|
Core Function:
|
Domain 1: Turnaround Leadership
|
|
Effective Practice:
|
Practice 1A: Prioritize improvement and communicate its urgency
|
|
|
KEY
|
B1.03
|
A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.(5137)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
Currently our leadership team is made up of elected members from each grade level and department, as well as from student support services, and classified staff. Elections are held no later than June of each school year in order to ensure that a newly elected team is in place for the coming school year. Team members terms are staggered so that with each election approximately half the team rotates off. This ensures consistency among team members from year to year.
|
Limited Development 10/14/2025
|
|
|
|
How it will look
when fully met:
|
Ultimately we will work to develop a collaborative culture, where members of the school community work together effectively and are guided by a common purpose. All members of our community—teachers, administrators, students and their families—will share a common vision of what the school should be like. Together we will set goals that lead us toward this vision. In doing so, we will create a culture of discourse in which the most important educational matters facing the school are openly and honestly discussed. This strategy will help us to get out of TSI designation by creating a school based group ofleaders who can support the instructional and managerial needs of our school community.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 1 (0%)
|
|
|
|
10/15/25
|
The school will develop an elected team that focuses on the most critical areas of school improvement.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
|
KEY
|
B2.03
|
The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
Currently teachers are organized into teams based on grade level, and subject area. Grade level and subject area teachers have common planning times to ensure they have the opportunity to engage in PLC's during the course of the school year.
|
Limited Development 10/15/2025
|
|
|
|
How it will look
when fully met:
|
When fully implemented our school will have teams of teachers who implement, assess, and adjust instruction in short-term cycles of improvement – not annually, but continuously. Our common team tasks will include intensive efforts to align content taught across grades, and development of interim and diagnostic mini-assessments to monitor student progress on a continuing basis. Practices such as the development of agendas and minutes and the use of organized procedures for meetings will help our teams stay focused and maintain a history of team work. These strategies will help us to get out of TSI designation by ensuring that teachers are using regular formative assessment data to make timely instructional decisions to drive lesson planning.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 2 (0%)
|
|
|
|
10/15/25
|
Ensure that PLC's are meeting regularly and have the data necessary to make informed decisions about planning. Math and ELA will meet at least once per week.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
The school will create a team structure with specific time built in for instructional planning along with supervisory duties.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Core Function:
|
Domain 1: Turnaround Leadership
|
|
Effective Practice:
|
Practice 1B: Monitor short-and long-term goals
|
|
|
KEY
|
B3.03
|
The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
Our administrative team is regularly in classrooms completing informal walkthroughs as well as formal observations using the NCEES tool. We meet regularly with our Math and ELA coaches to ensure that owe have a deep knowledge of the curriculum in order to best support ourteachers and staff.
|
Limited Development 10/15/2025
|
|
|
|
How it will look
when fully met:
|
Our administrative team will be knowledgeable about and deeply involved in the instructional program of our school and we will be heavily invested in instruction, spending considerable time on the teaching function. We will model the importance of teaching by being directly involved in the design and implementation of the instructional program. We will be knowledgeable about and heavily invested in the curricular program of the school. Finally, we will be knowledgeable about assessment practices and personally involved with colleagues in crafting, implementing, and monitoring assessment systems at the classroom and school levels. These strategies will help us to get out of TSI designation by ensuring consistent, equitable instructional presentation, materials and resources for all students.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 6 (0%)
|
|
|
|
10/15/25
|
The admin team will conduct calibrated walkthroughs at the beginning
of the school to calibrate what good instruction should look like in the
classroom
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
The admin team will complete 8 - 10 informal walk throughs weekly and provide written feedback to teachers via the walkthrough feedback form.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Utilize Math instructional coach from NTN to support our efforts to implement Open Up math in grades 6-8.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Utilize EL coach to assist with implementation of EL resources in all 6-8
ELA classes.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Utilize My Perspectives coach to assist in implementation of resources in High School English classes.
|
|
Tanya Hiller (Admin)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
The admin team will discuss weekly walkthroughs during our weekly
admin meetings to discuss the individual supports for teachers based
on the data
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Core Function:
|
Domain 2: Talent Development
|
|
Effective Practice:
|
Practice 2A: Recruit, develop, retain, and sustain talent
|
|
|
KEY
|
C3.04
|
The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
LEA Response: It is the policy of the Guilford County Board of Education that a continuous system of recruitment and selection of personnel be maintained in order to assure competent candidates for vacancies as needed. The district attaches a high priority to securing the most competent personnel available and, once they are employed, in assisting them in their professional growth and development throughout their careers. The district regards a personnel evaluation plan as a critical and essential part of professional growth. The Board acknowledges that the most important aspect of attaining excellence in education is the quality of the teaching staff and the administrative staff. The Board therefore adopts as policy and states its determination to strive for such excellence, and further declares its intent to employ and reemploy only those teachers and administrators who possess, have exhibited, and continue to strive for excellence in their preparation for, performance of, and contribution toward the educational process. Achievement of a proficient rating on the North Carolina Teacher or Administrator summative evaluation is the minimum acceptable standard of performance for teachers and administrators in this school system. However, proficient performance shall not constitute any assurance to any teacher or administrator of rights to or consideration for employment or reemployment. The Board of Education holds all personnel accountable for striving for a summative rating of distinguished on all performance. School's Response: Penn-Griffin has procedures in place for recruiting and replacing staff as a team. An interview committee made up of administration, content area/grade team leader, counselor, curriculum facilitator, and support staff meet to interview candidate and make recommendations. Administrative team if necessary interviews the top two candidates. Protocols for evaluation are in place and in line with GCS and NC standards for observations and evaluations. A reward and acknowledgement tools is necessary. As this concept is very subjective, it is difficult to implement. A Teacher of the Month or Outstanding. Practices acknowledgment at staff meetings has been effective in the past, but needs fidelity in execution. the development of a morale/climate committee to assess ways administration can personalize an effective means of rewarding would help all teachers feel appreciated.
|
Limited Development 10/15/2025
|
|
|
|
How it will look
when fully met:
|
School will have in place a system and procedure for identifying areas of need, qualified candidates, and then a form of communicating with said qualified personnel to schedule and complete an interview. School will have a procedure in place to then interview potential staff members with a team made up of a variety of stake holders - team member. curriculum speacilist (school-based), and administrator.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 5 (0%)
|
|
|
|
10/15/25
|
Admin team will develop a procedure to communicate effectively with HR to anticipate vacancies and populate a list of qualified candidates.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Anticipate possible vacancies and regularly check Frontline for possible candidates and substitutes who may be qualified to move in to a licensed position.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Train multiple staff members to include teachers, administrators, and classified staff on our interview process in order to include as many stakeholders as possible.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Utilize Title 1 funding to purchase additional teacher positions
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
We will utilize $88,415.43 to fund an additional teaching position
|
|
|
|
|
10/15/25
|
Utilize local funding to purchase additional Social Worker allotment.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Core Function:
|
Domain 2: Talent Development
|
|
Effective Practice:
|
Practice 2B: Target professional learning opportunities
|
|
|
KEY
|
C2.01
|
The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
LEA Response: (Limited Implementation) Guilford County Schools looks regularly at school performance data. An area that needs improvement is looking at classroom observation data. At the present time, there is no district walk though tool and therefore the district is unable to review classroom observation data. Additional improvement is also needed with our teacher evaluations and principal evaluation data for calibration purposes. Currently we are utilizing end of the year performance data such as EOC, EOG, ACT, EVAAS data etc, to guide our work. There is limited use of benchmark data to guide instruction, provide opportunities for tutoring, and remediation. There is little evidence to suggest that we are using classroom performance data, or other forms of formative data along the way to guide our instructional delivery.
|
Limited Development 10/15/2025
|
|
|
|
How it will look
when fully met:
|
School leadership will utilize data from classroom walk throughs and observations as well as benchmark student data in order to determine professional development needs of the staff. Once identified, teachers will be provided the opportunity to attend professional development in the areas identified from these data points. These strategies will help us to get out of TSI designation by ensuring that we are using regular formative assessment data to make instructional decisions.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 5 (0%)
|
|
|
|
10/15/25
|
Create and update master data spreadsheet to track achievement data
for all students grades 6-8.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
Data will include results from NWEA MAP, GCS benchmarks, previous
EOG scores, future EOG projections, etc.
|
|
|
|
|
10/15/25
|
Analyze data gathered from Progress Monitoring to group students for daytime tutoring focused on growth and achievement on 25-26 EOGs.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
We will utilize $14,726.52 of Title I funds to utilize a tutor who will
support us with Tier 3 Interventions
|
|
|
|
|
10/15/25
|
Participate in Data Huddles that are facilitated by the district data coaches
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Analyze data from shared walkthrough spreadsheet to create targeted,
individualized Professional Development for faculty and staff.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
All administrators and teachers will use protocols such as turn and talk, anchor charts, notice and wonder during classroom lessons.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Core Function:
|
Domain 3: Instructional Transformation
|
|
Effective Practice:
|
Practice 3A: Diagnose and respond to student learning needs
|
|
|
KEY
|
A4.01
|
The school implements a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers.(5117)
|
Implementation Status
|
Assigned To
|
Target Date
|
|
Initial Assessment:
|
Students are utilizing district provided laptops and teachers courses are located on Canvas. Interim Assessment testing and NWEA MAP testing are utilized to make decisions regarding individual student and small group interventions.
|
Limited Development 10/15/2025
|
|
|
|
How it will look
when fully met:
|
We must ensure that each of our teachers is faithfully implementing effective teaching practices and aligning them to the same standards and skills as their peers teaching other tiers of intervention. With a focus on student response to instructional practices, as opposed to student deficits or failures, then we can improve the success rates of struggling students and the accuracy of identifying students who truly have disabilities. Special educators and general educators must collaborate to understand and coordinate the instruction occurring within the other tiers to maximize their effectiveness for students.
|
|
Abu Zaeem (Principal)
|
06/15/2026
|
|
Actions
|
0 of 4 (0%)
|
|
|
|
10/15/25
|
Analyze data gathered from Progress Monitoring to group students for daytime tutoring focused on growth and achievement on 2025 - 2026 EOGs.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Implement use of NWEA and MAP testing as formative assessments to
track student performance and inform classroom instruction.
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Train staff at the beginning of the year on the MTSS process and how it
will be implemented during the 25 - 26 SY
|
|
Elizabeth Phillips (CF)
|
06/15/2026
|
|
Notes:
|
|
|
|
|
|
10/15/25
|
Students will utilize Library Books of their interest to create a culture of
reading at PGSA
|
|
Jennifer Freeland (MTAC)
|
06/15/2026
|
|
Notes:
|
Title I funds in the amount of $830.81 will be allocated to purchase library books.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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