State Board of Education Goals – Future-ready Students Web viewState Board of Education Goals...

School Improvement Plan2014-2016 Lewisville Elementary School

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 WSFCS

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 Lewisville Elementary School


Vision:

Mission:

At LewisvilleElementarySchool 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: 340 SCHOOL-432

School Name/Number: Lewisville Elementary School / 432340 School Address: 150 Lucy Lane, Lewisville, NC27023

Plan Year(s):2014-2016

Date prepared: August 6, 2014 Staff vote August 22, 2014 results: 100% of ballots agree with the plan as submitted.

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* NamePrincipal Angie Choplin Teacher Representative- Kindergarten Priscilla TrapaniAssistant Principal Representative Jannie Stewart Teacher Representative Grade 2 Jessica JoyceTeacher Representative Grade 1And SIT Chair Holly Palmer Teacher Representative Grade 3 Melissa Falor

Inst. Support Representative Joanne Brown Teacher Representative Grade 4 Heather Barksdale

Teacher Assistant RepresentativeLori Norman/Stephanie Macgillvary Teacher Representative Grade 5 Jill Huppert

Parent Representative Hannah Bartlett Teacher Representative Exceptional Children Laura HallGuidance Counselor Allison Matthews Specialists Neil Ploof

Media Coordinator Anne Rich

* 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?

Teacher Views

Processes To Support TeachersLearning Team Meetings have been beneficial for all staff members, it has allowed us to dig deeper within the standards and gain a better understanding of our students needs and learning.

Professional DevelopmentLewisville Elementary provides extensive, ongoing professional development for its staff. Staff members are receiving training monthly with the Technology Department to provide additional training and support for teachers. As a PBIS School beginning in 2014-2015 our staff will receive ongoing training.

School Processes

Classroom Walkthrough Data 2013-2014 (94%) Aligned with pacing guides and curriculum (84%) Students were engaged Quality of collaboration: (81%)- Excellent, (19%)- Good Focus on curriculum and standards: (81%)- Excellent, (19%)- Good


Learning Team Functioning Use of data and teacher participation (58%)- Excellent, (42%)- Good

Student Achievement /Growth

K-3 Dynamic Indicators of Basic Elementary Literacy Skills (DIBELS) Assessment Results: 2013-2014

88% of the students K-3 met the mid-year benchmark as measured by the Composite Score 92% of the students K-3 met or exceeded the end of year benchmark as measured by the Composite Score In 2012-2013 and 2013-2014, the percent of students meeting the mid-year benchmark as measured by the Composite Score DIBELS increased by 4% compared to the

beginning of year benchmark results. In 2013-2014, each grade level from K through 3 demonstrated positive growth in the percent of students meeting the mid-year benchmark as measured by the

Composite Score DIBELS. Improvement ranged from 1% to 7%, with the median at 4% improvement. By end of year 2013-2014, each grade level from K through 3 demonstrated positive growth in the percent of students meeting the end of year benchmark as measured

by the Composite Score DIBELS. Improvement ranged from 1-14%, with the median at 7% improvement. In 2013-2014, a comparison of the percent of students reaching the mid-year benchmark as measured by the Composite Score in DIBELS within the cohort (2012-2013

and 2013-2014) increased across each grade level.o 4% more Grade 1 students met the mid-year benchmark compared to their performance in Kindergarten. o 5% more Grade 2 students met the mid-year benchmark compared to their performance in Grade 1. o 2% more Grade 3 students met the mid-year benchmark compared to their performance in Grade 3.

In 2013-2014, a comparison of the percent of students reaching the end of year benchmark as measured by the Composite Score in DIBELS within the cohort (2012-2013 and 2013-2014) remained stable or increased.

o Performance remained the same for Grade 1 students (81% met the EOY benchmark compared to their performance in Kindergarten at 81%)o 17% more Grade 2 students met the EOY benchmark compared to their performance in Grade 1.o 5% more Grade 3 students met the EOY benchmark compared to their performance in Grade 3.

14 of 21 classrooms (2/3 of all classrooms) had 90% or more students meeting or exceeding the mid-year benchmark as measured by the Composite Score DIBELS. 15 of 21 classrooms had 90% or more students meeting or exceeding the end of year benchmark as measured by the Composite Score DIBELS. By end of year 2013-2014, the percent of students well below or below benchmark decreased and the percent of students at benchmark increased as measured by the

Composite Score DIBELS for students reported as Multiracial-Other, Asian, and White.

Grades 4-5 Oral Reading Fluency Assessment (MASI-ORF) Results In 2013-2014, the percent of students reaching the mid-year suggested benchmark as measured by the MASI- ORF (an assessment of oral reading fluency) increased

for Grade 4 (75% to 79%) and Grade 5 (74% to 85%) compared to the beginning of year benchmark results. By the end of year 2013-2014, the percent of students reaching the end of year suggested benchmark as measured by the MASI-ORF increased for Grade 5 from 74%

to 84%.


K-3 Text Reading Comprehension (TRC) Assessment Data: 2013-2014 The percent of students at or above proficient increased overall from beginning to end of year by 1%. Grade 2 increased by 15% and grade 3 increased by5 %. In 2013-2014, the percent of students reaching Above Proficient benchmark increased from beginning of year to mid-year in Kindergarten (+12%), Grade 2 (+5%), and

Grade 3 (+8%). By the end of 2013-2014, the percent of students reaching Above Proficient benchmark as measured by TRC increased from the beginning of the year in Kindergarten

(+40%), Grade 2 (+3%), and Grade 3 (+16%) In 2013-2014, the percent of students performing at the Well Below Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment

decreased from beginning of year to mid-year in Kindergarten (-9%) and Grade 2 (-1%). By the end of 2013-2014, the percent of student performing at Well Below Proficient benchmark as measured by TRC decreased from the beginning of the year in Grade

2 (-3%) and Grade 3 (-3%) In 2013-2014, the percent of students performing at the Well Below Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment

decreased from beginning of year to mid-year for students reported as Asian (-8%) and Hispanic-Latino (-3%). By the end of 2013-2014, the percent of students performing at Well Below Proficient as measured by TRC decreased from beginning of year for students reported as

Hispanic-Latino (-9%) and Multiracial-Other (-4%) In 2013-2014, the percent of students performing at the Well Above Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment

increased from beginning of year to mid-year for students reported as Asian (+30%) and Black or African-American (+10%) In 2013-2014, the percent of students performing at the Well Above Proficient benchmark as measured by TRC increased from beginning of year for students reported

as White (+5%), Asian (+23%), and Black or African-American (+30%).

End of Quarter, Reading, Math and Science Performance for 2013-2014 The overall performance score on EOQ 1,2, and 3 shows a relative strength in Language concepts (76% for both Grade 4 and Grade 5) compared to Reading Literature

(Grade 4 – 68%, Grade 5 – 71%) and Reading Informational Text (Grade 4 = 64%, Grade 5 = 72%) Performance is similar between Reading Informational Text and Reading Literature on the EOQ assessments collectively across grade level.

o Grades 3, 4, and 5 by standard for Informational Text: 9 of 17 standards below 70% correct, 8 of 17 are 70% or above. o Grades 3, 4, and 5 by standard for Literature: 7 of 13 standards below 70% correct, 6 of 13 standards are 70% or above

The performance score for the Grade 3 Formative Reading Assessment 1 was 83%, exceeding the District Average of 70%. Performance on the EOQ assessments collectively across grade level evidences 70% or greater correct responses on the majority of standards within each domain.

o Geometry: 6 of 9 standards 70% or greatero Measurement and Data: 9 of 17 standards 70% or greater (of those 9, 6 are 84% or greater)o Numbers and Operations in Base 10: 10 of 17 standards 70% or greater ( of those 10, 6 are 80% or greater)o Numbers and Operations- Fractions: 10 of 14 standards 70% or greater


o Operations and Algebraic Thinking: 14 of 17 standards 70% or greater ( of those 14, 9 are 80% or greater) On the EOQ assessments in Science. School performance was consistently greater by at least 10% correct compared to district results.

o Quarter 1 district = 69% school=81%o Quarter 2 district = 57% school=67%o Quarter 3 district = 64% school=76%

On the EOQ assessments in Science, school performance was relatively stronger in Physical Science standards (89.4% correct) compared to Life Science standards (80%) and Earth Science standards (67.6%).

End of Quarter, Reading, Math and Science Test Results for Third Quarter for 2013-2014

Reading Fifth Grade, Third Quarter (99%) 5.RL.4 Words in context, Understanding Greek/Latin affixes

Math Third Grade, Third Quarter (95%) 3.MD.1 Solve problems involving measurement and estimation of intervals of time (88%) 3.MD.6 Geometric measurement (88%) 3.OA.5: Understand Properties of Multiplication and the Relationship Between Multiplication and Division.. (85%) 3.OA.9: Solve Problems Involving the Four Operations and Identify and Explain Patterns in Arithmetic (84%) 3.OA.3 : Represent and solve problems involving multiplication and division. (88%) 3.OA.6 Understand properties of multiplication and the relationship between multiplication and division. (95%) 3.OA.7 Multiply and divide within 100

Math Fourth Grade, Third Quarter (84%) 4.G.3 Draw and identify lines and angles, and classify shapes (92%) 4.NBT.6 Use place value understanding and properties of operations to perform multi-digit arithmetic (92%) 4.NF.1 Extend understanding of fraction equivalence and ordering

Math Fifth Grade, Third Quarter (86%) 5.G.1 Graph points on the coordinate plane to solve real-world and mathematical problems (96%) 5.NBT.7 Perform operations with multi-digit whole numbers and decimals

Science Fifth Grade, Third Quarter

(85%) Sci.5.p.2.1: Understand the interactions and matter and energy and the changes that occur (87%) Sci 5.P2.3 Understand the interactions of matter and energy and the changes that occur


End of Quarter K-2 Math Assessment Results for Third Quarter 2013-2014

Math Kindergarten Third Quarter (92%) CC5a (K.CC.3- Write numbers from 0-20. Represent a number of objects with a written numeral 0-20, K.CC.4- Understand Relationship between numbers and

quantities; connect counting to cardinality, K.CC.5- Count to answer “how many” questions about as many as 20 things.)

Math First Grade Third Quarter (88%) NBT 2a 1.NBT.1- Count to 120, starting at any number less than 120, 1.NBT.3 – Compare two two-digit numbers based on meanings of the tens and ones digits

using symbols <,>, =

Math Second Grade Third Quarter (87%) MD 8d 2.MD.8- Solve word problems using dollar bills, quarters, dimes, nickels, and pennies using $ and cent signs appropriately2.OA.1- Use addition and

subtraction within 100 to solve one-and two step word problems, 2.NBT.6- add up to four two-digit numbers using strategies based on place value/properties of operations

(94%) OA 17a- 2.OA.4- use addition to find the total number of objects arranged in rectangular arrays, 2.NBT.2- Count within 1,000; skip count by 5’s, 10’s, and 100’s (92%) OA 17b 2.OA.4- Use addition to find the total number of objects arranged in rectangular arrays

End of Grade Assessment Results 2012-2013 In the area of Language, Grades 3, 4 and 5 exceeded 80% correct on the 2013 End of Grade assessment. (Grade 3 - 86%, Grade 4 - 85.6%, Grade 5 - 80.9%) In the area of Reading: Literature, Grades 3 and 4 exceeded 80% correct on the 2013 End of Grade assessment. (Grade 3 – 87.5%, Grade 4 - 82.5%, Grade 5 –

77.6%)) In the area of Reading: Informational Text, Grades 3 and 4 exceeded 80% correct on the 2013 End of Grade assessment. (Grade 3 – 83.7%, Grade 4 - 84.1%, Grade 5

– 79.5%) In each ELA Concept (Language, Reading Literature, Reading Informational Text), Grades 3, 4, and 5 exceeded the state mean on the 2013 EOG assessment. On the 2013 EOG, the greatest positive difference from the state mean for Grades 3, 4, and 5 was in the domain of Measurement and Data (Grade 3 – 20.6, Grade 4 –

25.6. Grade 5 – 18.6) On the 2013 EOG, Grade 3 percent correct performance for the domains of Operations and Algebraic Thinking (80.9), Numbers and Operations in Base Ten (83), and

Geometry (88.5) were relatively stronger than Grade 4 (78.4, 80.8, and 79.0 respectively) and Grade 5 (76.4, 74.0, and 71.8 respectively) On the 2013 Math EOG, performance in every domain for grades 3, 4, and 5 was at least 10% correct greater than the state mean. On the 2013 Math EOG, results in 8 of 9 areas assessed were greater than 20 percent correct compared to the state mean percent correct. On the 2013 Math EOG, results in 8 of 9 areas were greater than 80% correct [weighted mean].


End of Grade Assessment Results 2013-2014

End of Grade Reading Percent of Students Proficient2012-2013 2013-2014 Change Cohort Change

School 72.7 75.4 +2.7Grade 3 78.6 82.5 +3.9Grade 4 77.5 72.1 -5.4 -6.5Grade 5 63.0 70.5 +7.5 -7.0

There is a positive change in the percent of students proficient on the End of Grade assessment in Reading from 2013 to 2014 for the school, Grade 3 and Grade 5. When comparing subgroup performance in 2013, the percent of students reaching proficiency in reading was at least 50% for grades 3 and 4 in every subgroup except

students with disabilities. When comparing subgroup performance in 2014, the percent of students reaching proficiency in reading was at least 50% for each grade level in every subgroup except

students with disabilities.


End of Grade Math Percent of Students Proficient2012-2013 2013-2014 Change Cohort Change

School 81.1 85.4 +4.3Grade 3 78.6 89.2 +10.6Grade 4 86.5 82.7 -3.8 +4.1Grade 5 78.2 83.8 +5.6 -2.7

There is a positive change in the percent of students proficient on the End of Grade assessment in Math from 2013 to 2014 for the school, Grade 3 and Grade 5. When comparing subgroup performance in 2014, the percent of students reaching proficiency in math was at least 60% for each grade level in every

subgroup except students with disabilities. The greatest change was the improvement at Grade 3, consistent with the improvement in Grade 3 Reading.

Perceptions of School

Student Surveys Results 2013-2014 98.9% of first grade students feel that their teachers care about them.


97.9% of first grade students feel that their teacher and principal expect them to do their best work. 97.9% of first grade students feel they are safe at school. 100% of 3rd grade students feel their teachers care about them. 100% of 3rd grade students feel that their teacher and principal expect them to do their best work. 99.1% of 3rd grade students feel that they learn important things that will benefit them when they grow up.

N.C. Teacher Working Conditions Initiative 2013-2014 85.5% of certified staff agree that class sizes are reasonable to meet the needs of all students 81.1% of certified staff agree teachers have time available to collaborate with colleagues 86.1% of certified staff agree teachers have sufficient access to appropriate instructional materials 89.2% of certified staff agree teachers have access to reliable communication technology 86.5% of certified staff agree teachers have sufficient access to office equipment and supplies. 91.9% of certified staff agree teachers have sufficient access to a broad range of professional support personnel 91.9% of certified staff agree teachers have adequate space to work productively 94.6% of certified staff agree the physical environment of classrooms supports teaching and learning


All responses in the area of Community Support and Involvement evidenced majority agreement, ranging from 88.9% to 100% All responses in the area of Managing Student Conduct evidenced majority agreement, ranging from 86.5% to 100% 91.9% of certified staff agree local assessment data are available in time to impact instructional practices 100% of certified staff agree teachers use assessment data to inform instruction 100% of certified staff agree teachers work in professional learning communities to develop and align instructional practices 100% of certified staff agree the curriculum taught is aligned to CCS 89.2% of certified staff agree that supports provided translate to improvements 97.3% of certified staff agree teachers are encouraged to try new things to improve instruction 87.9% of certified staff agree teachers are assigned class that maximize success with students 86.5% of certified staff agree state assessments provide schools with data to improve teaching All responses in the area of Professional Development evidenced majority agreement, ranging from 73.5% to 97.2% 100% of certified staff agree teachers are encouraged to participate in school leadership roles 86.1% of certified staff agree in this school we take steps to solve problems 89.2% of certified staff agree teachers are effective leaders in this school


93.7% of certified staff agree members of the school improvement team are elected. 100% of certified staff agree teachers are held to high professional standards 97.3% of certified staff agree school leadership facilitates using data to improve student learning 83.3% of certified staff agree teacher performance is assessed objectivity 91.9% of certified staff agree teachers receive feedback that can help them improve teaching 80.6% of certified staff agree procedures for teacher evaluation are consistent 91.9% of certified staff agree the school improvement team provides effective leadership In response to school leadership making a sustained effort to address teacher concerns, agreement exceeded 86% in 8 of 9 areas.

Attendance/Discipline 2013-2014

Attendance Data- 14.8%of the students have 10 or more tardies. 12% of the students have 10 or more absences.


Discipline Policies- PBIS

Arrival Assembly Bus Cafeteria Dismissal Hallway & Stairs

Playground Restrooms

Respectful *Voice level 0 *Speak using voice level 1 while waiting for assembly to begin. *Voice level 0 during performance. *Clap at appropriate times.

*Voice level 0 when you are standing in serving line. *Voice level 1 when you are sitting. *Always say please and thank you to cafeteria workers in voice level 2.

*Voice level 0 *Respond to an adult when spoken to using voice level 1. *Follow all directions from staff.

*Voice level 0 *use toilets and facilities correctly. *Respect other's privacy.

Independent *Enter through front doors (car riders) *Walk independently to class.

*Sit backs to backs and bottoms to bottoms. *Keep your hands in your lap and face forward.

*Get everything you need from cafeteria line when you go through the first time. *Sit facing the table with legs and feet under table.

*Walk single file on right hand side of hall. *Carry all materials quietly. *Stay in straight line.

*Wait your turn. *Leave unnecessary items outside. *Enter unoccupied stall.


Responsible *Go to proper morning destination.

*Fill in all seats in assigned row. *stay seated until dismissed by your teacher. *Raise seat bottom when exiting assemby.

*Eat only the food you bring or purchase. *Clean up all the trash on and under your table. *Remain seated and raise hand if you need help.

*Walk with silent feet. *Keep hands, feet, and other objects to yourself. *Stop at stop signs. *Face the direction you are going.

*Flush toilets after use. *use 1 squirt of soap. *Turn off water. *Pull towel dispenser two times. *Place trash in trash can.

Discipline Incidents-


Teacher Demographics 2013-2014

Teacher Experience:100% of classes are taught by highly qualified teachers, 90% of our teachers are fully licensed and 45% holding advanced degrees. These


numbers could lead us to encourage teachers to work towards these certificates or degrees.

Student Demographics 2013-2014

Free and reduced lunch Out of 647 students, 119 receive free lunches and 33 receive reduced lunches. 23.49% of our students receive free and reduced lunches. This has increased since 2004.

EnrollmentOur enrollment for 2012-2013 is 83% white, while other ethnicities, such as Hispanic, African American and Other consist of less than 10% each.

Racial/Ethnic MakeupAs of 9/23/13, our student demographics were 3% Asian, 2% African Americans, 5% Hispanics, 0% Indians, 4% Multi, 0% Native Hawaiian, 85% White, and 1% not identified.

Community Demographics 2013-2014

Current makeup: Lewisville has approximately 13,000 residents :90% white, 5% African-American, 2.1 % Hispanic,1.3 % Asian, 0.9% American Indian, 2% biracial or other. The community is affluent (median household income of $69. 883, US Census data). Only 6 children participate in the school backpack food program. 90% of town residents own their own homes, resulting in little student turnover. Traditionally, teacher turnover is very low, with only a few teachers leaving in any given year, and a number of educators choosing to remain at Lewisville throughout their careers (examination of teacher rosters and yearbooks, 2000-present). Of 641 students at Lewisville, 323 are driven to school and 318 ride the bus at some time. Approximately 52 children have transferred in by special permission from other zones (Bus rosters; Powerschool data)

Business Partners: Lowes Foods, Skate Haven, Cicciones, Subway, Alex’s, Pig’N’Out, Sweet Frogs, West Town, Rotary Club of West Forsyth, Lewisville Methodist Church, The Coffee Mill, CiCi’s Pizza.

Parent Involvement

Activities: Above average parent involvement. Active PTA that supports fundraising efforts, tutoring, classroom activities, yearbook, and grounds beautification.


Attendance: Average attendance for Fall curriculum night and low attendance for Winter curriculum night.

Unmet Needs: None

Instructional Practices

Systems to Support Struggling Students All grade levels through LTM look at data. Lessons are planned to support the Common Core and monitor the student’s progress. DIBELS and intervention groups – completed by grade level either in small groups or individual in classrooms. Specific interventions in phonemic awareness, phonics, fluency, and comprehension/syntax based on Reading 3-D and fluency benchmark results Camp Catapult PEPs Guided Reading Groups – based on reading level Multiple strategies of teaching Visuals and Manipulatives IST Imagine It Parent Volunteers, Rotary Club Exceptional Children – eligible students receive specialized instruction

Lesson Plan Formats

Kindergarten teachers Each teacher plans their own subject and share with the grade level. Begin each quarter with a planning retreat away from campus and plan out week by week subjects/themes, projects, and field trips. Weekly grade level meetings: review the upcoming week, share ideas other subject areas to add plans. Work individually on respective subjects and share w/ others by the end of the week (for upcoming week.)

1st grade: Plan lessons and homework together. Individually, each teacher plans a subject and shares with the grade level and uploads to the staff shared folder. Common Core standard, essential questions, materials

needed, and the assessment for each day of the week. Meet once a quarter to do an overview planning for the upcoming quarter. Use learning village to lay out the standards and pacing.

2nd grade:


Meets weekly afterschool to plan. Come up with "I can" statements to go with the concepts to be taught the following week. Share ideas, hands on activities, worksheets, assessments and web resources. Plan lesson for the concept individually. Use a lesson plan book, or type the plans into a template on the computer(2 different templates are used).

3rd grade: Meet at least once a week to discuss the upcoming week's curriculum Share ideas and plan. Each teacher has a specific subject to plan; everyone shares ideas to go with all subject areas. Friday all plans are complete and given to teachers, along with notes and materials needed. AG teachers plan together. Science and Social Studies are shared with AG teacher

4th grade: Plan together except AG. Type plans on the same template.

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

Student Achievement /Growth


K-3 Dynamic Indicators of Basic Elementary Lireracy Skills (DIBELS) Assessment Results 2013-2014 In 2013-2014, 7 of 21 classrooms (1/3 of all classrooms) had less than 90% or more students meeting or exceeding the mid-year benchmark as measured by the

Composite Score DIBELS. By the end of 2013-2014, 6 of 21 classrooms had less than 90% or more students meeting or exceeding the mid-year benchmark as measured by the Composite Score

DIBELS. In 2013-2014, 10 of 21 classrooms (close to 1/2 of all classrooms) evidenced no change (6 of 21 classrooms) or negative change (4 of 21 classrooms) in the percent of

students meeting or exceeding the mid-year benchmark as measured by the Composite Score DIBELS. By the end of 2013-2014, 7 of 21 classrooms (close to 1/2 of all classrooms) evidenced no change (6 of 21 classrooms) or negative change (1 of 21 classrooms) in the

percent of students meeting or exceeding the end of year benchmark as measured by the Composite Score DIBELS. Three classrooms had no change due to 100% of students at benchmark.

In 2013-2014, the percent of students well below or below benchmark remained the same and the percent of students at benchmark remained the same as measured by the Composite Score DIBELS for students reported as Black or African American and Hispanic-Latino. By end of year, there was a decrease of 1% for students reported as Hispanic-Latino

K-3 Text Reading Comprehension (TRC) Assessment Data: 2013-2014 In 2013-2014, the percent of students reaching the mid-year Proficient or Above Proficient benchmark as measured by the Test Reading Comprehension (TRC)

assessment decreased from 78% to 61% from beginning of year to mid-year. [There was also a decrease at the District Level from 47% to 42%] By end of year, there was an overall increase of 1% (79%).

In 2013-2014, the percent of students scoring Far Below and Below Proficient as measured by TRC increased from 22% to 39%. [There was also an increase at the District Level from 53% to 58%] at MOY. By the end of year, there was an overall decrease by 1% (22%).

In 2013-2014, the percent of students reaching Above Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment decreased from beginning of year to mid-year in Grade 1 (-31%) and at end of year (-20%).

In 2013-2014, the percent of students performing at the Well Below Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment increased from beginning of year to mid-year in Grade 1 (+16%) and at end of year (+2%). In Grade 3, there was no change in performance with 7% of students continuing to perform Well Below Proficient on the midyear benchmark for TRC. The number of students in kindergarten performing Well Below Proficient increased at end of year compared to mid-year by 6%.

In 2013-2014, the percent of students performing at the Well Below Proficient benchmark as measured by the Test Reading Comprehension (TRC) assessment increased from beginning of year to mid-year for students reported as Black or African-American (+10%), Multiracial-Other (+5%), and White (+1%). By end of year, the percent of Black or African American students performing Well Below Proficient remained the same compared to MOY performance and the percent of white students increased by 2% compared to MOY performance.

In 2013-2014, the percent of students meeting the Proficient benchmark on the TRC assessment decreased from beginning of year to mid-year for students reported as Black or African-American, Hispanic-Latino, Multiracial-Other, and White. [There were also decreases in these populations at the District Level.] This trend however reversed by end of year, with all subgroups increasing the percent of students meeting the Proficient benchmark compared to BOY performance.

End of Quarter Reading, Math and Science Performance for 2013-2014


The overall performance score on the District Benchmark assessments (EOQ 1,2, and 3)indicate an opportunity for improvement in Reading Literature (Grade 4 = 68%, Grade 5 = 71%) and Reading Informational Text (Grade 4 = 64%, Grade 5 = 72%) compared to a relative strength in Language concepts (76% for both Grade 4 and Grade 5).

On the EOQ assessments in Science, of 17 standards assessed, these standards results were less than 70% correct:o E 1.1 Weather patternso E 1.3 Weather patternso L 2.3 Interdependence of plants and animalso P 1.3 Force and motiono P 3.1 Heat transfer

On the EOQ assessments in Science, performance on Earth Science standards (67.6%) were lower compared to Physical Science standards (89.4% correct) and Life Science standards (80%).

End of Quarter, Reading, Math, and Science Performance for Third Quarter for 2013-2014

Reading Fourth Grade, Third Quarter: (46%) 4.R.I.4: Craft and structure: Determine the meaning of words and phrases as they are used in a text. (51%) 4.RL.6: Craft and structure: Compare and contrast the point of view from which different stories are narrated. Including first-third persons.


Reading Fifth Grade, Third Quarter: (50%) 5.RI.7: Integration of Knowledge and Ideas: Draw information from multiple print or digital sources, demonstrating the ability to locate an answer to a question

quickly or to solve a problem efficiently. (53%) 5.RL.8: Integration of knowledge ideas. Explain how author uses reason and evidence to support particular points in a text, identifying which reasons and

evidences support which point. (43%) 5.RL.2: Key Ideas and Details. Determine the theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to

challenges. (35%) 5.RI.2 Determining main idea or ideas, Find and explain supporting details

Math Third Grade, Third Quarter: (59%) 3.MD.1.Solve problems involving measurement and estimation of intervals of time, liquid, volumes and masses.Math Fourth Grade, Third Quarter: (46%) 4.NBT.5: Use place value understanding and properties of operations to perform multi-digit arithmetic. (55%) 4.OA.3: Use the four operations with whole numbers to solve problems.

Math Fifth Grade, Third Quarter (36%)- 5.NBT.6 Find quotients of whole numbers using strategies based on place value, properties of operations, and relationships between division and multiplication.

Explain using an array, equation, or area models. (29%)- 5.G.3 Understand attributes of 2-D figures such as rhombi, parallelograms, rectangles..

Science Fifth Grade, Third Quarter: (52%) Sci.5.E1.1.: Understanding weather patterns and phenomena, making connections to the weather in a particular place and time. (25%) Sci.5.P.1.3 Interpret and apply motion graphs (speed, comma, time, distance)

End of Quarter K-2 Math Assessment Results for Third Quarter 2013-2014

Math Kindergarten Third Quarter (74%) K.CC.1- Count to 100 by ones and tens, K.CC.2- Count forward beginning with a given number within the known sequence (78%) OA 7a K. OA.5- Fluently add and subtract within five

Math First Grade Third Quarter (73%) NBT 4b 1.NBT.1- Count to 120 starting at any number less than 120, 1.NBT.5- Given a two-digit number mentally find 10 more or 10 less

than a number without having to count


(68%) NBT 5a 1.NBT.6 Subtract multiples of 10(10-90) from multiples of 10 (10-90) using concrete models or drawings and strategies based on place value, operations of addition, and/or a relationship between addition and subtraction

(73%) G3a 1.G.3 – Partition circles and rectangles into two and four equal shares

Math Second Grade Third Quarter (84%) NBT 3e 2.NBT.1- Understand that the three digits of a three-digit number represents hundreds, tens, and ones 2.NBT.3- Read and write numbers to 1,000 using

base-ten numerals number names, and expanded form, 2.NBT.4- Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using <,>,= symbols

End of Grade Assessment Results 2012-2013 The percent of students proficient in Reading (72.7) was less than the percent of students proficient in Math (81.1) and close to the percent of students proficient in

Science (71.4). On the 2013 EOG, the domain of Numbers and Operations – Fractions as compared to performance in the other four domains was the lowest for (weighted mean)

percent correct in Grade 3 (73.4) and Grade 4 (78.4, tied with Operations and Algebraic Thinking). In Grade 5, this domain was the second lowest (73.4, with Geometry the lowest domain at 71.8)

While the 2013 EOG scores demonstrated the greatest positive difference from the state mean in the domain of Measurement and Data, the EOQ performance shows 8 of 17 standards below 70% across Grades 3, 4 , and 5. Grade 3: 4 of 8 standards below 70%, Grade 4: 4 of 4 standards below 70%, Grade 5: 0 of 5 standards below 70%.

On the 2013 EOG, the area of Earth Systems, Structures and Processes was the lowest of the 9 areas assessed

End of Grade Assessment Results 2013-2014 While there is a positive change in the percent of students proficient on the End of Grade assessment in Reading from 2013 to 2014 for the school, Grade 3 and Grade

5, the change within the cohort indicates a decrease in the number of students reaching proficiency. When comparing subgroup performance in 2014, the percent of students reaching proficiency in reading was at least 50% for each grade level in every subgroup except

students with disabilities. While there is a positive change in the percent of students proficient on the End of Grade assessment in Math from 2013 to 2014 for the school, Grade 3 and Grade 5,

the change within the cohort indicates possible inconsistent growth in the number of students reaching proficiency When comparing subgroup performance in 2014, the percent of students reaching proficiency in math was at least 60% for each grade level in every

subgroup except students with disabilities.

School Processes

Classroom Walkthrough Data 2013-2014


(22%) Used hands-on activities (37%) Instruction with small groups, pairs or individual students

Perceptions of School

Student Surveys Results 2013-2014 7.2% of 1st grade students feel they do not understand the curriculum being taught. 8.2% of the 97 first grade students who use bus transportation feel they have been bullied on the bus 15.4% of 1st grade students state they do not like school. 17.7% of 3rd graders stated they do not like school. 18.4% of the 92 third grade students who use bus transportation feel they have been bullied on the bus. 20.3% of 3rd grade students feel they have been teased by classmates.

N.C. Teacher Working Conditions Initiative 2013-2014 50.0% of certified staff agree that efforts are made to minimize routine paperwork 47.2% of certified staff agree that state assessment data are available in time to impact instructional practices 58.3% of certified staff agree state assessments accurately gauge students’ understanding of standards 54.3% of certified staff agree teachers feel comfortable raising issues and concerns that are important to them

Parent Involvement

Attendance-We have lower attendance at Winter curriculum night compared to other events.

Systems to Support Teachers More direction from school system and state Objectives need to be broken down step by step to increase continuity between the intended curriculum and the manner of instruction Incorporate ways to differentiate instruction

Teacher Views

Perceptions of Student Needs Small counseling groups for students to help them daily needs, i.e. home life, acceptance of others and stressors


Development and opportunities for writing/answering open ended responses Development ofcomputer skills

Professional Development Needs Information obtained in an informal survey suggests that a majority of the staff would like more training on technology and how to incorporate it into the classroom as well Information obtained in an informal survey suggests that a majority of the staff would like more training on ways to better teach students how to answer open ended

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

EVAAS data – pending release from state and districtFifth Grade Surveys & Parent Surveys


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.

Priority 1- Reading Comprehension

End of Grade Reading Percent of Students Proficient2012-2013 2013-2014 Change Cohort Change

School 72.7 75.4 +2.7Grade 3 78.6 82.5 +3.9Grade 4 77.5 72.1 -5.4 -6.5Grade 5 63.0 70.5 +7.5 -7.0

While there is a positive change in the percent of students proficient on the End of Grade assessment in Reading from 2013 to 2014 for the school, Grade 3 and Grade 5, the change within the cohort indicates a decrease in the number of students reaching proficiency.When comparing subgroup performance in 2013, the percent of students reaching proficiency in reading was at least 50% for grades 3 and 4 in every subgroup except students with disabilities. When comparing subgroup performance in 2014, the percent of students reaching proficiency in reading was at least 50% for each grade level in every subgroup except students with disabilities.When comparing DIBELS Composite benchmark performance to that of TRC, it appears that students are developing basic reading skills in order to access text for comprehension.

Priority 2: Math/Mathematical Practice

End of Grade Math Percent of Students Proficient2012-2013 2013-2014 Change Cohort Change


School 81.1 85.4 +4.3Grade 3 78.6 89.2 +10.6Grade 4 86.5 82.7 -3.8 +4.1Grade 5 78.2 83.8 +5.6 -2.7

While there is a positive change in the percent of students proficient on the End of Grade assessment in Math from 2013 to 2014 for the school, Grade 3 and Grade 5, the change within the cohort indicates possible inconsistent growth in the number of students reaching proficiencyWhen comparing subgroup performance in 2013, the percent of students reaching proficiency in math was at least 50% for grades in each grade level in every subgroup except students with disabilities. When comparing subgroup performance in 2014, the percent of students reaching proficiency in math was at least 60% for each grade level in every subgroup except students with disabilities.The greatest change was the improvement at Grade 3, consistent with the improvement in Grade 3 Reading.

Priority 3: School Communication

The results of the TWC Survey 2013-2014 indicate an opportunity for growth in the area of communication. Slightly more than half of those responding to the survey agreed teachers feel comfortable raising issues and concerns important to them.(54.3%)


Priority Goal 1 and Associated Strategies

Plan

/Do

Area for improvement and supporting data:If the percent of students in Grade 3 reaching proficiency increases by 3 % each year for two years and the percent of students reaching proficiency within the cohort remains stable in Grades 4 and 5, the percent of proficient students at EOG will increase by approximately 10%. End of Grade Reading Percent of Students Proficient

2013-2014 2014-2015projection

2015-2016projection

School 75.4 80.0 85.5Grade 3 82.5 85.5 88.5Grade 4 72.1 82.5 85.5Grade 5 70.5 72.1 82.5

If the percent of students reaching benchmark in kindergarten increases by 10% each year for two years and the percent of students reaching benchmark within the cohort increases by 10% each year for Grades 1 through 3, the percent of students at benchmark at EOY will increase by approximately 10%.

End of Grade Reading Percent of Students Reaching TRC Benchmark EOY2013-2014 2014-2015

projection2015-2016projection

School 79 83 89Kindergarten 70 80 90Grade 1 66 80 90Grade 2 87 76 90Grade 3 91 95 86

School Goal 1: Increase the percentage of students reaching reading proficiency.

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


Target: Increase the percent of proficient students in reading by 10% by End of Grade 2016.Indicator: TRCEOY benchmark (K-3) and EOG reading proficiency rates (3-5)Milestone date: TRC BOY, MOY, EOY benchmarks, EOQ assessments, BOG and EOG proficiency rates

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

Strategy 1:

Strategy: Establish systems to support development of basic reading skills for efficient reading to access text.

Action steps:1. Establish flexible groups based on DIBELS data to implement research based differentiated instruction in phonemic awareness and phonics in kindergarten.

5.Support the RTI process by providing optional PEP development workshops for teachers each month, supporting collaboration & data collection.

2.Implement word study strategies with flexible groups to differentiate instruction in phonics and vocabulary.

6.UsePLTs to determine and respond to professional development needs.

3.Create and implement a schedule to frequently monitor and intervene with students at risk for reaching DIBELS (K-3) and fluency (4-5) benchmarks.

7.Initiate regular meetings for assistants and specialists supporting basic reading with the curriculum coordinator for training in instructional strategies.

4.UsePLTs to review data and establish action plans for students below, at, and above grade level expectations.

8. Survey parents and devise a plan to further parent partnerships to support literacy.

Strategy 2:

Strategy:Establish an engaging and motivating context to develop reading comprehension

Action steps:1.Utilize assistants/PRTs to support engagement in word study and independent reading activities.

5. Provide reading choices.

2.Share data from benchmarks and progress monitoring with students to celebrate effort and achievement.

6. Include explicit instruction in how to use specific reading comprehension strategies in after-school instruction [e.g., Camp Catapult]

3.Reinforce the benefits and purpose of 7. Explore engagement strategies in Teach


reading through school wide opportunities to celebrate.

Like a Champion book study

4. Devise a plan to further parent and community partnerships to support literacy motivation and engagement.

8..

Strategy 3:

Strategy:Collaborate through Professional Learning Team meetings to enhance responsive instructional practices in reading comprehension.Action steps:1. Create and implement a schedule to frequently progress monitor students at risk for reachingTRC benchmarks

5.Provide opportunities for teachers to meet across grade level to clarify vertical articulation of the standards.

2. Use PLTs to review data and establish action plans for students below, at, and above grade level expectations.

6. Include in weekly lesson plans across content areas explicit instruction in the identification and use of text structure to comprehend, learn, and remember content

3. Support the RTI process by providing optional PEP development workshops for teachers each month, supporting collaboration & data collection.

7.Provide opportunities for professional rounds where teachers may observe colleagues and engage in dialogue to improve practice.

4. Use PLTs to determine and respond to professional development needs.

8.Provide opportunities for teams to meet with case managers to develop action plans for students with disabilities.

Plan

/Do

How will we fund these strategies?

Funding source 1: Select a funding source Funding amount:




Funding source 5: Select a funding Funding amount:


sourceTotal initiative funding:

Review frequency: Quarterly

Assigned implementation team:SIT membership to coordinate grade and role specific tasks

Che

ck

What data will be used to determine whether the strategies were deployed with fidelity?PLT minutes and artifactsDIBELS, TRC, EOQ, EOG resultsParent survey resultsPlan and implementation results from community and parent eventsParticipation records for training for assistants, book study, professional roundsEvidence survey of lesson plans

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

Common Formative Assessment resultsProgress Monitoring dataPEP Intervention resultsEnd of Quarter resultsEOG resultsClassroom Walk-Through data

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


Act

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


Plan

/Do

Area for improvement and supporting data: Math/Mathematical PracticeWhile there is a positive change in the percent of students proficient on the End of Grade assessment in Reading from 2013 to 2014 for the school, Grade 3 and Grade 5, the change within the cohort indicates possible inconsistent growth in the number of students reaching proficiency. Further analysis of the change in the class cohort with regard to individual student scores and roster must be considered. There were 6 fewer students assessed in Grade 5 than in the cohort at Grade 4. The greatest change was the improvement at Grade 3, consistent with the improvement in Grade 3 Reading.

When comparing subgroup performance in 2013, the percent of students reaching proficiency in math was at least 50% for grades in each grade level in every subgroup except students with disabilities. When comparing subgroup performance in 2014, the percent of students reaching proficiency in math was at least 60% for each grade level in every subgroup except students with disabilities.

On the 2013 EOG, the domain of Numbers and Operations – Fractions as compared to performance in the other four domains was the lowest for (weighted mean) percent correct in Grade 3 (74.1) and Grade 4 (78.4, tied with Operations and Algebraic Thinking). In Grade 5, this domain was the second lowest (73.4, with Geometry the lowest domain at 71.8). In 2014, this domain was the second lowest for Grade 3, lowest in Grade 4, and close to second lowest (difference of 0.2) for Grade 5.The domain of Number and Operations- Fractions has the greatest weight distribution of CCSS for Grade 4 and 5.

If the percent of students in Grade 3 reaching proficiency increases by 1 % each year for two years and the percent of students reaching proficiency within the cohort remains stable in Grades 4 and 5, the percent of proficient students at EOG will increase to approximately 90%.

End of Grade Math Percent of Students Proficient2013-2014 2014-2015

projection2015-2016projection

School 85.4 87.4 90.2Grade 3 89.2 90.2 91.2Grade 4 82.7 89.2 90.2Grade 5 83.8 82.7 89.2

School Goal 2: Increase the percent of proficient students in math

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


competitive students.

Target: Increase the percent of proficient students in math to 90% by End of Grade 2016.Indicator: Math End of Quarter Assessment (K-2) and EOG Math proficiency rates (3-5)

Milestone date: Math End of Quarter Assessment (K-2) EOQ assessments, BOG and EOG proficiency rates


Strategy 1:

Strategy:Include actions that further the development of mathematical practices within students in lesson planning and delivery.

Action steps:1. Use PLTsto create tasks specific to Standards of Mathematical Practice (SMPs)

5. Use PLTs to determine and respond to professional development needs.

2.IdentifySMPs in weekly lesson plans.

6. Use PLTs to review data and establish action plans for students below, at, and above grade level expectations.

3.Engage in professional rounds to observe and provide feedback to colleagues regarding delivery of SMPs

7. Provide opportunities for teams to meet with case managers to develop action plans for students with disabilities.

4. Include specific questions to develop mathematical thinking in weekly lesson plans.

8.

Strategy 2: Strategy:Develop teacher capacity in using concrete and visual models for instruction with whole numbers and fractions.Action steps:1.Provide professional development in the development of concrete and visual

5. Provide opportunities for teachers to meet across grade level to clarify


models to represent math concepts or problems

vertical articulation of the standardsrelated to fractions.

2. Include interdisciplinary connections and examples to teach for conceptual understanding in each unit

6.

3.Include cooperative learning activities in weekly lesson plans 7.

4. Differentiate the use of manipulatives and tools at all levels of student understanding in weekly lessons

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





Total initiative funding: $0




Che

ck

What data will be used to determine whether the strategies were deployed with fidelity? PLT minutes and artifactsRecord of professional rounds & artifactsLesson plans and observationsMath End of Quarter Assessment (K-2) EOQ assessments, BOG and EOG proficiency rates

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)Common Formative Assessment resultsPEP Intervention resultsEnd of Quarter resultsEOG resultsClassroom Walk-Through data



Act



Priority Goal 3 and Associated StrategiesPl

an/D

o

Area for improvement and supporting data: School communication School summary results from NC TWC 2014 areas of concern related to communication including: Teachers feel comfortable raising issues and concerns important to them. (54.3%).

School Goal 3: Improve communication within and about the school.

Supports this district goal: North Carolina public schools will be led by 21st Century professionals.

Target: Increase percent of agreement on features of leadership to 80% or greater.Indicator: Survey of School Leadership and Teacher Leadership features from NC TWCMilestone date: Beginning, middle, and end of year data from survey responses


Strategy 1: Strategy: Develop systems of communication for all stakeholders

Action steps:1.Initiate Faculty Council to meet monthly as a forum to identify and address issues within the school

5.

2.Develop and review an agreement among administrative, certified, and classified staff with regard to respectful interactions

6.

3.During staff meetings, collaboratively review the features of the TWC survey questions to develop a common

7.


understanding and basis for problem solving.4.Develop a survey of select features from the TWC survey, administer, share, and analyze results at the beginning, middle, and end of the year.

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: 0




Funding source 5: Select a funding source

Funding amount: 0


Total initiative funding: $0



Che

ck

What data will be used to determine whether the strategies were deployed with fidelity?Minutes from Faculty Council meetingsArtifacts from the TWC Survey review activitiesSurvey results based on features of TWC in the area of Leadership and Teacher Leadership

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.) Survey results based on features of TWC in the area of Leadership and Teacher Leadership



Act




P la n/ D o


Area for improvement and supporting data:

School Goal 4:

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







Total initiative funding:

$0


Assigned implementation team:

Che

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


Act




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

/D

o How will we fund these strategies?







Total initiative funding:

$0


Assigned implementation team:

Che

ck

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




Act



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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5Strategy 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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

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.

This school improvement plan addresses this requirement. Please see the priority goals and

Priority Goal

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

Strategy 1

Strategy 2

Strategy 3


strategies noted to the

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

Priority Goal

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

Strategy 1


this requirement. Please see the priority

Strategy 2

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.



Priority Goal

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

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

1Priority Goal

2Priority Goal

3Priority Goal

4 Priority Goal 5

Strategy 1

Strategy 2

Strategy 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:


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

Priority Goal 4 Priority Goal 5

Strategy 1 Strategy 2 Strategy 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





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





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 1 Strategy 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


State Board of Education Goals – Future-ready Students Web viewState Board of Education Goals...

Documents

Transcript of State Board of Education Goals – Future-ready Students Web viewState Board of Education Goals...