State Board of Education Goals – Future-ready Students for ...€¦ · Web viewState Board of...

School Improvement Plan2012-2013 School Name

State Board of Education Goals – Future-ready Students for the 21st Century

Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

District Goals for (insert district here)

District Goal 1:

Supports SBE Goal: Select an SBE Goal

District Goal 2:


District Goal 3:


District Goal 4:


District Goal 5:



Recommended Data Sources for Analysis by School Improvement Teams

Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or other areas.

Examine data from such areas as:Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide

instruction and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT (www.ncreportcards.org Click on High Quality Teachers tab)

End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting Click on Greenbook, then State Testing Results)

School Report Card results: (www.ncreportcards.org)North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )

North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find this document at http://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)

Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)

Career and Technical Education Local PlanSchool Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions,

expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance) (http://www.ncpublicschools.org/research/discipline/reports)

School Demographic Information related to drop-out information and graduation rate data (http://www.ncpublicschools.org/research/dropout/reports)

School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)


School Perception Information related to parent perceptions and parent needs including information about literacy and education levels (Locally maintained data)

Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency

Title III AMAO School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities

Ready Schools Inventory/Ready Schools Plan (http://ncreadyschools.org)Special Education Continuous Improvement PlanTitle I AYP (http://ayp.ncpublicschools.org)

Healthy Active Children Initiative (http://www.nchealthyschools.org)

School Vision and Mission Statements for (insert school name)


Vision:

Mission:

At Lewisville Elementary School our mission is to provide all students with an atmosphere conducive to developing academically, emotionally, physically, and socially so that they may become productive citizens in our rapidly changing world.


LEA or Charter Name/Number:School Name/Number: Lewisville Elementary School / 432340School Address: 150 Lucy Lane, Lewisville, NC 27023

Plan Year(s): 2013-2014

June 2013, Revised on September 23, 2013Date prepared:

Principal Signature:

Local Board Approval Signature:

Date

Date

School Improvement Team MembershipFrom 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 Committee Position* Name

Principal Angie Choplin Kindergarten Teacher Representative

Priscilla Trapani

Assistant Principal Representative

Janie Stewart First Grade Teacher Representative Holly Palmer

Teacher Representative

Megan Newbauer-4th

Grade Teacher Representative & Chairperson Second Grade Teacher Representative

Ann Vaughn

Inst. Support Representative Carolyn Jakobowski Third Grade Teacher Representative

Mary Ann Burchette


Teacher Assistant Representative

Lori Norman Fifth Grade Teacher Representative Barbara Hendrix

Parent Representative Buffy Strong Exceptional Children’s Representative Linda Mayer

Parent Representative Claudia Henry

Parent Representative Buffy Strong

* Add to list as needed. Each group may have more than one representative.


School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).

1. What does the analysis tell you about your schools strengths?

Professional Development

Lewisville Elementary provides extensive, ongoing professional development for its staff. Currently, staff members are receiving training with Foundations of Reading, which will give teachers a broader understanding of how children learn to read and the ability to meet students where they are in that learning process. Classroom teachers are also participating in a pilot program involving Response to Instruction and use of a program called Exceed to help develop Personalized Education Plans for children and monitor their progress. Teacher Assistants participate in training for Foundations of Reading. Next year, development is already planned for Foundations of Math. The Technology Department comes monthly to provide additional training and support for teachers.

K-3 DIBELS Assessment Data: 2012-2013, BOY


71% of our Kindergarten students were green on First Sound Fluency on the BOY DIBELS Assessment. 77% of our First Grade students were green on Non-sense Word Fluency on the BOY DIBELS Assessment. 92% of our First Grade students were green on Whole Words Read on the BOY DIBELS Assessment. 89% of our Second Grade students were green on Fluency on the BOY DIBELS Assessment. 94% of our Second Grade students were green on Accuracy on the BOY DIBELS Assessment. 96% of our Second Grade students were green on Retell on the BOY DIBELS Assessment. 88% of our Third Grade students were green on Fluency on the BOY DIBELS Assessment. 92%of our Third Grade students were green on Accuracy on the BOY DIBELS Assessment. 92% of our Third Grade students were green on Retell on the BOY DIBELS Assessment.

K-3 DIBELS Assessment Data: 2012-2013, MOY

73% of our Kindergarten students were green on First Sound Fluency on the MOY DIBELS Assessment. 86% of our First Grade students were green on Non-sense Word Fluency on the MOY DIBELS Assessment. 91% of our First Grade students were green on Whole Words Read on the MOY DIBELS Assessment. 91% of our Second Grade students were green on Fluency on the MOY DIBELS Assessment. 93% of our Second Grade students were green on Accuracy on the MOY DIBELS Assessment. 93% of our Second Grade students were green on Retell on the MOY DIBELS Assessment. 89% of our Third Grade students were green on Fluency on the MOY DIBELS Assessment. 94%of our Third Grade students were green on Accuracy on the MOY DIBELS Assessment. 96% of our Third Grade students were green on Retell on the MOY DIBELS Assessment.

Blue Diamond End of Quarter, Reading, MATH AND Science Test Results for Quarters 1 &3 for 2012-2013

Third Grade Math, Third Quarter (97%) 3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40,


one knows 40 ÷ 5 = 8) or properties of operations.Math Fourth Grade, Third Quarter

(91%) 4.NF.1: Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size.

Fifth Grade ELA First and Third Quarter (93%) 5.L.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships Fifth Grade Math, Third Quarter

(95%) 5.MD.3.a: A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. (91%) 5.MD.3.b: A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. (92%) 5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

Classroom Walkthrough Data:

Essential Questions (EQ) are posted 97% of the time. Learning objectives are apparent to the student 90% of the time. Posted objectives are aligned with the Common Core Curriculum 98% of the time. Students are well managed and ritually engaged 96% of the time.

WS/FCS Parent Survey Results 2012

98.4% of parents feel that their child is safe at school 97.9% of parents feel that it is easy to communicate to teachers at this school 96.5% of parents feel that the classwork challenges their child

WS/FCS Student Surveys Results 2012

98.7% of students feel that they have to work hard to make good grades 99.3% of students feel that their teachers have high expectations for their school work 99% of students state that their principal visits their classroom

N.C. Teacher Working Conditions Initiative 2012

95.1% of teachers agree they have time available to collaborate with colleagues


100% of teachers agree that parents/guardians are influential decision makers in this school 97.5% of teachers agree that they are encourage to participate in leadership roles 100% of teachers agree that the curriculum taught aligns with Common Core Standards

Demographics 2012-2013

Total population- 658. 83% Caucasian, 4% Multi-racial students, 3% African American, 3% Hispanic, 7% Asian, 3% American Indian

Free and reduced lunch

18% of our students are on free lunch 5% of our students are on reduced lunch

Business Partners

Lewisville has 18 business partnersSchool Improvement Plan2012-2013 School Name

2. What does the analysis tell you about your schools gaps or opportunities for improvement?

Blue Diamond End of Quarter, Reading, MATH AND Science Test Results for Quarters 1 &3 for 2012-2013

Third Grade ELA, Third Quarter (50%) 3.RI.7: Use information gained from illustrations (28%) 3.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity

band independently and proficiently.

Fourth Grade ELA, Third Quarter (37%) 4.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (45%) 4.RL.9: Compare and contrast the treatment of similar themes and topics.

Fourth Grade ELA, First and Third Quarter (First Quarter 25%, Third Quarter 46%, Percent Correct 42%) 4.RI.5: Describe the overall structure of events, ideas, concepts, or information in a text or part of a

text.

Third Grade Math, First and Third Quarter (First Quarter 31%, Third Quarter 41%, Percent Correct 37%) 3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including

finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

(39%) 3.NF.2.a: Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Math Fourth Grade, Third Quarter (50%) 4.OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For

example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

(43%) 4.NBT.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

(48%) 4.NBT.3: Use place value understanding to round multi-digit whole numbers.


Fifth Grade Math, Third Quarter (44%) 5.NF.4.a: Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. (50%) 5.NF.5: Interpret multiplication as scaling.

Fifth Grade Science, First and Third Quarter (First Quarter 34%, Third Quarter 54%, Percent Correct 49% ) Sci.5.E.1.3: Explain how global patterns such as the jet stream and water currents influence local

weather in measurable terms such as temperature, wind direction and speed, and precipitation.

Classroom Walkthrough Data:

Teachers are utilizing whole group instruction as the primary source of presenting material to students. (69%) ” were the most commonly used forms of questions presented by teachers. (82%) Teachers spend a majority of time using “Nonlinguistic representation” (1%) and “summarizing/note-taking” (25%) strategies with students. Students spend the majority of their time listening to their teacher present information. (78%)

PLC/LTM

Information obtained in an informal survey suggests that the majority of the staff believe that for PLC/LTM's to be more effective additional staff development is needed in the area of setting protocols and developing consistency in total process.

Teacher Demographics / Qualifications 2012-2013

100% of our teachers Fully Licensed, only 2 of them are NB Certified and 50% holding Advanced Degrees. These numbers could lead us to encourage teachers to work towards these certificates or degrees.

Teacher Views, Demographics and Qualification Survey 2012-2013

3.95% Teachers have sufficient access to appropriate instructional materials. 3.95% Local assessment data is available in time to impact instructional practices. 3.38% Teachers have an appropriate level of influence on decision making in the school. 3.31% The reliability and speed of internet connections in this school are sufficient to support instructional practices. 3.07% The school environment is clean and well maintained.


2.80% Teachers are given ample amount of time to prepare for daily instruction.

N.C. Teacher Working Conditions Initiative 2012

85.7% of teachers feel efforts are made to minimize the amount of routine paperwork required 78.6% of teachers feel the school is clean and well maintained 88.1% of teachers feel they have an appropriate level of influence on decision making in the school 78.6% of teachers feel there is an atmosphere of trust and mutual respect in this school

Processes To Support Teachers

Information obtained in an informal survey suggests that a majority of the staff would like a more uniform system in obtaining information regarding curricular updates. They would also like to develop a plan of assistance for deepening their knowledge of the new common core curriculum.

Attendance/Discipline

9% of population has 10 absences or more. 11% of the population has 10 or more tardies.

Discipline Incidents 2012-2013

8% school population was involved in a discipline incident. 26 of these incidents occurred in the classroom. 6 occurred in the lunchroom, 4 on the bus, 2 in the hallway, 5 in the bathroom, 2 on a field trip, 5 on the playground, 4 in the gym, and 2 in the computer lab. 21 of the incidents occurred in the month of October.


8:00 - 8:30

8:30 - 9:00

9:00 - 9:30

9:30 - 10:00

10:00 - 10:30

10:30 - 11:00

11:00 - 11:30

11:30 - 12:00

12:00 - 12:30

12:30 - 1:00

1:00 - 1:30

1:30 - 2:00

2:00 - 2:30

Before/After School

Lunch

Field Trip

Not indicated

0 1 2 3 4 5 6 7

52

12

41

566

222

444

24

LES Discipline 2012-13 Incidents by Time of Day


3. What is data is missing, and how will you go about collecting this information for future use?

2012-13 Ready EOG Reading and Math Tests data 2012-13 Forsyth County Association of Educators’ survey results 2012-13 K-3 DIBELS End of Year data


4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?

Cite relevant evidence from your analysis to support these priorities.


1. Reading Fluency & Comprehension are a top priority. 78% of our second graders were proficient on the End of Year DIBELS assessment. Fluency rates were also lower than expected in first grade at the end of the school year. Comprehension rates varied on End-of-Quarter tests for students in grades 3-5. Proficiency rates ranged from 46% to 84% on comprehension objectives. 82% of the students in third grade were proficient on Goal 2. 81.3% of the students in fourth grade were proficient on Goal 2, and 78.0% of the fifth grade students were proficient on Goal 2: Apply strategies and skills to comprehend text that is read, heard, and viewed.

2. Increasing the proficiency rate of fifth grade science on the E.O.G. 77.6% of the fifth grade students were proficient on Goal 2: Make observations and conduct investigations to build an understanding of landforms. 74.5% of the fifth grade students were proficient on Goal 3: Conduct investigations and use appropriate technology to build an understanding of weather and climate.

3. Increase the proficiency rate of math in all grade levels. 82% of the third grade students were proficient on Goal 1: Model, identify, and compute with whole numbers through 9,999. 79.6% of the third grade students were proficient on Goal 5: Recognize, determine, and represent patterns and simple mathematical relationships. 85.2% of the fourth grade students were proficient on Goal 1: Read, write, model, and compute with non-negative rational numbers. 84.4% of the fourth grade students were proficient on Goal 5: Demonstrate an understanding of mathematical relationships. 81.1% of the fifth grade students were proficient on Goal 1: Understand and compute with non-negative rational numbers. 81.0% of the fifth grade students were proficient on Goal 5: Demonstrate an understanding of patterns, relationships, and elementary algebraic representation.

4. Attendance - average weekly student attendance has fallen throughout the last school year. Our goal is to decrease the number of absences and tardies by 3%.


Priority Goal 1 and Associated Strategies

Plan

/Do

Area for improvement and supporting data: Reading Fluency & Comprehension are a top priority. 78% of our second graders were proficient on the End of Year Dibels assessment. Fluency rates were also lower than expected in first grade at the end of the school year. Comprehension rate varied on end-of-quarter tests for students in grades 3-5. Proficiency rates ranged from 46% to 84% on comprehension objectives. 82% of the students in third grade were proficient on Goal 2. 81.3% of the students in fourth grade were proficient on Goal 2, and 78.0% of the fifth grade students were proficient on Goal 2: Apply strategies and skills to comprehend text that is read, heard, and viewed.


School Goal 1:Increase reading fluency and comprehension scores for all students.

N.C. Public Schools will produce globally competitive students.

Supports this district goal:

Target:

Indicator:Milestone date:

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1:Strategy: Improve fluency and comprehension through differentiation of instruction.


Increase reading fluency and comprehension scores for all students in kindergarten by 3% and students in grades 1-5 by 5%.

Dibels End Of Year Benchmarks, K-2 Literacy Assessment, Fluency Assessments, EOG data

February, 2013 (Dibels Data) and June, 2013 (Dibels Data and E.O.G. Data)

Strategy 2:Strategy: Classroom teacher will participate in Learning Team meetings.

Action steps:1. Unpack Standards. 5.2. Analyze data. 6.3. Develop lessons and strategies based on information obtained through the analysis of data.

7.


Action steps:

1. Use Frye Fluency phrases with students. 5. Progress monitor students in yellow and red in Dibels.

2. Use PRTs in small group settings to address specific student needs.

6. Implement RTI strategies related to fluency.

3. Use of At-Risk funds for After School Tutoring

7. Review the qualities of PEPs as written in Exceed.

4. Foundations of Reading staff development for teachers

8. Utilize data from Classroom Walkthroughs to differentiate instruction.

Strategy: Increase teacher awareness of various reading mythologies through staff development

Action steps:1. Read and discuss, The Book Whisperer 5.2. 6.

3. 7.

4. Develop authentic performance tasks to ascertain student understanding of standards taught and discussed in LTM’s.

8.

Strategy 3:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Plan

/Do

How will we fund these strategies?

Funding source 1: School Funds Select a funding source Funding amount: $450.00Funding source 2: Select a funding source Funding amount: $0.00Funding source 3: Select a funding source Funding amount: $0.00Funding source 4: Select a funding source Funding amount: $0.00Funding source 5: Select a funding source Funding amount: $0.00

Total initiative funding: $450.00

Review frequency: Quarterly

Assigned implementation team: Classroom teachers, PRT’s/TA’s, volunteers, curriculum coordinator, parents, administration

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What data will be used to determine whether the strategies were deployed with fidelity?Dibels progress monitoring reports and MOY/EOY


The Data Wall will track the progress of the K-3 Dibels resultsReview of the Dibels K-3 data will occur monthly at PLCsCompletion of Foundations of ReadingEOG Test ScoresClassroom Walkthrough DataEVAAS dataAYP Results

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)

Common Formative AssessmentsGraphing of Student Data on Timed Reading PassagesPEP InterventionsEOG ResultsAYP ResultsEVAAS DataClassroom Walk-Through data will be shared once-a-month at PLC meetings

What does data show regarding the results of the implemented strategies?


Act

Based upon identified results, should/how should strategies be changed? Each grade level will add reading strategies to their monthly newsletters for parents.


Pla


n/D

oArea for improvement and supporting data: Increase Proficiency Level of Fifth Grade Students on the End-of-Grade Science Test.Increasing the proficiency rate of fifth grade science on the E.O.G. 74.5% of the fifth grade students were proficient on Goal 3: Conduct investigations and use appropriate technology to build an understanding of weather and climate. 82% of fifth grade students were proficient on Goal 4: Conduct investigations and use appropriate technologies to build an understanding of forces and motion in technological designs.

School Goal 2:To increase the proficiency of fifth grade science.

Supports this district goal: N.C. Public Schools will produce globally competitive students.

Target: To increase the proficiency of all fifth graders by 8% on the End-of-Grade Science Test.Indicator: End-of-Grade Science TestMilestone date: EOQ (3/22/13) and EOG data (5/13)


Strategy 1:

Strategy: Improve science instruction through the use of differentiated instruction.Action steps:1. Utilize data from Learning Team Meetings in fifth grade.

5. Do science experiments for each unit on a regular basis in classroom instruction.

2. Utilize journaling in science instruction. 6.3. Utilize the Science Enrichment Classes to build background information, teach vocabulary, 7.


and model the scientific method.4. Utilize indicators and unpacking standards to 8.Action steps:

1. Utilize the District Instructional Technologist to provide guidance for technology instruction. 5.

2. Utilize the laptop carts in daily science instruction. 6.3. Utilize our Science Enrichment Teacher to facilitate technology instruction. 7.

4. 8.

Strategy 2:

Strategy: Classroom teacher will participate in Learning Team meetings.

Action steps:1. Unpack standards. 5.2. Analyze data. 6.3. Develop lessons and strategies based on information obtained through the analysis of data. 7.


8.

Strategy 3:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Plan

/Do


Funding source 1: Select a funding source Funding amount: $0.00


Funding source 2: Select a funding source Funding amount: $0.00Funding source 3: Select a funding source Funding amount: $0.00Funding source 4: Select a funding source Funding amount: $0.00Funding source 5: Select a funding source Funding amount: $0.00

Total initiative funding: $0


Assigned implementation team: Classroom Teachers, Science Enrichment Teacher, Curriculum Coordinator, Librarian, District Technologist, Administrators

Che

ck

What data will be used to determine whether the strategies were deployed with fidelity?

Blue DiamondClassroom WalkthroughsCommon Formative AssessmentsEnd-of-Grade Science TestAYP ResultsEVAAS


Blue Diamond DataCommon Formative AssessmentsPEP InterventionsEOG ResultsAYP Results


EVAAS


Act

Based upon identified results, should/how should strategies be changed?Grade levels will meet in the computer lab when the District Instructional Technologist holds staff development.Data will be analyzed once per science unit from a Common Formative Assessment.



Plan

/Do

Area for improvement and supporting data: Increase the proficiency rate of math in all grade levels. 82% of the third grade students were proficient on Goal 1: Model, identify, and compute with whole numbers through 9,999. 79.6% of the third grade students were proficient on Goal 5: Recognize, determine, and represent patterns and simple mathematical relationships. 85.2% of the fourth grade students were proficient on Goal 1: Read, write, model, and compute with non-negative rational numbers. 84.4% of the fourth grade students were proficient on Goal 5: Demonstrate an understanding of mathematical relationships. 81.1% of the fifth grade students were proficient on Goal 1: Understand and compute with non-negative rational numbers. 81.0% of the fifth grade students were proficient on Goal 5: Demonstrate an understanding of patterns, relationships, and elementary algebraic representation.

School Goal 3: Increase math proficiency in all grade levels.

Supports this district goal: N.C. Public Schools will produce globally competitive students.

Target: K-2 assessments & E.O.G test results

June 2013

Indicator:

Milestone date:



Strategy 1:

Strategy: Improve math proficiency levels through differentiated instruction

Action steps:1. Use PRTs in small group settings to address specific student needs. 5. Use “Problem of the Day” with each grade level.

2. Use At-Risk funds to tutor students after school.

6. Use timed math facts assignments/quizzes in all grade levels.

3. Provide key vocabulary charts to students to increase math literacy. 7.

4. Use hands-on manipulatives and models in daily instruction. 8.

Strategy 2:

Strategy: : Increase parental awareness of concepts as related to the Common Core Standards

Action steps:1. Provide math links for parents on the school website. 5.

2. Math Curriculum night 6.3. 7.4. 8.

Strategy 3:

Strategy: Classroom teacher will participate in Learning Team meetings.

Action steps:1. Unpack standards. 5.2. Analyze data 6.3. Develop lessons and strategies based on information obtained through the analysis of data.

7.


8.


Plan

/Do


Funding source 1: Select a funding source Funding amount: $0.00Funding source 2: Select a funding source Funding amount: $0.00Funding source 3: Select a funding source Funding amount: $0.00Funding source 4: Select a funding source Funding amount: $0.00Funding source 5: Select a funding source Funding amount: $0.00

Total initiative funding: $0


Assigned implementation team: Teachers, Curriculum Coordinator, Administrators

Che

ck

What data will be used to determine whether the strategies were deployed with fidelity?Blue Diamond DataClassroom WalkthroughsCommon Formative AssessmentsEnd-of-Grade Science TestAYP ResultsEVAAS


Blue Diamond Data


Common Formative AssessmentsPEP InterventionsEOG ResultsAYP ResultsEVAAS


Act

Based upon identified results, should/how should strategies be changed? The teachers will post lists of vocabulary words for math instruction.



Plan

/Do

Area for improvement and supporting data: Attendance - average weekly student attendance has fallen throughout the last school year. Our goal is to decrease the number of absences and tardies by 3%.

School Goal 4:Raise attendance at Lewisville Elementary to create greater learning opportunities for students.

Supports this district goal: Select a district-level goal

Target:

Indicator:Decrease the number of absence’s and tardies by 3%Student attendance rateJune 2014

Milestone date:


Strategy 1: Strategy: Improve tardiness and absences across the school.


Action steps:1. Phone message parents at the beginning of each quarter to remind them of our attendance policy.

5. Provide a check-in buddy/mentor for students with excessive tardies and absences.

2. Define that early dismissal counts as a tardy. 6.

3. Create a Behavior Over Time Graph to see trends that occur throughout the year.

7.

4. Provide quarterly parties for students with perfect attendance.

8.

Strategy 2:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Strategy 3:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Plan

/Do







Funding source 5: Select a funding source Funding amount: $0.00Total initiative funding: $0.00


Assigned implementation team:

Che

ck





Act

Based upon identified results, should/how should strategies be changed?



Plan

/Do

Area for improvement and supporting data:

School Goal 5:

Supports this district goal: Select a district-level goal

Target:Indicator:Milestone date:


Strategy 1: Strategy:

Action steps:1. 5.2. 6.


3. 7.4. 8.

Strategy 2:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Strategy 3:

Strategy:

Action steps:1. 5.2. 6.3. 7.4. 8.

Plan

/Do


Funding source 1: Select a funding source Funding amount:





Total initiative funding:

$0



Assigned implementation team:

Che

ck





Act

Based upon identified results, should/how should strategies be changed?


Safe School Plan for (insert school name)

Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.

Name and role of person(s) responsible for implementing this plan:

Statement of Responsibility for the School District SuperintendentIn accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.

In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

Statement of Responsibility for the School Principal


In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.

In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

Statement of the Roles of Other Administrators, Teachers, and Other School PersonnelIn accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:

Assistant Principal(s):Teachers:Teacher Assistants:Other School Staff:

Services for At-risk StudentsPursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.


Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.

Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program.


In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)

Goal:Target:Indicator:Milestone Date:Goal:Target:Indicator:Milestone Date:

In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).

Target:Indicator:Milestone Date:Target:Indicator:Milestone Date:Target:


Indicator:Milestone Date:

In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative:

Professional Development Planned/Completed

Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.


Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community.

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded Amount of Funding Source of Funding


Title I School-wide Compliance Review and Plan


A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements.

Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:

Priority Goal 1

Priority Goal 2

Priority Goal 3

Priority Goal 4 Priority Goal 5

Strategy 1

Strategy 2

Strategy 3

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:


Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:


High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:


Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3


Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan:

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.

This school improvement plan addresses this requirement. Please see

Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2


the priority goals and strategies Strategy 3

Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.

This school improvement

Priority Goal 1

Priority Goal 2

Priority Goal 3



plan addresses this requirement. Please see the priority goals and strategies noted to the right:

Strategy 1

Strategy 2

Strategy 3

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this plan:


Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3

Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan:


Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:


Coordination and integration of Federal, State, and local services and programs:Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1

Strategy 2

Strategy 3Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:


Title I Targeted Assistance Compliance Review and Plan


A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must useTitle I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically based research with a primary consideration for extending learning time and providing accelerated, high-quality curriculum for sudents identified as failing or most at-risk of failing the State's challenging student academic achievement standards.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1Strategy 2Strategy 3

Our school is addressing targeted assistance program needs in the following ways, in addition to our focus on the priority goals listed in this plan:


Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs must be highly-qualified. Instructional activities must be implemented by a teacher meeting the definition of highly-qualified for the core academic content area being taught in the targeted assistance program.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our targeted assistance program addresses the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:


High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools must be equipped to face the challenge of helping Title I targeted assistance students meet the State’s academic achievement standards. To do this, they must be familiar with methods of identifying students who need additional assistance and they should receive sustained, high-quality professional development to help them implement student academic achievement standards in the classroom. Professional development may be extended, as appropriate, to those who partner with Title I teachers to support Title I participating students. This may include other classroom teachers, principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:


Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3





Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:


Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:


Compliance Review and Plan for Schools in Title I School Improvement


Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.

Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school is addressing these three additional professional development requirements in the following ways, in addition to our focus on the priority goals listed in this plan:


Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school is providing written notification to parents in the following manner:


School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school, the school district, and the state education agency are supporting improvement of our school in the following ways:

School:

LEA:


SEA:

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3





Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3



Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:


Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3


Strategy 1Strategy 2


Strategy 3

Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:


School-based Management and Accountability ProgramSummary of School-based Waiver Requests

Program Years: 2008-2010

LEA or Charter School Name/Number: Select your school district/charter school

School Number(s) Request for Waiver


1. Please describe the waiver you are requesting.

2. Identify the law, regulation, or policy from which exemption is requested.

3. State how the waiver will be used.

4. State how this waiver helps achieve the specific performance goals identified in the School Improvement Plan.

(Please duplicate this sheet as needed for additional waivers.)

Signature of Superintendent/Designee Date


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