School Improvement Plan - Charlotte-Mecklenburg Schools 2015- 16 FinalB.pdfSchool Improvement Plan...
Transcript of School Improvement Plan - Charlotte-Mecklenburg Schools 2015- 16 FinalB.pdfSchool Improvement Plan...
School Improvement Plan
2015-2016 2015-2016 through 2016-2017
School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.
Draft Due: September 28, 2015 Final Copy Due: October 26, 2015
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River Gate Elementary School Contact Information
School: River Gate Elementary Courier Number: 590
Address:
15340 Smith Road Phone Number: 980-344-1000
Charlotte, NC 28273 Fax Number: 980-343- 1836
Learning Community South School Website: http://schools.cms.k12.nc.us/rivergateES
Principal: Kimberly Odom
Learning Community Superintendent: Dennis Queen
River Gate Elementary School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position Name Email Address Date
Elected
Principal Kimberly Odom [email protected] 9/17/2015
Assistant Principal Representative Cheryl Moran [email protected] 9/17/2015
Teacher Representative Keisha Alston [email protected] 9/17/2015
Inst. Support Representative L. Flowers [email protected] 9/17/2015
Teacher Assistant Representative Shantal Moss [email protected] 9/17/2015
Parent Representative Pamela Hill, PTA President [email protected] 9/17/2015
Parent Representative Michael Baxley, Chair [email protected] 9/17/2015
Staff Representative Brandie Harris [email protected] 9/17/2015
Staff Representative Aenoy Phommavongsay [email protected] 9/17/2015
Teacher Representative Lilia Lawson- Kindergarten [email protected] 9/17/2015
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Teacher Representative Francine Tortorello- 1st Grade [email protected] 9/17/2015
Teacher Representative Cheri Adams- 2nd Grade [email protected] 9/17/2015
Teacher Representative Pazley Leone- 3rd Grade [email protected] 9/17/2015
Teacher Representative Laura Mayle- 4th Grade [email protected] 9/17/2015
Teacher Representative Whitney Godfrey- 5th Grade [email protected] 9/17/2015
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and
productive life.
School: River Gate will be a place where learning is fun and students are constantly engaged. Through our efforts, we
will value our diversity and promote high standards for all learners. Collaborative efforts amongst all staff members and
continuous professional development will equip our staff to ensure that students experience the best educational
opportunities that will prepare them for their future endeavors. It is essential that we have a great classroom teacher for
every single child.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: A school with a rigorous learning environment that promotes high expectations and meets the needs of our
diverse learners, while preparing them to compete globally.
River Gate Elementary Shared Beliefs
We believe that students are entitled to a high quality educational experience. We are charged with nurturing the whole
child: Academically and Socially. We believe that in order to prepare our students for middle school and beyond, they
must be challenged academically, exposed to the possibilities, and taught responsibility. We will engage our students,
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parents and school community in this process. We will teach our students that setting goals and dreaming big are
important. We will teach them that failure is a part of life and the growth and maturation process; however, it’s important
that they learn from the failure in order to allow the growth to take place.
What? Why?
Common Core
Curriculum
The Common Core Standards are internationally bench-marked. This means that our standards will compare favorably to standards of other countries. Additionally rigor and higher level thinking skills will be infused at a greater level using common core.
Literacy Literacy will include a balanced approach. Writing, Independent Reading, Word Work and Supported Reading and facilitated daily during the literacy block. River Gate continues to build classroom libraries to support balanced literacy. Lucy Calkins/ Columbia University’s Teacher’s College provides structure, training and resources for the facilitation of balance literacy in our school.
Math Math is presented to students with a core four approach. The four basic components include
Investigations and Core Instruction, Problem Solving, Math Workshop and Math Fluency. Math
Investigations is our primary source for facilitating math instruction, however, to meet the needs
of students, teachers will uses a myriad of resources to support instructional goals.
Science Science will include hands on experiences wherein students will learn fundamentals of scientific concepts and explore the depths of the concepts in the science lab. Additionally, 3rd through 5th grade students will present a science fair project to students and panels of judges to support 21st century skill development. Science instruction is enhanced with the Gator Garden, Science Presentations through Discovery Place, field trips and speakers.
Social Studies Social Studies gives our students insight into the world around them. Students are exposed to
local, state and national government, geography, history and economics through core
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curriculum and project based learning.
Extracurricular
activities
We believe that students should have an opportunity to tap into their special interests and talents in order to prepare themselves for their future goals and aspirations. At River Gate, we offer Girls on the Run, Art Club, Student Council, National Elementary Honor Society, Chess Club Safety Patrol, GEMUN, Recycling Club and a variety of other clubs and organizations to support student interests.
Character Education 21st century learners must not only be equipped to face academic challenges, but social challenges as well. In order to do so, students receive classroom guidance lessons from the school counselor periodically. She focuses on positive character traits and anti-bullying. We want our students to feel confident and poised to handle conflicts with peers and potential social problems as they arise.
Special area classes In order to be healthy, well rounded students, they must have an opportunity to learn about
areas outside of their core classes. Music (vocal), Art, Physical Education, Spanish,
Technology, Media and Science Lab are all offered to K-5 students.
Talent Development
and Special
Education
To address students’ needs adequately, students are screened through testing to determine if
Exceptional Children’s’ Services are needed. Once this is determined, students work with
professionals trained to address their specific needs.
Assessments Assessments are used as a teachers’ guide to determine what students need and how they
should respond to their needs. Quarterly assessments called CIAs (Common Interim
Assessments) are given and used to plan instructional groups for students.
Homework Homework is assigned as needed to students to reinforce concepts presented in class. It is
NOT designed to be a punishment, but an opportunity for enrichment. Students are expected to
read every night for at least 30 minutes.
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River Gate Elementary SMART Goals
Duty Free Lunch
Provide a duty-free lunch period for every teacher on a daily basis.
Duty-free Instructional Planning
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of
proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper
supervision of students may allow during regular student contact hours.
Safe Schools
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of
bullying and harassing behaviors.
Literacy
Based on EOY Assessment results, the three subgroups wherein less than 50% of students are proficient are Hispanic
(46.3), LEP (19.4) and SWD (23.3). We will move these students incrementally and increase student achievement for
these subgroups by at least 5 percentage points based on 15-16 EOY data.
Math
Based on EOY Assessment results, the two subgroups wherein less than 50% of students are proficient are LEP (32.3)
and SWD (23.3). We will move these students incrementally and increase student achievement for these subgroups by
at least 5 percentage points based on 15-16 EOY data.
Culture and Climate
It is the goal of the leadership of River Gate to engage Hispanic families more in the school community measured by
attendance and survey results from family and academic programming sponsored by the school.
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River Gate Elementary Assessment Data Snapshot
River Gate Elementary Profile
This narrative should include a description of student and staff demographics, recent achievement(s), and staff
qualifications.
River Gate Elementary was built in 2009. The school is located in southwest Charlotte near the South Carolina state line. River Gate earned a SPG Grade of C and SPG Score of 69. Based on EVAAS Growth, River Gate met expected growth. The school’s AMO target percent was 91.9. The school has grown tremendously and it serves a very diverse population of students. Student enrollment is at 824.
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A broad range of socio-economic levels, ethnicity, and geographic locations are represented within the student population.
Some of the ethnic groups represented are Caucasian, African-American, Hispanic, Asian, and American Indian. Our
student population includes 63 TD students, 45 SWD students, & 74 LEP students.
River Gate’s staff is experienced, dedicated, and enthusiastic, and includes 35 classroom teachers, 10 instructional
assistants, 1 assistant principal, 1 dean of students, 2 counselors, 1.5 art, 1.5 music, and 1.5 physical education teachers,
one Reading Teacher, and one Literacy Facilitator, 2 EC teachers, 1 Talent Development teacher, 1.5 English as a Second
Language teachers, and a Technology Associate. All teachers and instructional assistants are highly qualified. In order to
attract and retain quality teachers, we utilize a team approach to interviewing potential candidates and require candidates
to model a lesson with a group of students. Once teachers are hired, they are strategically placed on teams based on
students’ needs and the strengths of the teacher. Classes that need more intensive instruction have fewer students
assigned to better ensure they receive the targeted instruction needed.
During the 2015-2016 school year we will continue to implement instructional programs that promote student growth with
Response to Instruction, a Balanced Literacy Approach, Investigations Math, Lucy Calkins Writing, Inclusion, and
Remediation and Enrichment.
Our students are our first priority, and it is our goal to provide the best instructional programs/teaching strategies that
promote increased student learning. Technology is infused in the classroom with the use of SMART technology, Discovery
Education video streaming, smooth boards, iPads, Ebeams, and other tools that make learning engaging and relevant for
our 21st century learners. In addition to our focused instructional program, we promote character education, the
Accelerated Reading Program, the Do the Right Thing program, Student Council and Girls on the Run.
River Gate is fortunate to have numerous volunteers and many corporate, church, and business sponsors who partner with
the school to enhance and maintain academic programs and initiatives including Discovery Place, Vulcan, Jackson
Orthodontics and Jim N Nicks Bar-B-Q Restaurant.
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Strategic Plan 2018: For a Better Tomorrow
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:
I. College- and career-readiness II. Academic growth/high academic achievement
III. Access to rigor IV. Closing achievement gaps
Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:
I. Proactive recruitment II. Individualized professional development
III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development
Goal 3: Cultivate partnerships with families, businesses,
faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:
I. Family engagement II. Communication and outreach
III. Partnership development
Goal 4: Promote a system-wide culture of safety, high
engagement, cultural competency and customer service Five focus areas:
I. Physical safety II. Social and emotional health
III. High engagement IV. Cultural competency V. Customer service
Goal 5: Optimize district performance and accountability by
strengthening data use, processes and systems Four focus areas:
I. Effective and efficient processes and systems II. Strategic use of district resources
Goal 6: Inspire and nurture learning, creativity, innovation
and entrepreneurship through technology and strategic school redesign
Four focus areas:
I. Learning everywhere, all the time
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III. Data integrity and use IV. School performance improvement
II. Innovation and entrepreneurship III. Strategic school redesign IV. Innovative new schools
SMART Goal (1): Duty Free Lunch for Teachers
Provide a duty-free lunch period for every teacher on a daily basis.
Strategic Plan Goal: Recruit, develop, retain and reward a premier workforce
Strategic Plan Focus Area: Retention
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3
At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class &
exam
Score 1550 on SAT or 22 on ACT
Data Used: Teacher Retention Data
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Employ a lunch monitor as soon as possible
Interview potential candidates
Make recommendation to HR manager
Kimberly Odom, Principal
Students are monitored at lunch by the lunch monitor
District Lunch Monitors
Mid first quarter
2. Utilize teacher assistants in the cafeteria during lunch
Create a schedule for rotating instructional assistants in order to provide additional support for their assigned grade
Kimberly Odom, Principal
Safe and orderly cafeteria environment
N/A Teacher Assistants
Aug.- June
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level. Provide training to instructional assistants so they will know the behavior expectations for students.
3. Utilize administrative team members to monitor the cafeteria during lunch room whenever possible
Kimberly Odom, Principal
Safe and orderly cafeteria environment
N/A Administrative Team
Aug.- June
4. Provide teachers with a comfortable environment where they can eat and dialogue with colleagues.
Arrange furniture and fixtures so that the lounge area is clean and comfortable.
Decorate the lunch area with positive quotes to support a positive school climate.
Kimberly Odom, Principal and Nichole Bryant, Sr. Admin. Sec.
Increase in teacher morale as evidenced by teacher working conditions survey
Donations from local partners
All Staff Aug.- June
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SMART Goal (2): Duty Free Instructional Planning Time
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.
Strategic Plan Goal: Recruit, develop, retain and reward a premier workforce, Optimize district performance and accountability by strengthening data use, processes and systems
Strategic Plan Focus Area: Teacher retention, data integrity and use
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3 At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class & exam
Score 1550 on SAT or 22 on ACT
Data Used: Teacher Retention Data
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Create a master schedule to include a 90 minute per week PLC/ Planning block with facilitators and administrators.
School Administrative Leadership Team / ILT
Grade level agendas and minutes from meetings. Instructional Lesson Plans.
N/A All Staff Aug.- June
2. Provide two 40 minute planning blocks and 30 minute to be divided by before and after school planning blocks per week to discuss data and interventions.
School Administrative Leadership Team/ Instructional Leadership Team
Data Driven Instruction. Improved assessment results.
N/A All Staff Aug.- June
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SMART Goal (3): Anti-Bullying / Character Education
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
Strategic Plan Goal: Cultivate partnerships with families, businesses,faith-based groups and community organizations to provide a sustainable system of support and care for each child
Strategic Plan Focus Area: Safety, family engagement
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3
At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in
Math Grades 3-5
Successful completion of
Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class &
exam
Score 1550 on SAT or 22
on ACT
Data Used: School Survey Results
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Bully Liaison / Bully-prevention
Emphasize educational programs
that promote positive student
behavior
Implement Anti-bullying plan
Provide instructional lessons to help identify bullying behaviors and teach strategies to avoid being a victim and bystander.
Shary Huntley and Jean Piermattei, School Counselor Kimberly Odom, Principal
Number of office referrals
for bullying reduced
Students report feeling safe
on Student Survey
$2,000/ School PD Funds
Shary Huntley Jean Piermattei
Quarterly/ Ongoing
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Promote character education
Provide School Counselors opportunities for professional development in the area of bullying prevention and character education
Continue to implement character education awards
2. Character Education
Create Character Education Team
Employ Additional School Counselor to assist with classroom guidance lessons
Provide Character Education Assemblies with positive character messages
Use GNN to discuss Respectful, Responsible and Safe behaviors
Provide each classroom with a behavior matrix poster
Classroom teachers receive PD on how to handle discipline issues
Shary Huntley and Jean Piermattei, School Counselors Mr. Putman, Tech Associate Character Ed. Team
Students report feeling safe on Student Survey
N/A All Staff Quarterly/ Ongoing
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based on the matrix.
3. Healthy Active Child 30 min.
Provide health instruction to students on a consistent basis
Classroom Teachers
Students choosing healthy behaviors with food options and activities
N/A All Staff Daily
4. School Health Team
Sponsor healthy activities for school staff members i.e. volley ball games, walk competitions, boot camp at school etc.
Mary Ward, PE Teacher
Teachers choosing healthy behaviors with food options and activities
Donations provided by community partners
School Health Team
Quarterly/ Ongoing
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SMART Goal (4): Based on EOY Assessment results, the three subgroups wherein less than 50% of students are proficient are Hispanic (46.3), LEP (19.4) and SWD (23.3). We will move these students incrementally and increase student achievement for these subgroups by at least 5 percentage points based on 15-16 EOY data.
Strategic Plan Goal: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready
Strategic Plan Focus Area: Academic growth/high academic achievement
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3 At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class & exam
Score 1550 on SAT or 22 on ACT
Data Used: End of Grade Test Results
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1.Continue to expand and monitor
an effective literacy program
•Create a master schedule that
has a 120 minute block for
literacy instruction
•Develop lesson plans that include
LaGina Flowers Literacy Facilitator, Brenda Iyomohan, ILT, School Administrators
Students will demonstrate growth on assessments
$5,000 School Funds for subs, training and resources District provided training
Classroom
& Support
Teachers
Admin.
Team
Quarterly/ Ongoing
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the components of a balanced
literacy program
•Create a master schedule that
has a 90 minute planning block
each week for each grade level
•Create and monitor daily fluency
practice for students who are
struggling
•Provide staff opportunities to
attend quality literacy professional
development training at the local,
state, and national levels
•Create quarterly common literacy
assessments for each grade level
•Provide students with a variety of
reading genres
•Purchase literacy materials
•Provide research-based
instructional materials for literacy
•Provide technology to enhance
literacy instruction and
Literacy
Committee
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management of data
2. Differentiate Instruction
•Develop PEP for students not
performing on grade level
•Provide book study on improving
instructional practices, especially
on DDI
•Provide intensive reading for
students by using LLI K-5
•Create PLC to discuss strategies
and intervention for students not
performing on grade level
•Tier students for targeted
instruction
•Provide instructional time for
remediation and enrichment
during the literacy block
School Administrative Team, ILT, Classroom Teachers LaGina Flowers Literacy Facilitator, Brenda Iyomohan,
Students will demonstrate growth on assessments
N/A Quarterly/ Ongoing
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3. Use MTSS model to monitor
student progress through
universal screenings, benchmark
assessments, and ongoing
progress monitoring
Utilize universal screening programs to determine grade-level goals and student deficiencies (K-2- TRC)
Use AIMSweb to progress monitor
Give teachers release time to create and administer common grade level assessments
School Administrative Team, ILT, and all classroom teachers
Students will demonstrate growth on assessments
District provided universal screenings
Classroom
& Support
Teachers
Admin.
Team
Literacy
Committee
Quarterly/ Ongoing
4. Implement effective intervention
strategies and programs
Provide training on research- interventions (LLI, Mentoring Minds)
Provide time for small group re-teaching
Use all staff for small group intensive instruction
School Administrative Team, ILT, Classroom teachers
Students will demonstrate growth on assessments
N/A Classroom
& Support
Teachers
Admin.
Team
Literacy
Committee
Quarterly/ Ongoing
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SMART Goal (5): Based on EOY Assessment results, the two subgroups wherein less than 50% of students are proficient in Math are LEP (32.3) and SWD (23.3). We will move these students incrementally and increase student achievement for these subgroups by at least 5 percentage points based on 15-16 EOY data.
Strategic Plan Goal: Maximize academic achievement in a personalized 21st-century learning environment for
every child to graduate college- and career-ready
Strategic Plan Focus Area: Academic growth/high academic achievement
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3 At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class & exam
Score 1550 on SAT or 22 on ACT
Data Used: EOG Test results, MAP data, Common Assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Analyze, disaggregate and
triangulate multiple data points to
determine the strengths and areas
of challenge as well as areas of
mastery and non-mastery for all
students.
Create a master schedule that has a 90 minute block for math
Kimberly Odom, Principal, Cheryl Moran, Assistant Principal, and LaGina Flowers Academic
Teachers’ ability to use data
to create lessons, guide
instruction and
differentiation of
assignments.
Students demonstrate growth on common assessments and progress
N/A Classroom Teachers Academic Facilitator School Administrators
Quarterly/ Ongoing
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instruction
Develop lesson plans that include the components of the school’s Core Four program
Create a master schedule that has a 90 minute planning block each week for each grade level to provide time for collaboration
Monitor math fluency practice for students who are struggling
Provide staff opportunities to attend quality professional development training at the local, state, and national levels
Create quarterly common math assessments for each grade level and exit tickets
Purchase math materials
Provide research-based instructional materials for math
Provide technology to enhance literacy instruction and management of data
Facilitator and all teachers
monitoring tools. ILT
2. Use MTSS model to monitor
student progress through
universal screenings, benchmark
assessments, and on-going
Kimberly Odom, Principal, Cheryl Moran, Assistant
100% of students have
sufficient time to practice
and master reading skills.
District provided universal screenings
Classroom Teachers Literacy Facilitators
Quarterly/ Ongoing
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progress monitoring
Use Common Assessments and Exit Tickets to progress monitor
Implement effective intervention programs (Do the Math or First Math)
Purchase and provide training on research-based intervention programs
Provide staff with training on MTSS components
Provide students who are strategic an additional 30 minutes a day of intensive small group instruction based on individual student need
Provide students who are intensive an additional 45 minutes of instruction
Use all available staff for intervention instruction
Principal, LaGina Flowers, Academic Facilitator and all classroom teachers Instructional Assistants Special Area Team
Students demonstrate growth on common assessments and progress monitoring tools.
$500 PTA for PD
School Administrators
3. Analyze data to determine
needs of students
Weekly meeting of teachers to analyze data
Provide staff development opportunities on data analysis
Kimberly Odom, Principal, Cheryl Moran, Assistant Principal, LaGina
100% of students have
sufficient time to practice
and master reading skills.
Students demonstrate
N/A Classroom Teachers Literacy Facilitators School
Quarterly/ Ongoing
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Provide opportunities for staff members to attend training on effective reading strategies at the local, state, and national levels.
Flowers, Academic Facilitator and all teachers
growth on common assessments and progress monitoring tools.
Administrators
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SMART Goal (6): It is the goal of the leadership of River Gate to engage Hispanic families more in the school
community measured by attendance and survey results from family and academic
programming sponsored by the school.
Strategic Plan Goal: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child.
Strategic Plan Focus Area: Family Engagement
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in
Reading/Writing Grade 3 At/Above Grade Level in
Reading/Writing Grade 7
At/Above Grade Level in Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary class &
exam
Score 1550 on SAT or 22 on ACT
Data Used: Attendance and survey results from family and academic programming sponsored by the school.
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Purchase the “hotline” for Spanish speaking families to better communication.
LEP committee Melissa Carpenter, Shary Huntley
Higher participation in school events Using data from calls
Huntley Odom
Quarterly/ Ongoing
2. Consistently translate important school documents in Spanish
LEP committee Melissa Carpenter ESL teacher, Shary Huntley
Increase of parent engagement
Huntley Odom
Quarterly/ Ongoing
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3. Bring families together through a culture day. Students can voluntarily sign up to present on their culture to students k-5.
LEP committee Melissa Carpenter ESL teacher, Shary Huntley
Students, parents and staff will have a greater awareness of the cultural diversity of our school.
Huntley Odom
Quarterly/ Ongoing
4. Teachers consistently use resources provided by the district to communicate effectively to parents
5. Utilizing our second language parents to facilitate the learning of conversational Spanish.
LEP committee Melissa Carpenter ESL teacher, Shary Huntley Classroom teachers Parent Volunteers
Increase in conferences Overall participation in school events Teacher will be able to communicate better with students and staff
Shary Huntley, Lillia Lawson
Quarterly/ Ongoing
Execute a Mastery Grading Procedures Plan
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for
every child to graduate college- and career-ready.
Strategic Plan Focus Area: Focus Areas: Academic growth/high academic achievement
Navigator Pathway: Enter Kindergarten ready X Advanced Reading in
K-2
X At/Above Grade Level in
Reading/Writing Grade 3
At/Above Grade Level in Reading/Writing Grade 7
X At/Above Grade Level in
Math Grades 3-5
Successful completion of Math I in grade 9
Take and pass at least 1 AP/IB/Post-Secondary
class & exam
Score 1550 on SAT or 22 on ACT
Data Used:
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Strategies (determined by what data) a. Task b. Task c. Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
Common assessments:
At least four Common Assessments will be given in each class with an opportunity to reloop and retest for a maximum score of 84%.
Teachers follow the established River Gate Assessment chart (see attached).
Commons assessments are sent to facilitators and approved by administrators.
Principal- Odom Facilitator- Flowers Classroom Teachers
Students will show grade level mastery or growth. Data meeting discussions will indicate a move of students from Tier 2 to Tier 1 and from Tier 3 to Tier 2.
N/A Admin Team Teachers
Aug 2015 Oct 201 Jan 2016 March 2016 May 2016
Data disaggregation:
Weekly Data Meetings are facilitated by the administrative team.
Data Notebooks.
Principal- Odom Facilitator- Flowers
Instructional lessons and planning will show differentiation that mirrors assessment results.
N/A Admin Team Teachers Facilitators
Aug 2015 Oct 2015 Jan 2016 March 2016 May 2016
Flexible grouping:
AIE or Academic Intervention and Enrichment time has been created in order to drill down to students’ specific learning needs.
Instructional assistant and special area teachers receive training on instructional tools to use in small group settings.
Facilitator- Flowers All Instructional Assistants
Students will show grade level mastery or growth. Data meeting discussions will indicate a move of students from Tier 2 to Tier 1 and from Tier 3 to Tier 2.
N/A Teachers Facilitators Assistants
Aug 2015 Oct 2015 Jan 2016 March 2016 May 2016
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Additional learning opportunities:
Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 84%)
AIE Time will be used in order to reteach concepts not mastered by students prior to them being reassessed.
Facilitator- Flowers All Instructional Assistants iReady staff- Kenley and Huntley
Students will show grade level mastery or growth. Teacher reflections on instructional practices allow them to be more strategic with lesson planning.
Urban League
Teachers Facilitators Assistants
Aug 2015 Oct 2015 Jan 2016 March 2016 May 2016
Late and make-up work:
Students will be provided opportunities to make-up missed assignments.
Teachers will do due diligence in communicating with parents regarding late assignments.
Any student who misses homework or other assignments or due dates because of absences, whether excused or unexcused, must be allowed to make up the work.
Arrangements for completing the work should be made within five school days of the student’s return to school.
Arrangements should include a schedule for completion of the work. The teacher must initiate the contact with students regarding such work.
In all circumstances, homework and other assignments should be
Principal- Odom AP- Moran
A greater awareness among stakeholders of grading policies.
N/A Admin Team Teachers
Aug 2015 Oct 2015 Jan 2016 March 2016 May 2016
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accepted, even when turned in after the designated due date. Credit for late work shall be awarded according to the following guidelines:
1. If the student was present in class on the due date, the work may be given less credit. 2. If the student was not present in class on the due date because of an excused absence, full credit must be given for the completed work. 3. If the student was not present in class on the due date because of an unexcused absence, the work may be given less credit.
Grade reporting:
River Gate’s Teaching and Learning expectations and Monitoring Plan will be followed regarding Grade Reporting.
Grades for all assignments must be entered in the grade book within ten school days of the assignment due date.
Principal- Odom AP- Moran Admin Support- Bryant and Mount
All stakeholders will have a greater awareness of grade reporting practices and expectations. Grades will be reported accurately and in a timely manner.
N/A Admin Team Teachers
Aug 2015 Oct 2015 Jan 2016 March 2016 May 2016
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River Gate Elementary School Assessment Chart
DAILY
Teacher Observation
Exit Slips
Homework
Independent class work
Post it Notes
WEEKLY
Quiz
Classroom Assessments***
BIWEEKLY
Progress Monitoring of students on PEPs with AIMs Web
And/or DIBELS Next
MONTHLY
Unit Test***
QUARTERLY
MAP Testing
District provided Cycle Benchmark Assessments
SEMESTER
Access
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ANNUALLY
EOG
District Summative
***Common Assessments that allow students relooping and resting opportunities
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River Gate Elementary School - 600 Waiver Requests
Request for Waiver
1. Insert the waivers you are requesting
Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]
2. Please identify the law, regulation or policy from which you are seeking an exemption.
115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]
3. Please state how the waiver will be used.
Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the
most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of
the curriculum to teach students designated for specific skill needs and to address the large number of students
requesting elective classes.
4. Please state how the waiver will promote achievement of performance goals.
This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.
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Approval of Plan
Committee Position Name Signature Date
Principal Kimberly Odom 9/17/2015
Assistant Principal Representative Cheryl Moran 9/17/2015
Teacher Representative Pazley Leone 9/17/2015
Inst. Support Representative L. Flowers 9/17/2015
Teacher Assistant Representative Shantal Moss 9/17/2015
Parent Representative Michael Baxley 9/17/2015
Parent Representative Pamela Hill 9/17/2015
Teacher Representative Lilia Lawson 9/17/2015
Teacher Representative Cheri Adams 9/17/2015
Teacher Representative Laura Mayle
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Quarter 2 Review
Committee Position Name Signature Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
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Quarter 3 Review
Committee Position Name Signature Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
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Quarter 4 Review
Committee Position Name Signature Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative