Y.E.

Smith Elementary 3/2/2018

Comprehensive Progress Report

Mission: Our mission is to foster a caring and supportive learning environment that promotes high expectations, active student participation, and parental
involvement, to enable all children to be global learners.

Vision: Y.E. Smith Elementary is committed to positively impacting the achievement of every student, every day.

Goals:
We will increase overall school proficiency as measured by the End of Grade Assessments for grade 3-5 from 32% to 50% for 2017-2018. We will increase the
overall college and career readiness as measured by the End of Grade Assessments for grade 3-5 from 22% to 40% for 2017-2018. 75% of students in grades
Kindergarten - 3rd grade will increase their reading proficiency as measured by the mClass reading assessment from BOY to MOY. We will increase the
overall attendance rate from 95.6% to 98.0% for 2017-2018

! = Past Due Actions KEY = Key Indicator

Core Function: Dimension A - Instructional Excellence and Alignment

Effective Practice: High expectations for all staff and students
KEY A1.07 ALL teachers employ effective classroom management and reinforce Implementation
classroom rules and procedures by positively teaching them.(5088) Status Assigned To Target Date
Initial Assessment: Limited Development
Provide teachers with in-house professional development opportunities 12/08/2017
as well as inviting outside partners in to provide PD on classroom
management strategies to support challenging classroom behaviors.

Meet with teachers to discuss the effectiveness of current practices and

strategies to use for groups of students as well as individual students.

How it will look

when fully met:
Action(s) Created Date

Notes:
Core Function: Dimension A - Instructional Excellence and Alignment
Effective Practice: Curriculum and instructional alignment
KEY A2.04 Instructional Teams develop standards-aligned units of instruction for Implementation
each subject and grade level.(5094) Status Assigned To Target Date
Initial Assessment: Each staff member of Y.E. Smith Elementary is assigned to a Limited Development
Professional Learning Community. The master schedule is a tool that 05/20/2016
has been designed to support weekly team meetings at least twice per
week. Teachers are also given extended time for unit planning for each
unit. The teams establish a plan for each meeting as they focus on
Literacy or Math/Science. Instructional facilitators play an important
role in supporting teachers with the planning and facilitation of
instruction. The unit plans are submitted to instructional facilitators
and administration for review. The unit plans are developed by the
instructional team to define a unit of instruction and outline the
standards and target grade level objectives addressed in the
instructional delivery. Unit plans address the following: *Concepts,
principles, and skills that will be covered within the unit.
*Standards/benchmarks that apply to the grade level and unit topic.
*Objectives in sequential order that clearly align to the selected
standards/benchmarks. *Objective descriptors and appropriate
indicators/criteria for mastery of standards.

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

How it will look Grade level PLT's meet regularly to design unit and weekly lesson plans Shelia Washington 06/08/2018
when fully met: as determined by school-wide collaborative planning schedules. PLT's
utilize the DPS unit maps to guide instructional planning and pacing.
Planning and resource support is provided by the school instructional
facilitator and Singapore math coach. Unit plans and lesson plans are
uploaded into grade level folders in Dropbox. Evidence: -Schedules
(Master, PLT Extended Planning, Unit Planning) -PLT agendas -Uploaded
unit plans and weekly lesson plans
Action(s) Created Date 4 of 5 (80%)
1 *Provide time on master schedule for planning/collaboration Complete 12/01/2016 Shelia Washington 12/21/2016
12/2/16

Notes: Walkthroughs and feedback are on a weekly schedule

Coaches are reviewing data with specific grade levels to address
coaching needs
 2 Provide teachers with copies of DPS unit maps and pacing guides for Complete 10/17/2016 Shelia Washington 12/20/2017
5/11/17
reference
Notes: Copy and share pacing guides and unit maps with teachers and ways to
use the district online system to locate various resources and materials.
3 5/11/17 Instructional Facilitator and Math Coach provide one on one coaching Complete 10/31/2016 Shelia Washington 10/14/2016
Notes: Instructional facilitators and Math coach will develop a schedule for
coaching support and providing feedback
4 Provide consistent walk-through and lesson plan feedback, lesson Complete 10/21/2016 Shelia Washington 01/31/2017
5/11/17
modeling, and gathering of resources.
Notes: Create and utilize a schedule for performing weekly walk throughs and
constructive feedback focused on instructional practices and student
engagement.
5 Closely monitor and assess lesson and unit planning along with Shelia Washington 06/08/2018
12/8/17
effective use of PLC's.
Notes: Principals and instructional coaches will ensure weekly meeting times
for PLC's and guide teachers in the structure and guide them through
the process.
Implementation: 05/11/2017
Evidence 12/28/2016
Walkthrough feedback forms
Coaching minutes and meeting agendas
Grade Level team collaboration data

5/11/2017
Walk Through Schedule
Feedback Forms
Experience 12/28/2016
The leadership team utilized data to determine specific areas of need
and collaborated to provide schedules to address the needs. One
challenge in the master schedule was to provide meeting and planning
coverage in spite of being down a number of employees.

5/11/2017
The pursuit of this objective creates greater dialogue and accountability
on behalf of teachers and leadership team members to share concerns
and provide feedback that aims to increase student achievement and
improve instructional practices
Sustainability 12/28/2016
Ensure clear and consistent meeting times for grade level teams,
 coaches, and admin team.
Utilize survey results to determine specific needs of teachers for
coaching

5/11/2017
Continue to follow the schedule designed and be consistent. Not
allowing other aspects of the school to interfere with the weekly walk
throughs.

Core Function: Dimension A - Instructional Excellence and Alignment

Effective Practice: Student support services
KEY A4.01 The school implements a tiered instructional system that allows
teachers to deliver evidence-based instruction aligned with the Implementation
individual needs of students across all tiers.(5117) Status Assigned To Target Date
Initial Assessment: Y.E. Smith Elementary has implemented a multi-tiered system of Limited Development
supports(MTSS) in an effort to assist teachers with prevention, early 05/24/2016
intervention, and support. The development of Tier II plans occur
during discussion of students within the PLC. The tier III plans are then
developed and periodically monitored by the MTSS team. A multi-
tiered system of supports is designed to be a coherent continuum of
evidence-based, system-wide practices to support a rapid response to
both academic and behavioral needs. Built into the existing progress
monitoring format for assessment measures such as mClass Reading
3D, is frequent data-based monitoring for instructional decision
making. Y.E. Smith's master schedule provides ample time for core
instruction as well as allowing for afternoon academy time which
provides teachers with supplemental and intensive intervention time to
focus on specific skill building. Interventionists are hired to provide
intervention support for students in grades 3-5 and basic educational
practices include evidence-based curriculum and practices such as
explicit, systematic,scaffolded, and differentiated instruction (i.e.,
guided reading and guided math small groups)

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

How it will look Goal 1:To increase reading proficiency from 21.4 to 30.5 by the Spring Mark English 06/08/2018
when fully met: of 2017 as measured by the EOG Goal 2:To increase math proficiency
from 32.9% to 50% by the Spring of 2017 as measured by the EOG. To
support fidelity with core level instruction in reading and math
(specifically, Jan Richardson's model for guided reading and Singapore
Math principles), teachers are provided with on-going, tiered
 professional development opportunities. Teachers are also provided
with time to collaboratively plan instruction and analyze student data.
Instructional data is used to identify students needing Tier II classroom
intervention support. Students experiencing difficulty are referred to
the MTSS process. Teachers are provided support with developing
classroom intervention strategies. Intervention strategies are
documented and monitored for progress by the classroom teacher and
identified support staff if appropriate. Students that continue to show
extreme difficulties are then referred to the Tier III level of MTSS.
Evidence: -Professional development (agendas, calendars, etc.) -Guided
reading lesson plans -Guided reading classroom schedules -Lesson
plans -PLT agendas/minutes -Individual/grade level meetings with
MTSS facilitator -Intervention tracking forms
Action(s) Created Date 4 of 5 (80%)
1 Provide professional development to teachers focusing on guided Complete 11/30/2016 Meghan Antol 06/08/2018
12/2/16
reading and Singapore math strategies
Notes: Ongoing training continues in the area of guided reading and the
Singapore Math representative has scheduled visits to provide
additional training.
2 Ongoing training for guided reading and Singapore Math provided for Complete 09/01/2016 Meghan Antol 11/11/2016
5/11/17
classroom teachers.
Notes: National consultant and math coach will schedule time for teachers to
learn effective math practices
3 MTSS coordinator provides training on the process for creating and Complete 10/21/2016 Jayven Brown 11/30/2016
5/11/17
monitoring classroom interventions for identified students
Notes: MTSS coordinator send out a schedule for meeting with individual
teacher and grade level teams
4 Consistently monitor and review lesson plans providing constructive Complete 09/16/2016 Shelia Washington 01/31/2018
5/11/17
and timely feedback for teachers.
Notes: Lesson plans will be placed in DropBox and reviewed by members of
the leadership team
5 Meet weekly with grade level teams to analyze student data and make Shelia Washington 06/08/2018
12/8/17
informed decisions based upon common assessments.
Notes: Grade Levels will be trained using the CFIP process and structure PLC's
to focus solely on student data.
Instructional coaches will establish the agenda and share with teacher
and gradually release the responsibility to grade level teachers.
Implementation:
 Evidence 1/3/2017
Minutes and Agendas
Guided Reading Lesson Plans
Singapore Math Lesson Plans
Experience 1/3/2017
Teachers were provide with all necessary resources
Training was provided for teachers to ensure effective implementation
of guided reading
Sustainability 1/3/2017
Regular meetings with grade level teams, provide coaching support for
guided reading (Jan Richardson) and Singapore Math. MTSS
coordinator will continue to monitor and provide feedback for
classroom interventions.
KEY A4.06 ALL teachers are attentive to students' emotional states, guide
students in managing their emotions, and arrange for supports and Implementation
interventions when necessary.(5124) Status Assigned To Target Date
Initial Assessment: Y.E. Smith offers guidance support to students K-5. Classroom guidance Limited Development
is provided to all students to ensure that everyone has an 05/26/2016
understanding of how to manage one's emotional state. Teachers
collaborate with the counselor to develop small groups with a specific
focus helping students to identify their feelings and the proper ways to
ask for help. Classrooms also utilize behavior charts adopted by the
PBIS team and the school. Teachers offer physical spaces for students
to process their feelings such as cool down areas, or walks with specific
teachers or administrators. Teachers use the behavior charts to
develop reward systems in the classroom and communicate behaviors
with parents. Small groups are identified to meet outside of the
guidance lessons to work on specific areas of difficulty. The groups may
also include classroom plans to intervene for students with extreme
behavior concerns. Tier III could involve an MTSS Team Review and a
recommendation for a Functional Behavior Assessment (FBA) and a
Behavior Intervention Plan (BIP). In-house services through Turning
Point are also available with parent permission.
How it will look School-wide implementation of Capturing Kids Hearts processes is Objective Met Mark English 06/08/2018
when fully met: evident by posted classroom social contracts created by teachers and
students. The EXCEL Model is implemented to engage and empower
students. Teachers teach and support students in using effective
communication skills (affirmations, signals, classroom community
meetings, problem solving strategies). On-going support and training is
provided for teachers to build and sustain positive classroom and
school climate. Teachers communicate with parents to collaboratively
 seek ways to support student needs. Evidence: -Documentation of CKH
trainings -PBIS handbook -Posted social contracts -PBIS agenda/minutes
Action(s) Created Date 4 of 4 (100%)
1 PBIS monitors the development and implementation of social contracts Complete 12/01/2016 Mark English 12/01/2016
12/2/16
and guided questioning in all classrooms (K-5)
Notes: The PBIS team has conducted walk through to ensure social contracts
have been established and posted. The guided questions have also
been monitored and posted. The team will continue to focus on
monitoring the implementation of guided questioning
2 The PBIS team will provide additional support for teacher with Complete 09/12/2016 Mark English 09/08/2017
consistency in classroom management and strategies for handling
5/9/17
challenging student behaviors. (Offering professional development
sessions and one on one coaching support)
Notes: Provide opportunities to share strategies with teachers to address
challenging behaviors
Ensure consistency with teaching and modeling school-wide acceptable
behaviors and expectations
Create time for one on one or small group collaboration to create
student/teacher incentives and additional support for teachers
3 Monitor each classroom for social contracts, guiding questions, and Complete 10/07/2016 Mark English 12/12/2016
5/11/17
daily door greeting
Notes: Ensure teachers are using the components of Capturing Kids Hearts
consistently and with fidelity
4 5/11/17 Administrators will model the EXCEL Model during faculty meetings Complete 01/18/2017 Letisha Judd 11/18/2016
Notes: Each faculty huddle will model and address specific components of CKH

Core Function: Dimension B - Leadership Capacity

Effective Practice: Strategic planning, mission, and vision
KEY B1.01 The LEA has an LEA Support & Improvement Team.(5135) Implementation
Status Assigned To Target Date
Initial Assessment: The district has established an LEA Support and Improvement Team to Full Implementation
provide evidence based school improvement strategies, coaching, and 05/20/2016
technical assistance for continuous school improvement. The team
participates in school level planning meetings, to provide feedback for
improvement. Team members include Title I team and area
superintendents.
 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 Implementation
practices.(5137) Status Assigned To Target Date
Initial Assessment: Y.E. Smith Elementary has a site-based leadership team referred to as Limited Development
the School Improvement Team. The team consists of the principal, 05/26/2016
assistant principal, teacher representation from each PLC, and other
key staff members. Some decisions concerning the general operation of
the school and its continuous improvement were discussed and
finalized during team meetings. A timeline of meeting topics was
created at the beginning of the year. Team members communicated
with their PLC's and coordinated an understanding of school-wide goals
among the grade levels within the school. The team followed an
agenda, took minutes, and followed through with the intent of the
meetings.

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

How it will look The school improvement team which consists of various Objective Met Letisha Judd 09/01/2016
when fully met: school/community stakeholders meet monthly to review and adjust the 03/27/17
school improvement plan action steps. The school instructional
leadership team and the L2N team also meet monthly. Both teams
focus on school-wide best practices, and monitoring systems to ensure
strategies are implemented with fidelity. Evidence: -Walk-through
forms -SIT team meeting minutes/agendas -L2N and instructional
leadership team agendas
Action(s) Created Date
1 School Improvement Team meets to ensure the school is meeting Complete 10/07/2016 Letisha Judd 09/01/2016
12/2/16
student learning goals/outcomes.
Notes: The School Improvement Team, and the L2N team are both organized
leadership teams at Y.E. Smith that meet monthly. The teams focus on
best teaching practices, concentrate on consistent teacher and student
school wide expectations, and use data to guide the learning process.
Agendas are set and minutes taken at each meeting. Minutes are sent
electronically and posted in the teacher workroom.
2 Instructional team and L2N collaborates to address school wide best Complete 11/01/2016 Letisha Judd 11/28/2016
5/11/17
practices and monitoring systems needed
Notes: Team meets to address instructional concerns and ways to increase
student achievement
3 5/11/17 Walk-Throughs conducted and feedback given to teachers Complete 09/01/2016 Shelia Washington 10/17/2016
 Notes: Walk through form will be created and access given to school leaders
along with a weekly schedule for consistency.
4 5/11/17 Selection/Election of School Improvement Team Members Complete 09/14/2016 Letisha Judd 09/16/2016
Notes: Revise the selection process to ensure full representation of all staff
members
Implementation: 03/27/2017
Evidence 3/27/2017
Minutes
Agendas
Feedback Forms
Experience 3/27/2017
The challenge has been establishing set meeting times to ensure the
greater portion of the teams are able to meet and collaborate. Once
this time was established and the roles of each team member
established, the efforts have paid positive dividends.
Sustainability 3/27/2017
Consistent meeting times with agendas. Structuring the meetings to
promote engagement by all stakeholders and providing feedback and
evidence of progress and results.

Core Function: Dimension B - Leadership Capacity

Effective Practice: Distributed leadership and collaboration
KEY B2.03 The school has established a team structure among teachers with Implementation
specific duties and time for instructional planning.(5143) Status Assigned To Target Date
Initial Assessment: There is a clear understanding that planning and decision making within Limited Development
the school requires teams, ample time, and access to timely 05/26/2016
information. At Y.E. Smith, PLC's meet at least twice a week to review
information, analyze data, and plan for instruction. Instructional
facilitators attend all PLC's to provide district updates and support
instructional planning. Administration attends PLC's to assess progress
and provide feedback. There is also extended half day planning time for
all K-5 teachers provided with substitutes funded from Title I. Session
involved grade level discussion on data analysis and standards-based
instructional delivery. Time was used to create quality unit/lesson plans
using the Common Core State Standards.

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

How it will look Our master schedule identifies protected instructional blocks for each Objective Met Letisha Judd 06/09/2017
when fully met: subject area by grade level. The same schedule identifies common 03/27/17
planning time for every grade level. Common planning time will be used
for PLC's to plan collaboratively, analyze various data sets, and
develop/create intervention plans. Evidence: *Planning schedule
*Lesson plans
Action(s) Created Date
1 Create a master schedule that supports collaborative planning times Complete 09/12/2016 Letisha Judd 08/31/2016
9/19/16
(PLCs).
Notes: The master schedule establishes a set time for instructional planning
Evidence: Master Schedule
2 5/11/17 Provide intervention support for each grade level Complete 08/26/2016 Mark English 10/07/2016
Notes: Develop an intervention support schedule
3 5/11/17 Establish clear expectations for PLC meetings Complete 09/16/2016 Shelia Washington 10/21/2016
Notes: Ensure accountability measures are in place for PLC's (agendas,
minutes, discussion points)
Implementation: 03/27/2017
Evidence 3/27/2017
Master Schedule
Teacher Feedback
Experience 3/27/2017
There were challenges to creating the master schedule with the various
changes that occur with faculty and staff. Therefore, adjustments have
been made along the way; however the instructional planning time has
been a constant with the schedule.
Sustainability 3/27/2017
There has been the need to revisit the master schedule along the way
to make necessary adjustments for various grade levels and personnel.

Core Function: Dimension B - Leadership Capacity

Effective Practice: Monitoring instruction in school
! KEY B3.03 The principal monitors curriculum and classroom instruction regularly Implementation
and provides timely, clear, constructive feedback to teachers.(5149) Status Assigned To Target Date
Initial Assessment: Focusing directly on the retention of qualified teachers, the following Limited Development
scaffolds have been developed to provide these teachers with 05/26/2016
additional support to ensure success. *Beginning teachers are
strategically assigned a mentor to provide a support network beyond
 the professional learning community in which the teacher serves. *Our
co-lead mentors facilitate monthly "BT" meetings with beginning
teachers to support instructional expectations such as (Professional
development session, classroom visits, and problem solving with
veteran teachers/mentors) *Administration allotted additional funding
to each beginning teacher to provide resources essential to meeting
curriculum requirements. In addition Y.E. Smith provided funding and
site-based professional development opportunities for staff in an effort
to scaffold support for teachers and to create an environment of
professional growth that fosters teacher confidence and boosts student
achievement. Professional development opportunities for the 2015-
2016 school year are as follows: *Beginning Teacher Orientation with
DPS *Guided Reading through the Education Resource Group (ERG) *K-
5 District Math Training *iReady Math Training for 3-5th Grade
Teachers *LEAP Math Training for 4th Grade Teachers *Site-Based
Science Training with "Dr. Drizzle" (Dacia Jones, DPS District Science
Specialist) *Instructional Facilitator Modeling and Support *Grade Level
Planning Day By providing tiered support for beginning teachers as well
as veteran staff, recruitment of teachers to Y.E Smith is established in a
manner that ensures both employee and student success.

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

How it will look The leadership team performs weekly classroom walk throughs based Shelia Washington 01/31/2018
when fully met: upon a developed schedule providing immediate constructive feedback
to teachers. The team meets weekly with grade level PLT teams to
monitor data and classroom instructional practices. Evidence: -Walk-
Through Data Form -PLT agendas
Action(s) Created Date 5 of 6 (83%)
1 Create a user friendly walk through form to provide feedback to Complete 11/11/2016 Letisha Judd 09/12/2016
12/2/16
teachers
Notes: Walk-throughs are being conducted weekly but not as consistent as
planned. The feedback is immediate through the Google form created
and teachers receive an email once the form is submitted by the
leadership team member. However, there was a period of time in
which the form was malfunctioning and teachers were not receiving
the feedback. The form seems to be fixed and properly working. The
admin is meeting with grade level teams each week to discuss data and
instructional best practices.
 2 Utilize the ELA and Math Walk-Through forms to monitor classroom Complete 09/30/2016 Shelia Washington 01/30/2018
5/11/17 instructional practices on a weekly bases with school leaders
performing classroom snapshots
Notes: Use Google form to complete weekly walk throughs for classroom
teachers
3 5/11/17 Monitor through admin meetings Complete 09/12/2016 Letisha Judd 10/14/2016
Notes: Admin will meet with PLC's weekly or bi-weekly
4 5/11/17 District will assign beginning teacher mentor Complete 09/21/2016 Letisha Judd 09/05/2016
Notes: Mentor from DPS will be assigned to monitor and coach beginning
teachers
5 5/11/17 Develop surveys to gather teacher feedback Complete 11/21/2016 Mark English 10/10/2016
Notes: Create a method for teachers to share their feedback of questions and
concerns
6 Assign specific classroom for the leadership teams to monitor and share Mark English 01/31/2018
12/8/17
feedback on a weekly basis using the ELA and Math walkthough forms
Notes:
Implementation:
Evidence 4/10/2017
Walk Through Form Results
Teacher Feedback
PLT Meeting Minutes/Agendas
Experience 4/10/2017
There was a challenge in the leadership team scheduling to ensure that
all grade levels and teachers were receiving walk throughs and
feedback. A rotating schedule was created to ensure greater
consistency.
Sustainability 4/10/2017
Follow through with the created schedule and tweaking the walk
through form to ensure immediate feedback is given.

Core Function: Dimension C - Professional Capacity

Effective Practice: Quality of professional development
KEY C2.01 The LEA/School regularly looks at school performance data and
aggregated classroom observation data and uses that data to make
decisions about school improvement and professional development Implementation
needs.(5159) Status Assigned To Target Date
Initial Assessment: LEA Durham Public School is a data-driven school district. The LEA Limited Development
facilitates network data-driven meetings with groups of schools in a 05/20/2016
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. SCHOOL:
Professional development was job-embedded and built into the school
day allowing all staff to participate. Faculty meetings and early release
days were structured as instructional sessions focused strategies to
boost student achievement. An additional planning session was
coordinated by providing substitutes to allow teachers time to
participate in conversations centered around key issues and plan
effectively utilizing Common Core State Standards. Teachers were
provided with professional development during PLC sessions that
focused on improving reading comprehension through guided reading
and test taking strategies. Additional professional development to
support math instruction was provided to meet the needs of our 3rd
and 4th grade students. 4th grade teachers are also a part of LEAP
training focused on early algebraic thinking skills.

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

How it will look Teachers bring data notebooks to each PLC meeting and work with the Objective Met Letisha Judd 11/21/2016
when fully met: instructional facilitator and instructional coach to analyze data, and 04/10/17
develop plans to address instructional needs. Professional development
opportunities are provided in the areas of ELA and math to provide
additional strategies and engaging lesson activities for classroom
instruction. Evidence: *Data notebooks *PD schedule/agenda *Lesson
plans
Action(s) Created Date
1 Instructional facilitator reviews, collaborates, and analyzes the Complete 11/14/2016 Shelia Washington 12/01/2016
12/2/16
information collected in data notebooks.
Notes: Data Dives occur weekly with the principal and instructional facilitator
meeting with grade level teams. Teachers are asked to bring data
notebooks, common assessments, and other data to share with the
team. Instructional specialists are also invited to assist teachers in
understanding how to analyze data and use the information to
determine next steps in classroom instruction.
2 5/11/17 Data notebooks issued to teachers for collection of instructional data Complete 09/02/2016 Shelia Washington 09/02/2016
Notes: Notebooks will be given with instructions for inputting data
 3 5/11/17 Provide district and in-house coaching and professional development Complete 09/06/2016 Meghan Antol 09/19/2016
Notes: Assist teacher in understanding what data to collect and how to analyze
the data to drive instructional practices
Implementation: 04/10/2017
Evidence 4/10/2017
Small group data
mClass data
K-2 District Assessments
Anecdotal Notes
Quarterly Writing
Guided Reading
Experience 4/10/2017
Building and creating a time to consistently meet with teams that
would not hinder or obstruct the flow of the master schedule
Sustainability 4/10/2017
Weekly monitoring of data notebooks and instructional opportunities
for teachers to fluently use data information to drive instructional
practices.

Core Function: Dimension C - Professional Capacity

Effective Practice: Talent recruitment and retention
KEY C3.04 The LEA/School has established a system of procedures and protocols Implementation
for recruiting, evaluating, rewarding, and replacing staff.(5168) Status Assigned To Target Date
Initial Assessment: LEA/School Evaluating Staff: The NC Educator Evaluation System Limited Development
(NCEES) is utilized to monitor and support teacher performance. 05/20/2016
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, an 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 has been
enhanced to incorporate ongoing walk-throughs and strategic support
plans. The teacher evaluation process begins for all teachers with 30
 days of intensive walk-throughs 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, instructional methods, student engagement, and
classroom/behavior management. If concerns are discovered from the
initial walk-throughs, 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. SCHOOL: 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.

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

How it will look In an effort to recruit and replace teachers, the principal and assistant Objective Met Letisha Judd 11/01/2016
when fully met: principal along with teacher leaders attend the district job fair. District 04/10/17
HR screens potential teacher candidates and compiles a list of those
candidates for the school with recommendations. Administrators use
the NC Educator Evaluation System (NCEES) to monitor and evaluate
teacher performance and growth, provide feedback to teachers, and
develop action steps and strategies. Teachers and staff are rewarded
with various incentives for their efforts in the classroom, included but
not limited to attendance and student growth. The administrative team
also provides small tokens of appreciation throughout the year for all
faculty and staff members. Evidence: *Teacher Feedback (TWC Survey)
*Sign In/Out Sheets (Accountability for incentives/tokens)
Action(s) Created Date
1 The admin team will create and develop an incentive program for Complete 11/11/2016 Mark English 11/01/2016
12/5/16
consistent recognition of all faculty and staff members
Notes: Y.E. Smith participates in three job fairs each year. The fairs include the
fall fair for the college graduates in the fall of the year, the Durham
Public Schools fair which occurs in April, and the non-DPS employees
fair at the end of the school year.
The administrative staff has implemented several things to boost the
staff's morale such as:
 Willie Wonka Wednesday's
Christmas Luncheon
Bowling as a staff (team building activity)
Various Pot Luck lunches
Staff Walking Club (stress reducer)
2 Identify teacher leaders to facilitate the sunshine committee to focus Complete 10/07/2016 Dorothy Atkins 10/07/2016
5/11/17
on staff gatherings and fellowships.
Notes: This committee will need to be selected to provide opportunities for
teachers to fellowship and spend time away from the work
environment in a relaxed setting.
3 Connect with HR representative to develop strategies and ideas of Complete 09/01/2016 Mark English 10/24/2016
5/11/17
increasing teacher retention
Notes: Make periodic phone calls to DPS human resources department to
gather ideas and share data on teacher retention
4 Create a schedule/calendar of teacher incentives for the school year Complete 08/22/2016 Letisha Judd 10/21/2016
5/11/17
and the person responsible
Notes: Develop a system of recognizing teachers and ensuring that their value
does not go unrecognized
5 Review and analyze the teacher working conditions survey to Complete 11/04/2016 Leadership Team 10/07/2016
5/11/17
determine further needs to increase teacher motivation
Notes: Review the strengths and weaknesses of the TWC and develop
strategies for improvement
Implementation: 04/10/2017
Evidence 4/10/2017
Luncheon sign in sheets
Interview Questions and Responses
Teacher feedback forms
Experience 4/10/2017
The challenge to boosting staff morale was initially selecting the
person(s) to develop the plan of ideas and follow through with ensuring
that the rewards were consistent and tangible for all employees.
Sustainability 4/10/2017
Provide incentives that satisfy teachers through the use of feedback
and survey information.

Core Function: Dimension E - Families and Community

Effective Practice: Family Engagement
 KEY E1.06 The school regularly communicates with parents/guardians about its
expectations of them and the importance of the curriculum of the
home (what parents can do at home to support their children's Implementation
learning).(5182) Status Assigned To Target Date
Initial Assessment: At Y.E. Smith we understand that the connection between the school Limited Development
and the home is essential to school improvement and success. Parent 05/26/2016
involvement was initiated at the beginning of the year through a
"gallery walk" review of the current parent involvement policy. Families
were provided with opportunities for feedback and revision. Parents
were encouraged to register to volunteer, join the PTA, and provide
ideas for events that would boost parent involvement. Events that
encouraged parents to come to school created avenues to build
stronger relationships and have instructional conversation pertinent to
academic achievement. The parent involvement events included:
*Open House and Title I Annual Open Meeting *Orientation *Science
Night *Family Math Night *Title I/EOG Night *Quarterly Student
Awards Ceremony *Y.E. Smith Partner Information Night Parent
communication was provided through weekly School Messenger
updates, monthly class newletters, Class Dojo messages, quarterly
progress reports/report cards, and mClass Parent Home Connect
Letters. Most times the communication sent home was communicated
in both Spanish and English.

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

How it will look Y.E. Smith Elementary begins the year with meet the teacher and open Objective Met Mark English 12/12/2016
when fully met: house events to afford parents/guardians the opportunity to know the 04/10/17
school's yearly expectations of both students and parents. Information
is shared with parents on way they can be more involved in the daily
activities of the school as well as the current course of study that all
students are expected to master during the school year. Specific events
such as math and literacy nights are available for parents to meet with
grade level teams and discuss strategies and interventions that can be
utilized at home to increase student growth in math, reading, and
writing. Teachers also share resources, websites, and fun activities with
parents to motivate students to learn at home. Evidence: *Handouts
*Title I Open Meeting Documents *Feedback Forms (Parent Surveys)
Action(s) Created Date
1 Teachers will prepare presentations and information folders to share Complete 12/02/2016 Mark English 10/07/2016
12/5/16
with parents in relation to classroom expectations
 Notes: This goal is being met throughout the year. Events are scheduled
through the year to which families are invited. These events include
food and activities to encourage participation, as turnout has been
sparse. Improvements could still possibly be made to improve
attendance by students and families at the school sponsored events.
Printed communications are sent home in the form of a newsletter in
English and Spanish nearly every week. Programs and concerts in
which students participate have been scheduled during the day and in
the evening, but have not been well attended by families. While phone
calls from the school do go out, it is possible that these calls could be
more regular, possibly weekly, and include (repeated)invitations to the
events. Also encouragement for participation could include homework
passes, wheel spin for prizes, etc.
2 Administrators will share information with parents about the school Complete 05/01/2017 Mark English 10/14/2016
5/11/17
and ways to be involved as a community stakeholder
Notes: Parents will be encouraged to attend Title I events to gain more
information of Y.E. Smith and ways to be more involved
3 5/11/17 Create Flyers in English & Spanish Complete 10/07/2016 Mark English 10/21/2016
Notes: Information submitted to the Title I Office
(At least 4 events)
4 5/11/17 Create agendas in English & Spanish Complete 10/07/2016 Mark English 10/14/2016
Notes: Submitted to the Title I office for approval for all events
5 5/11/17 Submit prior approval documentation Complete 10/07/2016 Mark English 10/14/2016
Notes: Information must be sent prior to hosting a Title I family event
6 Contact and schedule translators and other personnel for events. Complete 10/07/2016 Mark English 10/14/2016

5/11/17

Notes: Translators will be needed for our Spanish speaking families

Implementation: 04/10/2017
Evidence 4/10/2017
Event flyers
 School Newsletters
Parent Sign In Sheets
Parent Feedback forms
Experience 4/10/2017
Parental Involvement and family visibility is a challenge and finding
ways to provide families with greater opportunities to be involved with
school functions continues to challenge Y.E. Smith.
Sustainability 4/10/2017
Seeking creative ways to increase parental involvment: incentives to
families and students, encouraging teachers to reach out to families to
promote school events.