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January 12, 2012

Mock School Board Meeting . Peabody Middle School Yardley Farquharson , Principal. January 12, 2012. School Overview. Student Demographics. School Performance. Year 2 of Transformation Not Accredited Did Not Make AYP Three-Year Data Trends* English: 64% to 76% Math: 47% to 49%

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January 12, 2012

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  1. Mock School Board Meeting Peabody Middle School Yardley Farquharson, Principal January 12, 2012

  2. School Overview Student Demographics School Performance Year 2 of Transformation Not Accredited Did Not Make AYP Three-Year Data Trends* English: 64% to 76% Math: 47% to 49% History: 63% to 71% * 2008 through 2011 • Grades 6 and 7 • Enrollment: 597 students • Ethnic Representation • 94% African-American • 3% Hispanic • 1.5% White • 1.5% Other • Student Subgroups • 76% FRL • 7% SWD • 3% LEP • Teacher Indicator (Attendance) • Total No. of Teachers: 55 • Teacher Attendance: 95%

  3. SOL ScoresThree-Year Comparison

  4. 1st Nine-Week Benchmark AssessmentsYear-to-Year Comparison

  5. School Safety ReportThree-Year Trend Data

  6. School Climate & Culture Data What the school does well What the school needs to improve Raise achievement in mathematics Improve the quality of teaching and learning Help students play a greater part in their own learning and the life of the school • Commitment of the leadership to improve the school • Improvement in student performance on the English and History SOLs • Strong content area knowledge of teachers • Strong achievement levels of SPED students

  7. Strengths of Transformation/Turnaround • Establishment of the Peabody Learning Community in grades 6 and 7 known as PRIDE (the target population for this community are students who are off-track for on-time graduation due to multiple grade retentions and/or failing the SOLs on multiple occasions) • Intense focus on the alignment of resources with school improvementneeds

  8. Opportunities of Transformation/Turnaround • Creation of a school-wide professional learning community that fosters a school culture of continuous learning • Creation of a new system of teacher and administrator appraisal that will recognize top performers and expedite final employment decisions for non-performers • Creation and maintenance of partnerships to support extended learning • Creation of an improved process for ensuring ongoing parent and community involvement

  9. SIG Funds: School & Division • Incentive pay for teachers and paraprofessionals in the grades 6 and 7 PRIDE learning community • Contract with External Lead Turnaround Partner • Extended learning opportunities for students • Professional development opportunities for teachers and administrators

  10. Implementation Of Federal Requirements

  11. Barriers During Implementation • Need for clarification of roles for all LTP team members • Initial reluctance of teachers to voluntarily become a part of the small learning community • Difficulty in establishing an effective procedure for managing the Indistar plan to ensure buy-in from stakeholders

  12. Goals for 2011-12 • Raise student achievement in Mathematics by: • Ensuring that students have a secure grasp of basic concepts before attempting to move on • Revising work regularly that has been completed in previous weeks to aid students’ retention of mathematical concepts • Placing more emphasis on teaching the technical language of mathematics so that students understand what they are being asked to do • Improve the quality of teaching and learning by ensuring that all teachers: • Share specific lesson objectives with students in ways that ensure that students understand what they are to learn, and then assess how far they have succeeded • Use a wide variety of teaching strategies and effective questioning techniques to actively engage and maintain the interest of their students • Plan and deliver lessons to specifically meet students’ different learning styles and achievement levels

  13. Goals for 2011-12 (Continued) • Help students to play a greater part in their own learning and the life of the school by: • Providing more small group problem-solving, collaborative, independent and investigative learning tasks • Establishing a functioning student council to encourage student voice and increase involvement in the development of the school

  14. Phase Out Process of LTP

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