Sip1 27 17cms

Comprehensive Plan Report
A detailed report showing activity of the district or school team’s work on the improvement plan
including assessments, plans, tasks, monitoring, and implementation for selected time periods.
January 27, 2017
George L Carrington Middle NCES - na
Durham Public Schools
Student Success Indicators Key Indicators are shown in RED.
Dimension A - Instructional Excellence and Alignment

Curriculum and instructional alignment
Indicator A2.04 - Instructional Teams develop standards-aligned units of instruction for each
subject and grade level.(5094)
Status Tasks completed: 0 of 4 (0%)
Assess Level of Development: Initial: Limited Development 01/13/2017
Index: 4 (Priority Score x Opportunity Score)
Priority Score: 2 (3 - highest, 2 - medium, 1 - lowest)
Opportunity Score: 2 (3 - relatively easy to address, 2 -
accomplished within current policy and
budget conditions, 1 - requires changes in
current policy and budget conditions)
Describe current level of Include a statement about the school’s current level of
development: implementation. (We are already working on this, so you will
only need to review/edit this at our meeting.) DPS provides
unit maps which are aligned to state standards in all core
areas and some elective areas. Our school adheres closely to
these unit maps. Core area PLCs are required to meet prior
to the implementation of each unit to analyze the unit
standards. They use curriculum documents from the the
state public school website to assist in their work. After
analyzing the standards, they create a unit pacing guide that
aligns with the district maps. This work is usually
accomplished during PLC early release days and PLC
planning times. Some groups also have PLC planning days.
The school leadership team monitors unit pacing guides. The
IF reviews the guides and makes suggestions and updates.
She meets with PLC leaders to coach them on creating
standards-based documents. The district planning
documents are not as detailed for the elective areas;
therefore, the elective teachers and PLCs are not able to
create unit maps based on district goals as well. Currently,
few elective teachers or PLCs have standards-aligned units
created.
Plan Assigned to: Diana Franklin
Page: 1 of 28
How it will look when fully met: Our PLCs will build on the strong work they have already
started in creating and adhering to unit maps based on
standards. All PLCs and teachers will create standards-based
unit pacing documents prior to unit implementation. All
groups will create assessments prior to implementation. All
pacing documents are reviewed by the school leadership
team which provides feedback.
Target Date: 06/30/2018
Tasks:
1. Monitor and provide feedback for core disciplines for completion of unit pacing guides for
next unit.
Assigned to: Diana Franklin
Added date: 01/23/2017
Target Completion Date: 06/30/2017
Frequency: twice monthly
Comments: Determine which core PLCs have the unit pacing guides
completed for the next unit. (Diana, Feb. 10, 2017) Repeat
these steps quarterly.(Diana/BLT, recurring through June
2018) Schedule and create agendas for planning days for
EOG classes for the 4th quarter. (Diana, Mar. 1, 2017)
Schedule and create agendas for planning days for the 2017-
2018 school year in early August. And for (Diana, July 30,
2017) Determine planning days and monitoring dates for
2017-2018 school year. (BLT, Sept. 2017) Assist elective
teachers and PLCs in creating unit pacing. (Diana/BLT, Sep.
2017) Check for current implementation level Provide
instruction/coaching as needed. Provide feedback on finished
products.
2. Schedule and create agendas for planning days for EOG classes for the 4th quarter. (Diana,
Mar. 1, 2017)
Comments:
3. Schedule and create agendas for planning days for the 2017-2018 school year in early
August.
Comments: Schedule and create agendas for planning days for the 2017-
2018 school year in early August. And for (Diana, July 30,
2017) Determine planning days and monitoring dates for
2017-2018 school year. (BLT, Sept. 2017) Assist elective
teachers and PLCs in creating unit pacing. (Diana/BLT, Sep.
2017) Check for current implementation level Provide
instruction/coaching as needed. Provide feedback on finished
products.
4. Provide feedback on common assessments, on unit plans and on lesson plans.
Page: 2 of 28
Frequency: weekly
Comments: Alignment to both the submitted plans and to standards is
checked in weekly walk throughs.
Implement Percent Task Complete: 0%
Indicator A2.08 - ALL teachers teach and model the metacognitive process (goals, strategies,
monitoring, and modification) and specific learning strategies and techniques.(5098)
Describe current level of Teachers use learning targets for all lessons to help students
development: know and understand what they are learning. Carrington
trains their teachers to use close reading protocols to assist
students with reading comprehension, and talk moves to
help students think through math problems.
Plan Assigned to: Jennifer Burton
How it will look when fully met: Teachers work with students on setting a challenging goal
(growth targets/evaas data) for themselves to accomplish
during the school year. Once students have a goal set for
themselves, then they create strategies to reach their set
goal (analyzing their mistakes/ Moby Max, Iready, Study
Island). After applying the strategies for a while, student
then monitor whether they met their goal or how far they
have come to meet it (CDA, district benchmark tests,
classroom tests). After monitoring the goal, students then
make modifications to their goal to continue their learning
towards their target. Teachers create and post learning
targets on a daily basis. The agenda for the day and the
activities used in class are strategies used to attain that goal.
The students have an essential question for each lesson or
series of lessons. If students can answer these questions
and solve problems pertaining to the questions, then they
have achieved the goal for the day. Formative and
Summative assessments are used to monitor student
progress. Teachers adjust lesson and activities to meet the
needs of each class. Students will compare their work to
exemplar work and determine the steps needed to make
their work exemplar. Teachers use error analysis to help
student determine where mistakes were made when solving
problems and answering questions.
Tasks:
1. Students maintain their personal data folders including reflecting on their learning goals for
each class as well as growth goals for math, ELA, and science 8.
Page: 3 of 28
Assigned to: Jennifer Burton
Frequency: monthly
Comments: Teachers create a goal setting sheet for students to use to
reach their target goals. (PLC’s May 2017) Teachers create
learning targets using strategic activities for students to be
able to answer the essential question relating to the learning
target. (PLC’s in weekly lesson plans June 2017). PLC
leaders will create an error analysis sheet for their subject
area that can be used by students. (PLC leaders May 2017)
Suggestions by Diana Teachers provide work exemplars for
all projects. (PLC leaders, June 2018) Students maintain
their personal data folders: Includes learning target tracking
sheet for each class as well as growth goals for math, ELA,
and science 8. (BLT monitors progress, June 2018)
2. PLC leaders will create an error analysis sheet for their subject area to be used by students
for test corrections.
Assigned to: Jennifer Lezette
3. Teachers provide work exemplars for all projects.
4. Students share their progress with their teachers and revise as needed.
Assigned to: Teachers
Page: 4 of 28
Comments:
Dimension A - Instructional Excellence and Alignment

Student support services
Indicator 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)
Page: 5 of 28
Describe current level of Currently, our master schedule provides opportunities for
development: teachers to meet the needs of our diverse student
population. In addition to supporting students through
regular education classes, classes for special needs students
(including inclusion and resource classes), classes for English
Language Learners, and academically gifted students, we
offer an enrichment period in order to differentiate
instruction based on student needs. Data from EVAAS and
our district-level diagnostic (i-Ready) is used to place
students into either reading or math groups based on
intervention or enrichment needs. These student groups
change at the semester to meet the needs of students who
need support in both reading and math. We also provide
choice for students through elective courses. Additionally,
our MTSS team meets weekly to discuss the needs of
students who have failed to respond to Tier 1 instruction
Collaborating with teachers, parents, the EC Department,
counselors, and the school social worker, plans are
implemented and followed to provide differentiation within
the classroom. Though differentiated instruction is an
encouraged practice in all classrooms, our teachers need
more training for implementation across all classrooms.
Teachers have difficulty balancing the teaching of current
topics and reinforcing lacking student skills within their class
time. More work with the PLC questions of “what do when
do when students get it” and “what do we do when students
do not get it” is needed. Teachers seem to know what
students need, but they have difficulty providing the
individualized instruction for the students within the time
constructs. We would benefit from additional support staff to
meet the needs of students who struggle with basic reading
and math skills. This personnel could support teachers with
intervention development/monitoring, come into core
classes, or pull students out. Ideally, we would have enough
training and staff to incorporate learning centers within our
classrooms. Teachers would be able to facilitate instruction
for students on current topics and interweave skills/concepts
that were deficient for students through learning centers
(whether they were computer based or not). Reading and
math specialists would be available to support our core
teachers in this endeavor.
Plan Assigned to: Carey Eaton
How it will look when fully met: Students who need additional support in math and reading
can receive this support through a tiered support system
that begins with a base of support offered through
differentiated classroom instruction based on available data.
Then specialized instruction can be provided through
enrichment periods to bridge the gap from below to on
grade level. These specialized sessions are provided through
individualized elective classes, enrichment classes, and an
after school program. During these sessions teachers will
use differentiated instruction and individualized data
collection methods to develop skills and subsequently
increase test scores in reading and math- i-Ready, EVAAS;
which should result in increased EOG scores, and fewer
students in need of or being referred for Special Ed. testing.
Page: 6 of 28
Tasks:
1. Provide trainings for teachers on differentiation including learning centers in classrooms.
Comments: Provide trainings for teachers on differentiation including
learning centers in their classroom . (IF finds presenters,
Dec. 2017) Provide additional student support network
(What does this mean?) Monitor lesson plans and instruction
for evidence of differentiated instruction and learning
centers. (BLT, June, 2018) Get a reading specialist (Admin.,
Sept, 2017) Require instruction to be developed around
instructional texts and focused on developing comprehension
skills. (? does this fit?) (As a note, reading specialist,learning
centers, and reading instruction are not mentioned in what
our ideal would look like. Unsure why they are steps in the
process. Perhaps these ideas need to be added to the ideal
or these steps need to be removed.)
2. Establish enrichment groups for students, based on iReady diagnostic data, to support their
math and reading needs.
Assigned to: Debra Cheek & Diana Franklin
3. Establish a reading elective to support students who are most at-risk of failing due to
reading deficiencies.
Assigned to: Holly Emanuel
Page: 7 of 28
4. Progress monitor implementation of tasks 1-3. Provide feedback and instructional support
to facilitate implementation of strategies. Monitor the enrichment and elective classes through
data from IReady, CDAs, and Benchmark assessments.
Assigned to: BLT
Comments:
Indicator 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)
Page: 8 of 28
Describe current level of ALL teachers are not currently attentive to student’s
development: emotional states as evidenced by student’s reports and
referrals to student services. However, most teachers are
aware when their students’ mood changes, when things are
not going well for them, when there is a change of behavior
or a change in attendance. Having a counselor for each
grade level allows there to be quick communication and
referrals for follow-up. Counselors make themselves
available to teachers to receive referrals through weekly
check-ins and meetings. Teachers frequently refer concerns
to the counselors and know of the resources available within
our building. Our school nurse, social worker, and counselors
receive weekly referrals concerning students. We have new
co-located services in our building and teachers make
referrals for those services. We are not as successful at
having teachers help students manage their emotions within
the class. Many teachers have not had training in
social/emotional skills and how to help students with those.
Our focus in the classroom has been on delivery of the
standards. Our Guidance Essential standards have not been
implemented within the regular classroom curriculum.
Plan Assigned to: Linda Reyner
How it will look when fully met: The school culture will be impacted as this is fully
implemented. Social and emotional health will enable
students to improve learning by being in class ready to
learn. There will be fewer office referrals and less conflicts
as students learn to monitor their emotions and feel
supported within the classroom. Administrative walk-
throughs, student reports, Teacher reports will be used to
determine completion. Classroom management plans, PBIS
strategies, and professional development sessions will be
evidence of implementation.
Tasks:
1. Develop and implement PD on student anxiety; PD on emotions, how to respond, tips for
classroom implications, when to refer.
Assigned to: C. Rochefort
Frequency: twice a year
Comments: PD on emotions, how to respond, tips for classroom
implications, when to refer. C. Rochefort Begin 1/30/17 on
anxiety. 2017-2018 Counselors partner with teachers to co-
teach using Guidance Essential Standards 2017-2018 R.
Omoti, A. Soper, L. Reyner 3. PD on co-located services/who
should be referred and how to make referrals August 2018
C. Rochefort 4. SCIRRT training for staff - how to handle
crisis 2017-2018 L. Reyner 5. Classroom culture - PBIS
strategies (Capturing Kids Hearts) 2018-2019 R. Omoti
Evidence of implementation: PD schedule, lesson plans for
teaching Guidance Essential Standards, PBIS school-wide
plan of classroom management
2. Develop and deliver PD on co-located services and referral process.
Page: 9 of 28
3. Develop and deliver SCIRRT training for staff and crisis management.
Assigned to: Linda Reyner
4. Develop and deliver PD on classroom culture and PBIS strategies, such as Capturing Kids
Hearts strategies. Provide teachers feedback as needed.
Assigned to: Rasheeda Omoti
Dimension B - Leadership Capacity
Page: 10 of 28
Strategic planning, mission, and vision
Indicator B1.01 - The LEA has an LEA Support & Improvement Team.(5135)
Status Full Implementation
Assess Level of Development: Initial: Full Implementation 01/13/2017
Evidence: The district has established an LEA Support (copy from LEA
indicators)
Added date:
Indicator B1.02 - The LEA selects and hires qualified principals with the necessary competencies
to be change leaders.(5136)
Status Full Implementation
Assess Level of Development: Initial: Full Implementation 01/13/2017
Evidence: Copy from LEA indicators
Added date:
Indicator 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)
Describe current level of Team leaders/SIT meet approximately once a month. The
development: Building Leadership Team has a tentative weekly meeting
time.
Plan Assigned to: Jo McDonnell
How it will look when fully met: The Building Leadership team, consisting of the Principal, the
Assistant Principals, the Instructional Facilitator, and the
MTSS Coordinator will meet twice a month to discuss and
plan for effective practices. The schedule will be established
in the beginning of each quarter to avoid any schedule
conflicts. An agenda will be established before every
meeting, and discussion will be limited to agenda items. A
staff member will be elected to take room calls during the
meetings, so that the work of the BLT is not interrupted. The
BLT will meet monthly with the team leaders and the School
Improvement Team to address matters regarding effective
practice and assign tasks as needed. Committees will be
established, as needed, to meet the goals set by the BLT
and the SIT.
Tasks:
Page: 11 of 28
1. Establish Building Leadership Team (BLT) and Team Leader (TL) meeting schedule for 3rd
quarter.
Comments:
2. Establish BLT meeting agenda prior to each BLT meeting.
Assigned to: Debra Cheek
Comments:
3. Establish agenda prior to each Team Leader meeting.
Assigned to: Jo McDonnell
Frequency: monthly
Comments:
4. Create an sub administrator schedule to take calls during meeting times.
Assigned to: Anthony White
Comments:

Distributed leadership and collaboration
Indicator B2.03 - The school has established a team structure among teachers with specific
duties and time for instructional planning.(5143)
Page: 12 of 28
Describe current level of Carrington has designated one day a week for Professional
development: Learning Communities to meet and plan. On Wednesday’s
Math and ELA teachers for all grade levels meet and on
Thursday’s all Science and Social Studies teachers meet. The
PLC leader has developed an agenda that includes topics .
Each teacher is expected to contribute to the discussion and
planning of lessons. Data is reviewed along with the
development of Common Formative Assessments and
Common Summative Assessments, The Instructional
Facilitator attends each PLC meeting to provide guidance
when needed. Team Norms and SMART Goals were
established at the beginning of the school year.
Plan Assigned to: Derek Dickerson
How it will look when fully met: Teachers will have adequate time to plan collaboratively and
individually each week. Teachers will have a minimum of 45
minutes weekly of collaborative planning time and a
minimum of 150 minutes weekly for personal planning time.
PLC Early Release days will normally be reserved for PLC
planning time without additional meetings. In addition, EOG
area teachers will have 1-3 half day planning times to further
plan their units. If there is money available for substitutes,
this could be extended to all core PLCS. PLC leaders will plan
agendas in advance and facilitate meetings that focus on the
4 corollary questions of PLCs.
Tasks:
1. Create a master schedule with PLC meeting dates and times, and provide a weekly
schedule to teachers.
Frequency: weekly
Comments: * PLC meeting dates and times in master schedule with a
weekly schedule provided to teachers. (BLT, Aug. 2017) *
PLC agendas and minutes submitted weekly and monitored
for adherence to PLC goals. (BLT, June 2018) * Attendance
taken at each PLC meeting. (PLC leaders, June 2018)
2. Develop and implement a procedure for submitting and monitoring PLC agendas and
minutes.
Comments: * PLC meeting dates and times in master schedule with a
weekly schedule provided to teachers. (BLT, Aug. 2017) *
PLC agendas and minutes submitted weekly and monitored
for adherence to PLC goals. (BLT, June 2018) * Attendance
taken at each PLC meeting. (PLC leaders, June 2018)
Indicator B2.05 - The principal focuses on building leadership capacity, achieving learning goals,
and improving instruction.(5145)
Page: 13 of 28
Describe current level of Building leadership capacity: The administrative team works
development: diligently to provide opportunities for teachers to lead within
their PLC, their content area, and their school. PLC leaders
are selected by the BLT (Building Leadership Team) based
on leadership potential. They are coached by the
Instructional Facilitator. Teachers are also selected to be
department chairs and are assigned various duties by the
school and district. The administrative team also selects
team leaders from among the teachers. They try to select
other teachers other than the PLC leader to allow more
people opportunities to lead. Team leaders meet monthly
with the administrators to discuss school issues. They relay
information to their teams and then back to the monthly
meetings. In addition to these planned leadership roles,
teachers are also asked to lead clubs, committees, and
grade level meetings and PD. Some teachers are identified
as having model classrooms. Other teachers are assigned to
visit these model classrooms. Achieving Learning Goals: The
administration is also focused on achieving learning goals.
The IF has been tasked with monitoring the creation and
implementation of classroom learning goals, and the
administrative team reviews compliance and implementation
during classroom walk throughs and observations. Each
teacher is expected to post and refer to learning goals in
daily instruction.The BLT meets to discuss data from walk
throughs regarding learning goals and data from
standardized tests that assess the attainment of learning
goals. We have a school-wide focus on having congruent
learning targets (goals) and learning activities to attain these
goals. Improving instruction: Finally, the administration
works with teachers in a variety of methods to improve
instruction. First, the team gives descriptive feedback and
resources in post-observation visits. Second, the
administration helps to plan and present professional
development sessions that focuses on specific instructional
strategies that are aligned with our school focus areas. They
try to follow up in observing these strategies, but are not
always able to do so. The admin team also assigns teachers
to attend district PD and other offerings that will help our
teachers improve instruction.
Plan Assigned to: Holly Emanuel
Page: 14 of 28
How it will look when fully met: Building leadership capacity-When fully implemented, all
teachers will have the opportunity to serve in a leadership
position. We will provide training for the teachers for the
assigned roles. Teachers will participate in key decision
making processes. Achieving learning goals-Teachers will
receive training as needed on creating learning goals for
students. All teachers will post and refer to learning goals
daily. Both teachers and students will track progress toward
learning goals. Teachers will participate in data talks
regarding progress toward goals at least 2 times a year. The
data will show that we are attaining our learning goals
Improving instruction- Teachers regularly receive
instructional feedback from the BLT. They work with coaches
such as the math interventionist and IF to improve
instruction. They attend differentiated PD sessions in school
and from the district to improve teaching. They monitor
themselves on implementation of best instructional practices.
Tasks:
1. The BLT will create a leadership list that shows the roles assigned to all teachers. They will
offer all teachers opportunities to lead. They will track this information on the list.
Assigned to: BLT
Comments:
2. BLT will establish a walkthrough schedule that monitors for implementation of learning
targets and instructional strategies. Post walk through discussions will be held by both the BLT
and with individual teachers.
Assigned to: BLT
Comments:
3. BLT will provide training on leadership and instructional practices.
Assigned to: BLT
Comments:

Monitoring instruction in school
Indicator B3.01 - The LEA/School monitors progress of the extended learning time programs and
strategies being implemented, and uses data to inform modifications.(5147)
Page: 15 of 28
Describe current level of LEA: The LEA monitors the progress of extended learning
development: programs and strategies being implemented during school
monitoring visits. Discussions include funding allocations, as
well as a program review that includes, but is not limited to,
barriers to implementation, data, and suggestions/requests
for additional LEA support. School: Through a federal grant,
the school provides after school programming for ~25% of
the student body. The program, called Project LINK, meets
every Monday through Thursday from 2:30 until 5:30. This
program is staffed with fully licensed teachers and teacher
assistants. With support from Durham Public School
Community Education, the program provides the students
with supplemental instruction in reading, math, technology,
and character education. Students were initially placed into
groups based on data from previous end of grade test
scores. As time went on, the groups were revised to be
gender specific. Currently, students work on Moby Max and
Study Island during either math or reading enrichment.
Students also receive instruction from a math and reading
teacher during the week. The instructional team meets twice
a month to discuss student progress and plan project-based
curriculum. When mid-year assessment results are received,
results will be used to determine if there have been
significant gains. Though the program hosts close to 200
students, one barrier is that some of these students do not
attend on a regular basis. Some leave during various athletic
seasons causing them to miss quite a few days. Some only
attend a few days a week. This lack of consistency makes it
difficult to determine the effectiveness of our educational
program on their achievement. It would also be beneficial if
we had reading specialists to supplement our reading
program. Our teachers are English teachers, but we have
some students who need fundamental reading skills. This
would require more resources (both human and financial).
Plan Assigned to: Terry Applewhite
How it will look when fully met: Ideally, our program would be able to assess student growth
on their individual skills. This would require a consistent
group of students and teachers who are able to facilitate
learning in such a way that they can work within small
groups in their classrooms as well as assess consistently.
This would require more teachers and/or a reworking of the
students such that some could be pulled out within the
groups. Additionally, we should concern targeting a specific
group of students. The program would also benefit from a
stronger alignment between classroom teachers and after
school teachers.
Tasks:
Page: 16 of 28
1. Design a curriculum for project LINK with unit lesson plans and assessments that will
measure mastery of the math, reading, technology, and character education goals.
Comments: Ideally, our program would be able to assess student growth
groups in their classrooms as well as reliably assess learning
targets. This would require more teachers and/or a
reworking of the students such that some could be pulled
out within the groups. Additionally, we should concern
targeting a specific group of students. The program would
also benefit from a stronger alignment between classroom
teachers and after school teachers. Tasks that could make
this happen: · Gathering of individual student data (Program
Director/Instructional Facilitator—February 2017) · Tracking
of standards mastery (Classroom teachers/Instructional
Facilitator—February 2017) · Regrouping students based on
standards mastery (Program Director/Instructional
Facilitator—March 2017) · More parental contact and support
(Afterschool Manager/Program Director—February 2017) ·
Reassess to determine impact of program (Classroom
teachers – April 2017) · Adjustments based on results of
assessments (Program Director/Instructional
Facilitator—April 2017) · Final Assessments to determine
fidelity of instruction (Classroom teachers – May 2017)
2. Create student learning groups based on mastery of curriculum goals.
Comments: Ideally, our program would be able to assess student growth
groups in their classrooms as well as reliably assess learning
targets. This would require more teachers and/or a
reworking of the students such that some could be pulled
out within the groups. Additionally, we should concern
targeting a specific group of students. The program would
also benefit from a stronger alignment between classroom
teachers and after school teachers. Tasks that could make
this happen: · Gathering of individual student data (Program
Director/Instructional Facilitator—February 2017) · Tracking
of standards mastery (Classroom teachers/Instructional
Facilitator—February 2017) · Regrouping students based on
standards mastery (Program Director/Instructional
Facilitator—March 2017) · More parental contact and support
(Afterschool Manager/Program Director—February 2017) ·
Reassess to determine impact of program (Classroom
teachers – April 2017) · Adjustments based on results of
assessments (Program Director/Instructional
Facilitator—April 2017) · Final Assessments to determine
fidelity of instruction (Classroom teachers – May 2017)
Page: 17 of 28
Indicator B3.03 - The principal monitors curriculum and classroom instruction regularly and
provides timely, clear, constructive feedback to teachers.(5149)
Describe current level of Teachers upload lesson plans to a shared drive. The
development: Instructional Facilitator monitors lesson plans weekly, and
provides teachers and the Building Leadership Team with
feedback. The administration has a walk-through schedule
and feedback form. The administration has established walk-
through goals that, if met, would provide teachers with bi-
weekly feedback about school instructional goals. The
administration conducts required observations, and
occasionally walk-throughs. Teachers receive feedback on
observations, as required, but less often with walk-throughs.
Plan Assigned to: Holly Emanuel
How it will look when fully met: After conferring with the Building Leadership Team, the
principal will create and implement a weekly walk-through
schedule to offer differentiated support to both teachers and
PLCs based on level of support needed as well as provide
feedback. Principal will meet with the instructional facilitator
to review current curriculum in order to monitor
implementation of plans and provide feedback in reference
to alignment and congruence.
Tasks:
1. The BLT will create a walk-through schedule that provides teachers with bi-weekly
feedback.
Assigned to: Regina Greene
Comments: The BLT will create a walk-through schedule th and upload
feedback to the walkthrough feedback form within 24 hours
of each walkthrough.
2. The principal/assistant principals will conduct weekly walk-throughs and provide feedback
to teachers within 24 of the classroom visit.
Frequency: weekly
Page: 18 of 28
Comments: The BLT will create a walk-through schedule th and upload
feedback to the walkthrough feedback form within 24 hours
of each walkthrough.
Dimension C - Professional Capacity

Quality of professional development
Indicator 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)
Describe current level of LEA: Durham Public Schools is a data-driven school district.
development: The LEA facilitates network data-driven meetings with
groups of schools in a specific area. Network meetings are
led by an Area Superintendent assigned to the network
team. The principal at the host school reviews school-specific
data and receives feedback from the team on instructional
practices. The LEA monitors school data to support the
school in making informed instructional decisions. AT
Carrington, we review EVAAS and EOG data closely, and
conduct data talks with all ELA, Math, and Science 8
teachers. We regularly conduct iREady diagnostic tests and
review data. We use the data to determine
enrichment/remediation groups to support students with
reading and math skills.
Plan Assigned to: Greg Johnson
Page: 19 of 28
How it will look when fully met: Carrington’s goal is for 60% to 70% to show growth on the
End of Grade tests in Math, ELA, and 8th Grade Science. In
order to achieve these expectations, classroom observation
data will be aggregated and analyzed by the building
leadership team regularly . Through these meetings,
patterns of professional practice will emerge as well as
professional development needs. These will be identified by
the BLT, and professional development assigned as needed.
Professional development will be implemented on a more
individualized basis and differentiated appropriately. Based
on identified patterns of professional practice, professional
development will also be teacher-led, where appropriate.
Regular data talks between individual teachers and the BLT,
as well as regular data talks within PLCs facilitated by the IF,
will be supplemented with appropriate resources and
additional support on an individual basis. Individual teachers
will continue to keep records of students’ CA and Benchmark
scores to show growth throughout the year. All PLC’s will
continue to meet weekly to ensure that lessons are aligned
to the common core and lessons are congruent to learning
targets. The use of enrichment time to remediate students
based on identified power standards, needs, and teacher
deficits will allow students the opportunity to show growth in
all subject areas. Pre-assessments will be implemented
appropriately school-wide (only certain subject areas, such
as math) so that growth can be demonstrated unit to unit.
Tasks:
1. The BLT will aggregate classroom observation data to identify patterns and assess
professional development needs both schoolwide and for individual teachers (BLT, 1
November 2017)
Comments: The BLT will aggregate classroom observation data to
identify patterns and assess professional development needs
both schoolwide and for individual teachers (BLT, 1
November 2017) Identify teacher leaders who will lead
professional development sessions based on individual
strengths and individual needs (Diana, 1 November 2017)
Conduct regular data talks between individual teachers and
BLT, as well as within PLCs, to provide individualized support
(Diana along with PLC leaders, 1 March 2017)
2. Identify teacher leaders who will lead professional development sessions based on
individual strengths and individual needs
Comments:
3. Conduct regular data talks between individual teachers and BLT, as well as within PLCs, to
provide individualized support (Diana along with PLC leaders, 1 March 2017)
Page: 20 of 28
Comments:
Indicator C2.03 - The LEA/School provides all staff high quality, ongoing, job-embedded, and
differentiated professional development.(5163)
Describe current level of The school provides bi-weekly professional development
development: during teachers planning periods. The PD curriculum reflects
school and district needs and high-yield, researched-based
instructional strategies. The LEA provides optional PD after
school, and mandatory PD on early-release days.
Plan Assigned to: Diana Franklin
How it will look when fully met: Our professional development will focus on our core values
for the school with the goal of developing our teaching talent
and improving student achievement. We will develop yearly
plans that focus on high-yield instructional strategies, best
practices in teaching, and literacy. Participants will receive
practical information that can be readily implemented into
their instruction. The leadership team will follow-up these
session by observing instruction looking for implementation.
Teachers will share their reflections at subsequent meetings.
PD sessions will normally be held 2 times a month. The first
session will be for all teachers on topics that are determined
based on the needs of our teachers and students. The
second monthly session may be differentiated and may be
more specific to certain curricular areas or teachers.
Teachers and administrators will share the presentation
responsibilities with the IF. Additionally, we will establish
study groups based on interests and needs. The groups will
be led by school leaders and meet during faculty meetings.
Coaches and other teachers who cannot attend the after
school sessions will create independent projects that will be
monitored by the school leadership team. We will also
support district professional development that will assist our
teachers in reaching their full potential. As a result,
Carrington will increase the overall proficiency rate on on
EOG Reading exams from 39.2% to 65%.
Tasks:
1. Create a Professional Development plan for the remainder of 2016-2017 school year that
reflects our instructional focus.
Page: 21 of 28
Comments:
2. BLT members will monitor the implementation of focus strategies presented in PD.
Assigned to: BLT team
Comments: Modify the current walk through form to reflect new
strategies.
3. Determine the areas for the study groups for the 2017-2018 school year.
Assigned to: Building Leadership Team
Comments:
4. Create a PD -plan for 2017-2018 including the study groups.
Comments:
Dimension C - Professional Capacity

Talent recruitment and retention
Indicator C3.04 - The LEA/School has established a system of procedures and protocols for
recruiting, evaluating, rewarding, and replacing staff.(5168)
Page: 22 of 28
Describe current level of LEA: The NC Educator Evaluation System (NCEES) is utilized
development: to monitor and support teacher performance. Standards of
Excellence have been identified and outlined by the district
to further support performance expectations to assist in
assessing the knowledge and skills of certified staff. By the
spring of each year staff will provide evidence of meeting the
professional standards. The district has outlined plans to
continue to implement a teacher evaluation for all licensed
staff that includes at least 3 observations per year by at least
2 different reviewers. Plans are in place to contract with
outside evaluators to assist in this area. To further support
teacher development, and aligned performance management
system has been implemented to monitor performance
expectations and offer ample support through the evaluation
process. Through Graduate Durham, the teacher evaluation
process have been enhanced to incorporate ongoing
walkthroughs and strategic support plans. The teacher
evaluation process begins for all teachers with 30 days of
intensive walk-through and feedback focused during the
initial 30 days of school. The walk-throughs are focused and
provide guidance to teachers on classroom environment,
instructional focus-alignment to standards, instruction
methods, student engagement, and classroom/behavior
management. If concerns are discovered from the initial
walkthroughs, teachers are placed on a Support Plan to offer
clear coaching and improve teacher effectiveness based
upon the areas identified in the walk-through process.
Teachers receive concentrated coaching and assistance for
45 days with constant review through this process. At the
end of the 45 days, the plan is evaluated to measure
increases in evaluation. At this time teachers can remain on
the plan of support for 45 more days, exit the plan or move
to an Action Plan. Procedures and protocols for rewarding
staff are still in the development process. Carrington: The
school implements a process for hiring qualified teachers to
lead in the classroom. Through a formal interview process,
the team reviews a candidate’s qualifications to determine
whether the individual best meets the needs of the school,
professional learning community, and students. Currently,
there is not a rubric by which teachers are selected for
rewards.
Plan Assigned to: Kelly McGee
Page: 23 of 28
How it will look when fully met: We will have successful, satisfied and competent staff.
Teachers are involved in the interview process, potential
employees teach sample lesson with teacher panel present
who all use the same rubric to evaluate the candidate.
Classroom walkthroughs will be performed by colleagues
aimed at finding useful teaching strategies as well as leaving
constructive feedback for one another. There will be a
procedure for approaching certain teachers that are not
performing to standards and creating helpful, encouraging,
individualized plans to improve. They should be paired with
a mentor to help them achieve their goals as well as be
given individual professional development. Teachers should
be recognized and rewarded for going above and beyond.
There can be different standards for teacher recognition and
different rewards offered. Examples of rewards include
teacher of the month chosen by faculty, passing of the
trophy from teacher to teacher at faculty meetings, positive
notes from can be left in boxes from administration, arrange
for former students to come thank former teachers and give
them a small gift, duty free lunch or other rewards chosen
by students. Replacing staff will be regulated by
administration after multiple steps of intervention have been
put in place.
Tasks:
1. Create an interview selection committee that uses a rubric to evaluate prospective
applicants during the interview process. The interview committee will include the PLC leader
from the given applicant pool.
Assigned to: Anthony White
Comments: Recruiting: There will be an interview selection committee
that uses the same rubric to evaluate prospective applicants
during the interview processes that includes a sample lesson
given by the teacher; BLT and PLC Leader from given
applicant pool Evaluating: Walkthroughs performed on a
monthly basis by colleagues, teachers allowed to create their
own rubric based on items they’d like to see in classes; IF
Rewarding: There will be rubrics to reward staff in various
categories and rewards to boost morale among faculty and
staff; BLT Replacing Staff: There is a process for replacing
staff as mandated by the district; BLT
2. A monthly teacher walk-through schedule will be established and a teacher-made rubric will
be used to give teachers peer-based feedback on instructional practices.
Assigned to: Hanna Humphrey
Page: 24 of 28
3. Develop categories and a rubric for each category for rewarding staff.
Assigned to: Jo McDonnell
Dimension E - Families and Community

Family Engagement
Indicator 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)
Page: 25 of 28
Describe current level of Carrington Middle School communicates with its constituents
development: about the importance of working with our students outside
of school with the curriculum in various ways. The forms of
communication that is used by the school vary in their
method and frequency of delivery. Carrington’s grade level
teams send home weekly newsletters via email that keep
parents informed about what is taking place in the
classroom. In addition to the newsletters, each teacher or
team has a website that is utilized by students and parents
in order for them to have access to instructional materials
and supplemental instructional resources. Lastly in regards
to digital communication, the staff at Carrington Middle
School utilizes Remind. Remind is an online service that
allows students parents to receive text message alerts from
teachers. This service also allows students and their parents
to communicate in real-time with teachers if necessary.
There are also several forms of communication regarding
curriculum that are in the form of a face-to-face meeting
setting. Throughout the course of the school year Carrington
hosts several curriculum nights. These curriculum nights are
aimed to allow teachers and parents to have dialogue about
what is happening in the classroom while allowing parents to
have the opportunity to speak directly with teachers. All core
subject areas including ESL hold curriculum nights
throughout the school year. In addition to curriculum nights,
teachers hold conferences with parents on a weekly basis at
Carrington Middle School. The parent conferences afford
teachers, parents, and students the opportunity to
collaborate about the best ways to ensure the success of our
students. In an effort to ensure that the school is actively
bridging the gap with the school community, there have
been several community events held in local low-income
housing communities. These events eliminate the
transportation problem for some parents and allow dialogue
between Carrington staff and families about strategies that
can be used to increase student achievement. Carrington
Middle School has laid the foundation of a solid line of
communication with the community. The action steps for
improving communication at the school would be to increase
the frequency of all of the aforementioned methods of
communication. There should be a system in place to ensure
that they are being utilized with fidelity. Also, there should
be a method for parents to let the school know which
methods of communication they prefer to receive.
Plan Assigned to: Jacquelyn Gibbs
How it will look when fully met: Carrington Middle School communicates with its constituents
about the importance of working with our students outside
of school with the curriculum in various ways. The forms of
communication used by the school vary in their method and
frequency of delivery. Carrington’s grade level teams send
home weekly newsletters via email that keep parents
informed about classroom instruction, procedures, and
expectations. In addition to the newsletters, each teacher or
team has a website, utilized by students and parents in
order for them to have access to instructional materials and
supplemental instructional resources. Within our school
district, we use the grading program called PowerSchool. It
is made available for students and parents check grades and
assignments online at their convenience. Also, they are able
Page: 26 of 28
to download application on their phone to get quick
reminders and updates concerning their grade. Lastly in
regards to digital communication, the staff at Carrington
Middle School utilizes Remind. Remind is an online service
that allows students and parents to receive text message
alerts from teachers. This service also allows students and
their parents to communicate in real-time with teachers if
necessary, and download homework assignments. As
parents drive by the school, they have access to two
marquees that give information pertaining to weekly events
that affect the entire school. One is located at the corner of
our main intersection as you approach the school. The other
marquee is located at the entrance of the school. As an
additional source of information, banners and signage will be
posted on the fence along the driveway to allow parents to
have updated knowledge of the happenings at Carrington.
As visitors enter the school, the lobby provides a monitor
with pertinent updates and information. For parents that
don’t have access to email and/or internet, teachers will give
a written update of the workings on team or in classroom
that will allow those parents to stay updated with the
happenings within the team or teacher’s classroom. With the
use of a PowerSchool progress report, teachers can
communicate to the student and parent the current
assignments that are required during the specific time period
within a nine weeks. Teachers are able to provide feedback
and comments concerning grades and assignments. Each
week, Carrington uses RoboCall to inform parents through a
phone message that includes announcements that pertain to
working and activities of the school. Carrington also
communicates with parents in person. Throughout the
course of the school year, Carrington hosts several
curriculum nights. These curriculum nights allow teachers
and parents to have dialogue about what is happening in the
classroom while allowing parents to have the opportunity to
speak directly with teachers. All core subject areas including
ESL hold curriculum nights throughout the school year. In
addition to curriculum nights, teachers hold conferences with
parents on a weekly basis at Carrington Middle School. The
parent conferences afford teachers, parents, and students
the opportunity to collaborate about the best ways to
safeguard the success of our students. In an effort to ensure
that the school is actively bridging the gap with the school
community, there have been several community events held
in local low-income housing communities. These events
eliminate the transportation problem for some parents and
allow dialogue between Carrington staff and families about
strategies that can be used to increase student achievement.
Carrington Middle School has laid the foundation of a solid
line of communication with the community. The action steps
for improving communication at the school would be to
increase the frequency of all of the aforementioned methods
of communication. There should be a system in place to
ensure that they are being utilized with fidelity. Also, there
should be a method for parents to let the school know which
methods of communication they prefer to receive.
Tasks:
Page: 27 of 28
1. Create and maintain a comprehensive, accurate, and current school calendar that includes
any and all school events.
Assigned to: School Secretary
Comments: If it's not on the calendar, then it's not happening at
Carrington.
2. Create a Building Bridges family engagement schedule and implement for the 2017-2018
school year.
Comments:
Page: 28 of 28

Sip1 27 17cms

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sip1 27 17cms

Uploaded by

Copyright:

Available Formats

Comprehensive Plan Report

Durham Public Schools

Student Success Indicators Key Indicators are shown in RED.

Dimension A - Instructional Excellence and Alignment

Dimension A - Instructional Excellence and Alignment

Dimension B - Leadership Capacity

Dimension B - Leadership Capacity

Dimension B - Leadership Capacity

Dimension C - Professional Capacity

Dimension C - Professional Capacity

Dimension E - Families and Community

You might also like