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Quail Hollow Middle

Comprehensive Progress Report10/13/2017

Mission:

Our mission is to build a student body that is on the P.A.T.H. to accomplish diverse college and career readiness goals by developing a growth mindset among students, building a culture where all school community members feel valued, using student achievement data to inform instruction, and integrating literacy instruction across disciplines.

Our world is ever-changing and we cannot begin to imagine the technological advances that will occur in the lives of our middle school students, nor the career opportunities that will become available in the next 50 years. It is our job to provide our students with the foundational knowledge and skills that will allow them to thrive within this context of constant change. Some students will choose to attend college and some will not, but we cannot predict these aspirations of our children when they are 11-14 years old, so we must ensure all students have the option to apply and succeed in college if they choose this path. All children need to realize their potential to achieve at high levels and pursue college and careers that require a college degree.

Goals:

Provide a duty-free lunch period for every teacher on a daily basis.Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.Quail Hollow Middle School will increase student proficiency (Grade Level Proficiency, Level III/IV/V) to 60% or higher on the Math EOG/EOC composite in June 2018, which is a 16 percentage point increase from the previous school year. The school team will lead students to meet or exceed expected growth across all achievement groups (quintiles) with an overall growth index above 2.0 (exceeds expected growth) on the Math EVAAS School Growth Measure. In the 2018-2019 school year, math Grade Level Proficiency will increase by another five percentage points. Included in the overall proficiency gain, the following subgroups will each increase proficiency by at least five percentage points each year: students with disabilities, English Language Learners, African American students, and Hispanic students.Quail Hollow Middle School will increase student proficiency (Grade Level Proficiency, Level III/IV/V) to 60% or higher on the Reading EOG/EOC composite in June 2018, which is a 14 percentage point increase from the previous school year. The school team will lead students to meet or exceed expected growth across all achievement groups (quintiles) with an overall growth index above 2.0 (exceeds expected growth) on the Reading EVAAS School Growth Measure. In the 2018-2019 school year, reading Grade Level Proficiency will increase by another five percentage points. Included in the overall proficiency gain, there will be a reduction in the achievement gap of five percentage points or more between White and African American students, between White and Hispanic students, between Non-LEP and LEP students, and between students without disabilities and students with disabilities.In the 2017-2018 school year, Quail Hollow Middle School will increase overall Grade Level Proficiency on the Science EOG and NCFE (A, B, C on the NCFE) to 75% with no more than a ten point gap in student proficiency levels by PLC members in each grade level. This is an increase of three percentage points from the previous school year. Included in the overall proficiency gain is an increase to 40% or more for students with disabilities and English language learners, in addition to an increase to 65% or more for African American and Hispanic students.

! = Past Due Actions KEY = Key Indicator

Quail Hollow Middle School will improve overall school culture by providing a balance of support and accountability for students and adults such that we will achieve:A) the following improved ratings on the Spring 2018 Insight Survey, without experiencing a decrease in any other areas compared to the previous school year: Learning Environment, 7.0 or higher (4.7 in Spring 2017); Peer Culture, 8.5 or higher (6.9 in Spring 2017)B) A 10% reduction of overall incidents and acts (516 or fewer acts, 469 or fewer incidents) with no more than 60% of incidents involving a student with multiple incidents.C) A 10% reduction in overall Out of School Suspensions to 55 or fewer suspensions with no more than 50% of those suspensions assigned to African American students.D) 90% or more of faculty and staff members reporting on the Spring 2018 Insight Survey that they feel safe when they are at school.

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

A1.01 The principal models and communicates the expectation of improved student learning through commitment, discipline, and careful implementation of effective practices.(5082)

Implementation Status Assigned To Target Date

Initial Assessment: Mrs. Neill will complete the Relay Graduate School of Education National Principals Academy Fellowship to receive professional development in leading Observation and Feedback, Data-Driven Instruction, School Culture, and more. This professional development experience will include collaboration with school leaders from across the country to learn best practices, in addition to frequent cycles of practice and feedback (in-person and virtual). Mrs. Neill will then bring this learning back to the building to be strategic in leading and modeling best practices around the prioritized change efforts.

Limited Development 10/06/2017

How it will lookwhen fully met:

Mrs. Neill will have internalized the Relay approach to school leadership and be able to effect change through a strategic plan that balances emphasis across data-driven instruction, observation and feedback, and school culture. Evidence will be seen in the Insight Survey results as well as student achievement results (increased mastery on interim assessments over the course of the school year).

Rachael Neill 05/25/2018

Action(s) Created Date 1 of 5 (20%)1

10/6/17

Mrs. Neill will complete the "summer intensive" (two weeks of coursework) and demonstrate her growth in the "triathlons" at the end of each week. Mrs. Neill will use this knowledge to provide back-to-school professional development to ILT members and the full faculty, including modeling best practices.

Complete 08/28/2017 Rachael Neill 08/28/2017

Notes:

210/6/17

Mrs. Neill will complete the Fall Intersession. Based on results data thus far, Mrs. Neill will develop a prioritized action plan to foster continued growth across the school.


Notes:

3

10/6/17

Mrs. Neill will participate in the Winter Relay Intercession to continue to develop knowledge and skill in the areas of school culture, observation and feedback, and data-driven instruction. Her work products and practice sessions will convey her growth.


Notes:

4

10/6/17

Mrs. Neill will participate in the February Relay Intercession to continue to build her knowledge and skill in the areas of observation and feedback, data driven instruction, and school culture.. She will develop a prioritized action plan based on current data points.


Notes:

5

10/6/17

Mrs. Neill will participate in the May Relay Intercession to continue to build her knowledge and skill in the areas of observation and feedback, data driven instruction, and school culture.. She will develop a prioritized action plan based on current data points.


Notes:

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


Initial Assessment: 1) This year we are implementing a coaching model so each teacher has a coach and receives a classroom visit and in-person feedback at least once every three weeks.2) The frameworks we use to provide coaching feedback align to the "Get Better Faster" Scope and Sequence (Relay/Paul Bambrick-Santoyo, including a management trajectory) and the No-Nonsense Nurturer framework (Center for Transformative Teacher Training, CT3).3) This year we will have four teachers trained to provide Real-Time Teacher Coaching. All four coaches will be trained in management coaching and at least two will be trained in the instructional framework (which also reinforces the management work).


Priority Score: 3 Opportunity Score: 2 Index Score: 6


At least 90% of teachers in the building will achieve a level of "active participation" on the CT3 Student Engagement rubric. For any teachers who have not yet achieved that level, a specific support plan will be in place including but not limited to one classroom visit with in-person feedback per week.

Deidra Nava 01/19/2018

Action(s) Created Date 3 of 4 (75%)1 10/6/17 Train all members of ILT to effectively coaching conversations using Paul

Bambrick Santoyo's "Get Better Faster" Observation/Feedback protocol.Complete 08/24/2017 Rachael Neill 08/25/2017

Notes:

210/6/17

Develop a plan to ensure each teacher in the building has a coach to provide feedback and ensure coaches meet the expectation for each teacher to receive feedback at least once every three weeks.


Notes:

310/6/17

Two additional coaches will be trained to provide Real-Time Teacher Coaching in management (aligned to the No-Nonsense Nurturer framework from the Center for Transformative Teacher Training).


Notes:

4

10/6/17

Use the Student Engagement Rubric from CT3 to assess the level of engagement in each classroom. Analyze the results to determine professional development needs and to prioritize specific teachers in upcoming coaching cycles.


Notes:

Implementation: 10/06/2017Evidence 10/6/2017 - Each member of ILT can describe best practices for

facilitating coaching conversations and each ILT member has facilitated at least one coaching session with a teacher.

Mrs. Nava and Mrs. Wilson received Real-Time Teacher Coaching Training from the Center for Transformative Teacher Training September 25-28.

Experience 10/6/2017 - Rachael Neill facilitated this professional development leveraging her experiences participating in the Relay NPAF. Participants practiced both scripting feedback conversations and facilitating those conversations in role play.

Mrs. Neill developed coaching assignments with input from members of ILT. After the school year was underway, the team provided feedback on the feasibility of their coaching loads and adjustments have been ma

Sustainability 10/6/2017 - Ongoing cycles of feedback for coaches and practice sessions in weekly ILT meetings.

We need to continuously monitor coaching to ensure frequency expectations are met. A tracker has been established for this purpose and Mrs. Neill monitors this data weekly in preparation for weekly ILT meetings. Problem-solving sessions are folded into ILT meeting agendas as needed.

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

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


Initial Assessment: Currently Multi-Classroom Leaders and Administrators oversee PLCs in backward planning units of instruction from standards aligned interim and unit assessments. This year we are reevaluating our assessments with the support of the TE21 Case Assessment tools (pre-made interim assessments and item banks) to ensure alignment). We will then reevaluate units of instruction to ensure alignment.



By this date, two cycles of interim assessments will have been used to assess student mastery. From analysis of interim results, PLCs will have identified any changes that need to occur to instructional units. By this date, we will have full implementation of 1) sixth grade honors math unit assessments, differentiated from standard sixth grade math unit assessments, 2) our updated eighth grade honors language arts assessments and instructional units (designed with guidance from Ted Meuller and the Advanced Studies Department), and 3) an updated seventh grade language arts curriculum.

Sharon Wilson 01/19/2018


10/6/17

Implement updated eighth grade honors language arts curriculum and unit assessments. Monitor growth among honors students from beginning of year and middle of year MAP assessments and first and second interim assessments to ensure effectiveness.

Renee Meyrose 01/19/2018

Notes:

2

10/6/17

Compile (using TE21 Item Banks) unit assessments for sixth grade honors math to ensure students are challenged to reach their full academic growth potential and to ensure students are prepared for one of two seventh grade honors course tracks by the end of the school year.

Sharon Wilson 12/18/2017

Notes:

3

10/6/17

Under the leadership of the Multi-Classroom Leader, the seventh grade language arts team will update their units of instruction to strengthen vertical alignment of instructional practice between sixth and eighth grade.

Kris Wawer 01/19/2018

Notes:

Core Function: Dimension A - Instructional Excellence and AlignmentEffective 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)


Initial Assessment: Teachers and leaders actively monitor student achievement data to identify students who need additional interventions to demonstrate success. PLCs review student needs on a weekly basis and elevate referrals to grade level counselors and the Student Services Facilitator. Team members are trained to use the MTSS and BehaviorPlus platforms and develop intervention plans in these systems as needed. Multi-Classroom Leaders implement these interventions and collaborate with the Student Services Facilitator to ensure all compliance expectations are met.

Full Implementation 10/06/2017

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)


Initial Assessment: This year we have updated staffing structures to ensure we have resources available to support students' social and emotional needs. We completed a position exchange to add a third counselor so we have three counselors, one per grade level. We also used Title I money to purchase a second BMT position so we have two BMTs to support student behavior needs. In addition, our school is in the second year of the What Works Grant with the highest treatment condition. Through this grant, our School Psychologist is in our building three days per week and only supports one other school; we have a Student Services Facilitator who supports compliance work around Intervention Team Facilitation and 504 Plans to ensure counselors can spend the majority of their time working directly with students and their families; our counselors are trained to lead small group sessions through the SPARCS model; and our school psychologist and behavioral health therapist are trained to facilitate an intensive small group through the DBT model. We also have a Behavioral Health Therapist from Carolina's Healthcare in our building 3-4 days per week to provide individual counseling to students. Our counselors have a counseling clinic schedule this year to lead character education for students on a monthly basis aligned to student and staff needs assessments administered at the start of the year.



Action(s) Created Date

Notes:

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)


Initial Assessment: Transition from fifth grade to sixth grade: We hold multiple open houses to educate families on the transition to middle school. We go to each feeder elementary school to educate teachers and counselors on the course selection process. Our EC Teachers lead transition meetings for each student with an IEP. Our counselors collaborate with fifth grade counselors to gather priority information about students transitioning to our school. We host a field trip for all fifth graders to visit our school during the school day to learn about middle school and get acquainted with the building.

Transitions within the School: Grade level counselors, teachers, and administrators collaborate with each other about "need to know" information by completing internal transition forms.

Transition from Eight Grade to High School: All of our students transition to South Mecklenburg High School. We work with the high school to take our eighth graders on a field trip to the high school to tour the facility and learn about opportunities for getting involved. We host the high school counselors to educate students about the course selection process and the high school counselors meet one on one with each eighth grader to register them. We host the high school principal to facilitate a parent meeting. We also complete transition forms about special needs so the receiving school can be prepared to meet those needs. EC Teachers conduct transition meetings to prepare students' IEPs for high school.


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

KEY B1.01 The LEA has an LEA Support & Improvement Team.(5135) Implementation Status Assigned To Target Date

Initial Assessment: Our School Leadership Team is co-chaired by Mr. Stone, 8th Grade Math Teacher, and Mr. Klapheke, 7th grade parent. The team consists of administrators, counselors, teachers, and parents. Meetings are held at least once a month at 7:45 AM and the schedule is posted to the school website. Minutes are taken by Mrs. McCaughna and posted to the website within a week of the meeting. The Instructional Leadership Team consisting of all administrators, the Academic Facilitator, five Multi-Classroom Leaders, one Senior Reach Teacher, the Elective Team Leader, and two administrative interns meets weekly to carry out the School Improvement Plan and supplement the work of the School Leadership Team. Agendas and notes are kept weekly and key actions are shared with the School Leadership Team.


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)


Initial Assessment: Our School Leadership Team is co-chaired by Mr. Stone, 8th Grade Math Teacher, and Mr. Klapheke, 7th grade parent. The team consists of administrators, counselors, teachers, and parents. Meetings are held at least once a month at 7:45 AM and the schedule is posted to the school website. Minutes are taken by Mrs. McCaughna and posted to the website within a week of the meeting. The Instructional Leadership Team consisting of all administrators, the Academic Facilitator, five Multi-Classroom Leaders, one Senior Reach Teacher, the Elective Team Leader, and two administrative interns meets weekly to carry out the School Improvement Plan and supplement the work of the School Leadership Team. Agendas and notes are kept weekly and key actions are shared with the School Leadership Team.


Core Function: Dimension B - Leadership CapacityEffective 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)


Initial Assessment: Our team is organized to leverage the leadership and instructional strengths of our full faculty. Our Instructional Leadership Team includes a team of administrators, multi-classroom leaders, and teacher leaders. Each PLC is supported by a member of ILT to ensure consistent roll-out of all instructional initiatives and job-embedded professional development. When possible, a teacher serves as the PLC Leader and receives leadership development support from the ILT member. In other cases - when the ILT member teaches as part of the PLC or when there is not a PLC member ready to take on the PLC Leader Role, the ILT member serves as PLC Leader. Beyond this, there are designated Grade Level Teacher Leaders to assist with building grade level culture and facilitating events for students.


Core Function: Dimension B - Leadership CapacityEffective 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)


Initial Assessment: The principal and assistant principals follow all guidelines to conduct observations and provide feedback to teachers in post-observation conferences using the NCEES system. Last school year, two instructional leaders were trained to provide Real-Time Teacher Coaching in management aligned to the Non-Nonsense Nurturer framework from the Center for Transformative Teacher Training. Select teachers received cycles of observation and feedback through this coaching model and instructional leaders across the school provided informal feedback based on classroom walkthroughs, although frequency was inconsistent.

So far this year, two additional coaches have been trained to provide Real-Time Teacher Coaching for management, all members of the Instructional Leadership Team have been trained in the "Get Better Faster" approach to observation and feedback, and there is a coaching model in place for every teacher in the school to receive feedback at least once every three weeks.



By this date, each teacher in the building should have received at least two cycles of observation and feedback which may or may not include a formal Super Observation. Areas for improvement will be captured using a common language from the Get Better Faster scope and sequence. Trends in action steps from the coaching sessions will have informed school-based professional development sessions.



10/6/17

Introduce the Get Better Faster Scope and Sequence to establish a common vision for what excellent teaching looks like and a common language to describe it. Consistently refer to the Get Better Faster Scope and Sequence in all professional development sessions and coaching sessions to lead the leadership team and faculty to internalize this framework. Adjust language where needed to ensure alignment between the Get Better Faster Scope and Sequence and Real-Time Teacher Coaching frameworks.


Notes:

2 10/6/17 Monitor coaching action steps to inform trends and plan differentiated professional development sessions to support teacher growth.


Notes:

310/6/17

Coaches of coaches (ex. Principal Neill coaching five members of ILT) observe coaching sessions and provide feedback using the "Observation and Feedback Cheat Sheet" from Relay.


Notes:

Core Function: Dimension C - Professional CapacityEffective 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)


Initial Assessment: Principal Rachael Neill is currently participating in the Relay Graduate School of Education National Principals Academy Fellowship and one of the primary courses is Data-Driven Instruction. Our school is already proficient at general assessment analysis and uses MasteryConnect as a platform to administer assessments and monitor progress. We implement Mastery Learning practices to hold high expectations for students to master the content even if they do not demonstrate mastery the first time the objectives are assessed. This year we are going deeper to focus on effective implementation of Weekly Data Meetings. Principal Neill trained all PLC Leaders in this protocol on September 21, 2017, which included PLC Leaders practicing with mock data sets and student work samples. Each PLC is now working through their individual implementation plans based on their entry points.



By this date, each PLC should have systems and routines in place for consistent Weekly Data Meetings (at least three times per month). These meetings should leverage exemplar responses and prioritized student work. Re-teach plans that result from these Weekly Data Meetings should follow a "mini lesson" or "guided discourse" approach and should lead to an increase in student mastery.


Action(s) Created Date 1 of 3 (33%)1 10/6/17 Weekly Data Meeting training facilitated by Rachael Neill, leveraging

resources from Relay Graduate School of Education.Complete 09/21/2017 Rachael Neill 09/21/2017

Notes:

2

10/6/17

Problem-solve around Weekly Data Meeting implementation in weekly ILT member check-ins and in weekly ILT meetings. Monitor implementation progress through tracking system, including re-teach results.


Notes:

3 10/6/17 Observe Weekly Data Meetings to provide feedback on facilitation aligned to the Relay Weekly Data Meeting "Cheat Sheet."


Notes:

Core Function: Dimension C - Professional CapacityEffective 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)


Initial Assessment: Our Instructional Leadership Team is acutely aware of the importance of bringing the best people on to our team to support our Falcons. Actions to recruit and retain the best instructional staff (and evidence of our effectiveness) are listed below:- Actively contacting teachers who have a demonstrated history of results: teachers who have been honored as MeckEd Teachers of Excellence, teachers who were selected as their school's Teacher of the Year, teachers who have been selected for district level planning roles. - Sharing opportunities through social media and word of mouth: great teachers are friends with other great teachers- Recognizing that interviews go two ways and taking care to ensure the interview experience is positive and welcoming for candidates.- Taking care to build rapport with candidates who we want to join our team and will likely have multiple offers.- Screening hiring fair candidate lists in advance to ensure the top candidates visit us first at hiring fairs.- Bringing multiple representatives to hiring fairs to be able to 1) connect with the most candidates and 2) get multiple leaders' input on candidate hires in high stakes interview environments like hiring fairs- On-boarding "new to Quail" instructional staff through a special orientation prior to traditional teacher workdays- Celebrating staff members in the weekly Notes from Neill staff newsletter- Partnering with the PTSA to provide monthly staff appreciation events, in addition to special events at the start of the school year and during Teacher Appreciation Week- Developing Community Partnerships (Forest Hill Church, Elevation Church, and financial firms) to supplement staff appreciation- Providing systems of coaching for more frequent cycles of observations and feedback to teachers beyond what is required by NCEES.- Ensuring calibration among all administrators so teachers know what to expect from teacher evaluation and are confident the process is consistent.


Core Function: Dimension D - Planning and Operational EffectivenessEffective Practice: Resource Allocation

D1.02 The LEA has aligned resource allocation (money, time, human resources) within each school's instructional priorities.(5171)


Initial Assessment: As a Success by Design school, we have used historic data to create a school design that leverages human capital to maximize student achievement, in addition to retaining teachers with a history of being highly effective. In seventh grade, we have an MCL who teaches at least 50% of the time, coaches teachers and a reach associate in seventh grade Humanities, leads instructional planning for seventh grade language arts and facilitates ongoing data analysis. Similar structures are in place for eighth grade math and science. In eighth humanities, a Senior Reach Teacher support the interdisciplinary curriculum design, in addition to facilitating PLC meetings with frequent data analysis. Two additional MCLs provide coaching, curriculum, and data analysis support, in addition to coaching teacher leader PLC leaders. This model ensures all students are impacted by teachers with a history of exceeding expected growth, in addition to ensuring alignment of expectations for excellent teaching across the school.


Core Function: Dimension E - Families and CommunityEffective 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)


Initial Assessment: 1) Weekly communication through the Falcon Connection online newsletter with follow up Connect Ed, social media post, and website post.2) Daily - Weekly posts on social media: Instagram, Facebook, and Twitter3) Updated school website4) Teacher use of Remind 101 and other methods to share communication with families5) Learning Compact included in back-to-school paperwork6) Open House (August) - two days and two times to accommodate all families and families with different work schedules7) Family Night/Curriculum Night (October)8) Spanish speaking parent nights at least once per quarter to present information about school programming to families directly in Spanish9) Math Games Night on Pi Day (March 14th)10) International Festival (April)11) Active PTSA and parent involvement in the School Leadership Team


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