cms school improvement plan reportschools.cms.k12.nc.us/sedgefieldes/documents/2011-2012... ·...

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School: Sedgefield Elementary___ Principal: Ivy Gill Title I Specialist: Kevin Paige _____ Address: 715 Hartford Avenue____ Charlotte, NC 28209____

Courier Number: 519 _____ Phone: 980-343-5826 Learning Zone: Central Elementary

Zone Superintendent: Tyler Ream _____

CMS School Improvement Plan 2010-12 Sedgefield Elementary School 2011-12

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BELIEFS

We believe in teaching students to their full academic, social and emotional potential.

We believe in creating a safe environment. We believe in setting high expectations that yield high results. We believe in teaching appreciation for diversity. We believe in preparing students for 21st century readiness.

MISSION STATEMENT

District: Maximize academic achievement by every student in every school. School: We at Sedgefield Elementary School along with our community are committed to nurturing the mind, body, and spirit of all students. We plan to provide a safe, orderly environment in which we will develop and maintain academic excellence for the 21st century.

VISION District: CMS provides all students the best

education available anywhere, preparing every child to lead a rich and productive life.

School: Through a collaborative effort with vibrant partnerships, highly effective teachers, and family and community support, Sedgefield Elementary will excel. All students will become successful enthusiastic learners while embracing a rigorous curriculum, 21st century standards, and high academic achievement.

SMART GOALS

Based upon analysis of data and Self Evaluation, our focus will be upon the following outcomes: Students in grades 3-5 will increase their reading proficiency scores from 44.3% to 60.3% on the EOG tests. Students in grades 3-5 will increase their math proficiency scores from 56.6% to 66.6% on the EOG tests. K-2 students will increase their reading proficiency scores by 10% as measured by Reading 3D, DIBELS and the summative assessment. K-2 students will increase their math proficiency scores by 10% as measured by the summative assessment.


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ASSESSMENT DATA SNAPSHOT

Performance K-2

Performance of Students in K-2 on the Summative Assessment

Percentage of Student’s Scores At or Above Grade Level

Kindergarten Grade 1 Grade 2

Reading RComp Math Reading RComp Math Reading RComp Math

Our School

52.81% 52% 47.19% 63.64% 50% 77.78% 34.92% 42% 44.44%

CEZ 76.76% 68.81% 60.64% 80.75% 45% 92.62% 46.6% 53.71% 63.15%

District 86.0% 70.33% 74.992% 91.07% 47.8% 94.18% 60.80% 54.58% 74.94%


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ASSESSMENT DATA SNAPSHOT

Sedgefield Elementary - 600519

2008-2009 School Year



Subject Demographic Subgroup

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

% Prof.

% Met Exp. Growth

Avg. Growth

High Growth Ratio

Grade 03 Reading Grade Total 23.8 35.1 -0.288 0.5 41.9 39.0 Grade 03 Math Grade Total 65.1 75.4 0.403 3.1 63.5 59.7 Grade 03 Total Grade Total 44.4 55.3 0.058 1.2 52.7 49.4 Grade 04 Reading Grade Total 52.5 61.5 0.109 1.6 38.3 33.3 -0.187 0.5 52.6 37.7 -0.137 0.6 Grade 04 Math Grade Total 78.0 79.2 0.384 3.8 75.0 70.6 0.179 2.4 59.2 54.1 -0.006 1.2 Grade 04 Total Grade Total 65.3 70.5 0.248 2.4 56.7 52.0 -0.004 1.1 55.9 45.9 -0.072 0.8 Grade 05 Reading Grade Total 47.5 57.4 0.080 1.3 43.1 51.0 0.035 1.0 41.2 48.1 -0.009 0.9 Grade 05 Math Grade Total 81.4 70.4 0.264 2.4 70.7 43.8 -0.066 0.8 50.0 38.9 -0.142 0.6 Grade 05 Science Grade Total 23.7 25.9 32.4 Grade 05 Total Grade Total 50.8 63.9 0.172 1.8 46.6 47.4 -0.015 0.9 41.2 43.5 -0.076 0.8 Reading Total Total 40.9 50.9 -0.039 1.0 41.1 42.0 -0.078 0.7 44.3 42.6 -0.077 0.7 Math Total Total 74.6 75.0 0.351 3.0 69.3 57.6 0.060 1.4 56.6 47.0 -0.070 0.9 Science Total Total 23.7 25.9 32.4 EOG Total Total 53.0 63.0 0.157 1.7 51.4 49.7 -0.009 1.0 48.0 44.8 -0.074 0.8 School Composite Total 53.0 63.0 0.157 1.7 51.4 49.7 -0.009 1.0 48.0 44.8 -0.074 0.8


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SCHOOL PROFILE Student Demographics Sedgefield Elementary maintains a diverse population of students comprised of 65.7% African American, 25.2% Hispanic, 8.1% White, and 1% other. Approximately 92.86% of our students receive free/reduced lunch. Sedgefield is a Title I school that serves 473 students in grades Pre-K through 5. In grades 3, 4 and 5, 44.3% of students were proficient in reading, 56.6% in math and 32% in science. Overall, 65.5% of our students met gateway standards. We did not make Adequate Yearly Progress (AYP) for the 2010-2011 school year. Sedgefield met 13 out of 23 targets. This year, we are focusing on using data to determine areas of weakness and providing specific instruction to meet student needs. Student progress will be monitored with adjustments to curriculum as needed. Highly Qualified Staff All of Sedgefield’s teachers are fully licensed, certified, and highly qualified under the guidelines of the No Child Left Behind legislation. All of our instructional associates are highly qualified as well. The staff consists of a Principal, an Assistant Principal, two Literacy Facilitators, a Math Facilitator, 32 Classroom Teachers, 4 Enrichment Teachers (art, media, music, and physical education), a technology associate, 1.5 Bilingual ESL Teachers, two EC Resource Teachers, one EC Assistant, 8 Instructional Associates, a Speech Pathologist, a School Psychologist, a School Counselor, a Behavior Management Technician, a Family Advocate, and a part-time Talent Development teacher. Master’s degrees are held by 19 of our licensed staff members. Two teachers have National Board Certification. Every new teacher is provided a mentor teacher to provide assistance and support throughout the school year. Monthly activity logs are kept to monitor mentor contacts. We are committed to supporting the professional growth of teachers and support staff as evidenced through continuous site based and local in-service training, individual professional growth plans, workshops, and professional development offered during planning sessions. When assigning teachers to groups of students, we examine the teacher’s strengths and needs of the students. If there is a student with a specific need, a teacher is chosen with a skill set that best matches the child’s needs. Because our staff works closely as a team, the expertise and experience of seasoned staff is commonly shared and a problem-solving approach is utilized. Coordination and Integration of Federal, State, and Local Services and Community Collaborations Sedgefield Elementary uses the Imagine It Reading program, Math Investigations, Accelerated Reader, Accelerated Math, STAR Reading, STAR Early Literacy, Great Leaps, mClass Reading 3D, Achieve 3000, and other supplementary materials to meet the goals and objectives outlined in this document as well as the CMS Strategic Plan 2014: Teaching Our Way to the Top. This school year, Myers Park United Methodist Church sponsored the Freedom School After School Program for fifty of our students. Under the guidance of the Children’s Defense Fund, this After School Program provides literacy-based activities, homework help, and other enjoyable activities. MPUMC also generously supports our school by providing field trip funding, school supplies, and teacher appreciation events.


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To serve the various mental health needs of our students and families, we are in partnership with Thompson Child and Family Focus and A Child’s Place. A part-time therapist provides clinical services on campus as requested by families. Tutors from various organizations work with our students including Big Brothers Big Sisters and Park Road Montessori School. PRMS is our School Mates partner and contributes regularly to our school through book and uniform drives and the pen pal program. Sedgefield’s commitment to parent/community/business partnerships has resulted in increased community support in the form of volunteers, special programs for parents and students, and donations such as clothing, supplies, books, food, and tutoring services. Included in these partnerships are Myers Park United Methodist Church, Jones Lang LaSalle, Big Brothers Big Sisters of Greater Charlotte, St. Paul United Methodist Church, Crisis Assistance Ministry, Queens University, Carolina Panthers, and AKA Tutors. Other partnerships include St. John’s Methodist Church, the Assistance League, Monkey Joe’s, Donnato’s Pizza, and Red Cross. Parental Involvement Student achievement progress and assessment results are communicated to parents through mid quarter reports, quarterly report cards, teacher and school newsletters, parent conferences, and school and district websites. Parents are provided a copy of the school’s parent policy which describes ongoing activities that are held to inform and involve parents in their child’s education. Parents also will receive a copy of the school learning compact. This is an agreement between the home and school outlining everyone’s responsibility for supporting student learning. Parents are asked to sign the compact to confirm adherence to their responsibilities. Families are provided with a monthly calendar of family involvement events. During Back to School Curriculum Night, Parents will receive information on curriculum and instruction from our teaching staff. Title I program information is also shared at that time. Parents are surveyed periodically to voice their opinions about our Title I school wide program. There is also a question and concern box in the main office. We welcome suggestions or recommendations from our parents that can help us improve our Title I program. Parents are encouraged to be involved in the School Leadership Team and the PTA, which can provide them the opportunity to offer input in school wide decisions. A parent representative serves on our SLT. Student agendas are used by students to record their daily homework assignments. Teachers use the agendas to communicate with parents about their child’s progress and any other information. Parents also use the agendas to communicate their concerns to the teacher. This correspondence is detailed and includes achievement/performance in such areas as AR, AM, reading, math, writing, behavior, attendance, and homework/class assignments completed for the week. Additional communication is maintained in both English and Spanish through Connect Ed phone messages, newsletters, and our marquee located in front of the school. Translations of all newsletters are made to support parental involvement. At Sedgefield, we have a full-time Parent Advocate and a Parent Center. The Parent Center operates on an open-door policy and is available for parents to use at their convenience. The center has a resource library with an array of materials that parents can check out, use in the center or have for free. We provide a variety of material in English and in Spanish due to our growing Hispanic population. Resources in the center address


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a wide variety of topics and parental needs which include: health, nutrition, parenting tips, information pamphlets on community resources, and age-appropriate activities and books that parents can use to facilitate learning.

A continued focus this year is to increase the quantity and quality of involvement of families. The following are some of the strategies we will use to build capacity:

Post school activities on our school website. Encourage parents to provide feedback regarding the Parent Policy. Provide parents with a copy of the School Progress Report (provides specific NCLB status and subgroup AYP information). Position a suggestion box in the front office for parents to communicate specific concerns/suggestions to administration. Utilize interpreters and translations to effectively communicate information to LEP parents and to provide necessary accommodations for

parents of students with disabilities (providing equal access). Provide monthly research-based training for the Parent Advocate. Conduct quarterly parental involvement workshops.

Professional Development

One of our major focuses this school year is the ongoing collection and analysis of student data. The data will be used to inform us of student achievement, to improve lesson-plan designs, to develop common assessments, and to enhance the overall quality of instruction. This will be accomplished through the implementation of the Data Wise process and a professional book study entitled Driven by Data, A Practical Guide to Improve Instruction. We will involve our staff in various other book studies related to topics of need such as Literacy Work Stations, Rigor is Not a Four Letter Word, Teaching with Poverty in Mind, Threads of Reading: Strategies for Literacy, and Teach like a Champion. We will also focus on the use of technology to enhance 21st century learning.

At the end of each quarter, grade levels will meet to review data and plan best instructional strategies to meet the needs of all students. Teachers will participate in ongoing training with regards to Personal Education Plans (PEP’s) which will assist them in monitoring the progress of students performing below grade level. Training will also be ongoing as we implement mclass: Reading 3D, the diagnostic assessment for reading in the elementary grades, as part of a statewide initiative. This assessment will enable teachers to determine students’ learning needs, individualize instruction, and develop/administer more frequent formative assessments to struggling students. This will result in interventions being provided for students in a timely manner.

Procedures for Identifying Low Performing Students

As students demonstrate that they are struggling academically or behaviorally, any staff member may refer them to the Intervention Team which meets each Monday. This team of support staff includes classroom teachers, administration, facilitators, school psychologist, parent advocate, and parents. The team meetings are facilitated by the school counselor. Additional assessments are chosen to gather more information about areas of concern in reading and math such as the STAR Reading test and screening assessments created by teachers. Recommendations of strategies to use with the child are shared to provide support or to help students in need. Data is kept on the child’s progress consistently during the intervention period. If this level of support does not help the child make positive progress, they are then referred for further assessment for


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possible challenges in the areas of speech, academics, language, behavior, emotion, and cognition. Students who meet specific requirements are placed in the Exceptional Children’s Program. The school nurse works closely with the Intervention Team and School Health Team to support all student health and physical needs that impact student achievement.

Instruction

Our demographic data and achievement data indicate that we need to implement strategies that are highly effective with at risk students. Our staff is trained in using the Data Wise Model to analyze various data to make sound instructional decisions. The administrative team and teachers analyze data from a wide variety of sources (formative assessments, common grade level assessments, EOG data, weekly and ongoing teacher gathered data, DIBELS Benchmark and progress monitoring data) to place the most qualified teachers with struggling groups of students. This year, our staff will work toward improving differentiation as it is a key component to quality instruction. Accelerated Reader is a crucial component of differentiation. The Intensive Reading Model is being implemented in K-3 for all students who are identified as functioning in the intensive or strategic level according to DIBELS. This program provides students with additional small group instruction in reading. Our instructional focus continues in our effort to improve student achievement and eliminate the achievement gap among our lowest performing subgroups (African American, LEP, and Students with Disabilities). Sedgefield Elementary School will use Extended Day Funds to hire a part-time tutor during the school day beginning October 2011. The tutor will serve students in grades 3-5. The goal of the program is to improve the achievement level of students working below grade level in reading and math during small groups. The tutor will provide instructional strategies to meet the individual needs of students using the NC Standard Course of Study. Students will increase reading comprehension through the use of QAR strategies, and Imagine It reading strategies such as Cause & Effect, Context Clues, Word Study, Inference, and Main Idea. In math, students will practice EOG math strategies using Investigations, CRAM, and the SOLVE Method (Study the problem, Organize, Line up a plan, Verify the results, and Examine the math problems). We will also provide students with numerous opportunities for hands-on activities to enhance learning. The following strategies that have been scientifically proven to strengthen the achievement level of low performing African-American students include small group instruction, Intensive Reading Model instruction, and flexible groupings. Assessment data is continually used by grades K-5 to determine adjustments to grade level staffing such as reducing class sizes which impacts the instructional program for student achievement. We will also continue to focus on providing differentiated instruction in order to increase the reading achievement of our students in grades K-5. Professional development in reading and math will be provided to the staff to maximize student success. Using the district funding, we will hire a tutor to work with selected students on specific skills. Students whose first or primary language is not English, students who have a language other than English in their background or students who are not United States citizens must register through the International Center before entering Charlotte-Mecklenburg Schools. This process ensures that all students are given equal access to any educational services needed to meet their individual needs. Enrollment in the ESL program is optional. If the parent accepts enrollment in the ESL program, general information is provided for them at the International Center before they are sent to our school. At the International Center, students are assessed to determine their English language proficiency and eligibility for the English as a Second Language program. This assessment allows us to place each student in accordance with federal guidelines, and analyze proficiency in conversational language and cognitive academic language.


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Students in our minority, poverty, and language limited groups are identified through our free/reduced lunch forms and LEP rosters. These students are targeted for instruction through small groups, workshop, and differentiation provided daily by classroom teachers, instructional associates, resource teachers, speech teacher, ESL teachers, and our counseling support staff. Progress monitoring occurs through classroom assessments, grade level common assessments, both district and alternative assessments and the W-APT assessment. To assist students and families in the transition from pre-kindergarten to kindergarten, parents are invited to view a DVD entitled “Ready, Set, Go” during our Beginner’s Day program. At this time, families bring all required forms for school registration. Our facilitators and teachers provide information on preparing for kindergarten and give families a tour of the campus. To assist students and families in the transition from elementary to middle school, counselors from our feeder schools visit to share specific information about middle school. Students are encouraged to select courses for the first semester of middle school. In an effort to alleviate concerns, we will collaborate with Sedgefield Middle School’s administration if a change in school programming occurs.


SMART: S – Specific; M – Measurable; A – Attainable; R – Realistic; T – Time-bound. 10

SMART GOAL (1): Increase the percentage of students making at least 1 year’s growth in reading from 44.3% to 60.3% as measured by North Carolina End-Of-Grade Test.

Strategies (determined by what data) Task Task Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost

and source)

Personnel Involved Timeline Start–End

Interi

m Check Dates

Example: 1. Differentiate instruction for students experiencing

target deficit reading skills as determined by 3D assessments Use PALs Use Orton Gillingham Strategies Use flexible, small group instruction based upon

teacher observations and student work products Training teachers on Orton Gillingham strategies

Academic Facilitator/Smith

-On DIBELS less than 5% of students will be below benchmark by EOY measures -On Running Records all students will be above a level H -On DRA, less than 5% of students will be below a 10

-$500 training faculty on OG strategies -Source: PD allotment

Faculty

8/1 – 6/10

8/1/11 11/2/1

1 2/3/12

1. Increase teacher knowledge of reading

standards Attend administrative Reading

Foundations Training. Review essential standards with K-5

teachers. Revise Curriculum-at-a-Glance to align

to literacy standards. Create long-term and short-term plans

for reading. Train teachers to effectively utilize

mCLASS: Reading 3D for grades K-3 and AIMS Web for grades 4-5.

Implement Great Leaps. Implement Achieve 3000 in quarter 2.

Reading Facilitators: Ochogu and Donovan

Process

Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC Planning minutes Student work and test samples

Outcome

Improvement of lesson plan design and writing Improvement of instructional practices Increased growth as measured by summative assessments IEP/PEP Progress

~ $4,000 for training and implementa-tion of Achieve 3000 ~source of funding is Title 1

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and Special-Area Teachers, Parent Advocate Title I

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



Student data tracking spreadsheets (annually) Student Data Folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data District/school formative and summative test data common assessments data

towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal and informal teacher observations



2. Implement a Balanced Reading Program.

Continue to utilize Imagine It! As the core literacy program.

Provide small group instruction throughout the literacy block to allow for reading practice and responses.

Continue the use of fluency folders daily in grades 2 – 5.

Implement fluency folders second semester in first grade.

Implement Guided Reading Model during workshop to maximize comprehension skills and increase vocabulary.

Implement Wordly Wise vocabulary program.

Increase vocabulary instruction through word walls, word structure, context clues, classifying and sorting words, and graphic organizers.

Implement a ninety-minute planning block for each grade level to maximize planning for instruction, analyzing student data, and developing flexible groupings.

Increase community partnerships to support the school.

Recruit volunteers and tutors to read with students weekly and work with classroom teachers.

Provide quarterly parent curriculum nights to provide parents with strategies to use at home.

Modify literacy block lesson plans to reflect RTI.


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC Planning minutes Student work and test samples Student data tracking spreadsheets (annually) Student Data Folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies

Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and Special-Area Teachers, Parent Advocate, Community Partnerships: Queens College JLL Big Brothers Big Sisters Faith-Based

Institutions PTA Title I

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



mCLASS: Reading 3D data DIBELS data District/school formative and summative test data common assessments data

3. Differentiate reading instruction based

on students’ needs. Identify students using DIBELS,

mCLASS: Reading 3D, and common/formative assessment data.

Develop flexible groupings across grade levels to meet the needs of our students.

Utilize Early Reading Tutor, Great Leaps, and the HELPs Program to increase decoding and fluency skills.

Implement the Orton Gillingham Program for EC students.

Continue to use the Avenues program and SIOP model/strategies for English Language Learners.

Incorporate the William and Mary model, Achieve 3000, Literature Circles, novel studies, and Jacob’s Ladder to accelerate benchmark students.


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC Planning minutes Student work and test samples Student data tracking spreadsheets (annually) Student data

Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data District/school formative and summative test data common assessments data

4. Analyze reading formative and summative assessment data and develop appropriate instructional tasks that meet the needs of all learners. Develop common, formative, and

summative assessments that are aligned to the NCSCOS objectives.

Utilize STAR tests, Accelerated Reading, Accelerated Math, phonics


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade

Increased growth as measured by summative assessments IEP/PEP Progress towards goals

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and Special-Area Teachers, Parent

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



survey, DIBELS, and comprehension assessments to determine a baseline for students.

Develop data overview spreadsheets to identify various data points of each student.

Utilize Teacher Portal to find past data on students.

Implement mCLASS: Reading 3D to progress monitor fluency and reading comprehension.

Implement Achieve 3000 in quarter two.

Analyze reading data via Thinkgate, mCLASS: Reading 3D, Achieve 3000, and AR diagnostic reports.

Implement student data notebooks fourth and fifth grades and monitor monthly with students to show progress.

Grade levels analyze student work samples and plan for next steps.

Use DIBELS data to address targeted skills in small groups.

Identify skills and strategies to be re-taught via common assessment data.

Data Team will meet weekly to look at school-wide data, assess the progress of students, and determine the professional development needs for individual teachers and staff.

Utilize instructional associates to meet with skill-based, small student groups.

Develop capacity for differentiation through professional book studies and implement best practices: Driven by Data, A Practical Guide to Improve

level PLC Planning minutes Student work and test samples Student data tracking spreadsheets (annually) Student Data Folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data District/school formative and summative test data

ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations

Advocate Title I



Instruction; Literacy Work Stations; Rigor is Not a Four Letter Word; Teaching with Poverty in Mind; Threads of Reading: Strategies for Literacy; and Teach Like Champion.

common assessments data

5. Analyze data to monitor the progress of all students Develop common assessments. Utilize formative assessments to

identify student learning needs. Analyze student data from the

following sources and plan instruction accordingly. 1. DIBELS 2. Running Records 3. Oral Reading Fluency 4. Lexile Level Growth

Identify student needs and abilities to inform instructional groupings.

Assess student learning and employ flexible groupings.


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC Planning minutes Student work and test samples Student data tracking spreadsheets (annually) Student Data Folders Ongoing data analysis Flexible student grouping


NA Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and Special-Area Teachers Title I

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data District/school formative and summative test data common assessments data



SMART GOAL (2): Increase the percentage of students in grades 3-5 making at least 1 year’s growth in math from 56.6% to 66.6% as measured by North Carolina End-Of-Grade Test.




Funding (estimated cost and source)

Personnel involved

Timeline Start–End

Interim Check

Dates

1. Analyze math formative and summative assessment data and develop appropriate instructional tasks that meet the needs of all learners.

Develop common, formative, and summative assessments that are aligned to the Common Core State Standards and/or the NCSCOS objectives.

Analyze student data during Monday data meetings and plan instruction accordingly.



Implement the co-teaching model for talent development and the inclusive practices model for exceptional needs students in grades K-5 in order to provide challenging curriculum and higher-order thinking activities to all students.

Utilize instructional associates to meet with small groups of students for skill-based math instruction.

Math Facilitator: Gregory

Process

Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student content and reflection journals Student work and test samples Student data tracking spreadsheets

Outcome Increased growth as measured by summative assessments IEP/PEP progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress

~ $2,000 for training and implemen-tation of Excel Math ~source of funding is Title I


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



Develop capacity for math instruction by providing job embedded professional development in Math Investigations, increasing classroom discourse, teacher questioning, Common Core mathematical practices, peer collaboration/cooperative strategies, and problem solving.

Implement strategies and best practices for differentiation.

Develop capacity for differentiation through professional book studies and implement best practices: Driven by Data, A Practical Guide to Improve Instruction; Rigor is Not a Four Letter Word; Teaching with Poverty in Mind; and Teach Like Champion.

Utilize problem-solving and test-taking strategies: “Box the Operator,” Problem-Solving Matrix, SOLVE, KIDS, and CRAM.

Integrate literacy skills and strategies via journaling, weekly/monthly writing- response tasks, classroom discussions, and problem solving.

(annually) Student data folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies District/school formative and summative test data common assessment data

monitoring

2. Analyze data to monitor the progress of all students in math.

Develop common assessments. Utilize formative assessments to

identify student learning needs. Analyze student data and use the data

to drive planning and instruction. Identify student needs and abilities to

inform instructional groupings. Assess student learning and employ


Weekly grade level PLC planning minutes Student content and reflection journals

Increased growth as measured by summative assessments IEP/PEP Progress towards goals

NA

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



flexible groupings. Conduct weekly data meetings.

Student work and test samples Student data tracking spreadsheets (annually) Student data folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies District/school formative and summative test data common assessment data

ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

Teachers, and Special-Area Teachers, Parent Advocate Title I



SMART GOAL (3): Increase the percentage of K-2 students making at least 1 year’s growth in reading by 10% as measured by Reading 3D, DIBELS and the summative assessment.





Personnel involved


Interim Check

Dates

1. Increase teacher knowledge of reading standards

Attend administrative Reading Foundations Training.

Review essential standards with K-5 teachers.

Revise Curriculum-at-a-Glance to align to literacy standards.

Create long-term and short-term plans for reading.

Train K-3 teachers to effectively utilize mCLASS: Reading 3D.

Implement Great Leaps. Implement Achieve 3000 in quarter 2.


Process Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student work and test samples Student data tracking spreadsheets (annually) Ongoing data analysis

Outcome Improvement of lesson plan design and writing Improvement of instructional practices Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores

~ $4,000 for training and implementa-tion of Achieve 3000 ~source of funding is Title 1


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data Reading 3D test data common assessment data

TD Progress- improved portfolio work samples Formal and informal teacher observations

2. Implement a Balanced Reading Program.

Continue to utilize Imagine It! as the core literacy program.

Provide small group instruction throughout the literacy block to allow for reading practice and responses.

Continue the K-3 Intensive Reading program for struggling readers.

Implement fluency folders second semester in first grade.

Continue the use of fluency folders daily in 1st and 2nd grades.

Implement Guided Reading Model during workshop to maximize comprehension skills and increase


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student work and test samples

Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores

NA

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and Special-Area Teachers, Parent Advocate, Community

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



vocabulary. Implement Wordly Wise vocabulary

program. Increase vocabulary instruction through

word walls, word structure, context clues, classifying and sorting words, and graphic organizers.

Implement a ninety-minute planning block for each grade level to maximize planning for instruction, analyzing student data, and developing flexible groupings.

Increase community partnerships to support the school.

Recruit volunteers and tutors to read with students weekly and work with classroom teachers.

Provide quarterly parent curriculum nights to provide parents with strategies to use at home.

Modify literacy block lesson plans to reflect RTI.

Student data tracking spreadsheets (annually) Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data Reading 3D test data common assessment data

TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

Partnerships: Queens

College JLL Big

Brothers Big Sisters Faith-

Based Institutions

PTA Title I

3 Differentiate reading instruction based on students’ needs.

Identify students using DIBELS, mCLASS: Reading 3D, and common and formative assessment data.

Develop flexible groupings across grade levels to meet the needs of our


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade

Increased growth as measured by summative assessments IEP/PEP Progress

NA

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers,

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



students. Utilize Early Reading Tutor, Great

Leaps, and the HELPs Program to increase decoding and fluency skills.

Implement the Orton Gillingham program for EC students.

Continue to use the Avenues program and SIOP model/strategies for English Language Learners.

Incorporate the William and Mary model, Achieve 3000, Literature Circles, novel studies, and Jacob’s Ladder to accelerate benchmark students.

level PLC planning minutes Student work and test samples Student data tracking spreadsheets (annually) Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data Reading 3D test data common assessment data

towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

Speech Teacher, ESL Teachers, and Special-Area Teachers, Parent Advocate Title I



4. Analyze reading formative and summative assessment data and develop appropriate instructional tasks that meet the needs of all learners.

Develop common, formative, and summative assessments that are aligned to the Common Core State Standards.

Utilize STAR tests, Accelerated Reading, Accelerated Math, phonics survey, DIBELS, and comprehension assessments to determine a baseline for students.

Develop data overview spreadsheets to identify various data points of each student.

Utilize Teacher Portal to find past data on students.

Implement mCLASS: Reading 3D to progress monitor fluency and reading comprehension.

Implement Achieve 3000 in quarter two.

Analyze reading data via Thinkgate, mCLASS: Reading 3D, Achieve 3000, and AR diagnostic reports.

Aanalyze student work samples and plan for next steps.

Use DIBELS data to address targeted skills in small groups.

Identify skills and strategies to be re-taught via common assessment data.

Data Team will meet weekly to look at school-wide data, assess the progress of students, and determine the professional development needs for


Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student work and test samples Student data tracking spreadsheets (annually) Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data

Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

NA


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



individual teachers and staff. Utilize instructional associates to meet

with skill-based, small student groups. Develop capacity for differentiation

through professional book studies and implement best practices: Driven by Data, A Practical Guide to Improve Instruction; Literacy Work Stations; Rigor is Not a Four Letter Word; Teaching with Poverty in Mind; Threads of Reading: Strategies for Literacy; and Teach Like Champion.

DIBELS data Reading 3D test data common assessment data

5. Analyze data to monitor the progress of all students


identify student learning needs. Analyze student data from the

following sources and plan instruction accordingly. 5. DIBELS 6. Running Records 7. Oral Reading Fluency 8. Lexile Level Growth




Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student work and test samples Student data tracking spreadsheets (annually) Ongoing data


NA


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



analysis Flexible student grouping rosters Teacher PD- Professional Book Studies mCLASS: Reading 3D data DIBELS data Reading 3D test data common assessment data

Ongoing progress monitoring



SMART GOAL (4): Increase the percentage of students in grades K-2 making at least 1 year’s growth in math by 10% as_______ measured by the summative assessment.





Personnel involved


Interim Check

Dates

1. Analyze math formative and summative assessment data and develop appropriate instructional tasks that meet the needs of all learners.

Develop common, formative, and summative assessments that are aligned to the Common Core State Standards.

Analyze student data during Monday data meetings and plan instruction accordingly.



Implement the co-teaching model for talent development and the inclusive practices model for exceptional needs students in grades K-5 in order to provide challenging curriculum and higher-order thinking activities to all students.

Utilize instructional associates to meet with small groups of students for skill-based math instruction.

Develop capacity for math instruction


Process

Long-range and short-range planning Teacher and support staff lesson plans Weekly grade level PLC planning minutes Student content and reflection journals Student work and test samples Student data tracking spreadsheets

Outcome Increased growth as measured by summative assessments IEP/PEP Progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress

~ $2,000 for training and implemen-tation of Excel Math ~source of funding is Title I


10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



by providing job embedded professional development in Math Investigations, increasing classroom discourse, teacher questioning, Common Core mathematical practices, peer collaboration/cooperative strategies, and problem solving.

Implement strategies and best practices for differentiation.

Develop capacity for differentiation through professional book studies and implement best practices: Driven by Data, A Practical Guide to Improve Instruction; Rigor is Not a Four Letter Word; Teaching with Poverty in Mind; and Teach Like Champion.

Utilize problem-solving and test-taking strategies: “Box the Operator,” Problem-Solving Matrix, SOLVE, KIDS, and CRAM.

Integrate literacy skills and strategies via journaling, weekly/monthly writing- response tasks, classroom discussions, and problem solving.

(annually) Student data folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies District/school formative and summative test data common assessment data

monitoring

2. Analyze data to monitor the progress of all students in math.


identify student learning needs. Analyze student data and use the data

to drive planning and instruction. Identify student needs and abilities to

inform instructional groupings. Assess student learning and employ

flexible groupings.


Weekly grade level PLC planning minutes Student content and reflection journals Student work

Increased growth as measured by summative assessments IEP/PEP progress towards goals

NA

Principal, Assistant Principal, Math Facilitator, K-5 teachers, TD Catalyst Teacher, EC Teachers, Speech Teacher, ESL Teachers, and

10/3/11 11/3/11 2/3/11 3/2/11 4/9/11 5/4/11



Conduct weekly data meetings. and test samples Student data tracking spreadsheets (annually) Student data folders Ongoing data analysis Flexible student grouping rosters Teacher PD- Professional Book Studies District/school formative and summative test data common assessment data

ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations Ongoing progress monitoring

Special-Area Teachers, Parent Advocate Title I



Bullying-Harassment Individual School Prevention Plan (BHISPP) Action Plan

Bullying Prevention Outcome: Promote and cultivate a safe, positive learning environment free of bullying and harassing behaviors School Liaison: Susan Westbrook

Strategies/Rationale Task

Point Person (name/title)

Evidence of Success

Names of Participants (Add names to titles where appropriate.)

Information related to task as indicated


1. Train staff and students on Bullying-Harassment Prevention Plan.

Westbrook, Counselor; Admin.

Staff will be able to recognize signs of bullying and know how to

properly report them.

Westbrook, Counselor; Gill, Principal; Ratliff, Asst. Principal; Ochogu, Literacy Facilitator; Gregory, Math Facilitator; Donovan, Literacy Facilitator; Rhames, BMT; Taurus Ragin, Student

Professional development; signatures of training

August 2011- June 2012



2. Provide monthly, bullying prevention updates outlining the importance of school character traits by closed-circuit television.


100% of students will be able to identify character traits of the month and use them daily to support our

school’s vision.

Westbrook, Counselor; Gill, Principal; Ratliff, Asst. Principal; Ochogu, Literacy Facilitator; Gregory, Math Facilitator; Donovan, Literacy Facilitator; Rhames, BMT; Taurus Ragin, Student

Use morning broadcast to relay information on character development.


3. Provide information to community partners and groups regarding the district-wide program, school efforts, and BP awareness.


Community partners and groups will have an understanding of

school’s BP efforts and expectations.

Westbrook, Counselor; Gill, Principal; Ratliff, Asst. Principal; Ochogu, Literacy Facilitator; Gregory, Math Facilitator; Donovan, Literacy Facilitator; Rhames, BMT;

Conduct school-based, community and partners’ training.

October 2011



Taurus Ragin, Student; community groups; partners; parents; PTSA

4. Develop a resource library. Westbrook, Counselor; Admin.

Staff and students will be able to utilize audio, video, text, and

technology regarding bullying-harassment prevention.

Westbrook, Counselor; staff; students

Resources will be used to drive morning broadcasts, class meetings, assemblies, and guidance sessions.

Ongoing throughout the school year

5. Establish protocol for staff and students to report bullying-harassment behaviors.


A formal document will be devised to report behaviors.


Documentation will be filed and available upon request.

October 2011

6. Recognize positive student behaviors. Westbrook, Counselor; Admin.

Students will be highlighted for exemplifying positive character.

Westbrook, Counselor; Admin.; staff; students

Student recognition will occur via morning broadcasts, newsletters, and classroom incentives.


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