Promoting Student Success: Internship Activities Reflection

1 Internship Portfolio Part II Shayla Abney American College of Education EL 5983 Dr, Stephanie Begley November 26, 2023

2 Standard 6 Overview Standard 6 is identified as professional capacity of school personnel. This to me focuses on promoting student success and well-being. This includes hiring teachers that are supportive and open to professional development. It also includes delivering actionable feedback to teachers as well as provide teachers with the tools to motivate and empower them. The three activities that I participated in that are associated with this standard were honor roll celebration, conducting learning walks and participating in teacher interviews. The time I spent in each of these activities gave me a better understanding on how school personnel play a role in student success. Student honor roll celebration would normally seem as such an easy task but when dealing with teenagers in an alternative setting it took a lot of time and planning. The team I worked with needed to make sure that the students were rewarded in a way that would encourage them to keep up the behaviors and excite other students to want to be a part of it the next quarter. The meetings happened twice before the celebration and included both student and staff support to figure out what would be most beneficial to the students. Learning walks provided teachers with time to reflect on their practice and see where there could be improvement. It gave me a chance to focus on what both the teacher’s role and the student’s role was when it came to engagement and understanding of the lesson. This walk provided time to see where teacher excelled across the content and what areas they still needed modifications. Participating in interviews was my favorite activity in this standard. This activity gave me a chance to help build the school community with individuals that supported our vision and mission. It was also a great way to ask questions during the interview to ensure that candidates that were chosen would have student’s success and well-being in mind.

3 I showed mastery in this standard by ensuring that student’s success and well-being were at the forefront of all the activities. My participation in these activities ensured that we would recruit and hire teachers who fit in with our school community and culture. These activities promoted the perfect balance of reflection and improvement.

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4 Standard 6, Artifact 1 shayla.abney@pgcps.org Honor Roll Planning 3rd Quarter Created by: Archelle Bowen · Your response: Yes, I'm going Time 12:15pm‎ - 1pm‎ (Eastern Tim‎e - New York) Date Thu Apr 27, 2023 My Notes Guests Archelle Bowen Edward Newsome Shayla Abney *This was one of the many meeting that were held to discuss honor roll celebration ideas.

5 Standard 6, Artifact 2 AREA 3 LEARNING WALK FRAMEWORK Learning walks are a way of sharing good practice and supporting the development of teaching on a particular topic or of measuring the impact of teacher instructional practices. The “walkers” might include staff from the school as well as across the district. The focus of a learning walk should be positive and developmental in nature. THE PURPOSE OF A LEARNING WALK  The purpose of the learning walk will be linked to the district’s focus specifically on Algebra I and Geometry. Learning walks can also occur in any content area.  Learning walks are used to focus on specific aspects of teaching, learning, and assessment. It is best practice for educational leaders to be able to judge the effectiveness of the curriculum/teacher practice and its impact on student achievement. This can often be done through the use of an organized learning walk. There is often great value in two or more professionals discussing what they see during the learning walk including content teachers, ILTs, coaches, administrators and the department chairs of ML and SPED.  Learning walks will be built into each school's quarterly schedule with various foci outlined in the mathematics curriculum.  The notes from the learning walk will take the form of evidence utilizing a Look For document with short commentary boxes to help build an overall picture of emerging patterns and themes. *This is the guidelines used for the learning walks that were conducted by the teams

6 Standard 6, Artifact 3  This is the onboard flyer that is given out to prospective candidates

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7 Standard 7 Overview Standard 7 speaks to professional community for teachers and students. This includes providing a professional community for all staff. It also promotes student success. This standard includes having staff give their expertise in subject areas within the school community. Lastly, this standard describes that teachers need to be held accountable of how their teaching style impacts students learning. Three activities that I participated in that support this standard were read and write training, PBIS kickoff meetings and senior meeting. The read and write training was to explain how to use assisted technology with special education students who needed. This chrome add on would allow students to hear written text and speak text to be changed into written form. The PBIS kickoff gave students an opportunity to be rewarded for good behaviors. The students needed to follow the four core values to earn points and the points accumulated into prizes. Teachers has access to a tracker to award students’ points. Finally, the senior meetings were meetings in which we discuss how we would celebrate the seniors for their accomplishments. I showed mastery in this standard by making sure that there was a professional community for teachers and staff. There were opportunities for professional engagement and a commitment to shared values when it came to rewarding and collaborating with students. These events helped students to meet both academic and social needs of the students.

8 Standard 7, Artifact 1 58548. Introduction to Read&Write for Google Chrom‎e Course info Hours: 3.00 Type: Instructor Led Credit Type: Professional Learning Office: Special Education Adm‎inistration If you have students receiving Text-To-Speech accom‎m‎odation, then this session is for you. Learn about how to use Texthelp® Read &Write for Google Chrom‎e. Texthelp® Read Write for Google Chrom‎e is a literacy support tool that offers help with everyday tasks like reading text aloud, understanding unfam‎iliar words, and focus tools like dual highlighting. You will learn how to support your students' use of tool features such as highlighting, text-to-speech, and the dictionary. # Section 11380 7 DEC 07, 2022 4:30 PM ONLINE Hours: 3.00 Date: 12/07/2022 Location: Online Notes: Please have a fully charged laptop, and WebEx Client downloaded prior to the learning session. 11380 5 NOV 09, 2022 4:30 PM ONLINE Hours: 3.00 Date: 11/09/2022 Location: Online Notes: Please have a fully charged laptop, and WebEx Client downloaded prior to the learning session.  This is the training sessions for the read & write training on assisted technology.

9 Standard 7, Artifact 2 Shayla Abney <shayla.abney@pgcps.org> PBIS Weekly Update and Focus for the week! 1 message Shayla Abney <shayla.abney@pgcps.org> Mon, Feb 13, 2023 at 9:43 AM To: Elizabeth Kennedy <elizabeth.faber@pgcps.org>, Stephen Rountree <stephen.rountree@pgcps.org>, Lisa Williamson <lisaw@pgcps.org>, Philemon Awa <philemon.awa@pgcps.org>, Joy Sarimakin <joy.sarimakin@pgcps.org>, Toney Barnes <toney.barnes@pgcps.org>, Ghea Turner <ghea.barden@pgcps.org>, Ronnetta Ford <ronnetta.ford@pgcps.org>, Archelle Bowen <archelle.harrison@pgcps.org>, Lisa Howard <lisa.howard@pgcps.org>, Fode Kamara <fode.deenkamara@pgcps.org>, Vroman Wright <vroman.wright@pgcps.org>, Rima Garg <rima.garg@pgcps.org>, Gemma Balbuena <gemma.balbuena@pgcps.org>, Raymond Lofty <raymond.lofty@pgcps.org>, Michelle Spence <michelle.spence@pgcps.org>, Rebecca Roberts <rebecca.roberts@pgcps.org>, Gregorio Famucol <gregorio.famucol@pgcps.org>, Hayward Evans <hayward.evans@pgcps.org>, Kenrick Henderson <kenrick.henderson@pgcps.org>, Maritza Negron <maritza.negron@pgcps.org>, Kaomie McKenzie-London <kaomie.mckenzie@pgcps.org>, Steven Gilford <steven.gilford@pgcps.org>, Christopher Henderson <christophe.henderson@pgcps.org>, Linda Johnson <ljohns@pgcps.org>, Jackson Akwiembi <jackson.akwiembi@pgcps.org>, Loretta Allen- Simmons <loretta.allensimmons@pgcps.org>, Dionne Lyles <dionne.barnes@pgcps.org>, Nyoki Rogers <nyoki.rogers@pgcps.org>, Good Morning, Big shout out to the following teachers for using the PBIS tracker last week and rewarding our scholars for their core value behaviors: FORD, ROGERS, NEGRON, MCKENZIE-LONDON, and LYLES! This week I'm looking to add more teachers to the shout out! This week's focus is on all four core values and students are able to earn points based on participation in this week's kindness week. If a student properly participates in this spirit week by wearing the correct color shirt and school pants please give them an x on the tracker (the category does not matter). Attached below is the link again for the tracker. Thanks for all of your support! https://docs.google.com/spreadsheets/d/144SLMik5MlFsHFh5Tk192XE_Idvwuc90wklIGGAJOgA/edi t?usp=sharing -- Ms. Shayla Abney M.ED Academic Resource Support Teacher Non-Traditional Program North 2112 Church Road Bowie, MD 20716 Phone: (301) 390-0230 Google : (347) 927-4834 Email Shayla.Abney@pgcps.org

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10  This is the email that supports the PBIS kickoff that was discussed during the meeting. Standard 7, Artifact 3  This is the flyer for the senior celebration that was discussed at our meeting.

11 Standard 8 Overview Standard 8 is described as meaningful engagement of families and community. To me this standard speaks about engaging families and making them a part of the school community. This standard allowed staff and students to engage families in things that were happening and get their insights on what things they need or want. The activities that I participated in that pertain to this standard are engaging in families research, community meetings and creating a social media platform. The families’ research was a survey that was given to all of the parent at NTP North. This survey allowed the team to find out intel on the families such as what is their best mode of contact, what resources they needed and what ideas they had for the school community. The community meetings gave time for us to have conversations with stakeholders. These meetings helped to find resources for the families and school at large. The social media platform was very influential with providing engagement for families. This platform keeps the families up to date with things that are happening and allow them to partake in activities. I showed mastery in this standard by making sure that there were meaningful acts of engagement among students, staff and families. The survey given to parents allowed the school to taken notice of their wants and needs, the community meetings gave an opportunity to talk with other stakeholders and allow them to voice their thoughts and concerns and the Instagram page made events and notices about things going on in the school community.

12 Standard 8, Artifact 1 Archelle Bowen <archelle.harrison@pgcps.org> Tue, Sep 19, 2:20 PM to Danielle, Lisa, Wilhelm‎ena, m‎e Good Afternoon, Here are the results from the Needs Assessment as of 9.18.23: Best way to contact parent- 47.4% (Text) 47.4 (Cell Phone) Email (5%) Transportation- 5.3% (No) 94% (Yes) Classes Interest- (47.4%) Parenting, Job Interview (21.1%), School Max/ Canvas (47.4%), Substance Abuse (31.6%) Best, Archelle Bowen, LCSW-C School Social Worker Non- Traditional Program (NTP) North 2112 Church Rd. Bowie, MD 20721 301-390-0230 ext. 80064  This is the written results from the families assessment survey.

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13 Standard 8, Artifact 2 shayla.abney@pgcps.org Community Engagement Meeting with Abney Created by: Shayla Abney · Your response: Yes, I'm going Time 1pm‎ - 2pm‎ (Eastern Tim‎e - New York) Date Thu Mar 2, 2023 Where Your Office My Notes Guests Shayla Abney Danielle Brooks  This is the meeting invite for the community partners meeting to discuss stakeholder views and ideas for the school community.

14 Standard 8, Artifact 3  This is the QR code for the school’s social media page for family engagement.

15 Standard 9 Overview Standard 9 is defined as operations and management. This standard deals with the management of school operations and resources. This is the standard that focuses on how the school rules. This standard includes resources that are provided to the students as well as billing for things and constructing the best structure for student learning environments. The activities that I completed pertaining to this standard were overseeing the outdoor classroom, IEP administrative rights and Medicaid coordinator. These activities directly impacted the operations and resources available to the school. The outdoor classroom provided an opportunity for students to learn in a natural environment. Many of the science classes make use of the outdoor classroom providing both lessons to them and opportunity for experiments and on hand learning. The IEP administrative rights provided updates on anything new that was happening in the special education world. This training explained updates and gave examples of how to support special education students and add any modification or adjustments to their current IEPs. As the Medicaid coordinator I was assigned with the duty of making sure special education students billing was properly done through Medicaid. This included the payment for their services and that their progress reports were done quarterly and on time. The money that was made from the students Medicaid being done correctly was used to buy resources for the special education department. I showed mastery in this standard by not only attending training but being able to turnkey the information over to fellow teachers. The outdoor classroom is one of the students’ favorite places to learn. The IEP administrative rights training has given the knowledge to keep NTP North at the top of the Sped list and not have any cases of compliance. Lastly, the Medicaid

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16 coordinator training has ensured that all student receive the services that they need and the school receives funding accordingly.

17 Standard 9, Artifact 1  Students and teacher enjoying the outdoor classroom.

18 Standard 9, Artifact 2 Certificate of Com‎pletion Prince George's County Public Schools Shayla Abney has com‎pleted IEP Module: Evaluating Standards-Based IEPs (Progress Monitoring) (Custom) a training program‎ requiring 73 minutes on Thursday, September 8, 2022 Training Coordinator's Signature Em‎ployee's Initials: 98793 251562NN-6RR9  This is the training certificate of completion for the IEP Administrative Rights.

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19 Standard 9, Artifact 3 Invitation: Medicaid Coordinator Orientation @ Fri Sep 1, 2023 10am - 12pm (EDT) External Jerilyn Brooks <jerilyn.brooks@pgcps.org> Wed, Aug 30, 4:39 PM Sep 1 Fri Medicaid Coordinator Orientation W he n Fri Sep 1, 2023 10am – 12pm (EDT) W her e https://pgcps- org.zoom.us/j/84928275374? pwd=ejRuSS9jdXdXOGN1Q1VWT1Bu WnZLZz09 W ho Angela Davis , Jerilyn Brooks , Ricardo Smith , Office Timelines* Agenda Fri Sep 1, 2023 No earlier events 12:30pm consultation with STudent CJ over per… 3pm ISP Data record completion for Sped Dept  This is the invitation for the Medicaid coordinator session which explained all the duties of the job.

20 Standard 10 Overview Standard 10 is designated to school improvement. This standard speaks to continuous school improvement. This includes creating systems that collect data on what improvements are needed and what areas are successful. It also includes taking risk and trying things that work for the specific population at hand. The activities that I participated in in regards to this standard was collecting and analyzing data on concerning behaviors, creating an action plan and being part of a plc (professional learning community). The data collection of student behaviors gave real insight as to how the increase of suspension has skyrocketed over the years. It also put a focus on what is causing the suspensions and put into action thinking of how to combat these behaviors. The action plan was the first step in trying to control some of these behaviors. It was a great opportunity to focus on how to make a positive change and seeking out incentives and resources that would help move things in the right direction. Finally, the addition of a plc has been beneficial to all staff members. This community allows teacher to ask question and share ideas amongst each other. The community is a safe space to work on ideas of how to improve student learning, teacher practice and school improvement. I have shown mastery in this standard by not only reflecting on myself as a leader but taking into account the school data and the staff that are willing to help. The only way to improve a school community is to look at the previous data and understand where the areas of improvement are. The PLC also provides a plethora of data and how teacher are effective with students to support improvement. Data Findings – Negative behaviors are increasing!

21 Standard 10, Artifact 1 *This is student behavior data that shows the rise of behaviors over the years.  Data collected on past and present student behaviors

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22 Standard 10, Artifact 2 School Im‎provem‎ent Action Plan Tem‎plate Goal and Rationale How is the school improvement plan (SIP) aligned with the district/school mission, state standard, and the gaps in the data analysis? How will the school improvement plan (SIP) create opportunities for improving student achievement and an equitable and diverse school culture? The goal is to decrease overall suspension by 20% for the 2022/ 2023 school year. The schools mission includes allowing students to make choices that will affect them in their lives and know their worth. This goal does it exactly that! Currently the students make choices that cause suspensions and that its, they are out for a few days and they return no big deal. This goal allows them to learn strategies and tools to help them deal with conflict for their adult lives where consequences could be more dire. The SIP will create opportunities for improving student achievement and an equitable and diverse culture by meeting students where they are and giving the tools needed to be successful. The SIP discusses incentives to motivate students to make better decisions, decisions that will affect their futures. The SIP gives students opportunities to practice these strategies and deal with many different scenarios. Implementation Strategy Timeline Who is responsible/ involved Resources Evidence of Progress Measures Strategy 1 : Social Emotional Learning (Daily Check- ins) 1 year (Quarterly check-ins for effectiveness/ modifications)  Classroom Teachers  Social worker  Professional School Counselor  Mental Health Worker  Professional Development  Collaborative groups  Daily Check-in Google sheet Strategy 2: Peer Mediation 1 Year (Quarterly check-ins for effectiveness/ modifications)  Teacher Mediator  Professional School Counselor  Principal  Professional Development  Mediations templates/ discussion points  Guest Speakers  Refection sheet  Frequency data report  This is the action plan after looking at student behavior data

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23 Standard 10, Artifact 3 11/26/23, 10:10 PM NTP-N Professional Learning Community 2023-24 PGCPS Professional Learning Community Welcome! The ELD office has identified high-impact key strategies for supporting our Multilingual Learners. These strategies are designed to ensure that your MLs are able to access the curriculum and to support acquisition of academic language. We will be working through our Departments to examine and apply 7 stratagies- one each month October -April. English Language Development/ Multilingual Learners: 7 Strategies The 7 months - 7 strategies October- Visuals, November- Sentence Supports December- Engagement January- Collaborative Conversations February - Vocabulary Instruction March= Modified Graphic Organizers April - Building Background Let's Get Started! The left-side navigation menu includes a "Modules" button, which acts as a gateway to the Class Overview (https://pgcps.instructure.com/courses/791745/pages/class- overview) , learning content, and other helpful resources (including Canvas support).  This is the dashboard for the professional learning community.

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24 Impact on Student Achievement The activities that I have completed over my internship time have made a massive impact on student achievement. Some sources of impact were direct with the student such as PBIS, honor roll, senior celebration and the outdoor classroom while others were a little more behind the scenes such as technology and building audits as well as teacher development practices. Nevertheless, all things done during this time were for the betterment of the students The vision and mission statement provided a chance to build school community and list the values we wish to see in our students. This had an impact on student achievement because it gave them guidelines to follow and showed them what was to be expected of them. Budget conversation allowed time to see what areas the students needed more support in to decide how to allot the money in the budget for the following year. The knowledge of this data made it easy to decide in what areas would student achievement see the most gain and how much money would be needed to be successful. Professional developments helped impact not only students but staff as well. These professional developments give an opportunity for new information to be learned and shared amongst the team. Things such as learning walks allow these developments to be seen in action and really assess how they benefit the population on hand. Student driven rallies, parent support and achievement ceremonies also have an impact on student achievement. Studies have shown that when parent are involved in their children’s education that those students tend to perform better than their peers. By allowing parents to be involved and holding information session and parent engagement session it really helped to support the students. Students are the biggest motivators to one another and when one child is rewarded that ignites a passion in other students to perform well too.

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25 Providing staff with information about students’ rights and educational law also has a positive impact on student achievement. When it comes to law especially for students with disabilities and multilingual learners the knowledge of the law is very impact for the students when the staff know and abides by the laws. When staff understand how to provide accommodation and modifications to assignments it gives students all the tools that they need to be successful. Also, understanding the students code of conduct helps to keep their behaviors under control limiting suspensions and time out of the classroom where they would be missing valuable instructional time. Growth as a Leader This internship experience has given me great insight on what it takes to be a leader. It was very impactful how so many small entities come together to affect the larger whole. Coming into the program I understand that it took a lot to be a leader but after experiencing things for myself I see that it takes ever more to be a effective leader. My time with my mentor has given me a new perspective while opening my eyes to opportunities I may have never seen before. Some key areas and take aways from the experience would be the partnerships that I make with stakeholder, the impact on student learning and the effectiveness of motivating my staff. These are the major parts to me that it takes to be a leader and when these parts are aligned and impactful everything else just falls into place. Stakeholders are a major asset to any leader because as much as we would like to believe that we can do it on our own, we can’t! Stakeholder support is huge because they are the key to success. With the support of stakeholders, you have the chance to impact not only the students but the parents and community at larger. The voice and resources of stakeholders are endless.

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26 Impact on student learning goes without saying that it is the most important role of an educator and especially a leader. Student impact is not just focused on learning it is also focused on student behaviors and student social emotional status. All of these things go hand and hand with academic to ensure a student is putting their best effort in their studies. My internship activities showed me how to find the connections between social emotional, behavior and academics and put resources into play so that they align and students are successful. Lastly, teacher motivation and effectiveness are the other major parts of being a successful leader. Great leaders must know how to support their staff. Lack of support is a major contributor to the lack of teacher retention. Also, when teachers don’t have proper training, it hurts the students when it comes to improvement in their academics. A great leader knows how to cultivate a community of learning where teachers feel comfortable learning from one another and bettering their skills. In conclusion, my internship taught me a lot about what to expect as a future leader. It gave me an opportunity first hand to better my leadership skills and learn the ends and outs of how to be effective.

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Internship Portfolio Part 2

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