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Planning for Restructuring (Implementation)

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    2011 Alternative Governance for School Improvement Proposal

    1. MARYLAND STATE DEPARTMENT OF EDUCATION

    COVER PAGE

    School Contact Information

    School Name and Number: Wicomico Middle School (0510)

    School Address: 635 E. Main Street, Salisbury, MD 21804

    2010-2011 School Principal: Mrs. Lillie A. Giddens

    ; Principal’s Phone: 410-677-5145 Fax Number: 410-677-5197

; Principal’s Email: lgiddens@wcboe.org

; Principal’s Signature: ______________________________________________________

    LEA Contact Information

    Local Educational Agency (LEA): Wicomico County (22)

    LEA Contact Person Name and Title: Mrs. Linda J. Stark

     Coordinator for School Improvement, Strategic Planning

    ; Phone Number: 410-677-4478 Fax Number: 410-677-5910

; Email: lstark@wcboe.org

; Contact Person’s Signature: _________________________________________________

    Local Board of Education Approval

Local Board Approval Date: February 8, 2011

    Superintendent’s Printed Name: Dr. John E. Fredericksen

_____________________________________________________Date____________________

    Superintendent’s Signature

LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 1

    Section 2-PART A: LEARNING FROM THE PAST

    THE YEAR OF CORRECTIVE ACTION REVISITED

     NCLB Corrective Actions taken during the 2009-2010 School Year

    NCLB Corrective Action #: 4

    NAME: Appoint an outside expert to advise the school on its progress toward making adequate yearly progress,

    based on its school plan under paragraph (3).

    Successes Challenges Lessons Learned

    1. The consultant was able to 1. The analysis of the Teacher 1. The process of change is objectively identify Capacity Needs Assessment difficult and it takes more than instructional strengths and was completed in early a few weeks to adjust to new challenges in the school and to December 2009 and a processes and procedures. We help the school implement a consultant (Lani Seikaly) was learned it was important to “go Plan-Do-Study Act learning contacted and immediately slow to go fast” and to bring cycle including the examination started to work in the school. everyone on board with a of student work. However, the winter holidays thorough understanding of the

    and the large number of snow desired results.

    days greatly limited the number

    of days the consultant was able

    to work with the staff prior to

    the Maryland School

    Assessment.

    2. The process of examining 2. It was difficult to adjust the 2. We must find ways to involve student work, introduced by the daily schedule in the middle of all our instructional and consultant to meet the identified the year so as to involve the administrative staff when instructional challenges, aligns entire staff in the professional scheduling professional with the improvement process development provided by the development and collaborative and tools on mdk12.org which consultant (e.g, special time.

    teachers were somewhat education teachers were not

    familiar with. always included).

    3. Teachers of non-tested areas 3. It was difficult for teachers to 3. The importance of intra- and

    were included for the first time adapt to the decrease in the use interdisciplinary in the improvement discussions of team time to plan field trips, communication to support and actions. discuss student management improving student learning

    and to plan interdisciplinary became very clear (e.g., in

    units and to the increase in team coming to consensus on what

    time devoted to working proficiency in student work

    collaboratively in the looks like for various

    examination of student work. indicators and objectives in the

    The previous year only one day State Curriculum).

    per week had been devoted to

    instructional planning; during

    the last half of the year of

    corrective action, three days per

    week were devoted to the

    collaborative learning cycle.

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 2

    Section 2 PART A: LEARNING FROM THE PAST

    THE YEAR OF CORRECTIVE ACTION REVISITED

    Significant Reforms Efforts and Supporting Action Steps

    2009-2010 School Year

    Priority # 1: In order to significantly reform Reading/English for African American, FARM, Special Education, and other students, teachers will differentiate instruction by:

    ; Regularly examining student work as grade level reading/English/language arts (RELA) content teams to diagnose what students know and still need to learn to reach proficiency on selected state objectives. RELA

    teachers will then use this knowledge to inform their differentiated instruction and feedback to students.

    Implementation will be monitored through:

    o weekly facilitation of the school improvement consultant and/or professional development coach;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor individual student progress toward proficiency.

    ; Providing weekly professional development to science and social studies teachers focused on relevant RELA

    teacher-selected state reading objectives. The process will be initiated with summarizing informational text in

    grades 6-8. Science and social studies teachers will examine student work to diagnose what students know and still need to learn to reach proficiency on selected state objectives. Science and social studies teachers will

    then use this knowledge to inform their differentiated instruction and feedback to students. Implementation

    will be monitored through:

    o facilitation of the school improvement consultant;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor individual student progress toward proficiency.

    ; Sharing the data from the examinations of student work with intervention teachers, special education teachers,

    and special education paraprofessionals and providing extended time or pull-out programs for students who

    need additional support to reach proficiency. Implementation will be monitored through student achievement data and informal and formal observations.

    ; Sharing the data from the examinations of student work with related arts teachers to enhance active goal

    setting with individual students. Student progress at the class and/or grade level will be charted and prominently displayed in public areas of the school. Implementation will be monitored through the display of

    up-to-date charts and graphs of student progress.

    Lessons Learned & Future Successes Challenges Adjustments

    1. Reading/English/Language 1. Learning the protocol associated 1. Teachers initially had a wide

    Arts (RELA) teachers began to with examining student work range of “opinions” regarding

    meet together more frequently, took time and it took a lot of what a proficient response

    for a defined purpose, and as a hard work to overcome the looked like for any particular

    result there was increased initial resistance as to the value objective and needed

    collaboration during team of using the protocol. Changing assistance in using the State

    meetings. Teachers met three staff perception and gaining Curriculum to come to

    times per week. buy-in continues to be a consensus on proficiency.

    challenge. Teachers needed to become

    more skilled in unpacking

    student thinking to diagnose or

    determine proficiency. This

    understanding helped the

    Literacy Professional

    Development Coach in

    providing appropriate

    professional development.

    2. Team meetings were more 2. It has been an ongoing struggle 3. Professional development

    focused on productive dealing with the attitude of needs to be provided to help

    instructional conversations such some staff members. Some teachers understand the re-

    as building consensus on what staff were fine with looking at teaching part of the process.

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 3

    proficiency for an objective student data, but resistant to Additionally by choosing the looks like and using formative doing anything different text and objectives to be

    student data to decide how to instructionally to change it. focused on at the beginning of re-teach a particular objective. the marking term facilitates the

    flowof instruction in a more

    effective manner. For science

    and social studies it is

    important to choose text that

    fits with the scope and

    sequence of the curriculum.

    3. Teachers implemented the use 3. Finding ways to include all 3. Staff schedules needed to be of commonly developed pertinent staff members in the tweaked to allow for formative assessments between team meetings and to participation in the team the administration of benchmark communicate results of the meetings. Electronic tracking

    assessments to track student protocol to all staff has been sheets of formative assessment proficiency of selected difficult due to the daily sheets were developed and objectives. schedule of the school. This made available for use by all

    meant that not all related arts, teachers via a central directory.

    special education, and

    intervention teachers were

    knowledgeable about which

    objectives students needed more

    help with.

    Priority # 2: In order to significantly reform Mathematics for African American, FARM, Special Education,

    and other students, teachers will differentiate instruction by:

    ; Regularly examining student work as grade level math content teams to diagnose what students know and still need to learn to reach proficiency on selected state objectives. Math teachers will then use this knowledge to

    inform their differentiated instruction and feedback to students. Implementation will be monitored through:

    o weekly facilitation of the school improvement consultant and/or professional development coach;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor individual student progress toward proficiency.

    ; Providing weekly professional development to science teachers focused on relevant math teacher-selected

    state math objectives. The process will be initiated with comparing and ordering fractions and decimals in

    grade 6, determining distance using scale in grade 7, and simplifying algebraic expressions by combining like

    terms in grade 8. Science teachers will examine student work to diagnose what students know and still need to learn to reach proficiency on selected state objectives. Science teachers will then use this knowledge to inform

    their differentiated instruction and feedback to students. Implementation will be monitored through:

    o facilitation of the school improvement consultant;

    o walk-through, informal, and formal administrative observations;

    o data capture sheets summarizing findings and action steps from the examination of student work; and,

    o classroom assessment data used to monitor individual student progress toward proficiency.

    ; Sharing the data from the examinations of student work with intervention teachers, special education teachers,

    and special education paraprofessionals and providing extended time or pull-out programs for students who need additional support to reach proficiency. Implementation will be monitored through student achievement

    data and informal and formal observations.

    ; Sharing the data from the examinations of student work with related arts teachers to enhance active goal

    setting with individual students. Student progress at the class and/or grade level will be charted and

    prominently displayed in public areas of the school. Implementation will be monitored through the display of

    up-to-date charts and graphs of student progress.

    Lessons Learned & Future Successes Challenges Adjustments

    1. Math teachers began to meet 1. Learning the protocol associated 1. Teachers initially had a wide together more frequently, for a with examining student work range of “opinions” regarding defined purpose, and as a result took time and it took a lot of what a proficient response there was increased hard work to overcome the looked like regarding the collaboration during team initial resistance as to the value explanation/justification for

    meetings. Teachers met three of using the protocol. Changing any particular objective and times per week. staff perception and gaining needed assistance in using the

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 4

    buy-in continues to be a State Curriculum to come to

    challenge. consensus on proficiency.

    Teachers needed to become

    more skilled in unpacking

    student thinking to diagnose or

    determine proficiency. This

    understanding helped the Math

    Coach in providing appropriate

    professional development.

    2. Team meetings were more 2. It has been an ongoing struggle 2. Professional development

    focused on productive dealing with the attitude of needs to be provided to help

    instructional conversations such some staff members. Some teachers understand the re-

    as building consensus on what staff were fine with looking at teaching part of the process.

    proficiency for an objective student data, but resistant to Initially teachers used previous

    looks like and using formative doing anything different benchmark data to choose

    student data to decide how to instructionally to change it. which objectives to focus on

    re-teach a particular objective. rather than the objectives that

    were to be assessed on the next

    benchmark this was changed

    since our local benchmarks test

    different objectives each time.

    3. Teachers implemented the use 3. Finding ways to include all 3. Staff schedules needed to be

    of commonly developed pertinent staff members in the tweaked to allow for

    formative assessments between team meetings and to participation in the team

    the administration of benchmark communicate results of the meetings. Electronic tracking

    assessments to track student protocol to all staff has been sheets of formative assessment

    proficiency of selected difficult due to the daily sheets were developed and

    objectives. schedule of the school. This made available for use by all

    meant that not all related arts, teachers via a central directory.

    special education, and

    intervention teachers were

    knowledgeable about which

    objectives students needed more

    help with.

    Priority # 3: In order to significantly reform School Culture to ensure a positive and nurturing school climate,

    ; Teachers will:

    o Fully implement the Positive Behavioral Interventions and Supports (PBIS) program. The PBIS

    Team will provide introductory training for new staff and follow-up training for returning staff.

    Implementation will be monitored through student behavior data and informal and formal

    observations.

    o Participate in training on the content of the Wicomico County Attendance Policy to ensure

    consistency in its implementation. Implementation will be monitored through student records in X2,

    the student data management system.

    ; Administrators will:

    o Communicate instructional and student behavioral expectations and celebrations to all staff.

    Implementation will be monitored through morning notes generated by the principal.

    o Maintain up-to-date, accurate calendars of school events, including meeting schedules.

    Implementation will be monitored through posted calendars (Calendar of Events, Calendar of Team

    Meetings, and IEP Team Calendar).

    o Schedule team meeting time three times per week to reflect an emphasis on instructional planning.

    Implementation will be monitored through posted Calendar of Team Meetings.

    o Attend RELA, math, and science/social studies content meetings on a regular basis. Grade level

    administrators will attend, at a minimum, two meetings per week so as to be present at one meeting in

    every content area over a two week time period. The principal will attend, at a minimum, three

    meetings per week so as to be present in every content area at each grade level over a three week time

    period. Implementation will be monitored through team meeting notes and attendance records.

    Lessons Learned & Future Successes Challenges Adjustments

    1. The number of office referrals 1. Not all staff members were 1. On-going professional

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 5

decreased as a result of PBIS consistent in the implementation development and review of

    implementation the school of PBIS. expectations is necessary to was awarded the Silver Award ensure all staff members are which is the highest PBIS award aware of their role in for the first year of implementing PBIS.

    implementation.

    2. Electronic calendars, accessible 2. Some staff members did not 2. Administrators must hold all by all staff, were implemented. access the electronic calendars staff members accountable for

    and therefore continued to miss fulfilling their obligations and

    meetings and other obligations. for attendance at meetings.

    3. Instructional team meetings 3. It was difficult for 3. It is necessary to adjust as were scheduled and held three administrators to attend the many other meeting times as times per week (as opposed to number of content meetings that possible to allow one time per week the previous was agreed to in the Reform and administrators time to be year). Action Steps due to conflicts present and to participate in

    with IEP meetings, meetings instructional team meetings.

    scheduled by the Central Office,

    and parent conferences.

    Section 3 STAKEHOLDER ENGAGEMENT

    # of people Stakeholders Dates Forum involved

    Parents ; Nov 2009 ; MDed Survey ; 319

    ; Sep 20, 2010 ; Letter explaining WMS is in Restructuring/Planning ; 702

    ; Sep 24 2010 ; Fall Family Fling ; 112

    ; Dec 15, 2010 ; Family Math Night ; 10

    ; Jan 18, 2011 ; “Chat and Chew” (Dinner with Discussion and ; 9

    Q/A) ; Jan 27, 2011

    ; Read-In ; 26 ; Mar 21, 2011

    ; PTA with Discussion and Questions/Answers ; TBD ; Monthly from

    Oct 2010 to ; ILT (School Improvement) meetings with ; 2

    present) Discussion and Questions/Answers

    Community ; Sep 24, 2010 ; Fall Family Fling ; 4

    Partners ; Jan 18, 2011 ; “Chat and Chew” (Dinner with Discussion and ; 9

    Q/A) ; Jan 27, 2011

    ; Read-In ; 1 partner

    attending & 5

    partners who

    made

    donations

    School Staff ; Nov 2009 ; Teacher Capacity Needs Assessment ; 82

    ; Nov 2009 ; MDed Survey ; 111

    ; Monthly from ; ILT (School Improvement) meetings with ; 17

    Sep 2009 to Discussion and Questions/Answers

    present)

    ; Monthly from ; Faculty meetings ; 79

    Sep 2009 to

    present)

    ; Sep 24, 2010 ; Fall Family Fling ; 79

    ; Dec 15, 2010 ; Family Math Night ; 19

    ; Jan 27, 20111 ; Read-In ; 30

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 6

    2011 School Improvement Team Attestation

    By signing this sheet, the School Improvement Team (SIT) is confirming the following: 1. All faculty and staff have been engaged in the alternative governance (AG) process. 2. Faculty and staff understand the purpose and expectations for the upcoming changes. 3. Existing faculty and staff agree to support the implementation of the AG. 4. Newly hired staff will agree to support the implementation of the school’s AG. 5. Parents and community stakeholders have had meaningful input.

    Name Title / Grade and/or Subject Signature Date (Please print or type.) (Please print or type.)

     Pam Bryan (Co-Chair) Related Arts; Technology Teacher

    8th Grade RELA; Student Activities & Sasha Cousins Recognition Action Team Chair

    Mathematics Professional Development Deborah Dashiell Coach

    Literacy Professional Development Laurie Davies Coach

    Special Education Teacher; Social Debbie Denson Action Team Chair

    8th Grade Social Studies; Attendance Dave Emmert Action Team Chair

    8th Grade Math; Behavior Management Diane Gallagher Action Team Chair

     Lil Giddens Principal

     Shelly Hall (Co-Chair) Reading Intervention - Grades 6, 7, 8

     Matthew Hamilton Parent

     Lillian Hoffman Related Arts

     Tamika Holden Guidance Counselor - Grades 6 & 8

     Carolyn Johnston Supervisor of Reading K-12

     Daryl Jones Parent; Instructional Data Analyst

    7th Grade Social Studies; PBIS Action Kathy Klaverweiden Team Chair

     Parent Trina Lowe

    7th Grade Social Studies; PDS Liaison; Kathy Malone Literacy Action Team Liaison

    Mathematics Professional Development

     Kathy Martin Coach; Parent & Community

    Involvement Action Team Liaison

     Michelle Meyers Supervisor of Special Education

     Lindsay Proctor 6th Grade Math

    WISE (after school) Program Ardealia Ross Coordinator

    Coordinator for School Improvement; Linda Stark Alternative Governance Coordinator

     Andrew Todd Supervisor of Mathematics K-12

     Christine Vargus-Smith 6th Grade Science

LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 7

    Section 4 School Academic Profile

    2012 & 2013 Identify proposed changes to current

    instructional practices and fill in 2010-2011 requested information Identify current instructional Topic OR practices, grade level/s and number If no change to the practice is anticipated of students served, as appropriate. in the next two years, delete cell contents

    and provide a justification as to why no

    change will occur.

    1. Name of core Houghton Mifflin Reading Series Justification for no change: reading/English program grade 6 (242 students) Holt Elements of Literature grade 8

    Holt Elements of Literature was adopted for use in 2009-2010 grade 7 (227 students) & grade 8 All core reading/English programs are (233 students) aligned with the State Curriculum. Texts

    Bridges to Literature provide both literary and informational

    (supplemental text) for students selections in a variety of genres.

    below level grade 7 (67 students)

    & grade 8 (82 students)

    Writing Workshop grade 6 (242

    students), grade 7 (227 students) &

    grade 8 (233 students)

    2. Name of supplemental Reading Advantage grade 6 (39 Justification for no change: reading interventions students), grade 7 (44 students) & A wide variety of supplemental reading provided to students not grade 8 (41 students) for 1st intervention programs are currently in making AYP. Identify the semester with similar numbers for use allowing us to match student needs ndnumber of students 2 semester with the appropriate program. Read 180 participating in Soar to Success grade 6 (7 has been in use only two years data so far supplemental students) each semester; grades 6-8 indicates students in Read 180 usually reading/English (10 special education students) all gain approximately 3 times as many interventions. Lexile points as measured by the year Scholastic Reading Inventory as students Unique Learning grade 6 (2 not in Read 180. Small group instruction students), grade 7 (6 students) & by special education teachers for reading grade 8 (2 students) is based on individual student needs as specified in the Individualized Education Early Learning Skills Builder Plan (which is reviewed annually and grade 6 (2 students), grade 7 (6 charted quarterly) in the areas of students) & grade 8 (2 students) vocabulary, reading comprehension and Read 180 grade 6 (20 students), application of knowledge from the text grade 7 (21 students) & grade 8 that is read. (24 students) for 1st semester with ndsimilar numbers for 2 semester

    Read Naturally grade 7 (11

    students)

    Reading Pullout (based on IEP

    goals) grade 6 (10 students) &

    grade 8 (6 students)

    3. Name of core McGraw Hill Math 6 grade 6 Justification for no change: mathematics/Algebra (161 students) All core mathematics programs are program Glencoe Pre-Algebra grade 6 (79 aligned with the State Curriculum.

    students) & grade 7 (124 students)

    McDougall Littell Algebra I

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 8

Section 4 School Academic Profile

    2012 & 2013 Identify proposed changes to current

    instructional practices and fill in 2010-2011 requested information Identify current instructional Topic OR practices, grade level/s and number If no change to the practice is anticipated of students served, as appropriate. in the next two years, delete cell contents

    and provide a justification as to why no

    change will occur.

    grade 7 (43 Students)

    McDougall Littell Algebra I Part I grade 7 (83 students) & grade 8

    (140 students)

    McDougall Littell Algebra I Part II grade 8 (48 students)

    Holt Algebra II grade 8 (36

    students)

    4. Name of supplemental Math intervention teachers work Justification for no change: math interventions with students within the 90 minute Small group instruction by special provided to students not math block. Working education teachers for mathematics is making AYP. collaboratively with the regular based on individual student needs as Identify the number of math teacher, students are flex- specified in the Individualized Education students participating in grouped based on results from the Plan (which is reviewed annually and supplemental examination of student work, charted quarterly) in areas identified by math/Algebra formative assessments, and formal assessments and benchmark interventions. benchmark assessments. Whole results for Math 6, Pre-Algebra (grade 7) group instruction occurs during the and Algebra I Part I (grade 8). first 60 minutes and small flex-

    group intervention/enrichment takes place during the remaining

    30 minutes. Supplemental

    materials include resources from

    Mobius, Navigator, mdk12.org and

    other textbooks. In grade 6, 125

    students are served; in grade 7 107 students are served; in grade 8 125 students are served.

    Math Pullout (based on IEP

    goals) grade 6 (9 students) &

    grade 8 (6 students)

    5. Content focus of the WISE Program whose content is Justification for no change: extended day program, based upon student needs as Budget constraints preclude extending targeted population, and identified by teachers but is this program. the number of students primarily focused on reading and

    served enrichment including career

    exploration, study skills, and

    technology skills (e.g., wiki spaces,

    web page design) grades 6-8 (95

    students during the school year and 50 students in the summer)

    After school tutoring (student

    participation is voluntary) for

    reading and math grades 6-8

    (number of students vary from 2-

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 9

    Section 4 School Academic Profile

    2012 & 2013 Identify proposed changes to current

    instructional practices and fill in 2010-2011 requested information Identify current instructional Topic OR practices, grade level/s and number If no change to the practice is anticipated of students served, as appropriate. in the next two years, delete cell contents

    and provide a justification as to why no

    change will occur.

    20 per week) th6. Content focus of summer Summer STARS 6 grade Justification for no change: program, target Academy focused on reading and Budget constraints preclude extending populations, and the preparation for middle school this program. number of students served. Incoming grade 6 students (38

    students)

    WISE Summer program (see

    description under #5 above)

    The County Summer School offers

    remediation classes for students

    that failed one or more classes in

    grades 6-8 (approximately 30

    WMS students take 1 or 2 classes)

    7. Description of instructional 90 minutes each for reading and Justification for no change: day (schedule) highlighting math; 45 minutes each for science The schedule allows for the inclusion of blocks of time for core and social studies; 90 minute block all COMAR required courses and content academic/tested content for unified arts (art, music, and for both whole group and flex group areas, common planning physical education, technology, differentiated instruction for reading and time, professional etc.) math. development, extended Professional development is day, Supplemental Budget constraints preclude extended embedded daily during 45 minute Education Services, and day, Supplemental Education Services, common planning time. Saturday programs. and Saturday programs.

    8. Describe the school’s Not applicable Justification for no change: instructional enrichment Not applicable programs for gifted and

    talented students. Identify

    the number of students

    served.

    Section 5 BUILDING A COLLABORATIVE SCHOOL CULTURE SUPPORTIVE OF

    REFORM IMPLEMENTATION

    Participants Timeline Forum Culture Enhancing Activities (Identify the Lead Person with *)

    Jul 2010 Principal* and Consultant Discussion ; Orientation to understand the Examination of

    Student Work Protocol and Learning Cycle

    ; Professional development planning and Jul 2010 Principal* with Leadership Leadership

    tweaking of master schedule Team Academy

    ; Become acquainted with new Principal Jul 2010 Principal* Small

    ; Establish open lines of communication Assistant Principals group

    ; Gain understanding of the existing school Dean of Students meetings

    culture and staff-perceived needs About 70% of the teachers

    on the staff at the time

    LEA: Wicomico County (22) School Name & Number: Wicomico Middle School (0510)

    MSDE 2011 Alternative Governance for School Improvement Proposal Page 10

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