hope community public charter school: tolson campus 2019-2020.pdf · 2012-09-05 · imagine hope...

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):



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.



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



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;



· 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



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



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



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.



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



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


● SEPR & NACT recommendation


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.




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




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.



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.


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.



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




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.



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.


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.



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




each goal



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.



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




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



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.



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)



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)



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 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



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.


Ms. Jones, ELL Support

Ms. Baylor, SPED Support

Mr. Wilson, SPED Support



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”


Ms. Jones, ELL Support

Ms. Baylor, SPED Support Mr. Wilson, SPED Support




Focus on handing scholars’ and parents’ decisions, allowing them the opportunity to use the decision making process and act as a leader.


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)



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:



● 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.




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


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



assessment - along with the data

from which it is based

ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for

expected

implementation


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.



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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)





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



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)



●


● 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




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




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


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





ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for expected

implementation


for implementation


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


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



● 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



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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)



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



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



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



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


.

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.



● 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.



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




improvement from above

ACTION STEPS

(Implementation

initiatives and strategies)

Tools and Resources Timeframe for expected

implementation


for implementation


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


All Teachers

Instructional Coaches (Tayrn

Boones, Brittany Burks, Erica

Taylor)

Kesha McCoy, Academic

Regional Coach

Resource Staff

Haroon Raheed, 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



Taylor)

Kesha McCoy, Academic

Regional Coach

Resource Staff


Classroom observations and

evaluations

Weekly Regional Academy Leaders

Walkthrough

Observe4Success



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


Model/Coaching)



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)


In-service

Professional Development

Sessions

School Leaders

Regional Academic Coach

Instructional Coaches

School Leadership Team

Every Wednesday from September 4- June 10

All Teachers



Taylor)

Kesha McCoy, Academic Regional

Coach

Resource Staff





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


Early Literacy with a focus on teacher effectiveness in reading instruction. (NACT Action Plan) Priority Focus


Academy Meetings

Eagle Express

NACT Walkthrough data and

debrief

School Leaders




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)



Taylor)


Coach

Resource Staff






Building Teacher Efficacy (NACT Action Plan) Priority Focus


Academy Meetings

Eagle Express


debrief

School Leaders




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.



Taylor)


Coach

Resource Staff




ENGAGE in Implementation: ACADEMIC GROWTH - TEACHING & LEARNING FUNDAMENTALS




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



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.

●




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




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:



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


● 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


ACTION STEPS

(Implementation

initiatives and

strategies)

Tools and

Resources

Timeframe for expected

implementation


for implementation


measure the

effectiveness of the

strategy/initiative



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


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


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


Model/Coaching)



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



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)


School Leaders



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



8th Grade Math (NACT Action Plan) Priority Focus Acceleration Model: PLT

Professional Development

Sessions


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.


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.



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



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


Related to Overarching Goal(s) We have not received the data as of yet. Slated for August 2019



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.



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


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





ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for

expected

implementation


for implementation




● 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



● 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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)



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



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



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



Scholars need more opportunities to write

More creative writing assignments to increase scholars' engagement

EVALUATE Efforts: ACADEMIC GROWTH – WRITING


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


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



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


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





ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for

expected

implementation


for implementation

Identify how you will measure 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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)

Person responsible for supporting

& monitoring



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





Related to Overarching Goal(s)


● 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


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



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



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


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





ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for

expected

implementation


for implementation


measure 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


Classroom teachers Custodial staff Cafeteria staff Dean of Students

Walkthrough data Increased positive student response on mid-year and



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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)



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



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




Quarterly Survey Data

2017-2018 2018-2019 Improvement (Y/N)



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



EVALUATE Efforts: MORAL CHARACTER DEVELOPMENT




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


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.



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


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





ACTION STEPS


and strategies)

Tools and

Resources

Timeframe for

expected

implementation

Person(s) responsible for

implementation


measure 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.



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



Facilitator &

Audience

PL Cycle Timeframe


Model/Coaching)



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)



Weekly PLT Sessions

ENGAGE in Implementation: PERFORMANCE CHARACTER DEVELOPMENT




● 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



am learning in class to life outside the

classroom.”



EVALUATE Efforts: PERFORMANCE CHARACTER DEVELOPMENT


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.



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.


● 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.



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


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





ACTION STEPS


and strategies)


implementation


implementation




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

http://www.character.org/

http://www.responsiveclassroom/



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)


PL Cycle Timeframe


Model/Coaching)



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

http://www.character.org/

http://www.responsiveclassroom/



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




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





EVALUATE Efforts: CIVIC CHARACTER DEVELOPMENT


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


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.


● 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.



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


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



EQUIP with Implementation Action Plan: ECONOMIIC SUSTAINABILITY





ACTION STEPS


and strategies)


implementation


implementation


measure 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

https://opgs.dc.gov/page/opgs-district-grants-clearinghouse

https://opgs.dc.gov/page/opgs-district-grants-clearinghouse



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




PL Cycle Timeframe


Model/Coaching)


supporting &

monitoring



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


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


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


Force and American

Institutes for Research

MTP CLASS Training Workshop Brittany Burks

Audience: Ebony Smith, Robert

Johnson

Workshop on TBD Brittany Burks



ENGAGE in Implementation: ECONOMIC SUSTAINABILITY




● 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.


EVALUATE Efforts: ECONOMIC SUSTAINABILITY




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.



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


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



assessment - along with

ACTION STEPS (Implementation initiatives

and strategies) Tools and Resources

Timeframe for

expected

implementation

Person(s)

responsible for

implementation


measure the



the data from which it is

based


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.



EQUIP with Professional Learning Opportunities: SCHOOL DEVELOPMENT

Topic

Delivery Type

(PLC, Book Study, Workshop, Webinar, Course,

Module)


PL Cycle Timeframe


Model/Coaching)



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.


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.


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)


Team Members



parents are connected to both digital

platforms wins a class party.

Increase scholar retention

across the school.


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


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.


-

EVALUATE Efforts: SCHOOL DEVELOPMENT




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.

hope community public charter school: tolson campus 2019-2020.pdf · 2012-09-05 · imagine hope...

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