AGENDA - Durham Public Schools · 2017-11-02 · Agenda Review .Mike Lee recommended adding to the agenda after the Consent Items, the Closed Session to consult with board’s lawyer

AGENDA Durham Public Schools Board of Education

Academic and Student Services and Operational Services and PolicyWork Sessions November 2, 2017

Fuller Administration Building, 511 Cleveland Street, Durham, NC

1. Call to Order

2. Moment of Silence

3. Agenda Review and Approval

4. Public Comment

5. Academic and Student Services Work Session Meeting Minutes

I. October 5, 2017

6. Consent Itemsa. Policy 4131-Program Magnet Schoolsb. Policy 3300 - School Calendar and Time for Learning

7. Reports

I. Research and Accountability 360º Survey Update

II. Capturing Kids Hearts Update

III. Highlights of School Improvement Planning

IV. Destination Success Schools: Follow-up on Required Actions

V. Summary of Follow Up Items

VI. Adjournment

Mission Statement In collaboration with our community and parents, the mission of Durham Public Schools is to provide all students with an outstanding education that motivates them to

reach their full potential and enables them to discover their interests and talents, pursue their goals and dreams, and succeed in college, in the workforce and as engaged citizen

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8. Closed SessionTo consider confidential personnel matters protected under GS 143-318.11(a)(6) and GS 115C-319

Date: November 2, 2017

Durham Public Schools Board of Education

Academic & Student Services Work Session PRECIS

Agenda Item: Minutes

Staff Liaison Present: Sandra C. White Phone#: 919-560-2502

Main Points:

Minutes for Approval: • October 5, 2017

.

Fiscal Implications: N/A

Purpose

Information/Discussion Action Consent

Reviewed by: Finance __________ Attorney _________

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MINUTES DURHAM PUBLIC SCHOOLS

BOARD OF EDUCATION ACADEMIC & STUDENT SERVICES WORK SESSION

October 5, 2017

The Durham Public Schools Board of Education held its Academic & Student Services Work Session on Thursday, October 5, 2017 at 4:30 p.m. at 511 Cleveland Street, Durham, NC in room 307. Board Members Present: Mike Lee, Chair; Steve Unruhe, Vice-Chair; Bettina Umstead; Natalie Beyer; Xavier Cason; and Matt Sears Administration Present: Dr. Stacey Wilson-Norman, Deputy Superintendent of Academic Services; Aaron Beaulieu, Interim Deputy Superintendent of Operational Services; Kimberly Hager, Interim Executive Director for Human Resources; Dr. Debbie Pitman, Assistant Superintendent of Student Services; Dr. Julie Spencer, Assistant Superintendent-Research & Accountability; and William Sudderth, III, Chief Communications Officer Attorney Present: Ken Soo Call to Order Chair Bettina Umstead called the meeting to order and presided over a moment of silence. Agenda Review .Mike Lee recommended adding to the agenda after the Consent Items, the Closed Session to consult with board’s lawyer to preserve the attorney-client privilege as allowed by G.S. 143-318.11 (a)(3). Mike Lee also recommended adding to the agenda the vacant positon on the Durham Technical Community College Board of Trustees to be discussed after the Closed Session. Matt Sears made a motion to approve the amended agenda. Natalie Beyer seconded and the motion passed unanimously. General Public Comment There no one signed up for General Public Comment. 5. Consent Items; NC School Boards Association Policies

a. Policy 3102 – Online Instruction (eLearning) Recommendation: Consent Public Comment: None

b. Policy 3120 – Lesson Planning

Recommendation: Consent Public Comment: None

c. Policy 3135 -Homework

Recommendation: Information/Discussion Public Comment:

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Board of Education Academic & Student Services Work Session Minutes October 5, 2017

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Steve Unruhe made a motion to approve all consent items simultaneously. Matt Sears seconded and the motion passed unanimously.

6. Closed Session

Mike Lee made a motion to go to closed session at 4:35 p.m. to consult with board’s lawyer to preserve the attorney-client privilege as allowed by G.S. 143-318.11 (a)(3).

Closed session ended at 4:55 p.m. and the board members returned to open session. Open Session reconvened at 4:56 p.m.

7. Vacancy on the Durham Technical Community College’s Board of Trustees Mike Lee stated there is a vacancy on the Durham Technical Community College’s Board of Trustees because of the departure of Ms. Miriam Black who went to the State Legislature and had to step down. He stated that Rev. Dr. Michael Page sent a letter stating his interest to serve on the Board, and Dr. Bill Ingram, President of Durham Technical Community College is excited about Rev. Dr. Page’s willingness to serve. Mike Lee made a motion to appoint Rev. Dr. Michael Page to the Durham Technical Community College’s Board of Trustees. Natalie Beyer seconded and the motion passed unanimously. Mike Lee requested Sandra Clemons-White, Board Liaison, to write a letter for the Chairman of the Board’s signature to Dr. Bill Ingram, President of Durham Technical Community College, informing him the appointment of Rev. Dr. Michal Page by the DPS Board of Education.

8. Minutes Academic & Student Services Work Session Minutes

• September 7, 2017

Xavier Cason made a motion to approve the minutes as written. Natalie Beyer seconded and the motion passed unanimously.

8. Reports

I. Destination Success Restart Schools Initiative Update Recommendation: Information/Discussion Public Comment: One Jovonia Lewis, Community Affairs for Black People Education Committee and Parents of African American Children Committee, stated she can in support of defending Durham Public Schools and with Glenn Elementary Schools’ parents in keeping control of their local schools. She stated parents want and need to be educated and empowered so their voices can be heard for support of the Restart Program. Dr. Dietrich Danner, Director of Federal Programs, announced that Lakewood Elementary is off the Innovative School District’s (ISD) list for takeover. He also stated we are striving for Glenn Elementary to be removed from the list.

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Dr. Dietrich Danner gave an overview of the Destination Success Restart Schools Plan Development and timelines which consisted of the following four phases: Phase I: School Reviews (October – December 2017) Phase II: Plan Development (January – March 2018) Phase III: Plan Implementation (April 2018 – June 2019) Phase IV: Ongoing Plan Monitoring Dr. Dietrich Danner discussed the school reform targeted initiatives for both Glenn Elementary and Lakewood Elementary

II. Update on Sliding Scale and Whitted School Recommendation: Information/Discussion Public Comment: None Suzanne Cotterman gave a follow-up update on the collection of fees associated with the sliding scale and Morehead, Watts, and the Whitted School. She stated the current enrollment is 19 students and increasing each day. Karen C. Thompson gave an update on the pre-licensing consultation with the Division of Child Development and Early Education, which happened in August. She stated they conducted a pre-licensing consultation to assess proposed classrooms and outdoor learning environments for licensure suitability and compliance with the North Carolina Child Care Licensing Requirements. She also stated the Division of Child Development and Early Education will visit again to determine compliance with all minimum licensing requirements. If so, a temporary license will be issued. Ms. Thompson stated during the six month temporary period, Whitted will apply for a 5- STAR Rated License. Natalie Beyer thanked the County and the Commissioners for funding this program and look forward to their continued support.

III. Teaching, Learning and Leadership (TLL) Support Update Recommendation: Information/Discussion Public Comment: None

Timothy Gibson, Interim Executive Director of Elementary School TLL, discussed gave a brief update on the 2017 AdvancedED Team’s four improvement priorities to the District which consisted of:

• District Alignment • Instructional Process • Data Analysis and Use • Student Relationships

T. Chanel Sidbury, Interim Executive Director of Middle School TLL, discussed the instructional infrastructure of the TLL which consisted of the following:

• Instructional Coherence • Leadership Optimization

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• Streamlined Assessment System • Successful Replication

IV. mClass and iReady Baseline Data

Recommendation: Information/Discussion Public Comment: None Dr. Stacey Wilson-Norman apologized to the board members that the PowerPoint was not part of the agenda packet because the team was not ready when the agenda was posted. Sharon Hopper, Multi-tiered System of Support Specialist, discussed the following topics:

• mClass Reading 3D Assessment which consisted of : o Target Audience o Assessment Cycle o and Assessment Components

• Text Reading and Comprehension consisted of: o Authentic Text o Follow-up Tasks o Scores Range o Proficiency Benchmarks o Target Audience o Assessment Cycle o and Assessment Components

Judith Parks, Multi-tiered System of Support Specialist, discussed how the iReady Diagnostic Adaptive Structure works. Justine Ward, Multi-tiered System of Support Specialist (Middle School), discussed the following topics:

• Percentage of students by level i-Ready Reading BOY grades 4-8 ( 2017 & 2016) • Percentage of proficient students at BOY – Reading (2016 -17 to 2017-18) • Percentage of students at each level by demographics • Percentage of students on/above level for reading domains (2017 -18) • i-Ready Reading BOY Needs Analysis • i-Ready BOY Reading Highest/Lowest Proficiencies • i-Ready Math BOY 2017 & 2016 • i-Ready Math BOY 2016 – 17 to 2017 -18 • i-Ready Math BOY by Demographics • 2017-18 Needs Analysis Math • i-Ready BOY Math Highest/Lowest Proficiencies • i-Ready Math Needs Analysis • Support for i-Ready Implementation

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V. Opportunity and Access in DPS Advanced Academics Recommendation: Information/Discussion Public Comment: None Elizabeth Cross, Advanced Academics Director, shared an update to the work and action steps regarding equitable access to advanced courses in Durham Public School, K-12. She discussed the following topics:

• AIG Child Count – DPS 2015 -17 • Advanced Placement Enrollment • Strategies – Equity and Access

VI. Code of Student Conduct Year One Implementation

Recommendation: Information/Discussion Public Comment: One Antonio Jones requested clarity on the lack of data on the following

• Percentages on gender and race • Percentages on the assault on school personnel • Percentages on the possession of weapons and alcohol • Percentages on the reduction of suspension of African-American males and Hispanic

males • Five–year suspension should be dissected by elementary, middle and high schools

instead of combining middle and high schools • Long-term suspension should show reduction by culture or behavioral standpoint

Dr. Debbie Pittman, Assistant Superintendent for Student Services, stated the Board approved the revision of Policy 4301 – Code of Student Conduct in the spring of 2016 based on feedback from the Superintendent’s Task Force for implementation effective 2016-2017. Elizabeth Shearer, Executive Director, presented an update on the results of the first year implementation of the policy including community outreach, programming and support, data outcomes, and priorities for 2017-2018.

VII. Follow-Up Items

Dr. Stacey Wilson-Norman stated the follow-up items are as follows: • Give data by school for the mClass and i-Ready • Disaggregate data on suspensions

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Bettina Umstead stated this is Dr. Stacey Wilson-Norman’s last work session for Academic Services. Ms. Umstead thanked her for all the things she has done for the board, students, and staff. She also stated the board has not seen all of the fruits of Dr. Wilson-Norman’s labor that she done. Ms. Umstead stated she is excited for Dr. Wilson-Norman’s next step with the State. Matt Sears thanked Dr. Wilson-Norman for being so generous with her time when he joined the Board and for all her work to our district. He congratulated her, wished her the best, and asked her to be a game changer at the Department of Public Instruction and help the State. Xavier Cason stated Dr. Wilson-Norman has been like the offensive coordinator on the team, and she has not complained one bit. Mr. Cason stated she kept the board moving in a positive direction. Then, he thanked her for being a good strong leader for our district. Steve Unruhe thanked Dr. Wilson-Norman for all of her hard work. He stated no one has worked harder and done more for the children of Durham. He continued by saying she has been generous and thoughtful. And because of her, there are many, many children whose lives are better because of her work. Natalie Beyer began by telling Dr. Wilson-Norman that we are going to miss you. She stated that Dr. Wilson-Noman is the epitome of a quiet, smart, and excellent leader. She continued by saying Dr. Wilson-Norman is ethical and the Board trusted her. She stated that Dr. Wilson-Norman always put students first in everything that she did. She congratulated her for pulling together a team she Inspired and collaborated with to bring out their best. Dr. Stacey Wilson-Norman responded by thanking the board members for their kind words, and stated it was truly a pleasure working with them. Chair Bettina Umstead stated on that note, we are adjourned at approximately 7:28 p.m. ________________________________ ___________________________________ Michael Lee, Board Chair Aaron Beaulieu Durham Public Schools Board of Education Interim Superintendent

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Durham Public Schools

Academic and Student Services Work Session PRECIS

Agenda Item: Policy 4131–Program Magnet Schools

Staff Liaison Present: Dr. Debbie Pitman Phone #: (919) 560-2554 Donna Hudson (919) 560-2059 Mary Griffith (919) 560-2603

Main Points: • Based on feedback from the October 12, 2017 Work Session, the administration clarified the

wording under section 4131.2. Administration seeks approval for the revision of Policy 4131.2 Program Magnet Schools-Assignment Priorities. This priority will provide a program link for rising 6th grade lottery applicants attending R.N. Harris, Club Boulevard and Holt Magnet Elementary Schools to Shepard International Baccalaureate (IB) Middle School. All three elementary schools have a Language, Humanities and Arts focus that aligns with the IB program components.

• The administration recommends that the board waive the first reading of this policy and

adopt the revised policy on second reading. Fiscal Implications: • These efforts are supported through federal, state and local funds. Purpose


Reviewed by: Finance __________ Attorney PR

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Project Title: Revision of Board Policy 4131–Program Magnet Schools Project Team: Dr. Debbie Pitman, Mary Griffith, Donna Hudson Project Description: The revision of the lottery assignment priorities for 6th grade magnet school applicants, from Holt, Club Boulevard and R.N. Harris Elementary Schools to Shepard International Baccalaureate (IB) Middle School. This lottery priority will aid in increasing enrollment and interest in Shepard IB Middle School, therefore, strengthening the K-12 IB continuum. Timeline

• January 2018-July 2018

Impact on Resources • None Alignment to local, state, or federal policies

• DPS Policy 4131: Program Magnet Schools

Intended outcomes • Approval of policy revision Board Action • Action

Communication and Next Steps

• Continue to enhance systems and structures that increase enrollment and interest in Shepard IB Middle School, therefore, strengthening the K-12 IB continuum

• Communicate and promote the lottery assignment priorities at district wide events, including Magnet School and CTE Pathway Fair, magnet school tours/events and magnet coordinator and staff meetings, DPS Magnet School website, and provide program link letters to parents of all current 5th graders at R.N. Harris, Club Blvd., and Holt Magnet Elementary Schools in preparation for the opening of the lottery application window.

Academic and Student Services Executive Summary

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4131 - PROGRAM MAGNET SCHOOLS

The Board of Education is committed to the following guiding purposes for magnet schools; to utilize school facilities effectively, promote school diversity, provide diverse and relevant program offerings throughout the district that meet student interest and provide expanded learning opportunities.

The purpose of this policy is to clarify assignments to program magnet schools.

4131.1 Assignment to Program Magnet Schools

A. Applications must be submitted by the published deadline, and there must be space available at the grade level requested. Once a student is enrolled in a program magnet school, the student will be eligible for continued enrollment for the duration of grades, as long as their enrollment is continuous. A student who withdraws loses eligibility for continued enrollment.

B. Except as listed below, students will be assigned to a program magnet through an application and lottery process that first takes into account any sibling, priority zone, and program links established by the Board of Education, and then randomly assigns students from the applicant pool to the remaining seats.

C. Defined Assignment Zones:

1. Walk Zone (Non-Lottery): An assignment that allows automatic enrollment for students domiciled (permanently residing) within the designated one-half mile safe walking distance of the school.

2. Attendance Zone (Non-Lottery): An assignment that allows automatic enrollment for students domiciled (permanently residing) in that designated zone.

3. Designated Choice Zone (Lottery): An assignment priority that gives applicants domiciled (permanently residing) in the designated zone first consideration in the lottery.

4. Priority Zone (Lottery): An assignment priority that gives applicants domiciled (permanently residing) in the designated zone second consideration in the lottery.

5. Program Link (Lottery): An assignment priority that gives rising 6th grade applicants and rising 9th grade applicants first consideration in the lottery, to which they are linked, if the applicant selects the linked school as their first choice on the application.

D. Students who are domiciled (permanently residing) in the attendance zone for W. G. Pearson Magnet Elementary School will be assigned to the school automatically. Students who are domiciled in the one-half mile walk zone for Burton Magnet Elementary School, Club Boulevard Magnet Elementary School and R.N. Harris Magnet Elementary School will be assigned to their respective schools automatically. Once a

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student is enrolled at that school, the student will be eligible for continued enrollment, as long as the student is domiciled in the school walk zone. Relocating outside the school walk zone will result in loss of assignment pursuant to Policy 4130.1 Change of Residence During the School Year.

E. Students will be assigned to available seats at George Watts Magnet and Morehead Magnet Montessori Schools in the following order of priority:

1. Applicants who are siblings of students currently enrolled in their respectiveschools.

2. Applicants who are domiciled in the designated priority zone.3. Applicants who are applying to the same program magnet school at the same

time may be considered together. If one is chosen, the other sibling(s) willreceive priority if space is available. However, if space is not available, butparents choose to link siblings, none of the siblings will be assigned at thispriority level.

4. Applicants assigned from the remaining applicant pool.

F. Students will be assigned to available seats at Sandy Ridge Elementary in the following order of priority:

1. Applicants who are domiciled in the priority zone will receive first considerationfor assignment.

2. Applicants who are domiciled in the attendance zones of the priority schools(Easley, Eno Valley, Glenn, Hillandale, Holt, Little River and Mangum) willreceive second consideration for assignment.

3. Applicants who are domiciled outside the attendance zones of the priorityschools will receive third consideration for assignment.

4. Only applicants who are domiciled in the attendance zones of the priorityschools, Easley, Eno Valley, Glenn, Hillandale, Holt, Little River and Mangumattendance zones will receive transportation services.

G. Students of full-time, part-time or itinerant school employees may apply for a transfer to the program magnet school in which their parent is employed following Policy 4132 - Student Transfers.

H. All applications to program magnet schools must be made in accordance with this policy. The Superintendent or designee shall not have authority to grant any transfers to a program magnet school made pursuant to Policy 4132 - Student Transfers.

4131.2 Assignment Priorities

A. Siblings of students assigned to an elementary program magnet will receive a sibling priority through the application/lottery process. The applicant must indicate the sibling information on the magnet application.

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B. Siblings of those students in membership at Durham School of the Arts, Shepard Magnet Middle, Lakewood Montessori Magnet Middle, Hillside International Baccalaureate Magnet (IB), Neal Magnet Middle, Lowes Grove Magnet Middle and Southern School of Energy and Sustainability are not eligible for an assignment priority.

C. Rising sixth graders from Burton Magnet Elementary School will be assigned to receive first priority to Shepard Middle MagnetMagnet Middle School if a magnet application is submitted listing Shepard as first choice. Rising sixth graders from Club Blvd., Holt and R.N. Harris Magnet Elementary Schools will receive second priority to Shepard Middle MagnetMagnet Middle School if a magnet application is submitted listing Shepard as their first choice.

D. Rising ninth graders from Shepard Magnet Middle School will be assigned to the International Baccalaureate magnet program at Hillside High School if a magnet application is submitted listing Hillside IB as first choice.

E. Rising sixth graders from George Watts Montessori and Morehead Montessori Magnet Elementary Schools will be assigned to Lakewood Montessori Magnet Middle School provided they submit a magnet application listing Lakewood Montessori Magnet Middle School as their first choice.

F. Students who relocate to Durham and were previously enrolled in an International Baccalaureate (IB) Program will receive consideration as a late applicant/assignment into an IB program in Durham Public Schools.

G. Students who relocate to Durham and were previously enrolled in an Early College Program will receive consideration as a late applicant/assignment into the Josephine Dobbs Clements Early College program.

H. Students who relocate to Durham after the published lottery application deadline may be considered as a late applicant/assignment into a program magnet school, if the applicant pool has been exhausted for the assignment year and the school is under enrolled by more than 10% of its enrollment capacity by school and grade, as of the 10th day of school.

I. Please refer to Policy 4133 - Calendar Magnet Schools regarding assignment priorities for Holt Language Academy (elementary) and The School for Creative Studies (secondary). Both schools are identified as a program and calendar magnet, but students are assigned by the calendar magnet assignment priorities.

Legal Reference: G.S. 115C-366 Adopted Effective: July 2, 1992 Revised Effective: November 13, 1997 Revised Effective: July 1, 1999 Revised Effective: May 18, 2006 Revised Effective: January 25, 2007

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Revised Effective: October 22, 2009 Revised Effective: April 29, 2010 Revised Effective: January 27, 2011 Revised Effective: June 23, 2011 Revised Effective: December 20, 2012 Revised Effective: May 22, 2014 Revised Effective: October 12, 2017 Revised Effective: November 2, 2017

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4131 - PROGRAM MAGNET SCHOOLS

The Board of Education is committed to the following guiding purposes for magnet schools; to utilize school facilities effectively, promote school diversity, provide diverse and relevant program offerings throughout the district that meet student interest and provide expanded learning opportunities.

The purpose of this policy is to clarify assignments to program magnet schools.

4131.1 Assignment to Program Magnet Schools

A. Applications must be submitted by the published deadline, and there must be space available at the grade level requested. Once a student is enrolled in a program magnet school, the student will be eligible for continued enrollment for the duration of grades, as long as their enrollment is continuous. A student who withdraws loses eligibility for continued enrollment.

B. Except as listed below, students will be assigned to a program magnet through an application and lottery process that first takes into account any sibling, priority zone, and program links established by the Board of Education, and then randomly assigns students from the applicant pool to the remaining seats.

C. Defined Assignment Zones:

1. Walk Zone (Non-Lottery): An assignment that allows automatic enrollment forstudents domiciled (permanently residing) within the designated one-half milesafe walking distance of the school.

2. Attendance Zone (Non-Lottery): An assignment that allows automatic enrollmentfor students domiciled (permanently residing) in that designated zone.

3. Designated Choice Zone (Lottery): An assignment priority that gives applicantsdomiciled (permanently residing) in the designated zone first consideration in thelottery.

4. Priority Zone (Lottery): An assignment priority that gives applicants domiciled(permanently residing) in the designated zone second consideration in thelottery.

5. Program Link (Lottery): An assignment priority that gives rising 6th gradeapplicants and rising 9th grade applicants first consideration in the lottery, towhich they are linked, if the applicant selects the linked school as their firstchoice on the application.

D. Students who are domiciled (permanently residing) in the attendance zone for W. G. Pearson Magnet Elementary School will be assigned to the school automatically. Students who are domiciled in the one-half mile walk zone for Burton Magnet Elementary School, Club Boulevard Magnet Elementary School and R.N. Harris Magnet Elementary School will be assigned to their respective schools automatically. Once a

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student is enrolled at that school, the student will be eligible for continued enrollment, as long as the student is domiciled in the school walk zone. Relocating outside the school walk zone will result in loss of assignment pursuant to Policy 4130.1 Change of Residence During the School Year.

E. Students will be assigned to available seats at George Watts Magnet and Morehead Magnet Montessori Schools in the following order of priority:

1. Applicants who are siblings of students currently enrolled in their respective schools.

2. Applicants who are domiciled in the designated priority zone. 3. Applicants who are applying to the same program magnet school at the same

time may be considered together. If one is chosen, the other sibling(s) will receive priority if space is available. However, if space is not available, but parents choose to link siblings, none of the siblings will be assigned at this priority level.

4. Applicants assigned from the remaining applicant pool.

F. Students will be assigned to available seats at Sandy Ridge Elementary in the following order of priority:

1. Applicants who are domiciled in the priority zone will receive first consideration for assignment.

2. Applicants who are domiciled in the attendance zones of the priority schools (Easley, Eno Valley, Glenn, Hillandale, Holt, Little River and Mangum) will receive second consideration for assignment.

3. Applicants who are domiciled outside the attendance zones of the priority schools will receive third consideration for assignment.

4. Only applicants who are domiciled in the attendance zones of the priority schools, Easley, Eno Valley, Glenn, Hillandale, Holt, Little River and Mangum attendance zones will receive transportation services.

G. Students of full-time, part-time or itinerant school employees may apply for a transfer to the program magnet school in which their parent is employed following Policy 4132 - Student Transfers.

H. All applications to program magnet schools must be made in accordance with this policy. The Superintendent or designee shall not have authority to grant any transfers to a program magnet school made pursuant to Policy 4132 - Student Transfers.

4131.2 Assignment Priorities

A. Siblings of students assigned to an elementary program magnet will receive a sibling priority through the application/lottery process. The applicant must indicate the sibling information on the magnet application.

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B. Siblings of those students in membership at Durham School of the Arts, Shepard Magnet Middle, Lakewood Montessori Magnet Middle, Hillside International Baccalaureate Magnet (IB), Neal Magnet Middle, Lowes Grove Magnet Middle and Southern School of Energy and Sustainability are not eligible for an assignment priority.

C. Rising sixth graders from Burton Magnet Elementary School will be assigned to receive first priority to Shepard Magnet Middle School if a magnet application is submitted listing Shepard as first choice. Rising sixth graders from Club Blvd., Holt and R.N. Harris Magnet Elementary Schools will receive second priority to Shepard Magnet Middle School if a magnet application is submitted listing Shepard as their first choice.

D. Rising ninth graders from Shepard Magnet Middle School will be assigned to the International Baccalaureate magnet program at Hillside High School if a magnet application is submitted listing Hillside IB as first choice.

E. Rising sixth graders from George Watts Montessori and Morehead Montessori Magnet Elementary Schools will be assigned to Lakewood Montessori Magnet Middle School provided they submit a magnet application listing Lakewood Montessori Magnet Middle School as their first choice.

F. Students who relocate to Durham and were previously enrolled in an International Baccalaureate (IB) Program will receive consideration as a late applicant/assignment into an IB program in Durham Public Schools.

G. Students who relocate to Durham and were previously enrolled in an Early College Program will receive consideration as a late applicant/assignment into the Josephine Dobbs Clements Early College program.

H. Students who relocate to Durham after the published lottery application deadline may be considered as a late applicant/assignment into a program magnet school, if the applicant pool has been exhausted for the assignment year and the school is under enrolled by more than 10% of its enrollment capacity by school and grade, as of the 10th day of school.

I. Please refer to Policy 4133 - Calendar Magnet Schools regarding assignment priorities for Holt Language Academy (elementary) and The School for Creative Studies (secondary). Both schools are identified as a program and calendar magnet, but students are assigned by the calendar magnet assignment priorities.

Legal Reference: G.S. 115C-366 Adopted Effective: July 2, 1992 Revised Effective: November 13, 1997 Revised Effective: July 1, 1999 Revised Effective: May 18, 2006 Revised Effective: January 25, 2007 Revised Effective: October 22, 2009

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Revised Effective: October 22, 2009 Revised Effective: April 29, 2010 Revised Effective: January 27, 2011 Revised Effective: June 23, 2011 Revised Effective: May 22, 2014 Revised Effective: October 12, 2017 Revised Effective: November 2, 2017

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Durham Public Schools Academic and Student Services Work Session

PRECIS Agenda Item: Policy 3300 School Calendar and Time for Learning Staff Liaison Present: Dr. Kendra O’Neal Phone: (919) 684-5685

Main Points: • The North Carolina School Boards Association (NCSBA) provides policy revisions and

updates. The administration presents the following policy for adoption. Policy 3300 School Calendar and Time for Learning

• The following material is provided to assist with the discussion: Correlation Table which

includes the (1) Draft Policy Number, (2) Draft Policy Title, (3) Current DPS Policy Number, and (4) Notes for Consideration.

• The administration presents this policy for approval on the consent agenda for first reading

and recommends that the policy be placed on the consent agenda at the next board meeting for final approval and adoption.

Fiscal Implications:

• None

Purpose


Reviewed by: Finance __________ Attorney NCSBA

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Academic Services Work Session

Executive Summary

Project Title: Policy 3300 School Calendar and Time for Learning Project Team: Dr. Kendra O’Neal Project Description and Key Findings: The North Carolina School Boards Association (NCSBA) provides policy revisions and updates for Policy Series 3000. The administration presents the following policy for adoption:

Policy 3300 School Calendar and Time for Learning The administration reviewed the recommendations of the North Carolina School Boards Association as documented in the Correlation Table which includes the (1) Draft Policy Number, (2) Draft Policy Title, (3) Current DPS Policy Number, and (4) Notes for Consideration. In addition, staff reviewed existing board policy to determine whether local provisions would be integrated into the NCSBA version. Timeline November 2017

Impact on Resources No direct impact

Alignment to local, state, or federal policies

The revisions will ensure that DPS board of education policy is aligned to federal and state requirements.

Intended outcomes To update DPS board of education policy by integrating recommendations from North Carolina School Boards Association

Board Action Action (Approval)

Communication and Next Steps

Submit to Board Liaison, translate policy into Spanish, post on DPS website

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DURHAM PUBLIC SCHOOLS BOARD OF EDUCATION POLICY MANUAL Page 1 of 3

Track Changes Version SCHOOL CALENDAR AND TIME FOR LEARNING Policy Code: 3300 The board believes that time is a variable in the educational process and that children may need different amounts of instructional time in order to fulfill the educational goals and objectives of the board. The board also recognizes that the school day and school year should be planned in such a manner as to facilitate student learning and to permit an accurate assessment of student achievement in scheduled testing periods. A. INSTRUCTIONAL TIME

Interruptions of instructional time and time off task must be kept to a minimum. The principal is responsible for ensuring that instructional time is maintained and protected in the school schedule. Each teacher is responsible for ensuring optimal use of instructional time in his or her classes. School personnel should use the public address system sparingly. Except in emergency situations, announcements should be scheduled to avoid interference with instructional time. School personnel are encouraged to seek creative means of reducing transitional time and scheduling non-instructional activities. A proposal for alternative scheduling of classes or other such strategies may be a part of a school improvement plan.

B. SCHOOL DAY

The length of the school day may vary from school to school if approved by the board of education. The “instructional” day includes only those hours a student is assigned to a teacher for the primary purpose of instruction. Breaks in the instructional day for changing classes, homeroom, lunch, pep rallies and similar non-instructional activities are not part of the instructional day and may not be counted towards the minimum instructional hours requirement established in Section D, below.

C. OPENING AND CLOSING DATES

Except for year-round schools or schools operating under a modified calendar, the opening date for students will be no earlier than the Monday closest to August 26, and the closing date for students will be no later than the Friday closest to June 11. The school board may offer supplemental or additional educational programs or activities outside the adopted school calendar. Upon a showing of good cause, as defined by G.S. 115C-84.2(d), the board will seek a waiver of the opening date from the State Board of Education.

Formatted: Font: 12 pt, Font color: Red

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Policy Code: 3300


The board will revise the closing date only if necessary to comply with the minimum requirements for instructional days or instructional time.

D. SCHOOL CALENDAR

The superintendent shall recommend and the board shall adopt a school calendar by May 1 before the start of each school year. The superintendent or designee shall appoint a calendar committee, including school personnel and parents, to consider options. The school calendar in all schools will be for 215 days and will provide for a minimum of 185 days or 1025 hours of instruction covering at least nine months. A school “month” is defined as 20 days of instruction. If school is closed early due to inclement weather, the day and the number of instructional hours originally scheduled may count towards the required minimum number of instructional days or hours. As funding permits, the board may pursue increasing the number of instructional hours or days, at least for those students who need more time to learn the curriculum.

The board may initiate or review recommendations from the superintendent or a school improvement team for modifying the traditional school calendar to a year-round calendar. The superintendent and individual schools are encouraged to obtain input from teachers and other personnel as well as from the community in developing proposals for modifying the school calendar. A year-round school may be included as a part of a school improvement plan. Any calendar adopted by the board will be consistent with the following requirements.

1. The calendar will consist of 215 days and shall meet state requirements for the

minimum instructional days and/or the minimum instructional hours.

2. At least 10 of the days on the calendar will be designated as annual vacation leave days.

3. The calendar will include the same or an equivalent number of legal holidays as

those designated by the State Personnel Commission for State employees, including Veteran’s Day if it falls on a weekday.

4. School will not be scheduled on Sundays.

5. The total number of workdays for teachers employed for a 10-month term will not

exceed 195 days.

6. The calendar will designate “instructional” days, when students must be present.

7. The remaining days will be scheduled by the board, in consultation with school principals, as “flexible” days, for use as teacher workdays, additional instructional days or other lawful purposes. Before scheduling these “flexible” days, each

22

Policy Code: 3300


principal shall work with the school improvement team to determine the days to be scheduled and the purposes for which they should be scheduled.

8. Of the “flexible” days described in subsection D.7, the board will designate at least two days as protected days on which teachers may take accumulated vacation leave. All other “flexible” days may be designated as days on which teachers may take accumulated leave, but the board will give teachers at least 14 calendar days’ notice before requiring a teacher to work instead of taking vacation leave on any of these days. A teacher may elect to waive this notice requirement for one or more of these days.

9. The board may, due to school closings because of inclement weather or other

reasons, use any of the “flexible” days designated in subsection D.7 above as make-up days for those instructional days that were missed. If necessary, these make-up days may be scheduled after the last day of student attendance. If either of the two protected days described in subsection D.8 above are scheduled as a make-up day, teachers may take accumulated vacation leave on the make-up day and will not be required to work. Saturdays will not be used as make-up days for instructional days that were missed.

10. If the school calendar requires students to attend on Memorial Day, each principal

shall ensure that the significance of Memorial Day is recognized in the school on that day. If students are not scheduled to attend school on Memorial Day, recognition of the significance of Memorial Day will be provided at another time as part of the citizenship curriculum (see policy 3530, Citizenship and Character Education).

11. If the school calendar requires students to attend school on September 17, which

is Constitution and Citizenship Day, each principal shall ensure that the signing of the United States Constitution is commemorated in the school on that day. If students are not required to attend school on September 17, the principal shall ensure that Constitution and Citizenship Day is commemorated during the preceding or following week (see policy 3530, Citizenship and Character Education).

Legal References: 36 U.S.C. 106(d); G.S. 115C-12(33), -36, -47, -84.2, -105.21(b)(2), -238.31, -288; State Board of Education Policy GCS-G-001; N.C. Employment Benefits and Policy Manual (most current version), North Carolina Department of Public Instruction, available at http://www.ncpublicschools.org/district-humanresources/key-information Cross References: Goals and Objectives of the Educational Program (policy 3000), School Improvement Plan (policy 3430), Citizenship and Character Education (policy 3530) Adopted:

23

http://www.ncpublicschools.org/district-humanresources/key-information


SCHOOL CALENDAR AND TIME FOR LEARNING Policy Code: 3300 The board believes that time is a variable in the educational process and that children may need different amounts of instructional time in order to fulfill the educational goals and objectives of the board. The board also recognizes that the school day and school year should be planned in such a manner as to facilitate student learning and to permit an accurate assessment of student achievement in scheduled testing periods. A. INSTRUCTIONAL TIME

Interruptions of instructional time and time off task must be kept to a minimum. The principal is responsible for ensuring that instructional time is maintained and protected in the school schedule. Each teacher is responsible for ensuring optimal use of instructional time in his or her classes. School personnel should use the public address system sparingly. Except in emergency situations, announcements should be scheduled to avoid interference with instructional time. School personnel are encouraged to seek creative means of reducing transitional time and scheduling non-instructional activities. A proposal for alternative scheduling of classes or other such strategies may be a part of a school improvement plan.

B. SCHOOL DAY

The length of the school day may vary from school to school if approved by the board of education. The “instructional” day includes only those hours a student is assigned to a teacher for the primary purpose of instruction. Breaks in the instructional day for changing classes, homeroom, lunch, pep rallies and similar non-instructional activities are not part of the instructional day and may not be counted towards the minimum instructional hours requirement established in Section D, below.

C. OPENING AND CLOSING DATES

Except for year-round schools or schools operating under a modified calendar, the opening date for students will be no earlier than the Monday closest to August 26, and the closing date for students will be no later than the Friday closest to June 11. The school board may offer supplemental or additional educational programs or activities outside the adopted school calendar. Upon a showing of good cause, as defined by G.S. 115C-84.2(d), the board will seek a waiver of the opening date from the State Board of Education. The board will revise the closing date only if necessary to comply with the minimum

24

Policy Code: 3300


requirements for instructional days or instructional time. D. SCHOOL CALENDAR

The superintendent shall recommend and the board shall adopt a school calendar by May 1 before the start of each school year. The superintendent or designee shall appoint a calendar committee, including school personnel and parents, to consider options. The school calendar in all schools will be for 215 days and will provide for a minimum of 185 days or 1025 hours of instruction covering at least nine months. A school “month” is defined as 20 days of instruction. If school is closed early due to inclement weather, the day and the number of instructional hours originally scheduled may count towards the required minimum number of instructional days or hours. As funding permits, the board may pursue increasing the number of instructional hours or days, at least for those students who need more time to learn the curriculum.

The board may initiate or review recommendations from the superintendent or a school improvement team for modifying the traditional school calendar to a year-round calendar. The superintendent and individual schools are encouraged to obtain input from teachers and other personnel as well as from the community in developing proposals for modifying the school calendar. A year-round school may be included as a part of a school improvement plan. Any calendar adopted by the board will be consistent with the following requirements.

1. The calendar will consist of 215 days and shall meet state requirements for the

minimum instructional days and/or the minimum instructional hours.

2. At least 10 of the days on the calendar will be designated as annual vacation leave days.

3. The calendar will include the same or an equivalent number of legal holidays as

those designated by the State Personnel Commission for State employees, including Veteran’s Day if it falls on a weekday.

4. School will not be scheduled on Sundays.

5. The total number of workdays for teachers employed for a 10-month term will not

exceed 195 days.

6. The calendar will designate “instructional” days, when students must be present.

7. The remaining days will be scheduled by the board, in consultation with school principals, as “flexible” days, for use as teacher workdays, additional instructional days or other lawful purposes. Before scheduling these “flexible” days, each principal shall work with the school improvement team to determine the days to

25

Policy Code: 3300


be scheduled and the purposes for which they should be scheduled.

8. Of the “flexible” days described in subsection D.7, the board will designate at least two days as protected days on which teachers may take accumulated vacation leave. All other “flexible” days may be designated as days on which teachers may take accumulated leave, but the board will give teachers at least 14 calendar days’ notice before requiring a teacher to work instead of taking vacation leave on any of these days. A teacher may elect to waive this notice requirement for one or more of these days.

9. The board may, due to school closings because of inclement weather or other

reasons, use any of the “flexible” days designated in subsection D.7 above as make-up days for those instructional days that were missed. If necessary, these make-up days may be scheduled after the last day of student attendance. If either of the two protected days described in subsection D.8 above are scheduled as a make-up day, teachers may take accumulated vacation leave on the make-up day and will not be required to work. Saturdays will not be used as make-up days for instructional days that were missed.

10. If the school calendar requires students to attend on Memorial Day, each principal

shall ensure that the significance of Memorial Day is recognized in the school on that day. If students are not scheduled to attend school on Memorial Day, recognition of the significance of Memorial Day will be provided at another time as part of the citizenship curriculum (see policy 3530, Citizenship and Character Education).

11. If the school calendar requires students to attend school on September 17, which

is Constitution and Citizenship Day, each principal shall ensure that the signing of the United States Constitution is commemorated in the school on that day. If students are not required to attend school on September 17, the principal shall ensure that Constitution and Citizenship Day is commemorated during the preceding or following week (see policy 3530, Citizenship and Character Education).

Legal References: 36 U.S.C. 106(d); G.S. 115C-12(33), -36, -47, -84.2, -105.21(b)(2), -238.31, -288; State Board of Education Policy GCS-G-001; N.C. Employment Benefits and Policy Manual (most current version), North Carolina Department of Public Instruction, available at http://www.ncpublicschools.org/district-humanresources/key-information Cross References: Goals and Objectives of the Educational Program (policy 3000), School Improvement Plan (policy 3430), Citizenship and Character Education (policy 3530) Adopted:

26

http://www.ncpublicschools.org/district-humanresources/key-information

Durham Public Schools Board of Education Policy Manual

CORRELATION TABLE Section 3000

Ø indicates that there was not a corresponding policy. Page 1

Draft Policy

# Draft Policy Title Current

Policy # DPS Lead Notes for Consideration

BOE Work

Session DATE BOE

Approved Sent BOE

Liaison

Post DPS Website

Time for Learning

3300 School Calendar and Time for Learning

3055, 3100

K. O’Neal • We incorporated information from your old policies. OPWS Nov 2017

27

1

Policy 3100 SCHOOL CALENDAR/SCHOOL DAY

The Superintendent shall recommend and the Board shall adopt a school calendar by May 1 before the start of each school year. The Superintendent or designee shall appoint a calendar committee, including school personnel and parents/guardians, to consider options. The calendar shall include a minimum of 185 instructional days or 1025 hours of instruction effective with the 2013-2014 school year and shall include provision for inclement weather and teacher workdays. The inclement weather plan shall not include Saturdays as an option to make up instructional days.

3100.1

Starting and ending times for each school shall be determined by the Board.

Legal Reference: G.S.115C-84.2; 16 NCAC 6A Adopted Effective: July 1, 1999 Revised Effective: February 23, 2012 Revised Effective: October 25, 2012

28

Policy 3055 CLASSROOM INTERRUPTIONS

Principals shall enact guidelines that will ensure protection of instructional time and keep interruptions to an absolute minimum. At a minimum, the guidelines should include the following terms: 3055.1 School personnel should use the public address system sparingly. Except in emergency situations, announcements should be scheduled to avoid interference with instructional time. 3055.2 School and central office personnel, parents/guardians, and visitors should, when possible, schedule conferences/appointments with teachers when they will not interfere with instructional time. 3055.3 Parents/guardians are welcome in the Durham Public Schools but should schedule visits through the principal's office, when possible. The principal may decline or reschedule visitations that would be unduly disruptive. 3055.4 Parents/guardians should, when possible, make prior arrangements with the school principal for early dismissal of their children. Unexcused, chronic early dismissal or late arrival of students may result in action under the school system's compulsory attendance policy. 3055.5 Salespeople shall not be permitted to interrupt teachers during the school day, and must have prior permission from the principal before meeting with school personnel or others at any time on school property. 3055.6 Students enrolled in other school systems, including private schools, are not permitted to visit or attend Durham Public Schools during the instructional day except as approved by the principal. Legal Reference: G.S.115C-36 Cross Reference: Policy 4101, Compulsory Attendance Adopted Effective: July 1, 1999

29




Agenda Item: Research and Accountability 360º Survey Update

Staff Liaison Present: Julie Spencer Phone#: (919)560-2027 Amy Davis (919)560-2027

Main Points:

• The 360º Survey model was designed for district leaders to receive formative and

constructive feedback from stakeholders for the purpose of professional growth and development.

• The first phase of the survey administration was at the Superintendent level in spring 2015. Principals were included in the second phase of the 360º Survey model in spring 2017. Assistant Principals were added in fall 2017.

• The final phase of the 360º Survey model will be implemented in summer 2018 for select

Central Services’ staff members.

• The administration presents this update for information/discussion. Fiscal Implications:

• K12 Insight is the vendor for our survey platform. All 360º Surveys are administered by this third party vendor.

Purpose


Reviewed by: Finance _______ Attorney _________

30

Project Title: 360º Survey Update

Project Team: Research and Accountability Office

Project Description: Implementation Timeline of 360º Survey for Various Stakeholders. Please see attached 360º Survey Timeline Table for more a detailed summary.

• All 360º Surveys are administered through an external vendor.

• Superintendent’s 360º Survey was implemented in spring 2015 and given annually except for spring 2017 (due to Dr. L’Homme’s pending retirement).

• Principal’s 360º Survey implemented in spring 2017 and replaced DPS TWC during odd-numbered years.

• Assistant Principal 360º Survey window is now open (November 1-December 8). This year is the first year of administration.

• Central Services 360º Survey is currently being developed to align with the Superintendent’s 360º and will be administered in summer 2018.

Timeline Fall 2017-Fall 2018 and subsequent years as applicable Impact on resources Staffing allotment for survey development, implementation,

monitoring, and reporting or budget allotment to contract to external vendor

Alignment to local, state or federal policies

Aligns with NC Standards for School Executives (NCSES): Standard3: Cultural Leadership; Standard 4, Human Resource Leadership; Standard 5: Managerial Leadership; Standard 6: External Development Leadership

Intended outcomes Greater awareness of NCSES standards along with awareness of formative data for professional growth, with the caveat that survey data will help improve overall school, staff, and student climate

Board Action Information and update only

Communication and Next Steps Communication toolkit going out to participating stakeholders and emails with follow up during survey window with updates, reminders, and next steps.

Academic Services Executive Summary

31

360° Survey Timeline

OBJECTIVE: To seek feedback from various stakeholders using the 360° survey format.

Last Updated October 23 2017

Survey Respondents/Sample Rationale Implementation Parameters • DPS Superintendent’s

360° Survey (in packet) • Principals • Assistant Principals • Superintendent’s Teacher

Advisory Council • Parent/Teacher Advisory

Members & Leaders • Community Leaders • Civic Leaders

• Assess the quality of services provided to constituents by the Superintendent and Central Services departments, perceptions of the district by various stakeholders, and community/parents’ perceptions of the district’s leadership

• Phase I: Spring 2015

• Administered annually

• DPS Principal’s 360° Survey (in packet)

• Assistant Principals • All School Staff Members

both certified and classified

• Assess the quality of services provided to constituents by the Principal, perceptions of the school by various stakeholders, and the school’s leadership

• Glean formative feedback to help the Principal grow and learn in his/her role as an instructional leader

• Phase II: Spring 2017

• Bi-annual annually in non-TWC years

• DPS Assistant Principals’ 360° Survey (in packet)

• Principals • Select Stakeholders,

including identified School Staff Members both certified and classified, and Central Services or Senior Staff Member

• Assess the quality of services provided to constituents by the Assistant principal within his/her school

• Glean formative feedback to help the assistant principal grow and learn in his/her role as an instructional leader

• Phase III: Fall 2017

• Bi-annual for those Assistant Principals who have been in the school for at least one year

• DPS Central Services’ 360° Survey (under development)

• Select Stakeholders, including Principal(s), Departmental Members, and Senior Staff Member(s)

• Assess the quality of services provided to constituents by the Senior Staff and Central Services leaders along with perceptions of the district by various stakeholders

• Phase III: Summer 2018

• Required for those who have been in their Central Services role for one year

32

2017-18 360° Survey Update

Office of Research and Accountability

33

Last Updated October 23,

360° Survey Timeline

OBJECTIVE: To seek feedback from various stakeholders using the 360° survey format.

Survey Respondents/Sample Rationale Implementation Parameters • DPS Superintendent’s

360° Survey (in packet) • Principals • Assistant Principals • Superintendent’s Teacher

Advisory Council • Parent/Teacher Advisory

Members & Leaders • Community Leaders • Civic Leaders

• Assess the quality of services provided to constituents by the Superintendent and Central Services departments, perceptions of the district by various stakeholders, and community/parents’ perceptions of the district’s leadership

• Phase I: Spring 2015

• Administered annually

• DPS Principal’s 360° Survey (in packet)

• Assistant Principals • All School Staff Members

both certified and classified

• Assess the quality of services provided to constituents by the Principal, perceptions of the school by various stakeholders, and the school’s leadership

• Glean formative feedback to help the Principal grow and learn in his/her role as an instructional leader

• Phase II: Spring 2017

• Bi-annual annually in non-TWC years

• DPS Assistant Principals’ 360° Survey (in packet)

• Principals • Select Stakeholders,

including identified School Staff Members both certified and classified, and Central Services or Senior Staff Member

• Assess the quality of services provided to constituents by the Assistant principal within his/her school

• Glean formative feedback to help the assistant principal grow and learn in his/her role as an instructional leader

• Phase III: Fall 2017

• Bi-annual for those Assistant Principals who have been in the school for at least one year

• DPS Central Services’ 360° Survey (under development)

• Select Stakeholders, including Principal(s), Departmental Members, and Senior Staff Member(s)

• Assess the quality of services provided to constituents by the Senior Staff and Central Services leaders along with perceptions of the district by various stakeholders

• Phase III: Summer 2018

• Required for those who have been in their Central Services role for one year

34

Superintendent 360° Survey 2016

Please use only the survey back/next buttons to navigate within the survey.

1. Select your primary role.

DPS PTSA/PTO President O

Durham Community Member O

DPS Principal O

DPS Assistant Principal O

Superintendent’s Teacher Advisory Council O

DPS Senior Staff O Other (Please specify) O

Dear Durham Community, You're invited to participate in our 360° Survey, providing feedback about our school district’s performance, as well as my performance as Superintendent of Durham Public Schools.

This survey is part of our continuous improvement process. Your feedback will help me meet the needs of all Durham students, and evaluate and improve our processes and services to better support our schools and the Durham community.

This is an Anonymous Survey. None of your responses will be associated with your email address, login or the IP address of the computer from which the response was received.

Thank you for your time and careful consideration as you complete each section of this survey.

Sincerely,

Dr. Bert L’Homme

35



2. Select your child’s school [ Answer this question only if answer to Q#1 is DPS PTA/PTO President ]

Bethesda Elem. O

Brogden Middle O

Burton Elem. O

Carrington Middle O

CC Spaulding Elem. O

City of Medicine Academy O

Clement Early College HS O

Club Boulevard Elem. O

Creekside Elem. O

Durham School of the Arts O

Easley Elem. O

Eastway Elem. O

EK Powe Elem. O

Eno Valley Elem. O

Fayetteville St. Elem. O

Forest View Elem. O

George Watts Elem. O

Githens Middle O

Glenn Elem. O

Hillandale Elem. O

Hillside HS O

Hillside New Tech HS O

Holt Elem. O

Hope Valley Elem. O

36



Hospital School O

Jordan HS O

Lakeview School O

Lakewood Elem. O

Lakewood Montessori O

Little River School K-8. O

Lowe's Grove Middle O

Lucas Middle O

Mangum Elem. O

Merrick-Moore Elem. O

Middle College HS O

Morehead Montessori Elem. O

Neal Middle O

Northern HS O

Oak Grove Elem. O

Parkwood Elem. O

Pearsontown Elem. O

Performance Learning Center/Holton O

Riverside HS O

RN Harris Elem. O

Rogers-Herr Middle O

School for Creative Studies O

Shepard IB Middle O

Southern SES O

Southwest Elem. O

37



Spring Valley Elem. O

WG Pearson Elem. O

YE Smith Elem. O

3. How do you rate the overall quality of services and functions of your child’s school? [ Answer this question only if answer to Q#1 is DPS PTA/PTO President ]

Very Good O

Good O

Fair O

Poor O

Very Poor O

4. How satisfied are you with how your child’s school is preparing and educating your child? [ Answer this question only if answer to Q#1 is DPS PTA/PTO President ]

Very satisfied O

Satisfied O

Neither dissatisfied nor satisfied O

Dissatisfied O

Very dissatisfied O

5. How do you rate the overall quality of services and functions of DPS?

Very Good O

Good O

Fair O

Poor O

Very Poor O

38



6. Overall, how satisfied are you with the services and functions of DPS?

Very satisfied O

Satisfied O


Dissatisfied O

Very dissatisfied O

7. How easy is it to communicate with the superintendent?

Easy O

Neutral O

Difficult O

I haven’t needed to communicate with the superintendent O

Please indicate how frequently the following events occur.

8.

Never

Rarely

Often

Always

The superintendent is available to listen to others. O O O O

The superintendent actively invites and uses input from others. O O O O

The superintendent communicates information to appropriate parties in a timely

manner. O O O O

The superintendent communicates information to appropriate parties in a

professional manner. O O O O

39



Please rate your level of agreement with each of the following statements.

9.

Strongly Disagree

Disagree

Agree

Strongly Agree

The superintendent clearly communicates the district’s goals to community

stakeholders. O O O O

The superintendent effectively collaborates with community stakeholders to achieve

common goals. O O O O

The superintendent effectively collaborates with community stakeholders to identify

needs and issues. O O O O

The superintendent works to improve current relationships with community

stakeholders. O O O O

The superintendent works to establish new relationships with community stakeholders. O O O O

The superintendent engages community stakeholders in district decision-making

processes. O O O O

The superintendent encourages community stakeholders to participate in district

activities and initiatives. O O O O

Does the superintendent…

10.

Yes

No

…organize efficient management structures within the district? O O

…stay informed of school material needs (e.g. facilities, equipment, supplies)? O O

…effectively adapt district policies and plans based on material needs? O O

…stay informed of school personnel needs (e.g. staffing)? O O

…effectively adapt district policies and plans based on staffing needs? O O

40



Please rate your level of agreement with each of the following statements.

11.

Strongly Disagree

Disagree

Agree

Strongly Agree

The superintendent articulates a clear vision for the district. O O O O

The superintendent inspires and encourages others to support the district

vision. O O O O

The superintendent implements educational policies that are well-aligned with the district

vision. O O O O

The superintendent sets measurable objectives for student achievement in the

district. O O O O

The superintendent monitors the progress of district initiatives. O O O O

Given allotted resources, the superintendent develops a budget that

addresses the needs of the district O O O O

12. Overall, how satisfied are you with your experiences with the superintendent?

Very satisfied O

Satisfied O


Dissatisfied O

Very dissatisfied O

41



13. If you have any additional feedback for the superintendent, please provide a few details in the spacebelow.

42

Last Updated December 12, 2016

Principals’ 360 Survey for Spring 2017

Purpose of the Survey Instrument: To assess the quality of services provided to constituents by the principal To glean formative feedback to help the principal grow and learn in his/her role as an instructional

leader

When: April 17-May 5

Survey Design: This survey is NOT intended to collect information for final summative evaluations. We view the information collected in the survey as confidential and not for release to the public. Questions that are aligned with the North Carolina Standards for School Executives Survey distributed via email with a personalized link for each stakeholder

Timeframe for Implementation and Execution:

Date Action Step

December 2016 Distribute survey proposal and questions to Senior Staff for review

January 2017 Finalize questions and distribution process January/February 2017 Best test and feedback April 17-May 5, 2017 Survey window opens By May19, 2017 Data reports distributed to Principal and Area

Superintendent

43


SURVEY INSTRUMENT WELCOME PAGE

Welcome to the Durham Public Schools (DPS) 360 Principal Evaluation Survey! This survey will help principals in the district understand practices as perceived by school-level stakeholders. The results will be used as formative measures of their performance, as well as to provide professional feedback to principals.

The survey should take approximately 10 minutes to complete. Your responses will remain anonymous. Your feedback is essential, and we appreciate your participation!

Please click “next” to begin.

BACKGROUND QUESTIONS

1. Which of the following best describes your role in the district?* ( ) Teacher ( ) School Certified Staff (Media Coordinator, Counselor, Social Worker) ( ) School Classified Staff (Instructional Assistant, Bookkeeper, Clerical)

2. At which school do you primarily work? Select all that apply. If you split your time between multiple schools or buildings, please answer the survey for the building where you spend the most time. All your answers should be for this school or building.* Drop down menu of schools

STRATEGIC LEADERSHIP

3. My principal develops annual school-wide goals. ( ) Yes ( ) No ( ) Not sure

44


4. The principal develops school-wide goals that… STRONGLY

DISAGREE

DISAGREE

NEITHER AGREE NOR DISAGREE

AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …reflect the school’s mission and values.

( ) ( ) ( ) ( ) ( ) ( )

…reflect the evolving demands for college and career ready graduates.

( )

( )

( )

( )

( )

( )

…align with teacher priorities. ( ) ( ) ( ) ( ) ( ) ( )

5. School-wide goals are clearly communicated with…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …school-level staff. ( ) ( ) ( ) ( ) ( ) ( ) …students. ( ) ( ) ( ) ( ) ( ) ( ) …parents. ( ) ( ) ( ) ( ) ( ) ( )

INSTRUCTIONAL LEADERSHIP 6. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …encourages teacher collaboration to improve student learning.

( )

( )

( )

( )

( )

( )

…is knowledgeable about best practices for instructional delivery.

( )

( )

( )

( )

( )

( )

…is knowledgeable about best practices for student assessment.

( )

( )

( )

( )

( )

( )

…encourages teacher exploration of innovative teaching strategies.

( )

( )

( )

( )

( )

( )

…limits interruptions during instructional time.

( )

( )

( )

( )

( )

( )

…provides teachers with resources to manage disruptive classroom behavior.

( )

( )

( )

( )

( )

( )

45


7. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …regularly reviews curricular materials.

( ) ( ) ( ) ( ) ( ) ( )

…ensures that classroom curriculum aligns with the school’s curricular goals.

( )

( )

( )

( )

( )

( )

…uses a variety of metrics to evaluate teachers’ classroom instruction (e.g., physical

( )

( )

( )

( )

( )

( )

…has designated curricular coordinators across grade levels.

( )

( )

( )

( )

( )

( )

CULTURAL LEADERSHIP 7. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …recognizes the importance of school pride.

( )

( )

( )

( )

( )

( )

…organizes school-wide events that foster school pride.

( )

( )

( )

( )

( )

( )

…regularly attends school-wide events.

( ) ( ) ( ) ( ) ( ) ( )

…shows enthusiasm for the school. ( ) ( ) ( ) ( ) ( ) ( )

8. The principal at my school recognizes the importance of creating a positive and welcoming atmosphere for…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …students. ( ) ( ) ( ) ( ) ( ) ( )

…parents. ( ) ( ) ( ) ( ) ( ) ( )

…teachers. ( ) ( ) ( ) ( ) ( ) ( )

…other school-level staff (not teachers).

( )

( )

( )

( )

( )

( )

46


HUMAN RESOURCES LEADERSHIP 9. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …attracts high quality teachers. ( ) ( ) ( ) ( ) ( ) ( )

…retains high quality teachers. ( ) ( ) ( ) ( ) ( ) ( )

…attracts staff members from diverse backgrounds.

( )

( )

( )

( )

( )

( )

…retains staff members from diverse backgrounds.

( )

( )

( )

( )

( )

( )

10. The principal at my school… STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …provides adequate professional support opportunities.

( )

( )

( )

( )

( )

( )

…provides quality professional development opportunities.

( )

( )

( )

( )

( )

( )

…creates professional learning communities within the school.

( )

( )

( )

( )

( )

( )

…creates systems for regular performance evaluation and feedback.

( )

( )

( )

( )

( )

( )

…acknowledges teachers’ contributions and performance within personal communication.

( )

( )

( )

( )

( )

( )

…acknowledges teachers’ contributions and performance within the school community.

( )

( )

( )

( )

( )

( )

47


MANAGERIAL LEADERSHIP

11. The principal at my school responsibly manages school-level… STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …budgeting. ( ) ( ) ( ) ( ) ( ) ( ) …staffing (e.g., hiring, distributing staff).

( ) ( ) ( ) ( ) ( ) ( )

…communications. ( ) ( ) ( ) ( ) ( ) ( ) …performance expectations.

( ) ( ) ( ) ( ) ( ) ( )

…schedules. ( ) ( ) ( ) ( ) ( ) ( )


DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …is transparent with staff members about school-level decision making.

( )

( )

( )

( )

( )

( )

…involves staff members in school-level decision making.

( )

( )

( )

( )

( )

( )

EXTERNAL DEVELOPMENT LEADERSHIP 13. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …is transparent with students about school- level decision making.

( )

( )

( )

( )

( )

( )

…is transparent with parents about school- level decision making.

( )

( )

( )

( )

( )

( )

48


STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …is transparent with community members about school-level decision making.

( )

( )

( )

( )

( )

( )


DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …engages parents. ( ) ( ) ( ) ( ) ( ) ( ) …engages community members.

( ) ( ) ( ) ( ) ( ) ( )

…has meaningful partnerships with local businesses.

( )

( )

( )

( )

( )

( )

…meets the community’s educational needs.

( )

( )

( )

( )

( )

( )

…encourages students to engage with the local community.

( )

( )

( )

( )

( )

( )

…encourages staff to engage with the local community.

( )

( )

( )

( )

( )

( )

MICROPOLITICAL LEADERSHIP 15. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A ...recognizes the importance of cultural diversity.

( )

( )

( )

( )

( )

( )

…embraces differences in ideology or opinion.

( ) ( ) ( ) ( ) ( ) ( )

…has an inclusive leadership style that fosters collaborative decision making.

( )

( )

( )

( )

( )

( )

49



DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …listens to staff members’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…responds to staff members’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…listens to parents’ co n ce r n s and recommendations.

( )

( )

( )

( )

( )

( )

…responds to parents’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…listens to students’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…responds to students’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

ACADEMIC ACHIEVEMENT LEADERSHIP 17. The principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …has high expectations for student achievement.

( )

( )

( )

( )

( )

( )

…creates realistic goals for student achievement.

( )

( )

( )

( )

( )

( )

50

STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …measures student growth with clearly identified metrics and assessments.

( )

( )

( )

( )

( )

( )

…uses results of school- wide testing to inform curricular decisions.

( )

( )

( )

( )

( )

( )

…informs staff members of learning outcomes assessment results.

( )

( )

( )

( )

( )

( )

…informs parents of learning outcomes assessment results.

( )

( )

( )

( )

( )

( )

…meets with teachers to discuss results of learning outcomes assessments.

( )

( )

( )

( )

( )

( )

18. Over the past year, how often has your school principal scheduled time to

discuss with you or your grade level/department:*

NEVER ONCE OR

TWICE PER YEAR

ONCE PER SEMESTER

ONCE OR TWICE PER QUARTER

AT LEAST MONTHLY

DON’T KNOW OR

N/A Student achievement data

( ) ( ) ( ) ( ) ( ) ( )

Student grades ( ) ( ) ( ) ( ) ( ) ( ) Student behavior ( ) ( ) ( ) ( ) ( ) ( ) Student work ( ) ( ) ( ) ( ) ( ) ( ) Grading practices ( ) ( ) ( ) ( ) ( ) ( ) Strategies for instruction ( ) ( ) ( ) ( ) ( ) ( ) Formative assessment of students ( ) ( ) ( ) ( ) ( ) ( )

Formative assessment of teaching ( ) ( ) ( ) ( ) ( ) ( )

*Survey set taken directly from the CALL survey.

Open-ended Questions: 20. What are your principal’s best leadership qualities or attributes? 21. What areas of leadership should your principal focus on for the upcoming school year?

Thank you for participating in the DPS Employee Exit Survey!


51

Last Updated October 11, 2017

Assistant Principals’ 360° Survey Final for Fall 2017

Purpose of the Survey Instrument: To assess the quality of services provided to constituents by the assistant principal within his/her

school To glean formative feedback to help the assistant principal grow and learn in his/her role as an

instructional leader

When: November 1-December 8

Survey Design: This survey is NOT intended to collect information for final summative evaluations. We view the information collected in the survey as confidential and not for release to the public. Questions that are aligned with the North Carolina Standards for School Executives Assistant Principals who have been in the assigned school since the 2016-17 school year will

participate Survey distributed via email with a personalized link for each stakeholder Stakeholders will include 10 people:

o Principal o Central Services/Senior Staff Member o Two core teachers (grade or subject) o One elective teacher o One Student Services staff member o One classified staff member o A parent or community member o Other staff or community members as identified

Timeframe for Implementation and Execution:

Date Action Step

September 5, 2017 Distribute survey proposal and questions to Senior Staff for review

September 29, 2017 Finalize questions and distribution process October 6, 2017 Beta test and feedback November 1, 2017 Survey window opens December 22, 2017 Data reports distributed to Assistant Principal and

Principal

52


SURVEY INSTRUMENT

WELCOME PAGE

Welcome to the Durham Public Schools (DPS) 360 Assistant principal Evaluation Survey! This survey will help assistant principals in the district understand practices as perceived by school-level stakeholders. The results will be used as formative measures of their performance, as well as to provide professional feedback to assistant principals.

The survey should take approximately 10 minutes to complete. Your responses will remain anonymous. Your feedback is essential, and we appreciate your participation!

Please click “next” to begin.

BACKGROUND QUESTIONS

1. At which school do you primarily work? Select all that apply. If you split your time between multiple

schools or buildings, please answer the survey for the building where you spend the most time. All your answers should be for this school or building.* Drop down menu of schools

2. Which assistant principal are you completing the survey for? Drop down menu of names.

3. Which of the following best describes your role in the district?* ( ) Teacher ( ) School Certified Staff (Media Coordinator, Counselor, Social Worker) ( ) School Classified Staff (Instructional Assistant, Bookkeeper, Clerical) ( ) Principal ( ) District-Level Personnel (Area/Assistant Superintendent, Director, Specialist, Coordinator) ( ) Parent/Community Member ( ) Other

53


STRATEGIC LEADERSHIP

2. My assistant principal assists with developing annual school-wide goals. ( ) Yes ( ) No ( ) Not sure

3. The assistant principal develops school-wide goals that…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …reflect the school’s mission and values.

( ) ( ) ( ) ( ) ( ) ( )

…reflect the evolving demands for college and career ready graduates.

( )

( )

( )

( )

( )

( )

…align with teacher priorities.

( ) ( ) ( ) ( ) ( ) ( )

4. School-wide goals are clearly communicated with…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …school-level staff. ( ) ( ) ( ) ( ) ( ) ( ) …students. ( ) ( ) ( ) ( ) ( ) ( ) …parents. ( ) ( ) ( ) ( ) ( ) ( )

INSTRUCTIONAL LEADERSHIP 5. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …encourages teacher collaboration to improve student learning.

( )

( )

( )

( )

( )

( )

…is knowledgeable about best practices for instructional delivery.

( )

( )

( )

( )

( )

( )

…is knowledgeable about best practices for student assessment.

( )

( )

( )

( )

( )

( )

…encourages teacher exploration of innovative teaching strategies.

( )

( )

( )

( )

( )

( )

…limits interruptions during instructional time.

( )

( )

( )

( )

( )

( )

54


…provides teachers with resources to manage disruptive classroom behavior.

( )

( )

( )

( )

( )

( )

7. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …regularly reviews curricular materials. ( ) ( ) ( ) ( ) ( ) ( )

…ensures that classroom curriculum aligns with the school’s curricular goals.

( )

( )

( )

( )

( )

( )

…uses a variety of metrics to evaluate teachers’ classroom instruction (e.g., physical

( )

( )

( )

( )

( )

( )

…has designated curricular coordinators across grade levels.

( )

( )

( )

( )

( )

( )

CULTURAL LEADERSHIP 6. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …recognizes the importance of school pride.

( )

( )

( )

( )

( )

( )

…organizes school-wide events that foster school pride.

( )

( )

( )

( )

( )

( )

…regularly attends school-wide events.

( ) ( ) ( ) ( ) ( ) ( )

…shows enthusiasm for the school. ( ) ( ) ( ) ( ) ( ) ( )

7. The assistant principal at my school recognizes the importance of creating a positive and welcoming atmosphere for…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …students. ( ) ( ) ( ) ( ) ( ) ( )

55


…parents. ( ) ( ) ( ) ( ) ( ) ( )

…teachers. ( ) ( ) ( ) ( ) ( ) ( )

…other school-level staff (not teachers).

( )

( )

( )

( )

( )

( )

HUMAN RESOURCES LEADERSHIP 8. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …attracts high quality teachers. ( ) ( ) ( ) ( ) ( ) ( )

…retains high quality teachers. ( ) ( ) ( ) ( ) ( ) ( )

…attracts staff members from diverse backgrounds.

( )

( )

( )

( )

( )

( )

…retains staff members from diverse backgrounds.

( )

( )

( )

( )

( )

( )

9. The assistant principal at my school… STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …provides adequate professional support opportunities.

( )

( )

( )

( )

( )

( )

…provides quality professional development opportunities.

( )

( )

( )

( )

( )

( )

…creates professional learning communities within the school.

( )

( )

( )

( )

( )

( )

…creates systems for regular performance evaluation and feedback.

( )

( )

( )

( )

( )

( )

…acknowledges teachers’ contributions and performance within personal communication.

( )

( )

( )

( )

( )

( )

56


…acknowledges teachers’ contributions and performance within the school community.

( )

( )

( )

( )

( )

( )

MANAGERIAL LEADERSHIP 10. The assistant principal at my school responsibly manages school-level…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …budgeting. ( ) ( ) ( ) ( ) ( ) ( ) …staffing (e.g., hiring, distributing staff). ( ) ( ) ( ) ( ) ( ) ( )

…communications. ( ) ( ) ( ) ( ) ( ) ( ) …performance expectations. ( ) ( ) ( ) ( ) ( ) ( )

…schedules. ( ) ( ) ( ) ( ) ( ) ( )

11. The assistant principal at my school… STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …is transparent with staff members about school-level decision making.

( )

( )

( )

( )

( )

( )

…involves staff members in school-level decision making.

( )

( )

( )

( )

( )

( )

EXTERNAL DEVELOPMENT LEADERSHIP 12. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …is transparent with students about school- level decision making.

( )

( )

( )

( )

( )

( )

…is transparent with parents about school- level decision making.

( )

( )

( )

( )

( )

( )

…is transparent with community members about school-level decision making

( )

( )

( )

( )

( )

( )

57



STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …engages parents. ( ) ( ) ( ) ( ) ( ) ( ) …engages community members.

( ) ( ) ( ) ( ) ( ) ( )

…has meaningful partnerships with local businesses.

( )

( )

( )

( )

( )

( )

…meets the community’s educational needs.

( )

( )

( )

( )

( )

( )

…encourages students to engage with the local community.

( )

( )

( )

( )

( )

( )

…encourages staff to engage with the local community.

( )

( )

( )

( )

( )

( )

MICROPOLITICAL LEADERSHIP 14. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A ...recognizes the importance of cultural diversity.

( )

( )

( )

( )

( )

( )

…embraces differences in ideology or opinion.

( ) ( ) ( ) ( ) ( ) ( )

…has an inclusive leadership style that fosters collaborative decision making.

( )

( )

( )

( )

( )

( )

58



STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …listens to staff members’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…responds to staff members’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…listens to parents’ co n ce r n s and recommendations.

( )

( )

( )

( )

( )

( )

…responds to parents’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…listens to students’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

…responds to students’ concerns and recommendations.

( )

( )

( )

( )

( )

( )

ACADEMIC ACHIEVEMENT LEADERSHIP 16. The assistant principal at my school…

STRONGLY DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …has high expectations for student achievement.

( )

( )

( )

( )

( )

( )

…creates realistic goals for student achievement.

( )

( )

( )

( )

( )

( )

59

STRONGLY

DISAGREE

DISAGREE


AGREE

STRONGLY AGREE

DON’T KNOW OR

N/A …measures student growth with clearly identified metrics and assessments.

( )

( )

( )

( )

( )

( )

…uses results of school- wide testing to inform curricular decisions.

( )

( )

( )

( )

( )

( )

…informs staff members of learning outcomes assessment results.

( )

( )

( )

( )

( )

( )

…informs parents of learning outcomes assessment results.

( )

( )

( )

( )

( )

( )

…meets with teachers to discuss results of learning outcomes assessments.

( )

( )

( )

( )

( )

( )

17. Over the past year, how often has your school assistant principal scheduled

time to discuss with you or your grade level/department:*

NEVER ONCE OR

TWICE PER YEAR

ONCE PER SEMESTER

ONCE OR TWICE PER QUARTER

AT LEAST MONTHLY

DON’T KNOW OR

N/A Student achievement data

( ) ( ) ( ) ( ) ( ) ( )

Student grades ( ) ( ) ( ) ( ) ( ) ( ) Student behavior ( ) ( ) ( ) ( ) ( ) ( ) Student work ( ) ( ) ( ) ( ) ( ) ( ) Grading practices ( ) ( ) ( ) ( ) ( ) ( ) Strategies for instruction ( ) ( ) ( ) ( ) ( ) ( ) Formative assessment of students ( ) ( ) ( ) ( ) ( ) ( )

Formative assessment of teaching ( ) ( ) ( ) ( ) ( ) ( )

*Survey set taken directly from the CALL survey. Open-ended Questions: 20. What are the assistant principal’s best leadership qualities or attributes? 21. What areas of leadership should the assistant principal focus on for the upcoming school year?

Thank you for participating in the DPS Employee Exit Survey!


60




Agenda Item: Capturing Kids Hearts Update Staff Liaison Present: Elizabeth Shearer Phone#: (919) 287- 4193 Dr. Chris Soto (919) 560-2000

Main Points:

• The administration is providing an update of the Capturing Kids Hearts implementation at 12 designated schools.

• The Capturing Kids’ Hearts initiative is a part of the district’s five-year Cultural

Transformation Plan. One of the plan’s essential purposes is to provide students with the opportunity to thrive socially-emotionally which is foundational to student learning and high performing classrooms.

• The administration will provide an overview of key data points for all participating

schools, training, coaching and monitoring work through year two.

• The administration presents this for information/discussion.

Fiscal Implications: This initiative is supported through local funds.

• Purpose



61

Project Title: Capturing Kids Hearts Update

Project Team: Ms. Elizabeth Shearer and Dr. Chris Soto

Project Description: Update on implementation at the 12 Cohort 1 CKH schools

Timeline Year 1 2016-17; Year 2 2017-18 Impact on resources The implementation cost for Year 2 $87,500 Alignment to local, state or federal policies

N/A

Intended outcomes To increase social emotional well-being which is foundational to learning and high performing classrooms

Board Action Information/Discussion

Communication and Next Steps Program Evaluation

Twelve schools are in their second year of implementing Capturing Kids Hearts. The district is monitoring key data metrics (attendance, suspension, school climate and student achievement) to monitor preliminary impact.

Results vary between and among the twelve schools with some schools showing improvements in some data areas but not others. However, for every metric, at least six schools demonstrated improvement. Lowes Grove and Neal Middle School demonstrated improvement in all four major categories of attendance, suspensions, school climate, and student achievement.

While the Data Dashboards provide a broad overview of performance on key measures, the district recognizes that CKH is designed to impact positive relationships over time which will ultimately impact positive outcomes. To that end, Student Support Services is working in collaboration with the Research and Accountability department to contract with an outside evaluator such as the Duke Center for Child and Family Policy (or equivalent) to design a program evaluation for this initiative. The program evaluation will include a survey and/or focus groups to gain an understanding of the impact of CKH on transforming schools culture and climate. The approximate cost is $20,000-25,000 for the program evaluation.

During Year 2, the district will continue to focus support on the Cohort 1 schools to better determine the effectiveness of CKH on school culture and climate prior to expanding into additional sites.


62

Capturing Kids Hearts Update

Ms. Elizabeth Shearer Dr. Chris Soto Executive Director, Student Support Services Coordinator, Student Support Services

Academic and Student Services Work Session November 2, 2017

63

School & District: Five-Year Plan

Cultural Transformation

Code of Student Conduct

Restorative Practices/ COSEBOC

Capturing Kids’ Hearts/

Leadership Blueprint

Culture and Equity

Training

Prevention and

Intervention

64

Attendance Rate

Improved or remained ≥ 95%

% Students Suspended

Teacher Working

Conditions* Student Climate

Achievement (GLP/CCR)

IMPROVED 8 schools 6 schools N/A 7 schools 8 schools

NOT IMPROVED 4 schools 6 schools N/A 5 schools 4 schools

CKH 2016-17 Data Points

65

CKH 2017-18 Implementation • During 2017-18, Student Support Services continues to offer

ongoing professional development in CKH practices

• School-based CKH Implementation Plans

66

2017 – 2018 Training, Coaching & Monitoring

Formal Walkthroughs and Report

Schools Accelerate Implementation

Flippen Recharge Visits

Flippen Traction Visits

Formal Walkthroughs and Report

Program Evaluation

October ‘17

District coaching and support

Nov-Dec ‘17

Dec '17-Feb ‘18

January ‘18

Feb-March ‘18

April ‘18

Spring ‘18

Summer ‘18 Analyze, prioritize, and reboot 67

DISCUSSION

68




Agenda Item: Highlights of School Improvement Planning

Staff Liaison Present: Dr. Dietrich Danner Phone#: (919) 560-9419 Melissa Watson (919) 560-2505 Christopher Bennett (919) 560-9113

Main Points:

• The School Improvement planning process allows schools to develop strategies that focus on increasing student achievement and improving overall school effectiveness.

• School Improvement Plans are developed at the school level using feedback from a

structured need assessment process that informs data-driven decisions and the implementation of research based strategies.

• School Improvement Plans are aligned to the strategic priorities identified by the North Carolina State Board of Education in addition to District goals.

• Administration presents this for subsequent board approval


• None Purpose



69

Project Title: Highlights of School Improvement Planning

Project Team: Dr. Dietrich Danner, Dr. Lisa Napp, Ms. Janneke Pulliam, and Mrs. Darneise Massey, Christopher Bennett, Melissa Watson, Timothy Gibson, Tacara Sidbury

Project Description: School Improvement Planning Training Update

School improvement planning is a mechanism to establish a collaborative approach for improving school and individual student performance.

Highlights of School Improvement Planning Training

• Fifty-three schools (Principals, Assistant Principals, Instructional Support Personnel, Parent Representatives, Process Manager) were trained on the School Improvement Planning Process and NCStar, the web-based school improvement management tool

• Training were held July 25-26, 2017 and August 9, 2017 • Schools were provided with a School Improvement Implementation (SIP) Guide • Intended outcomes of the training included (a) Shifting from Compliance to Managing

Improvement, (b) Training from Enforcing Procedures to Building Capacity, and (c) Establishing a Community of Effective Practices to Promote Continuous Improvement

• Alignment of SIP to District Goals, Bottom Line Expectations, and Academic Measures of Performance Plan (AMPP)

• Clarification of SIP Team roles and responsibilities • Utilization of NCStar to navigate school improvement planning. NCStar builds

accountability, as well as helps schools track their improvement plans. Additionally, the web-based planning tool guides school improvement teams through a continuous cycle of assessment, planning, implementation, and progress tracking. NCStar contains research-based practices and allows schools flexibility to personalize their school improvement plans to meet district needs.

• Effective School Improvement Planning Practices (Collaborative, Data-Driven, Action-Oriented, Monitoring for Continuous School Improvement)

• Next Steps – Monitoring for Continuous School Improvement


70

Monitoring for Continuous School Improvement Timeline Description Who Owner Completion Date

Submit School Action Plans All Schools Federal Programs Team September 29, 2017

Review and provide feedback on school plans

Assistant Superintendent,

Execute Directors and Federal Program Team

Academic Services October 31, 2017

Submit School Action Plans for Board review and approval

November 2, 2017

Conduct bi-monthly online monitoring of Action Plans and provide coaching feedback for continuous school improvement

All Schools Federal Programs & Area Directors (Elementary,

Middle, & High Schools)

August 2017,

June 2018

Utilize SIT Training feedback to develop and implement SIP professional development modules

All Schools Federal Programs Team July 2017- June 2018

Offer SIT Parent Representatives Training on School Improvement Planning

All Schools Federal Programs Team June 2017

Provide BOE quarterly School Improvement Updates

All Schools Federal Programs Team January 2018,

May 2018

71

Timeline July 2017–June 2018 Impact on Resources None Alignment to Local, State, or Federal policies

Board of Education Policy 3014 – School Improvement Teams and School Improvement Plans (April 2013)

Intended Outcomes Implement effective school improvement practices and NCStar to guide School Improvement Teams in developing “action-oriented” School Improvement Plans

Board Action Information only

Communication and Next Steps Monitoring for Continuous Improvement Timeline

72

Highlights of School Improvement Planning

Dr. Dietrich Danner, Director of Federal Programs Christopher Bennett, Interim Assistant Superintendent, Secondary Melissa Watson, Interim Executive Director, Elementary


73

SCHOOL IMPROVEMENT PLANNING TRAINING

74

School Improvement Planning and Implementation

Process

• Phase 3 (September -

Ongoing)

• Phase 4 (September 2017- June 2018

• Phase 2 (July – September 2017)

• Phase 1 (July - August 2017)

Train School Teams

Create SIP (NCStar)

Implement

effective SIP strategies

Progress Monitor for

Effectiveness

75

School Improvement Planning Training

• 53 schools (Principals, Assistant Principals, Instructional Support Personnel, Parent Representative, Process Manager) were trained

• Training held July 25 -26, 2017 and August 9, 2017

• Schools were provided a copy of the School Improvement Implementation (SIP) Guide

School improvement planning is a mechanism to establish a collaborative approach for improving school and individual student performance.

76

SCHOOL IMPROVEMENT PLANNING (SIP) TRAINING OVERVIEW

77

School Improvement Planning Training Overview

• Intended Outcomes o Shift from Compliance to Managing Improvement o Transition from Enforcing Procedures to Building

Capacity o Establish a Community of Effective Practices to

Promote Continuous Improvement • Alignment of SIP to District Goals, Bottom Line

Expectations, and Academic Measures of Performance Plan (AMPP)

• Clarification of School Improvement Team Roles and Responsibilities

• Utilization NCStar to navigate school improvement planning • Effective School Improvement Planning Practices • Monitor for Performance

78

School Improvement Effective Planning Practices

Collaborative • Team works

together to develop an action plan for optimal school and student performance

Data-Driven • Analyze key data

sets (assessments, Teacher Effect, Staff Absences, TWCS) to inform school needs and priorities for continuous improvement

Action-Oriented • Utilize NCStar to

Assess (12 Indicators of Effective Practice), Create plans, and Monitor for effective planning

• Monitor plans for effectiveness

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NEXT STEPS

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Monitoring for Continuous School Improvement

Description Who Owner Completion Date Submit School Plans for review and feedback

All Schools Federal Programs Team September 29, 2017 and ongoing

Conduct monthly online monitoring of action plans and provide coaching feedback for continuous school improvement

All Schools Federal Programs & Area Directors (Elementary, Middle, & High School)

August 2017- June 2018

Submit School Action Plans for Board approval

Academic Services Federal Programs & Area Directors (Elementary, Middle, & High School)

November 2, 2017

Utilize SIT Training feedback to develop and implement SIP professional development modules

All Schools

Federal Programs Team

July 2017-June 2018

Offer SIT Parent Representatives Training on School Improvement Planning

All Schools Federal Programs Team

June 2017

Provide BOE quarterly School Improvement Updates

All Schools Federal Programs Team January 2018, May 2018

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Agenda Item: Destination Success Schools: Follow-up on Required Actions

Staff Liaison Present: Dr. Deborah Pitman Phone#: (919) 560-3874 Christopher Bennett (919) 560-9113 Melissa Watson (919) 560-2505 Dr. Dietrich Danner (919) 560-9419

Main Points:

• Schools designated as “Low Performing Schools” must create a plan for improvement. Each school will utilize the school improvement plans as part of the process and will make each plan public to allow for written comments.

• Local school boards must approve these plans for submission to the State Board of Education.

• These plans are being presented for approval.


• None

• Purpose



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Destination Success Schools: Follow-up on Required Actions

Dr. Deborah Pitman, Interim Deputy Superintendent, Academic Services Chris Bennett, Interim Assistant Superintendent, Teaching, Learning, and Leadership – Secondary (6-12)

Melissa Watson, Interim Executive Director, Teaching, Learning, and Leadership – Elementary (K-5) Dr. Dietrich Danner, Director of Federal Programs


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Low Performing Schools Defined

G.S. 115C-105.37 (a) Low-performing schools are those that receive a school performance grade of D or F a school growth score of “met expected growth” or “not met expected growth” as defined by G.S. 115C-83.15

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SUPERINTENDENT ACTIONS

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District Requirements • Review and respond to school leadership

status (G.S. 115C-105.39)

• Outline district support for each low performing school in each school’s Improvement Plan (G.S. 115C-105.39 A)

• Provide an opportunity for the Board, parent and community to review school improvement plans

• Notify parents of low performing status (G.S. 115C-105.37)

• Conduct on-going support and monitoring of school’s progress (G.S. 115C-105.39 A)

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Elementary (12)

SIG

• Eastway • CC

Spaulding • WG

Pearson

RESTART

• Bethesda • Eno Valley • Fayetteville

Street • Glenn • Lakewood • Sandy

Ridge

Traditional

• Club Blvd • Hope Valley • Oak Grove

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Secondary (6)

SIG

• Neal

RESTART

• Brodgen • Lowe’s Grove • Lucas • Shepard • Southern

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District Support Strategies EMPOWERED ENERGIZED SUPPORTED TARGETED

Accountability

School Visits X X X X

Wrap Around X X

SIP X X X X

Goal Setting Support X X X X

Instructional Support

iRounds X X X X

TLL Coaching & Monitoring X X X X

Other

Data Analysis X X X X

BLE Strands X X X X

Vacancy Monitoring X X X

Strategic Staffing X X

Evaluation Support X X 89

District Support Outcomes

Increase student growth and achievement K-12

Implement proven evidence-based instructional strategies

Develop leadership capacity

Build the capacity of classroom teachers to provide a quality learning experience and maintain a student-centered learning environment

Strengthen collaboration with parents, students, and community

Empower schools to perform at the highest level

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BOARD ACTIONS

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Board Actions • Review and approve plans • Submit to NCDPI by December 8, 2017

NC Star Guest Access for Plan Review www.indistar.org

• Login - guestd2588 • Password -guestd2588

Written feedback should be submitted via email to Dr. Dietrich Danner at [email protected]

• Submit final plan to the State Board within five days of the local board’s approval of the plan.

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http://www.indistar.org/

mailto:[email protected]

Next Steps

• Plans reviewed by NCDPI District and School Transformation Team

• Plans will be returned with any recommendations via coaching comments and email for final local board approval

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Plan Submission Timeline

Determine Leadership Status – October 31, 2017

Preliminary Review of School Improvement Plans – October 31, 2017

Parent Notification to Families - November 3, 2017

BOE Begins reading of School Improvement Plans – November 2, 2017

School Improvements Plans posted on School Websites – November 7, 2017

School Improvement Plans submitted via NC Star – December 7, 2017

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DISCUSSION

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Documents

AGENDA - Durham Public Schools · 2017-11-02 · Agenda Review .Mike Lee recommended adding to the agenda after the Consent Items, the Closed Session to consult with board’s lawyer