May 2013

SIT Meeting Agenda 5-20-2013

1. Comprehensive Needs Assessment Groups Update

• Wrapping up in June
• Gentry: 
• Looking at your report, there maybe other places you can go to get information/data
• She can help you, and you can also list data that would be helpful.
• Stick to those three or four questions in the guide sheet .
• Needs before you leave for the summer

2. Student Handbook Changes for next school year

• Copy of the student handbook
• First ten to 15 pages of the information 
• we need feedback for next meeting--by June 12^th 
• (Lakey will not be here—has a workshop)  
• Any items to add?, changes?, reworded, etc. make a note of it, and bring to the next meeting. 
• They have really worked on this so it should be in decent shape.  
• But dress code may need a second look.

3. Next Year's Members

• Who is rotating off?
• You are obligated to serve two years
• You have an option to continue to serve up to four consecutive years. 
• Lyles, Lakey is replacing her?
• Thorne is willing to serve again.
• You can bring back to your groups/grade level and find those interested in serving
• If not, we will take it from there and appoint, or you may continue to serve.
• Lakey was technically the parent rep but she could continue to serve as EC since her child is leaving
• We will ask PTSA again about a parent representative
• Please bring up at next grade level before now and the end of the year, either take name or have them email email Brendan

4. Any grade level concerns?

•  Dress Code:  Gentry to send out a reminder email to have teachers send kids with the pink slip pass if dress code violation.
• Overall check process is still in effect:  Here's that email sent out 5/20

Staff:

With the weather getting warmer and students wearing more questionable clothing, SIT is reaching out to you to remind everyone that the dress code policy is still in effect and the dress code check is still available in Room #712 during home base.  Please feel free to use the Dress Code Pass (an extra copy is attached for your convenience) if you have an issue.  

In addition, SIT is reviewing the school's dress code policy to recommend any additions, etc. for next year's student handbook.  

Thanks and have a great afternoon!

Stephanie J. Gentry

• Do we have a PDF of the pass to send out and they can print out more?
• Gentry sent   this Pass out in an email

• Thorne:  What about the shorts that do not fit? and the rule and the biker shorts?
• Can we send a reminder of that clarification?
• kids think length doesn't matter as long as they have the leggings on

Lisa:  survey reminder to send that out to be completed by next Monday?

• Gentry sent out a link to the survey asking teachers to complete

Staff,

Attached is a survey link for a staff survey that SIT is conducting in regards to student behavior, staff training, etc. It is only 14 questions in length, and SIT would love to have your input on these items. The survey link is listed below. Please take a few moments to complete. All surveys should be completed by this Friday. 

http://wsfcs.k12.nc.us//cms/module/selectsurvey/TakeSurvey.aspx?SurveyID=1543

Thank you for your input!

Stephanie J. Gentry

• Wrap up of SIT for the year on June 12^th.

Spring Teacher Survey

Spring Survey 2013

http://wsfcs.k12.nc.us//cms/module/selectsurvey/TakeSurvey.aspx?SurveyID=1543

Just click on the link to complete :)

SIT Meeting April 2013

SIT Meeting Agenda 4-15-2013

1. Comprehensive Needs Assessment Groups 
2. Teacher Survey - Lisa Turner
3. Any grade level concerns 

http://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/2792/CNA - Data Groups.doc

From Gentry:  "CNA Data Groups - This document lists out the data groups and members.  Ms Gentry tried to give everyone their first or second choice of group to even it out. Along with each group listed, there is a list of potential data sources for you to use to complete your analysis.  This is not a comprehensive list, but rather a starting point for you. There is loads of data for many of you. If you wish to make copies of what we have, please let me know. I'm happy to get you the information that you need."

http://wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/2100/CNA Planning Sheet gentry.doc

"This document outlines what you need to accomplish for the CNA process, including questions to answer. Our target time for completion is late May/early June." 

(CNA) Comprehensive Needs Asssessement:  

• Look at your groups, and touch base with your partners
• Some of you have asked guidance of where to find your data--continue to see Gentry on this
• Data is not set in stone, not limited to the items on the Staff Shared folder under SIT
• Ms Neal ane Ms Gentry have more data in binders and on webportal
• Data can be caught as a moment in time and therefore might have changed as issues may have already been addressed
• We might possibly gather more data and do another survey for groups such as teachers
• Question:  For example, are teachers getting what they need from the district?

Another survey?

• Email from Bud Harrelson about another survey coming soon concerning Single School Culture (grant running out—have to show data)
• We have to be concerned about the timing of the survey

Drop dead line on CNA report:  

• Gentry has to have by the time we leave for the summer
• Comprehensive needs assessment has to be compiled this summer
• So we are looking at June 15th

 Lisa Turner on the idea of a SEMS teacher spring survey:

• Making a survey can be a "graduate class" must be carefully written to be valid
• Follow-up CHAMPS survey to be included along with this survey?
• Turner looked for patterns of responses from last survey to compile the questions she came up with for this survey
• SIT members said yes on including CHAMPS
• Lisa showed us some questions and gathered SIT member feedback
• Turner is going to polish the questions and get back with us
• Elkins group is going to come up with a process type question for this survey

Next meeting,  (one or two more?)

• Rotation of people to be determined
• Also have to finish up the Comprehensive Needs Assessment plan
• Also a follow up on the jeggings conversation--a meeting so we can clarify for next year's planners
• Elkins proposes two meetings:
• 1 for leggings and a discussion of SIT members for next year
• We want to leave for summer knowing what the vacancies are on SIT and the plan for new SIT members in August
• Last meeting to address the comprehensive needs assessment
• May 13^th or 20^th (13^th should be good) 
• Gentry to get back with us on the exact date…

Ms Worrell will be the new FACS teacher next year...?

Feb 25 2013

SIT Meeting Agenda 2-25-2013

1. Absorption Plan Review:

Response from folks?

• Gentry:  We have had to use the absorption plan and has helped ID trouble spots—any grade level problematic issues?
• You may hear of problems they don’t hear? 
• Is it working?  What type of feedback are you hearing?
• Maxcy:  Recent one was good—other teachers in the discipline had an activity to give to kids
• Elkins:  make sure teachers have a backup activity to be able to give kids, basically emergency sub plans
• Thorne:  Only thing of a negative concern—no one to cover home base?

Gentry—somewhere homebase coverage got lost in translation for that circumstance...  We definitely need attendance piece

2. Dress Code Policy concerning tights and jeggings

Each grade level was to discuss this issue—response from grade level and encore?  Do we need to make an addendum to the agenda?

• 7^th grade—wanted to ban jeggings and leggings
• 6^th grade—also said they wanted to ban them, 
• Thorne—But, what’s the difference between a skinny jean and jeggings?
• 8^th Grade—short discussion about it being an issue and body type has to be a huge part of this discussion.  We don’t have it in writing, might be more trouble than it’s worth?
• Encore:  discussion there was no difference between jeggings and skinny jeans
• Elkins:  with warmer weather it should become less of an issue, therefore wait until next year to put in writing?
• Maxcy--comes down to quality of the apparel and the shape of the girl and that’s where it gets subjective.
• In indecent cases, we attack it as it happens.
• Gentry—put something in writing but to put it in terms of the indecent angle.
• We have to do a review of the handbook soon and revisions by second week in June, so we will put it in a way that it’s a consistent message.
• Gentry will come up with a few statements for our review:

3. Comprehensive Needs Assessment

Last Middle School principals meeting, each school has to develop a detailed plan--What is CNA?

Similar to SIP, more depth and detail analysis:
http://portal.sliderocket.com/DDDFS/5A1D5CC8-07E4-4CE2-B183-2ADEEBE59ACD

• In the end product— we will prioritize goals
• DATA notebook for SE—much more detailed and historical data galore

What is the process?

• Small sub groups of SIT, (5/6 groups)
• Job of groups over the next two months and look closely at data with guiding questions.
• We will give Stephanie the write up of the responses so she can submit
• Categories:
• Demographic
• Teacher Data
• Perception Data (surveys)
• Process and Practices (schedules, etc.)
• Student achievement data
• Attendance and discipline
• Groups will sign up for a category (1st and 2^nd choice)
• TODAY’S MEET:  http://todaysmeet.com/SEMSCN

4. Any other grade level concerns

Anything popped up in the last little while?

Respond back to Stephanie

Next meeting is mid to late April, if anything pops up, let Brendan know.

January 2013

Tech Update/Downs:

• 4 new laptop carts in 8th grade science classes
• These are transforming the way our 8th grade science teachers are teaching
• 4 new classroom solutions coming to the same 8th grade science teachers as part of race to the top monies
• classroom solutions include:  sound system, presentation station,  PC, document camera, wireless slate, 60"+ LCD TV, and new lenovo laptop for science teachers
• Some of the equipment being taken out of science rooms will go to the EC classrooms (601/701/801)  as outlined in the tech committee plan from earlier this year
• In addition to the science rooms, the new lease option being offered by the school system is allowing us to upgrade the office computers currently on the brink of failure.
•  Also, the desktop computers in the Media Center will be replaced with a complete set of laptops (30)--this will provide a another complete lab setting for signup, and provide for various flexible learning stations in there.
• Lease deal is incredible--something in the area of $170/machine/year
• The Dell computers in the Media Center will be available for use in the classroom
• SIT members suggested a online survey for those interested in having them in their own classrooms--Downs to setup an electronic survey and distribute

ALC (Alternative Learning Center) :        AR 5117.5 Assignment of Pupils - Alternative Programs & Schools

• There have been questions about teacher's responsibilities for students in ALC (mainly in terms of time) 
• Mr Prince explained the purpose of ALC and how it changed from the past when students were placed at alternative locations
• funding cuts basically put all but the most egregiousness offenses back on the schools
• MS Gentry:  clarified how the responsibility for ALC students works with positions (ISS, classified verses certified, etc.--different schools have handled it in a variety of ways ) 
• Policy still calls for a highly qualified teacher to spend a specific amount of time each day with ALC students.
• We have Mr. Griffin who is classified/splits position with Downs and theme money
• Maxcy:  What about an 8th grade teacher that might have two students in ALC? ( since they are not on teams)
• Do they have to come in two hours a week—no,  they can come in an knock out two birds with one stone.
• Maxcy to address with 8^th grade
• 8^th grade students are the only ones in ALC right now
• Mr Griffin is great about getting teachers to sign out--He says it seems to be  working pretty good so far.

Other miscellaneous items/Dress Code:

• Leggings issue/covering up:
• Do we need an addendum to the handbook?
• As long as they have something covering their hind end (like a shirt or shorts) then there should not be a problem
• What about shirts that are supposed to be covering?  Do we need to clarify?
• One way to handle this:
• 2^nd Semester hit "hot topics" with students, and put in the newsletter.
• We could put a clarification in the newsletter to make it clear about the leggings
• Possibly include in a phone message?
• Newsletter could clarify all the details
• What other items (3/4) need to be clarified with kids?
• Dress codes/cell phones/electronics/champs review/
• Here’s the question: if a staff member addresses them, what’s the difference between Jeggings and leggings?

• Should we follow up with grade level?
• Do we need more information before we make a stand?
• We have to consider all the possible fall-outs if this gets implemented.
• Davis King—suggests we just specify that thin material leggings and tights need to be covered
• Gentry—Really should discuss in smaller groups asap/at next grade levels
• Problem is mainly 8^th grade, but all grade levels are seeing it.

Moment of Silence:  County wide policy:   Policy 6115 School Opening Ceremonies

B. "The moment of silence shall be observed uniformly in every classroom unless an exception is approved by the superintendent or his designee for legitimate educational or administrative reasons"

• Recently, this issue was raised at the district level (that some are not doing the moment of silence)--perhaps the Newtown shootings brought this to light?
• Teachers responsibility to do it--this was specified at the start of the year.
• Just need a reminder to teachers to do the pledge and moment of silence—revisit
• Sometime go around and check?  Might be hard to check since people do at different times because of the flexibility given for locker breaks, etc.

Surveys: 

• Earlier this year, we did a survey on the CHAMPS effectiveness in the hallways
• Do we see a need to do any other surveys on pressing issues?
• If not, (no one responded) Gentry is thinking about doing a survey on some of the "teacher working conditions" type of questions
• This might help address some of those hot button issues
• Gentry to work with Downs on the technical part of that.

November 28, 2012

Champs Survey results:

• Overall results were mostly positive to the CHAMPS Survey
• Not many surprises.
• Elkins:  question about coverage on Jennifer Well’s hall—especially during 7^th grade class change
• Coverage is split, originally Ron was at end and Kelly was pulled, no one between Brendan and the end of the hall.
• Gentry may get someone to float down that hall—it’s a numbers issue.
• Interesting to compare Question 4: " I feel confident in the fact that all staff is aware and fulfill their expectations when at their assigned supervision locations" Several said no
•  and 
• 8 " I have periodically addressed the CHAMPs models for classroom, hallway and cafeteria behavior with all of my students"  --In other words, some people feel others are not enforcing CHAMPS, but everyone feels as though they are enforcing. (perception issue)
• Drifting from silence observation in the results
• Brendan:  ways to eliminate the drifting?
• Don’t want to beat a dead horse but should we revisit with the staff?
• Should we say something in particular to the staff at next meeting?
• If we don’t say anything, then staff will assume everything is perfectly fine
• Revisit with any particular grade level?
• Some staff feel uncomfortable addressing 8^th grade students (6^th grade for example)
• Could we switch up some spots?
• People have to communicate concerns (if we don't hear about them, we don't necessarily know there is a problem) 
• Add preference/wish lists for duty spots to the year end teacher survey?
• Question about Teachers talking in the hall to each other?  Should that be happening
• Should we have a do and don’t list based on the survey responses?
• We should give a few reminders and trends at faculty meeting, and reinforce what we are doing--not a lecture, just reminders

2)     Coverage Plan:

• Responses back from Elkins email have been limited
• Reason why it’s come up again?
• Gentry was not there at the last meeting, and there were several questions raised.
• With our staff being as big as it is, "perfect storm" of teachers being out and no subs can happen more than in the past
• Gentry is not asking for a vote here, but asking for Input on coverage plan and absorption plans?
• Comments:
• Absorption plan criterion verses coverage plan--which do people prefer?
• Absorption plan is designed to be temporary stuff--if teacher is sick or injured, or sub is late
• There are advantages and disadvantages to both
• A lot of it is information that the staff just doesn’t know about--what goes on behind the scenes.  Brian not certified for example—We can just use for short spurts.
• Other support staff—sometimes offer certain times to those people, but can't expect them to cover all day.
• Issues arise when no subs or no overlapping subs
• What she needs from us—the pros and cons of absorption vs pros and cons of coverage.
• Cold weather coming and third quarter is long and can be a rough time for teacher absences--the point is to be ready for the times that are coming
• 6^th Grade:  absorption by grade level, but sometimes it’s been by team. 
• Good thing is that it is spread across grade level and therefore it only ends up to be 2/3 kids
• Make sure people are aware that absorption is across grade level
• Issues with 7^th grade spread out and the kids coming from distant locations
• Maxcy:  absorption been used about twice so far in 8^th grade and not an issue with handing out an assignment like a article of the week.
• Turner--Emotions run high on this--SIT voted on absorption in the past over coverage
• Expedience of assigning coverage from the office when in a pinch
• On paper a coverage plan could be a good system, but in reality it ends up not working so well
• Justifying what we do to our own staff is time consuming
• Just because coverage plan  was abused in the past, doesn’t mean it will be now
• 60% of staff is new and that affects the perception of those who lament on the "way things used to be" vs a reality check
• Feedback from 8^th grade, absorption plan is working (maybe partly with the way they move)
• So, where do you draw the line of coverage plan vs absorption plan?
• Are absorption plans shared with the office?
• Emergency coverage plan—only go to it if so many teachers are out and not covered? 
• Situation is especially bad if multiple people from same grade level are out. 
• Thorne likes absorption plan better, likes kids coming into “my structure” vs going into another classroom where structure is unknown
• Deb:  use coverage if it gets to a certain level then use.  
• Sometimes it comes down to "principal card" and making a decision vs making it a certain level.
• If happens more often, we will take input and go to coverage only if necessary.
• Can we get a list of subs?--this might help new staff too
• BTW, this idea of a coverage plan was not triggered by that one
  "October surprise".
• Emergency sub plans are gigantic--teachers need to have them ready at all times!
• Any additional items?  
• School improvement plan will be handed out Monday--we got very little feedback from central office.
• SIP can be used as artifacts in teacher evaluation process.

SIT Meeting October 2012

Substitute Teacher issues

 

SIT meeting - October 15, 2012

1)     Response to the new champs?

• Looking at an anonymous survey:  Are two or three people willing to come up with a 5 question survey and post online?  (Downs to help with survey-online)  Timetable—end of month?
• Frankie Santoro
• Deb Neal and
• Sherry Worrell will head up the committee

2) The situation with Subs last Friday—subfinder was down.

• We need a system in place to have teachers in planning to cover—a list, an order of rotation? 
• Comments
• Maxcy --8^th grade decided in past to absorb because it was a morale issue.
• Teachers were generally not in favor of the idea of a “list plan”.
• In extreme cases do the cover plan where subs are not available
• Why don’t we want to use the absorption plan for an entire day?
• In theory the idea of a rotation list is okay,  but in practice it is not good most members seemed to indicate.
• Elkins? If we shoot it down, what’s the alternative besides absorption?
• We would always use absorption plan only if it gets up to the threshold of so many extra kids in class
• It is a safety issue if kids are sitting on the floor or in over crowded classes

• Another sentiment--when things are in a pinch in the morning, the system gets abused, no fault of anyone really, that's just how it works. 
• Should we change what we are doing as a staff based on one bad experience?
• Deb Neal—people in the office are strategic in their planning of coverage
• Would it help to have criterion of when we use this?
• Professionalism issues (being out on Fridays)?  That would be handled by administration, but gets to the morale issue of this topic
• Thorne: If we go ahead and approve it, it will be used more than we think.
• Elkins-only sees it being used if we have multiple teachers out on the same grade level. 
• Thorne:  The absorption plan’s original  intent was to only use when teachers left school for some emergency?
• Elkins:  Can we come up with something else other than coverage if too many out to reasonably do absorption plan?
• Encore can’t really cover core teachers
• Davis-King--Encore:  "We cover each other"
• If we put it in place and see how it goes, we could vote on it again. 
• Turner--Speaking from past—feelings were extremely high about this issue, and that’s why concerns are so high today
• Why is it okay for encore to handle it, but not for core?

• Key Questions we need to consider:

• What is the criterion for the absorption plan? vs coverage plan criterion?

·       What is the "cut off" for the absorption plan?

·       What are the criterion to use it?

·       List of staff to use before core teachers?

Brendan will talk to Gentry and present to her these questions, and hopefully we won’t have another situation like that in the meantime.

Other Agenda items:

• Legging wear is the loop-hole in the dress code especially in 7^th and 8^th grade—how to address this?
• An addendum in the agenda to cover this?
• Clarify leggings status--fall into the same category as shorts?
• We need to be uniform in terms of how we address this. 
• Either a shirt or other coverage must be applied
• Leggings are like under garments
• Holmes—Will this go for staff too?
• Might need to be a personal reminder to some staff too.
• “Cover the valuables” -- dress code according to Elkins

Girl hats:  seen in 7^th grade…Gentry has said no hats—period. No cutesy berets, etc.

Any other issues from grade levels?

No news is good news.