Comprehensive Progress Report

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Sedalia Elementary

Comprehensive Progress Report

7/15/2020

! = Past Due Objectives KEY = Key Indicator

Mission: _{Sedalia students will graduate as responsible citizens prepared to succeed in higher education and in the career of their choice.}

Vision:

Together we grow! Goals:

By June 2020 Sedalia will increase ELA composite from 54% to 57% proficient.

By June 2020, student achievement gap in Reading within the subgroup of African American students, in comparison to the subgroup of White students at Sedalia, will decrease to yield a difference of no more than 10 points in proficiency.

By June 2020, the number of major office referrals will reduce by 3%. We will lower the number from 47 per 100 students in 2018-19 to 45 or less in 2019-20. By June 2020, Math proficiency will grow from 51.1% to 54.1% on EOGs.

By June 2020, Science composite with increase from 77.2% to 78%.

By June 2020, staff will engage in a variety of Social Emotional Learning. We will grow our school community with a strong team structure. We will celebrate success; acknowledge areas for growth and make a plan accordingly.

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Core Function: Dimension A - Instructional Excellence and Alignment Effective Practice: High expectations for all staff and students

A1.06 ALL teachers provide sound instruction in a variety of modes: teacher-directed whole-class; teacher-teacher-directed small-group; independent work; computer-based.(5087)

Implementation

Status Assigned To Target Date

Initial Assessment:

Teachers provide instruction in a variety of ways. Teachers lead whole group lessons in a teacher directed fashion, following gradual release model. Teachers and Teacher Assistants provide instruction in small groups. This is most evidenced during Differentiated Learning Groups in K-2, ARC Wide Reading time and Intervention and Enrichment.

Limited Development 10/22/2019

How it will look

when fully met: When this objective has reached full implementation, an observer will

see a variety of instructional models across the school. Teacher directed whole group instruction will be focused on a North Carolina Course of Study standard with mastery teaching, including:

• “Cues” show students what is to be learned and explain how to learn it.

• “Engagement” is the extent to which learners actively and persistently participate. “Corrective feedback” remedies errors in oral or written responses.

• “Reinforcement” is illustrated in the efforts elicited by athletics, games, and other cooperative and competitive activities.

Small-group instruction takes places as an effective follow-up to the whole-class presentation. The groupings are fluid, rearranged frequently in response to particular learning needs.

Instructional practices through technology are used to individualize instruction, provide a well-organized presentation of material, offer feedback, and allow students to progress at their own rate.

Stephanie Martens 06/15/2021

Actions 0 of 1 (0%)

10/22/19 Lesson plans reflect a variety of modes of instruction planned for student success.

Tracy Trammell 06/15/2021 Notes: Teachers post lesson plans to SharePoint weekly. The plans will include

notes on if the instruction is whole group, small group, independent or computer based.

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KEY A1.07 ALL teachers employ effective classroom management and reinforce classroom rules and procedures by positively teaching them.(5088)

Implementation

Initial Assessment: Teachers employ classroom management using Growth mindset and following PBIS, using tickets and paws. Teacher use Class Dojo or Super Improvers for encouragement and positive feedback.

How it will look when fully met:

All teachers implement positive effective classroom management. Students will be engaged in learning with no interruptions.

Actions 0 of 1 (0%)

9/11/18 Teachers will follow PBIS procedures, rewarding appropriate student behavior with tickets and tiger paws.

Stephanie Martens 06/10/2021 Notes:

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Core Function: Dimension A - Instructional Excellence and Alignment Effective Practice: Curriculum and instructional alignment

KEY A2.04 Instructional Teams develop standards-aligned units of instruction for each subject and grade level.(5094)

Implementation

Initial Assessment: Teachers will follow the Scope and Sequence provided by the GCS to provide standards aligned instruction. ELA teachers in grades 3-5 will implement ARC, while teachers K-2 will teach CKLA. All math teachers K-5 will use Eureka Math for instruction.

Priority Score: 3 Opportunity Score: 3 Index Score: 9 How it will look

when fully met: 100% of instructional staff align instruction to North Carolina Standard

Course of Study. K-2 use CKLA and 4-5 use American Reading Company resources to teach North Carolina standards. Teachers deliver high quality instruction, with differentiated lessons and engaging meaningful practice. Teachers work in teams to modify units of instruction based on student data, collected from formative assessments. Teachers use Backwards Design to develop rigorous lessons aligned to North Carolina standards and appropriately paced to meet students' needs.

Joy McClure 06/08/2021

Actions 0 of 10 (0%)

9/23/19 ALL teachers establish classroom norms for personal responsibility, cooperation, and concern for others.

Crystal Foster 06/15/2020 Notes: Teachers teach classroom norms BOY and MOY. Teachers will check off

to demonstrate completion.

1/3/20 Grade levels meet weekly, on Mondays, for PLCs to discuss instructional practices and student learning. Additionally grade levels meet weekly to refine unit of instruction, using GCS provided resources, such as Eureka, CKLA or ARC units.

Lydia Pegram 06/15/2020

Notes: Each grade level has chosen the day for their afterschool planning: Monday- Kindergarten, First and Second; Wednesday-Third and Fourth. Fifth grade is departmentalized and therefore plans individually.

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1/3/20 3rd, 4th and 5th grade teachers will meet, following each GCS Interim Assessment, to refer student data. IA data will be sorted and grouped by standards to aid with analysis.

Nicole Gale 06/15/2020

Notes: Grade levels meet to analyze data to determine the following:

Areas of strength - reflect on practices that were successful Common misconceptions -- plan for remediation

Learning progressions -- Regarding standards that need growth, what's the learning progression needed to access the standard. Make an instructional plan

10/15/19 Teachers will include focused standard on lesson plans. Stephanie Martens 06/20/2020 Notes: Teachers will include standards in lesson plans. Lesson plans are

created on grade level at weekly grade level planning. Teachers will refer to North Carolina Standard Course of Study and the unpacked documents to align plans to required standards. Weekly Lesson plans are posted in SharePoint by 7:00 AM each Monday.

10/15/19 Teachers will post focused standard for each lesson. Teachers will review to the standard during the lesson to make students aware of their learning objective. The standard will be aligned to North Carolina Standard Course of Study and to the teacher's lesson plans.

Monica Ryan 06/20/2020

Notes:

10/15/19 Teachers will use practice and assessment materials that are aligned to North Carolina Standard Course of Study, their lesson plans, the posted standard and instructional focus.

Nicole Gale 06/20/2020

Notes:

9/21/18 Teachers will follow the Scope and Sequence provided by the GCS to provide standards aligned instruction.

Monica Ryan 06/10/2021 Notes:

8/13/19 Teachers will meet with Eureka coach twice during the year to plan units of instruction, aligned to North Carolina Standard Course of Study. Subs will be provided for two half-day planning sessions. Title 1 funds will be used to pay for substitutes.

Stephanie Martens 06/15/2021

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8/13/19 Teachers will meet with CKLA coach to discuss feedback from classroom observations. Teachers will work with coach and CF during PLC planning sessions to align instruction with North Carolina standards.

Notes:

8/13/19 Teachers will meet with ARC coach to discuss feedback from classroom observations. Teachers will work with coach and CF during PLC planning sessions to align instruction with North Carolina standards.

Tracy Trammell 06/15/2021

Notes: Implementation:

Evidence

6/9/2017

The following items are available in A2.04 folder: Copy of PLC agenda

Copy of Interim spreadsheet, sorted and color-coded Plan for small group review based on !A2 data Copy of Professional development agenda Experience

6/9/2017

Grade levels met during PLCs to review data from interim benchmarks. We organized data with sorting by standards and then within each standard, by the percentage correct. In this way, we were able to identify areas for instructional review. We were also able to identify common misunderstanding by sorting the error responses. Ben Cawley provided a district workshop on analyzing data, which our third, fourth and fifth grade teachers attending, along with the CF and principal. Ben provided additional training with a half-day professional development with 3rd-5th teachers, EC and AG teachers. We used IA2 data to identify small group review needs. The school provided half day subs for analyzing this data and planning for the instructional review. The school provided half day subs while teacher pulled small group review. We used IA3 data as a means of progress monitoring this effort. We made adjustments as needed and then repeated the process using IA3 data in preparation for EOG review.

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Sustainability

6/9/2017

As we analyzed data, we looked at proficiency and growth. It was very helpful to have the data with individual student projections provided by SE region. As we move forward, we will continue to need that

information and the support of understanding its implications. During the 17-18 school year, we need to extend our efforts of analyzing data and responding with instructional review to IA1 data. Growth is more clearly defined with 4th and 5th graders. We will need continued work to determine and monitor student growth at the other grade levels. Core Function: Dimension A - Instructional Excellence and Alignment

Effective Practice: Student support services

KEY A4.01 The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.(5117)

Implementation

Initial Assessment: Established MTSS practices, starting 15-16 school year. Some grade level's implementation is stronger than others. Some grade levels used cross grade level Tier 2 instruction. Data discussions were held at weekly MTSS meetings.

Multiple tiers of instruction exist for student success. Students receive instruction in all three tiers that is aligned and supportive for success. Tiered support is cumulative. By 2020, students will receive targeted instruction of supplemental supports in the areas of Behavior, Social-emotional, Attendance, Math and Reading based on their level of need (Academic Levels of Support: Remediation, intervention, maintenance, enrichment). For students that are determined to be “in need of intervention” through an Early Warning System, will receive

supplemental interventions, with progress monitoring, that follow a standard treatment protocol. If students are considered to be a non-responder to supplemental interventions, they will receive intensive interventions as well.

Pam Moore 06/10/2021

Actions 4 of 13 (31%)

8/22/17 Teacher Assistants follow a preset template for GR and interventions so instruction, terminology and practices are the same in all tiers

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Notes: Identify support roles for Teacher assistants (who will work with each grade level)

Develop template and format for Guided Reading instruction for all TAs Develop intervention plans with specific, detailed instructions

9/21/18 School Psychologist and IST Coordinator train staff on current GCS expectation regarding multiple tier support.

Complete 06/07/2019 Tracy Trammell 06/10/2019

Notes: School Psychologist will share PowerPoint presentation from Psych Services. Grade levels will meet for training during PLC. Discussion will follow regarding systems and procedures needed at Sedalia for

implementation.

9/21/18 Teachers will identify data sources to identify students for Tier 2 support. (DIBELS, Math CBMs, Behavior checklist, etc)

Complete 06/07/2019 Christine Huemmer 06/10/2019

Notes:

9/21/18 Teachers will develop a group PEP for Tier 2 students and record progress monitoring data. Teachers will discuss students' progress and the needed response at MTSS meetings weekly.

Complete 06/07/2019 Joy McClure 06/10/2019

Notes: Teachers will meet on Wednesday to discuss Tier 2 students. IST Coordinator will send agenda at least 2 days in advance.

9/21/18 Teachers meet in PLCs to analyze data and reflect on Tier 1 practices. Adjustments to instructional practices are made if the core instruction is not successful for most students.

Notes:

8/13/19 School Psychologist and IST Coordinator train staff on current GCS expectation regarding multiple tier support.

Joy McClure 06/15/2020 Notes:

8/13/19 Staff will be trained in MTSS. Principal and CF will be trained through district MTSS course. Then, they will train the staff at monthly staff meetings and grade level MTSS meetings, held during common planning time.

Cristin Hightower 06/15/2020

Notes: Training includes videos, webinars and staff assignments.

8/13/19 Master schedule will include an IE time for each grade level. Pam Moore 06/15/2020 Notes:

8/13/19 Full time interventionist will provide small group and individual support for struggling students. Title 1 funds will be used to pay for this

position.

Monica Ryan 06/15/2020

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8/13/19 Additional ELA instructional support will be provided for transition from second grade to third grade.

Tracy Trammell 06/15/2020 Notes: Based on 2018-19 EOG data, additional support is needed for success

with 3rd grade ELA. To that end, TA will be scheduled to support wide reading and/or IE block. Title 1 funds were used to purchase a full time interventionist. She will use data from IStation to determine specific needs and monitor growth through progress monitoring.

9/21/18 Teachers will identify need for Tier 3 support for a student based on Tier 2 data.

Lydia Pegram 06/10/2021 Notes: Our expectation is students will be successful in Tier 2. In the event

that is not happening, grade levels will analyze data and reflect on possible reasons: Is the student present and receiving the intervention? Is the intervention working for others? (If not, change the

intervention) Does increasing the frequency or duration increase student success? What other variables need to be considered?

9/21/18 Referral to Tier 3 will follow the GCS IST guidelines. Lydia Pegram 06/10/2021 Notes:

10/15/19 Grade levels will identify a plan for Tier 2 support, including days and times for interventions. Students are identified based on literacy assessment. Specific interventions and student progress is recorded on GCS Tier 2 document. Teachers will develop a group PEP for Tier 2 students and record progress monitoring data. Teachers will discuss students' progress and the needed response at MTSS meetings on an on-going basis.

Joy McClure 06/20/2021

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KEY A4.06 ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5124)

Implementation

Initial Assessment: We are growing in our tiered approach in the areas of behavior. More staff members have been trained in CPI to be able to address behavioral needs. We have also been provided an additional EC assistant to help support students. We need to show more fidelity in our Tier 2 interventions for behavior.

Teachers can help students learn to identify and understand their emotions and can teach students strategies for successfully managing their emotions. These strategies will create a positive classroom environment/culture.

Nicole Gale 06/08/2021

Actions 10 of 12 (83%)

10/5/17 Develop Professional Development that aligns to the majority of discipline referrals.

Complete 06/10/2019 James Dettbarn 06/08/2019

Notes: PBIS team identifies common discipline needs based on data from referrals and notebook of talks with principal. Professional

Development is designed according to those needs. PD will take place at PLCs, staff meetings or early release days.

7/28/16 Using MTSS criteria teachers will transition students from tier 1 to tier 2 based on behavioral needs and quarterly data.

Complete 06/10/2019 Pam Moore 06/10/2019

Notes: Grade level teams will meet weekly each quarter for MTSS and discuss new and continuing cases for students with behavioral needs.

9/16/16 All staff trained in PBIS (Positive Behavior Intervention Support) and display PBIS posters in classrooms and key areas throughout the buiding.

Complete 06/10/2019 Tracy Trammell 06/10/2019

Notes: Train new staff with PBIS, as needed Provide PBIS notebook

Provide PBIS posters

9/16/16 Teachers teach PBIS lessons for school wide behavior expectations Complete 06/10/2019 Lydia Pegram 06/10/2019 Notes: Provide PBIS lessons for all teachers

Provide schedule for teaching specific lessons Share schedule with staff

Have check off list for teachers once lessons are taught.

12/13/16 Train staff on Check In Check Out for Tier 2 behavior interventions Complete 06/10/2019 Joy McClure 06/10/2019 Notes: Provided Teacher checklist and parent letter for staff use.

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Notes: Review purpose of CICO Go over The Paw Report

Check in and Check Out locations

Assign grade levels and classrooms to a staff member Back up Buddy (when staff is absent)

8/22/17 Train staff on Check In Check Out for Tier 2 behavior interventions Complete 06/10/2019 Joy McClure 06/10/2019 Notes: Train faculty at staff meeting

Provide forms and paperwork needed

12/13/16 Analyze CICO data in SWIS to determine effectiveness. Complete 06/10/2019 Joy McClure 06/16/2019 Notes: SWIS report

Present to PBIS

Identify successes to celebrate Identify areas for growth Brainstorm response to need

10/5/17 PBIS team reviews data associated with discipline, including talks with the principal.

Complete 06/10/2019 Cristin Hightower 06/08/2020

Notes: PBIS will analyze all data relative to discipline. This includes minor and major write ups, plus bounce data. The intent is to maintain accurate records on all discipline issues.

8/22/17 All staff trained in PBIS (Positive Behavior Intervention Support) and display PBIS posters in classrooms and key areas throughout the building.

Complete 06/10/2019 Monica Ryan 06/10/2020

Notes: Provide posters

Display posters throughout the school, at key locations

8/13/19 Guidance lessons will follow Social Emotional Learning program, Next Steps, with classroom support

James Dettbarn 06/15/2020 Notes:

9/23/19 Train staff on MTSS at grade level MTSS meetings and staff meetings. Pam Moore 06/15/2020 Notes:

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KEY A4.16 The school develops and implements consistent, intentional, and on-going plans to support student transitions for grade-to-grade and level-to-level.(5134)

Implementation

Initial Assessment:

K-2 and 3-5 teachers met on early release days to align math standards and instructional practices. We have also met in vertical teams to discuss ELA instruction. Teachers communicate informally across grade levels to enhance instruction and provide smooth transition for

students.

Remediation teacher will be working with classroom teachers to apply interventions for students not meeting grade level expectations. The remediation teacher is funded by Title 1 Funds.

Each teacher will have in place a plan to move students level to level for The school will develop and implement consistent, intentional, and on-going plans to support student transitions for grade to grade-to-grade and level-to-level.

Pam Moore 06/08/2021

Actions 1 of 2 (50%)

6/7/19 Math teachers will use common language and methods aligned to Eureka.

Crystal Foster 06/10/2020 Notes: Math Committee will monitor the use of terminology and methods.

8/22/17 Share assessment data with previous grade level for analysis Complete 05/08/2018 Pam Moore 06/08/2021 Notes: Compile DIBELS, TRC and interim data

Share with previous grade level Discuss instructional implications

Identify areas of strength and areas for growth

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Core Function: Dimension B - Leadership Capacity Effective Practice: Strategic planning, mission, and vision

KEY B1.01 The LEA has an LEA Support & Improvement Team.(5135) Implementation

Initial Assessment: Guilford County Schools has a Support and Improvement team that is responsible for the work set forth in any of the LEA indicators. The district leadership team will be responsible for reviewing the Title I Priority and Focus plans annually in conjunction with the School Improvement Plan. This team will also monitor any reports required as a Title I Priority or Focus school.

The LEA will have an organized effective transformation team that includes various stakeholders. This team will ensure that it continues to support our schools by providing professional development to our school leaders and commits to making transformative work to increase student achievement in the district.

Pam Moore 06/15/2021

Actions 0 of 1 (0%)

9/14/19 The District School Improvement team will be created and will meet on a regular basis to help transform any and all underperforming schools in the district.

Pam Moore 06/15/2020

Notes:

KEY B1.03 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices. (5137)

Implementation

Initial Assessment: Leadership team consists of the principal and teachers, representing various grade levels in the school. Parents are included in the team but their attendance and involvement has been limited. We meet once a month to discuss curriculum as it relates to improving the overall school.

Priority Score: 2 Opportunity Score: 2 Index Score: 4 How it will look

when fully met:

Leadership team consists of representatives of each group of stakeholders. The team meets twice a month to celebrate successes and discuss areas for school growth. All members participate fully, are engaged and dedicated to student success.

Objective Met 06/08/20

Nicole Gale 06/10/2020

Actions

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Notes: Meeting agendas are prepared and shared via email or on NCStar site so members will be prepared for discussions

Implementation: 06/08/2020

Evidence 6/8/2020

List of meetings, agendas and minutes located in the "Manage meetings" section of Indistar.

School calendar with meeting dates preset.

Experience 6/8/2020

Meetings are scheduled in advance so all parties can plan accordingly. Leadership meets on the second Tuesday of the month. This have been a practice at Sedalia for five years. Agendas are set and shared in advance. At times the two day advance has been challenging. Sustainability 6/8/2020

We will need to continue this practice of scheduled meetings. Agendas will be developed over time. A template for each meeting for the year will be created in NCStar so items can be added easily from one meeting to the next. A calendar reminder will be created to insure the two day notice.

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Core Function: Dimension B - Leadership Capacity Effective Practice: Distributed leadership and collaboration

KEY B2.03 The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)

Implementation

Initial Assessment: Our school has an established team structure with time for duties and planning, however time for grade-level teams is limited due to weekly PLC and MTSS meetings with administration.

Teachers follow planning expectations by completing a minutes template. Teachers will share committee responsibilities.

Tracy Trammell 06/10/2021

Actions 4 of 6 (67%)

8/22/17 All staff members share the responsibility of school success. Certified staff serve on two committee teams. Classified staff serve on one committee team.

Complete 06/10/2019 Crystal Foster 06/10/2019

Notes:

9/21/18 Instructional Leadership team will consist of representatives from EC, AG, classroom teachers and administration. The team will meet monthly to discuss instructional practices and ways to improve our craft.

Complete 06/10/2019 Lydia Pegram 06/10/2019

Notes:

9/21/18 All meetings will start and end on time. Agendas will be sent at least two days in advance. Minutes from the meeting will be shared with the participants and the entire staff (where appropriate)

Notes: To respect all educators time and value the need for planning and reflection, meetings will be organized in an efficient manner.

9/21/18 Meeting structure will be aligned to a set predictable schedule. Barring holidays, the first Tuesday of the month will be staff meeting.

Committee meetings are on the second, third and fourth Tuesdays. All committee member assignments are organized so there is no conflict.

Complete 06/10/2019 Janice Kearney 06/10/2019

Notes:

8/13/19 Meeting structure will be aligned to a set predictable schedule. Barring holidays, the first Tuesday of the month will be staff meeting.

Committee meetings are on the second, third and fourth Tuesdays. All committee member assignments are organized so there is no conflict.

Crystal Foster 06/15/2020

Notes:

8/13/19 All staff members share the responsibility of school success. Certified staff serve on two committee teams. Classified staff serve on one committee team.

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Notes:

Core Function: Dimension B - Leadership Capacity Effective Practice: Monitoring instruction in school

! KEY B3.03 The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149)

Implementation

Initial Assessment: The principal monitors curriculum and classroom instruction regularly by visiting all classrooms on a daily basis. The principal also attends the weekly PLC and MTSS meetings with the classroom teachers. The principal also provides constructive feedback to teachers through notes and the teacher evaluation system.

Principal is actively involved throughout the school, walking through every classroom, every day. She observes classrooms formally and informally with a frequency that allows her insight on instructional delivery. The principal provides feedback that encourages and grows teachers.

Actions 1 of 2 (50%)

8/22/17 The principal will walk in classrooms or common areas regularly. Complete 06/08/2020 Cristin Hightower 06/10/2020

Notes: The principal will observe in teacher’s classroom monthly (or more as possible) and provide teacher with brief checklist of observations and reflections.

6/8/20 The LEA/School sets goals for professional development (based on data) and monitors the extent to which it has changed practice. (B3.04)

Joy McClure 06/15/2022 Notes:

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Core Function: Dimension C - Professional Capacity Effective Practice: Quality of professional development

KEY C2.01 The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159)

Implementation

Initial Assessment: Guilford County Schools looks regularly at school performance data. An area that needs improvement is looking at classroom observation data. At the present time, there is no district walk though tool and therefore the district is unable to review classroom observation data. Additional improvement is also needed with our teacher evaluations and principal evaluation data for calibration purposes.

The school uses data to determine best practices for students. Data includes all information that impacts student performance, such as attendance and behavior, in addition to academic performance. Data is used to inform all school decisions.

Joy McClure 06/10/2021

Actions 0 of 1 (0%)

8/22/17 Grade level teams will talk with interventionists and other support staff to implement ideas and strategies to address student needs.

Pam Moore 06/10/2021

Notes: Focus on core instruction—strategies based on evidence of effectiveness

--analyze student data with discussion of instruction. (We did this-instruction- and we got this-student outcome….both instruction and outcome need to be discussed)

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Core Function: Dimension C - Professional Capacity Effective Practice: Talent recruitment and retention

KEY C3.04 The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168)

Implementation

Initial Assessment: It is the policy of the Guilford County Board of Education that a continuous system of recruitment and selection of personnel be maintained in order to assure competent candidates for vacancies as needed. The district attaches a high priority to securing the most competent personnel available and, once they are employed, in assisting them in their professional growth and development

throughout their careers. The district regards a personnel evaluation plan as a critical and essential part of professional growth. The Board acknowledges that the most important aspect of attaining excellence in education is the quality of the teaching staff and the administrative staff. The Board therefore adopts as policy and states its determination to strive for such excellence, and further declares its intent to employ and reemploy only those teachers and administrators who possess, have exhibited, and continue to strive for excellence in their preparation for, performance of, and contribution toward the educational process. Achievement of a proficient rating on the North Carolina Teacher or Administrator summative evaluation is the minimum acceptable standard of performance for teachers and administrators in this school system. However, proficient performance shall not constitute any assurance to any teacher or administrator of rights to or consideration for employment or reemployment. The Board of Education holds all personnel accountable for striving for a

summative rating of distinguished on all performance.

The school continually seeks and recruits staff to enhance instruction. All staff is engaged in a growth mindset. Teachers seek new learning opportunities to grow themselves as educators. The school provide quality professional development.

Pam Moore 08/10/2021

Actions 0 of 1 (0%)

8/22/17 Representatives serve on interview panel when hiring new employees. Tracy Trammell 06/10/2021 Notes: Interview panel includes a representative from the team with which the

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Core Function: Dimension E - Families and Community Effective Practice: Family Engagement

KEY E1.06 The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5182)

Implementation

Initial Assessment: Teachers and the principal send home weekly newsletters to parents updating them with curricular news, important/upcoming dates, and classroom needs/news. We have held a curriculum night already this year, and require 1st and 3rd quarter conferences. We send home progress reports that include comments about their child's needs according to the common core standards. Although we have had curriculum night, our participation is below 50%. We would like to have more participation from parents for events like this.

The school communicates with parents/guardians in a variety of ways to best connect with the stakeholders. The school shares its

expectations of the family and the importance of the curriculum of the home. The school provides support and guidance in maintaining the school-home partnership.

Michelle Williamson

06/15/2021

Actions 2 of 4 (50%)

8/22/17 Host parent information night to highlight what students will be learning and how parents can reinforce at home.

Complete 06/08/2020 Monica Ryan 06/10/2020

Notes: Schedule event Send parent invite

Support teachers in preparation

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8/13/19 Meetings will be held to support parents and allow two-way communication in a variety of ways, including:

Open House 8/21   Tissues and Tea 8/26 

Cocoa with Counselor 9/3pm and 9/4am  Grandparents Week  9/10-14 

Curriculum Night 9/12 

Science Fair Parents Night  9/15, 10/21, 12/9  Family Math Night 1/30 

Career Fair 4/21 

Title 1 funds will be used to support these initiatives with food, materials and quality presentation equipment.

Notes:

6/8/20 Host parent information night to highlight what students will be learning and how parents can reinforce at home.

Rachel Wolford 06/15/2021 Notes:

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6/8/20 Meetings will be held to support parents and allow two-way communication in a variety of ways, including:

Open House August 2020

Tissues and Tea 8/17/2020 (First day of school for students) Cocoa with Counselor and Social worker: Evening session 10-1-20; Morning session 12-2-20fr

Grandparents Week  9/10-14  Curriculum Night 9/8

Science Fair Parents Night  10/13, 11/19, 12/9  Family Math Night 1/28

Career Fair 4/7/21

Title 1 funds will be used to support these initiatives with food, materials and quality presentation equipment.

Marie Lawler 06/15/2021