (Tenured, 4+ years and up) receive 1 observation during their off cycle renewal years. If it is the license renewal year, theteacher receives 3 observations and an end of year evaluation. A Performance Counseling letter may be given to a teacher when serious performance concerns arise. The letter will detail a plan of support toassist the teacher in improving their performance. All observations and evaluations are conducted by licensed and trained administrators and are completed based on a time-line determined by the district. Instructional class walkthroughs are conducted by administrators throughout the school year. The evaluation process also includes pre- and post-observation conferences, where recommendations are made based on the teacher’s overall rating at the end of the year.

Plan Assigned to: John WallHow it will look when fully met: All teachers will be fully evaluated utilizing the North Carolina Teacher

Evaluation Rubric by the end of the 2013-2014 school year.Target Date: 06/06/2014Tasks:

1. Creation of an evaluation matrix to ensure that all teachers are properly evaluated by the end of the school year as required by the State of North Carolina.

Assigned to: Timisha Barnes-JonesAdded date: 11/13/2013Target Completion Date: 06/06/2014Frequency: Page: 14 of 31

Frequency: weeklyComments: 2/12/14- Currently on the 3rd round of observations. Evaluators

continue to meet regularly to calibrate observations. PD provided HR leadership. (see attachment in the file)4/8/14- Summative matrix sent to team. All staff will have a summative completed by June.



All staff members including: teachers, facilitators, teacher assistants, secretaries, counselors, custodians etc will participate in the summative evaluation piece. Time is a huge factor to coordinate this rollout. We started using google drive to load a live form to calibrate our ratings.

Sustain: 4/8/2014Continue to use google drive to calibrate our ratings

Evidence: 4/8/2014evaluation calendar, summative matrix and forms

Indicator D02 - The principal includes evaluation of student outcomes in teacher evaluation.(1672)(SchoolYR1)






The NC Teacher Evaluation Rubric has added an additional rating for teacher effectiveness based on student outcomes in their classes. The school’s performance on End-of-Course (EOC) tests and graduation cohort rate will be included in this rating along with other criteria. Measures of student learning will be utilized in most other non-EOC tested areas.

Plan Assigned to: John WallHow it will look when fully met: Each teacher will be rated based on student outcomes as determined

by EVAAS scores or other teacher effectiveness information. These scores will be determined yearly and will also be reviewed as 3 year trend data.


1. Teachers will be provided access to their EVAAS data or other student effectiveness data by the administrative team.

Assigned to: Timisha Barnes-JonesAdded date: 11/13/2013Target Completion Date: 06/06/2014Comments: 4-8-14- EVAAS data was shared at the staff meeting and with individual

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Comments:teachers. TEachers were given directions on how to access the data and how to read the data. Evaluators use EVAAS reports as one piece of evidence in documentation for evaluations.



Showing teachers how to read EVAAS reports. Online modules were very helpful

Sustain: 4/8/2014Continue to inform teachers of the importance of verifying rosters to ensure accurate data.

Evidence: 4/8/2014Staff meeting PD powerpoint. EVAAS letter with directions on how to access individual score reports.

Developing and increasing teacher and school leader effectivenessFederal Requirement: Identify and reward school leaders, teachers, and other staff who, in implementing this model, have increased student achievement and high school graduation rates and identify and remove those who, after ample opportunities have been provided for them to improve their professional practice, have not done so.Indicator E12 - The LEA has a team available to help principals as they deal with underperforming

employees to minimize principal’s time spent dismissing low performers.(1690)(DistYR1)Status Tasks completed: 1 of 2 (50%)Assessment Level of Development: Initial: Limited Development 09/25/2013




The state has begun the process of phasing out tenure and therefore teacher effectiveness is the key component for teacher dismissal. We have assigned one HR Performance Manger from the district level to focus on hiring high quality teachers and dismissing low performers. The district is currently moving toward providing a growth model for teachers to move teachers with potential to top level teachers in order to minimize transitions and turn-over in our schools.

Plan Assigned to: Dan SwartzHow it will look when fully met: Highly Qualified Educators will be in every classroom. Professional

Learning Communities and a continuation of growth of teachers and their development will be evident in the culture of the school.


1. PLC formed to support teacher growth and developmentAssigned to: John WallAdded date: 11/07/2013Target Completion Date: 02/11/2014Comments:Task Completed: 02/11/2014

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2. Force Ranking of Teachers and Performance Plans created for those who are not effectiveAssigned to: John WallAdded date: 11/07/2013Target Completion Date: 06/16/2014Comments: 4-3-14 Force ranking of teachers will be completed for 2nd semester.

Performance plans will be created for teachers who meet the CMS performance matrix but are still having effectiveness issues for the 2014-2015 school year. Administrators will work with the teachers, in their departments, returning to West Charlotte High School next year to enforce the performance plans.

Implement Percent Task Complete: Tasks completed: 1 of 2 (50%)Developing and increasing teacher and school leader effectivenessFederal Requirement: Provide staff ongoing, high-quality, job-embedded professional development that is aligned with the school's comprehensive instructional program and designed with school staff to ensure they are equipped to facilitate effective teaching and learning and have the capacity to successfully implement school reform strategies.Indicator F07 - The LEA/School sets goals for professional development and monitors the extent to which

it has changed practice.(1698)(SchoolYR1)Status Objective Met 3/19/2014 Assessment Level of Development: Initial: Limited Development 09/10/2013





We are currently providing PD on DDI implementation during staff meetings and PLC meetings however staff do not feel there are a variety of professional development opportunities offered. This is due to a couple of factors:There is not adequate funding provided for PD that is in CMSThere is lack of communication around professional development activities that are cross curricularFactors are out of our control for the district not talking to the state and not communicating consistent expectations.

Plan Assigned to: Teretha McMillionHow it will look when fully met: Provide teachers with opportunities to participate in standards based

professional development opportunities. Professional development will be aligned with teacher evaluation system and linked with opportunities for career advancement. Teachers will be able to collaborate with school and community to share the effectiveness of their professional development.


1. Partner with coaches in developing professional development opportunities for staff

Assigned to: Jedidiah Gist-AndersonAdded date: 09/25/2013

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Added date: 09/25/2013Target Completion Date: 03/18/2014Comments: -create survey to solicit PD interest areas

-tailor interest areas for staff-staff sign/register for PD-Complete online survey of PD to drive the next portion of our PD planning3-18-14- 3/18/14- WCHS PD request process discussed and posted (file cabinet). Differentiated monthly staff meetings with teacher sign up for desired course. Facilitators attend monthly ILT meetings with the zone to come back to school and provided targeted professional development for their teams. PD surveys are given to staff after each PD session. MET

Task Completed: 03/18/20142. Work with department chairs to survey the departments.

Assigned to: Teretha McMillionAdded date: 09/25/2013Target Completion Date: 10/30/2013Comments: -Professional Organizations (what does everyone belong to?

-determine PD offerings from professional organizations-send 1-2 reps to state/national professional development opportunities

Send any questions to include on the survey to Mr. Rattley and the other subcommittee members so that only one survey will be sent from the SLT.

Task Completed: 10/30/20133. Research/Develop framework For PD stipends

Assigned to: Alison BouldingAdded date: 09/25/2013Target Completion Date: 03/18/2014Comments: -Determine if we can possibly provide stipends for teachers to attend

PD from L.I.F.T. money- Can we cover the cost of transportation (gas/airfare, lodging, airfare, food, registration, membership fees to professional organization)2/12/14- additional time needed due to inclement weather delays and school closings. 3/18/14- WCHS PD request process discussed and posted (file cabinet). Differentiated monthly staff meetings with teacher sign up for desired course. Facilitators attend monthly ILT meetings with the zone to come back to school and provided targeted professional development for their teams. PD surveys are given to staff after each PD session. MET

Task Completed: 03/18/20144. Partner with coaches in developing professional development opportunities for staff

Assigned to: Jedidiah Gist-AndersonAdded date: 10/23/2013Target Completion Date: 03/18/2014Comments: -create survey to solicit PD interest areas

-tailor interest areas for staff

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Comments:

-staff sign/register for PD-Complete online survey of PD to drive the next portion of our PD planning2/12/14- additional time needed to review survey data due to inclement weather delays and school closings.3-18-14- WCHS PD request process discussed and posted (file cabinet). Differentiated monthly staff meetings with teacher sign up for desired course. Teachers leading monthly professional development for staff. (PD calendar uploaded into file). Facilitators attend monthly ILT meetings with the zone to come back to school and provided targeted professional development for their teams. PD surveys are given to staff after each PD session. MET



Clear process and procedures were needed to address the opportunities available to all staff. Differentiated monthly staff professional development because one size does not fit all.

Sustain: 3/19/2014Continue to have differentiated PD based on needs of staff. Teachers becoming empowered to attend, lead and train peers on new PD.

Evidence: 3/19/20143/18/14- WCHS PD request process discussed and posted (file cabinet). Differentiated monthly staff meetings with teacher sign up for desired course. Teachers providing the differentiated PD at the staff meetings. Facilitators attend monthly ILT meetings with the zone to come back to school and provided targeted professional development for their teams. PD surveys are given to staff after each PD session.

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Comprehensive instructional reform strategiesFederal Requirement: Use data to identify and implement an instructional program that is research-based and vertically aligned from one grade to the next as well as aligned with state academic standards.Indicator H01 - The principal ensures that teachers align instruction with standards and benchmarks.

(1714)(SchoolYR1)Status Objective Met 4/8/2014 Assessment Level of Development: Initial: Limited Development 09/30/2013





Common Formative Assessments are used as the vehicle in all PLCs to make sure instruction is aligned properly with NC standards and benchmarks. Discovery Education common formative assessments are used in all of the tested PLC areas. They are: Integrated Math I/Algebra I Biology English II

Thinkgate is the common formative assessment tool that all other PLCs use at West Charlotte. Teachers have been trained to utilize this tool and are required to give formative common assessments based on a set PLC calendar and district calendar.

Plan Assigned to: John WallHow it will look when fully met: At the beginning of the 2013-2014 school year an instructional plan of

action called the "West Charlotte Way" was created to provided clarity and guidance around a PLC calendar, assessment calendar, and a benchmark calendar for all teachers and departments. This allows for teachers to actively connect instruction and standards and therefore improve student performance. All teachers have a professional development goal that is data driven and requires them to do weekly student data analysis. This data analysis is this used within PLCs to inform instruction and to progress monitor student performance.


1. Creation of the West Charlotte WayAssigned to: Farrah SantonatoAdded date: 11/07/2013Target Completion Date: 08/19/2013Comments: This task has been completed but will be revised each school year.Task Completed: 08/19/2013

2. Data Driven Instruction Teacher 6 Week Action PlansPage: 20 of 31

Student Intervention Plans based on Teacher Action PlansAssigned to: Joline AdamsAdded date: 01/07/2014Target Completion Date: 06/11/2014Comments: Ongoing weekly PLC meetings and weekly facilitator meetings.

Quarterly data meetings. See DDI Folders in cabinet.3-3-14- 6 week action plans updated based on pre assessment data for Semester 1 and discovery ed data. Each EOC utilized data points to determine levels for groups of students - to provide focused interventions to meet each sub groups needs. Intervention time will occur every Tue and Thur at the end of 1st block.4-8-14- PLC teams are following the DDI cycle, creating 6 week action plans and developing student intervention plans based on common assessment data.



DDI team developed, Professional development is ongoing in the DDI team and each PLC.

Sustain: 4/8/2014Continue to drill down the data to student work and create individual student learning plans

Evidence: 4/8/2014DDI meeting agenadas, PD powerpoints, PLC notes

Indicator H03 - All teachers, working in teams, prepare standards-aligned lessons.(1718)(SchoolYR1)Status Tasks completed: 4 of 5 (80%)Assessment Level of Development: Initial: Limited Development 09/10/2013




The West Charlotte Instructional Way has provided us guidance to tighten up how we are presenting lessons and conducting planning. We are unsure of how effective this is being across the campus, as we know there were pockets of this happening in all subject areas.We would like to see this grow larger and more systemic.

Plan Assigned to: Ronald KingHow it will look when fully met: When this objective is fully met:

• PLC’s will met regularly• Vertical alignment will take place amongst disciplines • Observers will be able to walk into any classroom and the same objectives are being taught.• Students receive common assessments • Consistency and continuity throughout about expectations and assessments.• Lesson plans based on common core alignment • Lessons based on formative and summative assessments.• Teacher will consistently reflect and revise instructional lesson plans

Target Date: Page: 21 of 31


1. 1. Teachers will meet in grade level PLC’s weekly and submit notes to department evaluator.Assigned to: PLC AdministratorAdded date: 09/25/2013Target Completion Date: 11/13/2013Frequency: weeklyComments: PLC notes will serve as evidences of our performances.

Teachers are uploading their lesson plans and PLC Notes in the West Charlotte Google DriveTeachers of inclusion classes both ESL and EC are sharing plans through the Google Drive.

Task Completed: 10/15/20132. Common Lesson Plans will be posted on the shared drive by Monday of the upcoming week.

Assigned to: Each Classroom teacherAdded date: 09/25/2013Target Completion Date: 09/30/2013Frequency: weeklyComments: As an expectation of the school culture all teachers are to post their

weekly lesson plans to the shared Google Drive.At least 85% of the school staff are utilizing the Google Drive weekly to upload their lesson plans. There was some discussion on the part of the Instructional Leadership Team around expectations, especially for larger unit plannings and the expectation is that anyone walking into your room should be able to pull up your lesson plans and know where you are, how you got there (based on data) and where you are taking students next.

Task Completed: 10/15/20133. Teachers will meet and plan vertically twice a year.

Assigned to: Nicole PageAdded date: 09/25/2013Target Completion Date: 06/01/2015Comments: 4-8-14 PL’C are meeting regularly based on the schedules they have

set and submitted to administration. PLC’s are continually participating in data dives and reflecting on instructional practices. Each team keep a record of meeting times and objectives. English department is set to meet next month to pan vertically for the upcoming school year.

4. Teachers will use a common assessment twice a month to measure student mastery of common objectives

Assigned to: PLC Team LeadsAdded date: 09/25/2013Target Completion Date: 06/10/2014Frequency: twice monthlyComments: Assessment calendar loaded on google drive.

4-8-14 PLC's are meeting regularly based on the schedules they have set and submitted to administration. PLC’s are continually participating in data dives and reflecting on instructional practices. Each team keep

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Comments:

a record of meeting times and objectives. The DDI team trains the facilitators that come to each PLC to facilitate data discussions and analysis.

Task Completed: 04/08/20145. PD will be provided on common planning and testing

Assigned to: Nicole PageAdded date: 09/25/2013Target Completion Date: 06/10/2014Frequency: monthlyComments: 2/12/14- additional time needed to review survey data due to

inclement weather delays and school closings.3-3-14- differentiated PD monthly to meet the needs of all staff members- PD schedule with sign up located on google drive.3/18/14- more time is needed to meet this task. PLC's are functioning at different levels. All are participating in the data driven instruction process.4-8-14- Differentiated PD continues to be held montly. PLC's participate in the DDI process and use backwards planning to develop test and instructional design.

Task Completed: 04/08/2014Implement Percent Task Complete: Tasks completed: 4 of 5 (80%)Comprehensive instructional reform strategiesFederal Requirement: Promote the continuous use of student data (such as from formative, interim, and summative assessments) in order to inform and differentiate instruction to meet the academic needs of individual students.Indicator I01 - The school has established a team structure among teachers with specific duties and time

for instructional planning.(1711)(SchoolYR1)Status Full Implementation Assessment Level of Development: Initial: Full Implementation 09/30/2013

Evidence: The master schedule for West Charlotte High School allows for common planning in all of the tested EOC areas. In addition, most PLCs have common planning where possible. All teachers have a planning period during the school day with specific PLC duties outlined in the "West Charlotte Way" instructional manual.

Indicator I02 - All teachers monitor and assess student mastery of standards-based objectives in order to make appropriate curriculum adjustments.(1715)(SchoolYR2)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 11/07/2014




West Charlotte is implementing a new grading policy that requires teachers' grade books to reflect content standards as opposed to unit and/or lesson numbers. This allows them to effectively assess student mastery of specific objectives as well as the need for the appropriate instructional adjustments.

Plan Assigned to: Farrah SantonatoHow it will look when fully met: Page: 23 of 31

How it will look when fully met: When this objective is fully met, all teachers will have implemented a mastery grading process where all classroom assignments and assessments will be aligned with specific course objectives. Teachers will be able to assess student understanding of specific topics, and utilize this data to appropriately adjustment instruction.

Target Date: 06/11/2015Indicator I03 - All teachers, working in teams, differentiate and align learning activities with state

standards.(1716)(SchoolYR2)Status Objective Met 4/8/2014 Assessment Level of Development: Initial: Limited Development 11/04/2013





Currently all PLCs have a time to meet during the school week. It is outlined in the West Charlotte Way as to the work that is expected of the PLC, the use of the Driven by Data concepts and the use of multiple data to drive instructional decision making. The structure of the school calendar is also conducive to allowing teachers to come together as a larger department once a month to collectively discuss major ideas, thoughts and information. This is also a time when the SLT representative is supposed to share out the information from the SLT so that everyone is on the same page with what is occurring at the macro as well as micro level.

Plan Assigned to: Farrah SantonatoHow it will look when fully met: When fully implemented teams will meet weekly to accomplish the

goals of looking at data, creating 6-week monitoring plans and creating instructional interventions for students for differentiated instruction. Team planning should be a safe place where individuals can be free to share both strengths and weaknesses as well as discuss what creative ways they can work to strengthen the team as a whole.


1. 6 week plans will be created and uploaded and entered into Google DocsAssigned to: Farrah SantonatoAdded date: 11/04/2013Target Completion Date: 06/10/2014Comments: 6 week plans have been updated based on 2nd semester discover

education data and pre test data. 4-8-14- Teachers are working in their PLC teams to develop and upload their 6-week plans that are in response to their data dive meetings. Teams are utilizing a combination of both leading and lagging indicators that paint a more accurate picture of our current student population. These plans are driving intervention planning during our ROAR time to support our three tested EOC areas.


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Implement Percent Task Complete:Objective Met: 4/8/2014 Experience: 4/8/2014

Teachers were used to developing plans but not the backwards planning method. They have reflected on their process and made adjustments throughout.

Sustain: 4/8/2014Continue to backwards plan to determine what do we want our kids to know at the end of each concept.

Evidence: 4/8/2014PLC meeting notes, 6 week plans

Indicator I04 - All teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-directed small-group; student-directed small group; independent work; computer-based; homework.(1719)(SchoolYR2)

Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 11/07/2014




West Charlotte is currently offering several modes of instruction. There are blended learning opportunities as well as online course offerings. There is the expectation that teachers are implementing various levels of differentiation within their curriculum structure, however staff members feel that class size in addition to a lack of school-wide access to technology impedes their ability to effectively implement various instructional strategies with fidelity.

Plan Assigned to: Timisha Barnes-JonesHow it will look when fully met: When fully implemented, all teachers will be implementing various

models of instruction within their classrooms. Students will be engaged in differentiated learning opportunities that will be purposefully designed to increase academic success, as well as student leadership development in a classroom setting. Teachers will utilize project based learning, real world application, small group instruction, blended learning, and student led classroom discussions to ensure that students are receiving multiple tiers of instructional methods.

Target Date: 06/11/2015Indicator I05 - All teachers employ effective classroom management.(1721)(SchoolYR2)Status In Plan / No Tasks CreatedAssessment Level of Development: Initial: Limited Development 11/07/2014




Project L.I.F.T. area schools are currently utilizing "No nonsense nurturing" strategies to ensure that all students experience a classroom culture which exemplifies a positive, calm, structured learning environment that is conducive to student learning and academic

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success. No nonsense learning is classroom management strategy designed to increase student engagement, build constructive relationships with students, and establish the routines, procedures and structures needed to improve student learning.

Plan Assigned to: Anthony JacksonHow it will look when fully met: When fully met, "No Nonsense Nurturing" will be common practice at

West Charlotte. Observers will be able to walk into any classroom and discern a calm, positive, structured environment where processes and procedures are clearly in place and being adhered to, and all students are actively engaged in instruction.

Target Date: 06/11/2015Indicator I06 - The school Leadership Team regularly looks at multiple measures (e.g., behavior data,

aggregated classroom observation data, and school climate surveys of staff, students, and parents) and uses this data to make decisions about student social and emotional learning. (2590)(SchoolYR1)






Attendance, discipline data, pre/post assessments are looked but there is a breakdown as to how information and data are shared with staff. There was not a clear process as to how data was created shared with SLT and how that data was shared by SLT members back to their departments. It needs to be a change in process and procedure as to how we conduct the business and what indicators we use to evaluate our effectiveness as educators at WCHS.

Plan Assigned to: Monica TrujilloHow it will look when fully met: SLT will examine data at each meeting. Certain elements will be

gathered continuously while others will be on a semester basis.Target Date: 06/10/2014Tasks:

1. Develop a list of desired data/subjects/measures to request from Admin. Define our leading and lagging indicators

Assigned to: Kelvin RattleyAdded date: 09/10/2013Target Completion Date: 11/12/2013Frequency: monthlyComments: Measures we've already thought of: EVAAS, on track/Off track,

suspensions, attendance, climate survey, ACT/SAT, EOC Specifics, (Semester only: Evaluation only Observations)The group will meet to determine a course of action based on the data returned from the staff survey.

Task Completed: 10/30/20132. Develop open-ended questionnaire for SLT re: "What measures do you want to see?"

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Assigned to: Alec MacaulayAdded date: 09/10/2013Target Completion Date: 10/22/2013Comments: Metrics should be defined by the questions we are looking to answer.

Adams, Savage and Santonato met to determine metrics to be shown at the November SLT meeting based on 1st quarter data.

Task Completed: 10/25/20133. Create "in-house" survey and plan for publication/distribution 10-8 this has been revised that this sub-committee will take over the survey component of the SLT. Instead of trying to send separate surveys from the group we will comprise one major survey from the SLT to get the highest response rate.

Assigned to: Kelvin RattleyAdded date: 10/08/2013Target Completion Date: 10/08/2013Comments: Each sub committee will submit their portion of the survey to Rattley

for one larger survey to be constructed.Task Completed: 10/30/2013

4. Culture Surveys will be developed for Staff, Students, and parents. Data will be compiled and analyzed to plan next steps to improve the school culture.

Assigned to: Kelvin RattleyAdded date: 01/09/2014Target Completion Date: 06/10/2014Comments: Please see attached data for each survey. The team will analyze the

data presented and brainstorm on strategies to improve the school climate at the March meeting. Once we collaborate, we will then share the data and suggestions with the principal.4/8/14- The administration team utilized the root cause analysis and SLT survey data and Insight survey to create a new tardy sweep block by block. No passes issued during 3rd block all buildings are locked during 3rd block. A dress code committee has been formed with daily announcements and 1st block classroom visits. Administration has also went to every 1st block on this campus to discuss discipline issues including bullying, cyber bullying, dress code and skipping.



Low participation rates in surveys. Collaboration with Department chairs to have surveys completed during Meetings increased participation rates.

Sustain: 4/8/2014Continue to adjusts procedures and policies based on information/data collected from all stakeholders.

Evidence: 4/8/2014SLT meeting notes, file uploads, survey data

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Increasing learning time and creating community-oriented schoolsFederal Requirement: Establish schedules and strategies that provide increased learning time.Indicator J08 - The LEA/School monitors progress of the extended learning time programs and strategies

being implemented, and uses data to inform modifications.(1710)(SchoolYR1)Status Objective Met 4/8/2014 Assessment Level of Development: Initial: Limited Development 09/10/2013





There needs to be a change in the communication plans and process as to how administration collects and disseminates data to the staff. It was an expectation that the SLT would share data metrics with their PLCs last year and that didn't happen. Data is to be shared and used to drive continuous improvement. Not secretive and kept from teachers. We need to locate extended learning programs that generate reports that provide specific feedback on student strengths and weaknesses. How do we obtain these reports? (Data?) For teachers to use the reports to modify and adjust instruction, this must occur to meet the needs of all students.

Plan Assigned to: Anthony JacksonHow it will look when fully met: List of extended learning programs currently offered at West Charlotte

Data to assess the impact and effectivenessLink on WC website to guide people to the programs with effectiveness data


1. Create a list of extended learning offeringsAssigned to: Timisha Barnes-JonesAdded date: 09/10/2013Target Completion Date: 10/04/2013Comments: Ms. Barnes-Jones worked with Mr. Hunsucker and team to create a

comprehensive list of all of the after school opportunities and realized that from this list the staff needed to be surveyed to determine the awareness of purpose and use. There is a misunderstanding about credit recovery and accrual. The other programs from CIS and Y Achievers are also offered but many teachers/staff do not have a good understanding of the needs that are met by each program.

Task Completed: 10/07/20132. Create an in house survey to assess what staff knows about these programs

Assigned to: Milton HunsuckerAdded date: 09/10/2013Target Completion Date: 10/18/2013Comments: This survey was created and was then merged with the I6

subcommittee as they felt they could be the central data gatherers for Page: 28 of 31

Comments:the full SLT. The survey was vetted at the Oct 8th SLT meeting and final questions were sent to Mr. Rattley for use in the West Charlotte SLT staff survey.

Task Completed: 10/18/20133. Review survey results and determine a course of action for second semester students

Assigned to: Milton HunsuckerAdded date: 10/30/2013Target Completion Date: 05/20/2014Comments: Based on the information from the survey the subcommittee will decide

on what next steps are needed to help match students to the correct after school support programs.1/7/14- survey questions were compiled waiting for survey results2/12/14- additional time needed to review survey data due to inclement weather delays and school closings.3-18-14- Survey results have been posted in the file. Data shows a need for recalibration of policies and procedures. A root cause analysis was completed by each department (based on data)to determine solutions for next steps. More time needed.4/8/14- The administration team utilized the root cause analysis and survey data to create a new tardy sweep block by block. No passes issued during 3rd block all buildings are locked during 3rd block. A dress code committee has been formed with daily announcements and 1st block classroom visits. Administration has also went to every 1st block on this campus to discuss discipline issues including bullying, cyber bullying, dress code and skipping.



Survey results had a low participation rate from parents and students. FAculty participation was average. Based on multiple surveys and data we were able to create actionable steps.

Sustain: 4/8/2014We will continue to utilize surveys as an informative measure. However, we will use paper and pencil and electronic surveys to beet a greater participation rate.

Evidence: 4/8/2014Reduced numbers of skipping, survey results, root cause analysis forms and documents

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Increasing learning time and creating community-oriented schoolsFederal Requirement: Provide ongoing mechanisms for family and community engagement.Indicator K07 - The LEA/School has established a positive organizational culture.(1651)(SchoolYR1)Status Tasks completed: 1 of 4 (25%)Assessment Level of Development: Initial: Limited Development 09/10/2013




West Charlotte is working to establish a positive organizational culture. Survey results showed that staff wanted clear procedures, routines and expectations. A team of administrators and teacher leaders came together to create the West Charlotte Way. We also incorporated an extended learning time called PRIDE Time to increase literacy scores, PSAT, and ACT scores. We continue to need development in branding to reflect the positive outcomes from West Charlotte to the public. We also need to continue to work on teaching and learning by building the capacity of our Professional Learning Communities. According to surveys and data behaviors and attendance need to be addressed to improve the culture at West Charlotte High School.

Plan Assigned to: John WallHow it will look when fully met: West Charlotte High School will exhibit a positive school organizational

culture as evidenced by high academic expectations, strong interpersonal relationships between students and staff, school, family and community collaboration, and systems that support the physical, mental, social and emotional well-being of every student.


1. Task 1 (Branding) – Committee will develop “marketing strategy” for re-branding West Charlotte High School to address the immediate and farther- reaching community perception, utilizing the recent successes and gains in student achievement.

Assigned to: Sheronda GilesAdded date: 09/27/2013Target Completion Date: 06/01/2015Comments: Additional time needed to meet with the committee for updates. Snow

days and inclement weather delays have delayed the committee updates. 3-18-14- partnership with Showcase magazine to write a story on West Charlotte.

2. Task 2 (Teaching and Learning) – Committee will develop a framework for development and monitoring of a communication tool for West Charlotte Teachers that allow for internal success stories, pedagogical best practice-sharing, grade-level and content-level communication and updates to school information in real-time.

Assigned to: Michelle PettifordAdded date: 09/27/2013Target Completion Date: 06/01/2015Comments: 3-18-14- Ms. Foster (parent) joined the SLT team and would like to join

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Comments:this committee. She would like to showcase West Charlotte High School in THE SHOWCASE MAGAZINE to promote the positive stories at WEst Charlotte High School. An April issues is the goal

3. Task 3 (Behavior) – Committee will work with Dean of Students to devise a “behavorial and academic” expectation contract to be used as a binding contract for participation in the black male empowerment program (goal: 100 students, at 25 students per grade level), utilizing the model of 100 Black Men of Charlotte.

Assigned to: Vernon HunterAdded date: 09/27/2013Target Completion Date: 06/01/2015Frequency: monthlyComments: The first Distinguished Lions club was held on February 3, 2014.

Vision: To help change the image of young males in the school, home, community, and globally. Mission: To bring about change in the lives of young males in the areas of academics, athletics, mind, body, soul, and relationships. EMPOWER and educate young men on the importance of making manhood choices.

4. Task 4 (Student-Staff Behavior) – Committee will devise a plan to involve businesses and community partnerships in donating products and services for the exclusive purpose of incentivizing student and staff attendance for PRIDE Time and overall increase of teacher attendance

Assigned to: Christina CorpeningAdded date: 09/27/2013Target Completion Date: 03/18/2014Comments: 3-18-14 update- Project L.I.F.T. seeks is to cultivate a positive school

culture focused on achievement, high expectations, an empowering and professional work environment and the promise of a high quality education for each student. Leaders, teachers, staff, students, parents, and the community will not only believe that success is possible but commit to the extra work, extra time and extra energy needed to cultivate schools that defy the odds. A strong sense of urgency and accountability will be pervasive and will catalyze the forward movement needed to reach the ambitious goals of Project L.I.F.T. The purpose of the Culture and Morale Incentive plan is to show intentional effort in acknowledging, rewarding and celebrating those that are committed to transforming the school culture as described. The SIG bonus plan (in file) is also aligned with staff attendance.

Task Completed: 03/18/2014Implement Percent Task Complete: Tasks completed: 1 of 4 (25%)

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