January 12, 2012 Peabody Middle School Yardley Farquharson, Principal

STUDENT DEMOGRAPHICS  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% 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

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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 6

 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 improvement needs 7

 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 8

 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 9

10 FEDERAL REQUIREMENTSIMPLEMENTATION LEVEL  Creation and Use of District TeamHigh  Enabling School AutonomyFull  Principal and Hiring TeachersHigh  Stakeholder EngagementPartial  Creation and Use of School TeamHigh  Leading ChangeHigh  Evaluating, Rewarding, Removing StaffHigh  Professional DevelopmentFull  Learning TimeFull  Reforming InstructionPartial

 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 11

 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 12

 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 13

Provide status report on the 25 RPF Indicators/Indistar Plan and the MOU with the External Lead Partner Conduct third and final School Quality Review Identify accomplishments and establish plan for Indistar Plan goal maintenance and expansion Identify goals that remain unattained and devise action plan and timelines for completion Identify supports that will be necessary to continue and/or develop within the school and at the division level to help ensure long-term continuous improvement Conduct a debrief of the three-year LTP process with all key stakeholders to identify “lessons learned” and “next steps” Based on the previously identified actions, complete the school improvement plan for