90-DAY ACTION PLAN. Goals RESULTS GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

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1 90-DAY ACTION PLAN District: Charlotte Mecklenburg School: Whitewater Middle Principal: Beth Thompson The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school s turnaround initiative. PURPOSE OF THE TURNAROUND INITIATIVE: Articulate in a few sentences what you hope to achieve by participating in the turnaround initiative. All students are on a college path by the time they finish 8th grade at Whitewater Middle School. Thus, all students will demonstrate a minimum of proficiency in all content areas and will embody the habits of mind and goal-oriented mindset prior to entering high school. GOAL SETTING: Along with Language Arts and Math proficiency rates, identify up to three additional goals for the school year (i.e. graduation rate, promotion rate, attendance, discipline, growth/value-added, targeted sub-group, college readiness, etc.) Goals RESULTS GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS) 1 Improve school-wide reading proficiency 26% 36% Level 4 or Level 5 on the NC End of Grade Test from 26% ( ) to 36% 2 Improve school-wide math proficiency from 21% 31% Level 4 or Level 5 on the NC End of Grade Test 21% ( ) to 31% 3 Improve school-wide science proficiency from 35% ( ) to 50% 35% 50% Level 4 or Level 5 on the NC End of Grade Test 4 Decrease out of school suspensions by 40% 559 suspensions 335 suspensions or fewer Number of Suspension Incidents Listed on the Year to Date Report on the Principal Portal Principal Commitment: My signature indicates that this plan provides focus and urgency to move the turnaround initiative forward and that the school s leadership team participated in the development of the plan and support its direction. My signature also indicates a commitment to ambitiously pursue the articulated goals, addressing priorities, and monitoring progress. Finally, my signature confirms that this plan is a living document and that adjustments will likely be needed based on ongoing data and lessons learned. Principal Signature Date Shepherd Commitment: My signature indicates that this plan has been reviewed and the content of the plan is aligned with the needs of the school. My signature confirms a commitment to support the school in the implementation of this plan, while also holding the school s leader accountable for its implementation. District Shepherd Signature Date

2 90-Day Action Plan Priority #1 Turnaround Initiative Focus Area (Big Rock): Implementing a College-Going Culture (Goal 4) School s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Some students don t buy in to a school environment that supports building college habits. Desired Outcome: (What will be different if you are successful in addressing this priority?) Students social and emotional behaviors and academic habits will lead to college and career readiness as demonstrated by increased student achievement. The number of suspensions will be reduced by at least 40%. School Leader Responsible: Rodney Thompson Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) The school doesn t have a clearly articulated, well-defined system of expectations around student behavior that pervades the school community. TNTP K-12 Insight survey data supports this hypothesis. Critical Action to Address Root Cause & Achieve Desired Outcome ACTIONS A Positive Behavior & Intervention Support (PBIS) Committee consisting of representation from grade level teacher leaders, EC teachers, counselors, social workers, deans, assistant principals and the school psychologist will meet. This team will be led by a district behavior support specialist to develop school-wide norms in the areas of: cell phone use, uniform policy and restroom use. Moreover, this team will develop the incentive plan for the paycheck system that will be used school-wide during the upcoming school year. This system allows students to begin each week with a certain number of dollars. Students earn or lose dollars throughout the week, giving them consistent feedback on their behavior. The PBIS Committee, the Flippen Group and the administrative team will provide extensive professional development for all staff members school-wide to support the comprehensive norming of student behavioral expectations. All staff members will engage in the course, Capturing Kids Hearts, conducted by the Flippen Group to build a common language for student/staff, student/student and staff/staff interactions within the school environment and on buses. Engage in professional development for norming the actions of staff members in support of established school-wide expectations and the PRIDE matrix. Explicitly teach students the clear, explicit systems and structures for the expectations for student behaviors within the school community and on buses (including lunch procedures, transitions, restrooms usage, cell phone use, uniform policy). Utilize the structure of grade level community meetings weekly to explicitly teach appropriate behaviors and celebrate grade level/individual successes in alignment to demonstration of appropriate behaviors. Establish a Student Advisory Committee to elicit student input and leadership in Person Completing Action Timeline Resources Needed / Source Rodney Thompson Edwin Wilson, PBIS Professional Developer PD provided by CMS/no additional funding needed Maghan Kirschner Professional Developer from The Flippen Group (Title I funding) Lauren Bloom Weekly beginning PBIS Committee Design, Community Meeting Leaders, Incentive Plan ST SEMESTER 90-DAY PLAN 2

3 planning for the incentives awarded students for appropriate behaviors as outlined in the paycheck system. Establish and implement a consistent system of rewards and consequences for student behavior targeted to address areas of concern as indicated by data in conjunction with regular, pre-planned and advertised incentive opportunities. Contract, establish and implement an online system for tracking student behaviors throughout the entire school community (Kickboard). Create a robust system of multi-tiered support for students utilizing all available schoolbased and district staff members. Designate a staff member to lead an effective Intervention Team process, supporting staff members in the recommending of students, establishing interventions, tracking data and completing paperwork to support outcomes for students that increase student achievement and decrease behavioral consequences. Implement coordinated, comprehensive wrap-around services provided by the school s and district s Student Support Service Team (counselors, social worker, Communities in Schools, psychologist, nurse, speech pathologist). Strategically schedule and implement appropriate curricular options for all EC students based upon their data to ensure that all students are being taught in an appropriate environment and with the appropriate curriculum to reach their needs (resource, inclusion, learning lab, Fusion, TransMath, VMath). Contract and set up by representative from Kickboard (Title I funding), PBIS Committee representatives Dee Moreland Intervention Team Leader, EdPlan professional development, Weekly Support Staff Meetings led by Ms. Moreland and MTSS Coach Kristin Hahn PowerSchool, Student data, Input from feeder schools for rising 6 th grade students PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments 9/30/15 80% of staff members or more will demonstrate mastery of implementation of school-wide norms and procedures manifested by student compliance as evidenced by walk-through cultural data (QR code tracker). 10/30/15 The number of suspension incidents as indicated in the YTD suspension incident report on the Principal Portal will have reduced from 72 (August 25-October 31, 2014) to no more than 43 suspensions (40% reduction) by October 31, /30/15 20% more staff members (47%) will indicate using survey data that Whitewater has consistent procedures and expectations than in the fall of 2014 (27%). We could need to tweak our procedures based on their effectiveness, thus needing to change our PD and our mastery rubric. We could have to adjust our first quarter goal if we are able to meet it relatively easily. We could have to spend time defining what staff members expect to be able to agree with that statement in order for folks to answer affirmatively ST SEMESTER 90-DAY PLAN 3

4 90-Day Action Plan Priority #2 Turnaround Initiative Focus Area (Big Rock): Content Knowledge (Goals 1, 2 and 3) School s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Lesson plan design does not consistently reflect deep understanding of the content and effective instructional strategies to build student understanding. School Leader Responsible: Lauren Bloom Desired Outcome: (What will be different if you are successful in addressing this priority?) All staff members teaching or supporting literacy, math and science will collaborate to develop lesson plans with the appropriate methodology and instructional strategy scaffolding to support student mastery and understanding in alignment with Common Core exemplars and/or EOG proficiency. Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) Not all staff members can consistently demonstrate content proficiency in alignment with Common Core standards and/or EOG expectations. Critical Action to Address Root Cause & Achieve Desired Outcome ACTIONS Structure collaborative planning to support teacher work in the content, completing the student tasks that will be required of students to support staff members own content knowledge and the identification of skills needed to complete the task. Develop curriculum unit plans used by the grade level content team to support collaborative content learning, lesson design and data analysis. Utilize the DDI structure to develop, implement and analyze aligned assessments reflecting an appropriate level of rigor and conducive to identifying gaps in learning to support reteaching to mastery. This will take place on a continuous learning cycle following weekly assessments as well as benchmark assessments taking place 4 times throughout the year. Establish an administrator/facilitator support structure to ensure consistency of feedback in planning, walk-throughs, coaching sessions and observations/evaluations and to support continued growth in deepening the work of the school. Utilize the coaching model to ensure that all teachers have access to a coach who can assist them with areas of development in content knowledge in alignment with the differentiated teacher need. Contract with TNTP to work with school coaches/administrators to support their ability to coach teachers at high levels in the area of instructional content and lesson design. Establish a feedback structure using a Google tracker to ensure that teachers and Person Completing Action Mollie Lyman ELA Elizabeth Cox Math Maghan Kirschner - Science Timeline Resources Needed / Source Common Core Standards, Unit Plan Structure Mollie Lyman ELA Weekly during Aligned Assessments, Planning Time, Elizabeth Cox Math planning Teacher Action Plan following Maghan Kirschner - throughout the assessment cycle Science year Lauren Bloom Coaching Structure and Assignments, TNTP Contract (Title I funds), Google tracker ST SEMESTER 90-DAY PLAN 4

5 coaches have a log of the work being completed and commitments made toward continued development. Utilize the Instructional Leadership Team to analyze data at a macro-level, share that data with staff members, and decide on next steps regarding building the content knowledge of staff members around targeted areas of focus. Align research-based curricular offerings for all EC courses to support students understanding, growth and ultimate mastery; ensure all EC teachers have appropriate professional development to support their ability to teach the curriculum effectively. Develop a master schedule designed to build upon the content strengths of staff members in moving student achievement. Beth Thompson , , , , , , , , Mastery Connect (Title I data) for data compilation, Substitutes for ILT district meetings Lauren Bloom VMath, Transmath, FUSION, Corrective Reading PD provided by District/ No school funding needed Kristin Hahn PowerSchool, Teacher Proficiency Data PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments % of ELA, math, and science planning sessions at all grade levels will include a content understanding agenda item that will include at least 20 minutes of intentional, aligned content practice by teachers , An increase in proficiency of EC students on exit tickets and on progress monitoring tools associated with FUSION, Transmath and VMath , At least 60% of coaching teaching points on the Google coaching tracker will reflect essential content feedback, modeling and practicing in accordance with the work that the admin team is doing with TNTP (versus an initial focus on the culture of learning) , An increase in student proficiency (Level 4s and Level 5s) in math, ELA and science on common formative assessments and benchmark assessments throughout the school year. The type of content and amount of content time might need to be altered based upon the content needs of the majority of the teachers on each grade level content area. We might have to seek additional support in ensuring that our teachers are implementing these curricula with fidelity to ensure student growth. There might be more instances than we at this point anticipate of classrooms needing a focus on culture of learning first before beginning coaching on content. We will need to be sure to track student mastery of standards using Mastery Connect over different assessments as this could differ from performance on one particular assessment. Student proficiency on one benchmark could not transfer as benchmarks increase in length ST SEMESTER 90-DAY PLAN 5

6 90-Day Action Plan Priority #3 Turnaround Initiative Focus Area (Big Rock) - (If applicable): Instructional Delivery (Goals 1, 2, and 3) School s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) Students don t always understand the content being taught and methods/strategies aren t consistently applied to teach standards in a different and repeated way to support students getting all the way to mastery. School Leader Responsible: Beth Thompson Desired Outcome: (What will be different if you are successful in addressing this priority?) All teachers at Whitewater Middle School will be able to deliver instruction in a way that leads to student understanding and that supports getting them to a place of mastery. Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?) A novice staff does not have a broad toolkit or a vast array of instructional strategies to support student learning in multiple modalities and/or with multiple strategies to get students all the way to mastery. Critical Action to Address Root Cause & Achieve Desired Outcome ACTIONS Utilize the Instructional Leadership Team to analyze data at a macro-level, share that data with staff members, and decide on next steps regarding building the content knowledge of staff members around targeted areas of focus. Implement school-wide professional development in the 4 high level Teach Like A Champion anchor strategies, providing follow-up feedback for staff members to support staff mastery. Structure collaborative planning to support teacher delivery of the content, practicing teaching skills and identifying high-yield strategies for student mastery. Utilize the lab classroom (B4) to support model teaching and collaborative teaching as strategies for improving instructional delivery in a differentiated and targeted fashion, as needed. Establish an administrator/facilitator support structure to ensure consistency of feedback in planning, walk-throughs, coaching sessions and observations/evaluations and to support Person Completing Action Timeline Beth Thompson , , , , , , , , Lauren Bloom , , , Mollie Lyman ELA Elizabeth Cox Math Maghan Kirschner - Science Resources Needed / Source Mastery Connect (Title I funding) for data compilation, Substitutes for ILT district meetings (district funded) Teach Like A Champion Books (Title I funded), Professional Development Sessions during Faculty Meetings Common Core Standards, Unit Plan Structure, Aligned Assessments Lauren Bloom Coaching Structure and Assignments, TNTP Contract (Title I funds), Google ST SEMESTER 90-DAY PLAN 6

7 continued growth in deepening the work of the school. Utilize the coaching model to ensure that all teachers have access to a coach who can assist them with areas of development in content knowledge in alignment with the differentiated teacher need. Contract with TNTP to work with school coaches/administrators to support their ability to coach teachers at high levels in the area of instructional content and lesson design. Establish a feedback structure using a Google tracker to ensure that teachers and coaches have a log of the work being completed and commitments made toward continued development. PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments tracker % of staff members will have received at least 5 pieces of feedback via QR code regarding the Teach Like A Champion anchor techniques % of staff members will have received at least 5 pieces of feedback on implementation of commitments made during planning via QR code % of staff members will have achieved mastery of 4 anchor techniques for Teach Like a Champion as determined by the rubric for those techniques. We might have to tier staff members in order to account for some who might need more intensive coaching in the first 2-3 weeks of school. We might have to tier staff members in order to account for some who might need more intensive coaching in the first 2-3 weeks of school. We might need to change the anchor techniques addressed in professional development as we see the teaching during the first few weeks of school ST SEMESTER 90-DAY PLAN 7

8 Quick Win Plan (Only for first semester) In a few sentences, describe how your school will achieve early and noticeable wins that assert forward momentum for the turnaround initiative. These wins will generate positive traction toward your school s turnaround purpose by mobilizing observable cycles of turnaround success. Quick wins should be initiated, and potentially achieved, within the first 30 school days and can serve as the initial actions to address the problems of practice highlighted in this plan. Whitewater will create a master schedule that specifically addresses the individual needs of students in our high needs subgroups (EC, ESL). It will match teachers to students in an effective way based upon teacher performance data (proficiency, growth). It will carefully balance classes to ensure that a positive learning environment is possible. The PBIS Committee will create a behavior matrix and school-wide norms to provide consistency of student expectation throughout the school community. Facilitators will work with content teams to ensure that there is a deep foundation and structure for the work of the school year prior to the first day of school with specific examples of exemplars and the opportunity for teachers to experience a lesson as a student that is exemplary. Identify up to 4 specific actions that will make the quick win plan happen. Action Person Responsible Timeline 1 Ms. Hahn will meet with each grade level content team to discuss the schedule, explain the way it was created and each person s role in that schedule. 2 The PBIS Committee will present their work during the teacher workdays prior to the start of school and will lead the work on each grade level. Staff representatives will also present behavior data at each first faculty meeting of the month in comparison with the data from the previous year. 3 Content planning meetings (series of 3) will take place in math, ELA and science prior to the first day of school to ensure that staff have the yearlong unit plan, unit 1 plan and have reviewed the end of year and end of Unit 1 assessment. Moreover, staff members will review the lesson plan template, an exemplar lesson plan and experience an exemplary lesson as a student. 4 The first month of incentives will take place in alignment with the paycheck system in accordance with the incentive planner document. This will be done by the PBIS Committee and supported by the administrators. Kristin Hahn Latoya Purvis Lauren Bloom Rodney Thompson , , ST SEMESTER 90-DAY PLAN 8

9 APPENDIX A Guidance Document Purpose of Turnaround Initiative Year-End Goals Highest Leverage Focus Areas (Big Rocks) Informed by data, SRA s, PLE Framework, etc. Priorities that Will be Addressed to Reach Goals Desired Outcome from Addressing Priority Informed by data, SRA s & PLE Framework School 90 Day Plan Priorities District Common Expectations Root Causes (Hypothesis) of Priority (problem) Actions to Achieve Desired Outcome Key Concepts Goal Indicators: The metric(s) that will be used to assess and monitor progress toward achieving goals. Priority (Problem to be addressed): The most critical areas (practices) that must be addressed this semester to reach the school s goals. Desired Outcome (Correction of Problem): If problem is successfully addressed, what will be the result? This measurement of success will not be increased growth on year-end achievement goals though achieving this outcome will contribute to goals. Examples could be an implementation metric (X% of teachers/meetings/students meet a criteria) or the existence of an improved practice or system. Progress Indicator: The metrics, feedback, observations, etc. the leadership team will use to determine progress toward the desired outcome. How will you know the actions are having a positive impact (i.e. surveys, data, artifacts, etc.)? What is the evidence of progress? ST SEMESTER 90-DAY PLAN 9

10 APPENDIX B 90-Day Plan Development & Reflection Tool Principal and Shepherd: Please determine how best to use the reflective questions and comparative ratings below to support the development of your 90-day plan. This is the same instrument that will be used by Shepherds and the PLE to provide feedback on each 90-day plan. Overall Reflections/Feedback: (Clearly identify strongest areas of plan and the most critical items to improve. Emphasis should be on clarity and alignment of priorities.) Turnaround Purpose & School Goals Is the school s turnaround purpose clearly articulated, with language that will inspire stakeholders to become engaged and committed to the turnaround initiative s success? Clearly Evident Solid Progress Limited Progress Not Evident Have measureable school-wide goals been identified using available baseline data? Are there clearly articulated metrics to monitor progress toward goals? Big Rocks & School s Priorities Are the identified priorities clearly articulated? Do they seem appropriate and provide focus to the school s specific needs? Is there a strategic focus on using data to inform instruction evident? Is at least one of the priorities focused on improving/aligning curriculum, instructional delivery, formative assessment, data analysis, or improving intervention practices? Does the school s priorities align with the district s focus areas (Big Rocks). Are the desired outcomes ambitious? Will the desired outcomes correct or eliminate the priority (problem)? Root Causes Does each priority have a clear root cause hypothesis on why the problem exists? Has school leadership attempted to identify addressable hypotheses (i.e. within the locus of their control)? Has each root cause been identified through intentional analysis of the problems e.g. The 5 Why s or Fishbone exercises that is accompanied by supporting data points? Most Critical Actions to Address Priorities Do the actions identified promote urgency toward addressing the identified priorities? Consider the timelines provided and the boldness of actions. Are the identified actions specific enough to ensure focus on the acknowledged priorities? Are action items strategically owned by specific school personnel? Progress Toward Addressing Priority ST SEMESTER 90-DAY PLAN 10

11 Does the 90-day plan include clear progress indicators that will allow the school to regularly monitor progress toward addressing each priority? ST SEMESTER 90-DAY PLAN 11