Staff Meeting Agenda

South Edgecombe Middle School

February 2L,2OL7 4:00 - 4:50 PM

Desired Outcomes:
oReview and discuss expectations that will support a safe, learning environment.
o
Share out and finalize plans for Digital Literacy Day and Celebration of African American History
& Contributions Day.
oldentify two action steps to move on as a school to support Goal 3 of SlP.
General Common Agreements:
oCHILDREN FIRST
o Arrive prepared
o Start on time
o Seek the good of the whole
o Seek firstto understand
o Seek 3rd alternatives
o End on time
o Limit sidebar conversations
o Technology - phones on silenq vibrate, or upside down - laptops only for taking notes

When What How/Who Notes

Greetings,
2 mins Review Pearce
aoenda
Expectations
/Non-
10 mins Pearce Teap Review & Discuss
negotiables i''
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Review l- L/ -

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Retention
5 mins. Pearce
Update
- Letter Notification from School
Fl Plan
3 mins eearce* 1.3rQ, Share final expenditures for plan
Update
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Digital Literacy li-Y,r;" ' ,r l' ,.i
Day and 9I xtr-;r:.'i' i ,

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African ,
Each Teim/Departmeni shares out plan. leams cdtl ,: ,;"'
10 mins American s)t- 11 t (..:.
provide recommendations to others.
History &
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Contributions \ : .J i ,t, .. ,
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Goal 3 & 1., ': i-'

20 mins Global Ready I e?lTl r--. ,

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Review, PIan and Decide I r'^. i
lndicator

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 Expectations and Non-Negotiables:

. Follow the PBIS response to behavior chart- warning, bounce, parent contact, BIC, office
referral... unless it involves drugs, weapons or fighting. Those 3 are automatic office
referrals.
. USE DOJO to identiS and reward positive behaviors. Positive reinforcement results in
increased positive behaviors. Mr. Scanlan and Ms.G willbe giving out info through
PBIS regarding grade level accounGl-
i,i Ensure structures and routines in the classroom are in place, have been taught, and are
followed consistently. Questions to reflect on: What is the entry routine? Is thele a ) /i':
routine for getting Chromebooks and putting them up-Whatliihe exitrottine? ,'''
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a Do not send more than two students out of the room at a time unless called by a staff
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tl ,/ ---? member (no more than one to the bathroom at a time). Question to reflect on: Is there a
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plan in place to monitor how frequently students are requesting to leave? Some are using
it as a way to get out of class and partaking in unacceptable behaviors in the hall.
Supervision- ALL STUDENTS MUST BE MONITORED AT ALL TIMES. Do not

# leave group of students unattended. Stand in your doorway in the morning as students
arrive and between class changes so you can monitor students in the hall and in the room
at the same time.
o Students should be escorted to Enhancements and lunch.
. Hold all students accountable for behavior expectations... No cell phones unless used for
direct instruction at the time or lunch; All students walk on the right side, one by one, not
two by two or three by three ("Right &g! 1ILt49-BlUq:' rygl!, glgAt iq tbg tgi" bgldir-,_g )
. Teach preferred behaviors- review Matrix before moving to new locations; build social
skills and cultural competencies into lessons.
. Stick to the master schedule- Ensure all students are moving to lunch and Enhancements
at the correct time. If students are feleased early andlor late, adequate supervision in the
areas may not be present.
o Afternoon Dismissal
' 3:40 is for car riders onty. All car riders MUST exit at the end of the 6th
grade hall. Use the bell for dismissal, not phones. r, ,.,1
. 3:45 is for buses and athletes. No athlete should dismiss before 3:45 to ..f iii , ,I
change for practice. Adequate supervision is not in the halls before 3:45. ,.,' ,:4n','-\rl
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Teachers not on duty, should walk with their classes through the tunnel to';.1 I

thebuses. rr,I '.

. All movies being viewed need to be ran through administration first. PG-13 movies
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require parent notification and signature. /\ t t ,<

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 EDGECOMBE COUNTY PUBLIC SCHOOLS
South Edgecombe Middle School
Targeted Priority Areas

Safe School; Develop a Citizenship

Community; & Character Education
Rigorous Committee (CCed)
Curriculum &
Instruction

Create activities for visual displays

students to participate of activities
in that relate to
different cultures

Multi-language access
via the website (for
newsletter, web pages,
etc)

Safe School; Create a multicultural Costs for planned Media website pictures of
Community; activity calendar in activities and resources Coordinator/ calendar/ displays and
Rigorous which different cultures needed for instruction. jou'malism/yearb visual displays of events
Cuniculum & are highlighted each ook class/ in hallways posted/
lnstruction month. The calendar Administratior/ lesson plans
will include a global CCed
topic as well. Topics committee/
will be integrated in teachers
instruction school wide

Enforce the Positive PBIS funds- cost for PBIS PBIS committee monthly
Behavior hrtervention rewards/recognition Committee/ minutes/ ODR reports
Support (PBIS) Adminishation/ Dojo reports
Implementation: staff
o Dojo Points
r Acknowledgem
ent System
. Dragons on
F.I.R.E.
o Attendance
Board

Bullystoppers Program Initial purchase of items

reflecting community (wristbands, t-shirts,
support flyers, etc..)

Safe School; Place identified Cost ofcurriculum Guidance class reductions in

Relationships; students in guidance as resources Counselor/ lists/schedule/les ODR's from
Rigorous an enhancement to Admini#ation son plans identified
Curriculum & receive small group students/
Instruction instruction focused on student work
leadership/character product in
education and conflict class
resolution
GLOBAL READY SGHOOL

lmplementation Strategy - Leadership Development

A successful global school esfab/ishes systematic processes and cultivates an environment to

support an open, inclusive and innovative school culture.

The school has established a committee or group focused on the globalinitiative.

The school's mission includes specific global education initiatives.

Items in the school's budget designated to funds for technology, training and tools to support
globalinitiative. gtrffn\ hf\

Pillar - Participatory Gultures

lmplementation Strategy: Globalizing lnstruction - Environment "Look and Feel":

A successful global school fias an eniironmentthat reflects global learning and ideas.

Globally-focused resources and materials are aVailable for teachers and students.

The visual displays throughout the school reflect student-led global investigations.

Artifacts and materials related to region of focus/global theme are displayed in classrooms.

Classrooms are set-up for collaboration and to facilitate student-centered leaming.

Classrooms are equipped with appropriate and latest technology for global investigation and
collaboration.

The school environment is focused on integrating and celebrating community diversity (staff, iamilies,
students)

Pillar: Participatory Gultures

Implementation Strategy: Collaborative Professional Development

A successful gtobal schoot provides feachers differentiated professional devetopment, tools and support.

Educators integrate cultural explorations into their teaching practice.

Educators teach interdisciplinary or subject-specific global lessons.

Educators are using student global competence indicators focused on assessing global attitudes, skills
and knowledge.
 Educators are connecting with peers to improve their practice and to receive feedback (virtual or
faceto-face).
lYrqool
Educators have professional development opportunities focused on global education (attend, present, I
Iead, etc.).
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Educators use formative and summative assessments to gauge global learning.
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Pillar - Experiential Learning
lmplementation Strategy: Globalizing lnstruction - Glassroom practices

ln a successful global school, students are highly engaged and develop knowledge, attitudes and skitls needed for a
complex global society.

Students produce learning products that demonstrate globat understanding.

Students demonstrate engagement when participating in interdisciplinary global investigations.

Students demonstrate understanding of complex global issues from multiple perspectives.

Students utilize and integrate technology into their work.

Students teach and learn from each other, both virtual and within their communities.

Students investigate other cultures and countries and demonstrate empathy and curiosity.

Pillar: Experiential Learning

lmplementation Strategy - School Connections

A successfu/ globtal school connects alassrooms to theirlacat and gtobat learning community.

School blogs and websites highlight global learning.

Classroom to classroom partnerships are established virtually and face-to-face.

The school has established community partnerships that encourage student to present their learning
with wider audiences.

Speakers and events are gentered around global initiative.

Stnategic partnerships established to support global initiative.