comprehensive needs assessment school: fuller …...school improvement plan comprehensive needs...

School Improvement Plan

Comprehensive Needs AssessmentSchool: Fuller ESPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

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EOGs• 4th grade: 64% (43/79) of students scored a level 3 or 4 on the Reading EOG.• 4th grade: 63% (51/81) of students scored a level 3 or 4 on the Math EOG.• 5th grade:• 5th grade:ELA Case 21

• 2nd grade- 71% (61/86) of students were proficient on their first Case 21..taken during 2ndquarter)• 3rd Grade 2nd Quarter – 49% (43/88) students were proficient on their 2nd quarter Case 21. • 4th grade- % of students were proficient on their 1st quarter Case 21.• 4th grade- 61% of students were proficient on their 2nd quarter Case 21.• 5th Grade 2nd Quarter - 66% (69/105) students were proficient on their 2nd quarter Case 21.Math Case 21

• 2nd grade- 78% (70/90) of students were proficient on their first Case 21..taken during 2ndquarter)• 3rd Grade 2nd Quarter – 43% (38/88) were proficient on their 2nd quarter Case 21.• 4th grade- % of students were proficient on their 1st quarter Case 21.• 4th grade- 59% of students were proficient on their 2nd quarter Case 21.• 5th Grade 2nd Quarter – 65% (67/103) were proficient on their 2nd quarter Case 21.mCLASS• K: 32% of students in red at BOY moved up to yellow or green at MOY.• 1st grade: 41% of students in red at BOY moved up to yellow or green at MOY. • 2nd grade: 20% of students in red at BOY moved up to yellow or green at MOY.• 3rd grade: 14% of students in red at BOY moved up to yellow or green at MOY.• 4th grade: 20% of students in red at BOY moved up to yellow or green at MOY. • 5th grade: 25% of students in red at BOY moved up to yellow or green at MOY. Single Subject Acceleration (SSA)

• K: 1% (1/74) are in the SSA program for math.• 1:0 students• 2: 9% (8/92) are in the SSA program for math.• 3: 9% (9/98) are in the SSA program for math.• 4: 6% (6/95) are in the SSA program for math.• 5: 9% (9/98) are in the SSA program for math.

EOGs

• 4th grade: 36% (36/79) of students scored a level 1 or 2 on the Reading EOG. • 4th grade: 37% (30/81) of students scored a level 1 or 2 on the Math EOG.• 5th grade:• 5th grade: ELA Case 21

• 2nd grade- 29% (25/86) of students were not proficient on their first Case 21..taken during 2ndquarter)• 3rd Grade 2nd Quarter – 51% (45/88) students were not proficient on their 2nd quarter Case 21.• 4th grade- % of students were not proficient on their 1st quarter Case 21.• 4th grade- 39% of students were not proficient on their 2nd quarter Case 21.• 5th Grade 2nd Quarter – 34% (36/105) students were not proficient on their 2nd quarter Case21.Math Case 21

• 2nd grade- 22% (20/90) of students were not proficient on their first Case 21..taken during 2ndquarter)• 3rd Grade 2nd Quarter – 57% (50/88) were not proficient on their 2nd quarter Case 21.• 4th grade- % of students were not proficient on their 1st quarter Case 21.• 4th grade- 41% of students were not proficient on their 2nd quarter Case 21.• 5th Grade 2nd Quarter – 35% (36/103) were not proficient on their 2nd quarter Case 21. mCLASS

• K grade: 12% of students at BOY in yellow, moved to red at MOY.• K grade: 18% of students at BOY in green, moved to yellow at MOY.• K grade: 2% of students at BOY in green, moved to red at MOY.• 1 grade: 3% of students at BOY in yellow, moved to red at MOY.• 1 grade: 4% of students at BOY in green, moved to yellow at MOY.• 1 grade: 7% of students at BOY in green, moved to red at MOY.• 2 grade: 33% of students at BOY in yellow, moved to red at MOY.• 2 grade: 1% of students at BOY in green, moved to yellow at MOY.• 3 grade: 67% of students at BOY in yellow, moved to red at MOY.• 3 grade: 100% of students at BOY in green, moved to yellow at MOY.• 4 grade: 17% of students at BOY in yellow, moved to red at MOY.• 4 grade: 5% of students at BOY in green, moved to yellow at MOY.• 5 grade: 32 % of students at BOY in yellow, moved to red at MOY.• 5 grade: 2% of students at BOY in green, moved to yellow at MOY, and 3% moved to red. Single Subject Acceleration (SSA)

• Students are only in the program for math, not literacy.



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Inst

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s Staff input is valued and used to make decisions about class assignment and hiringrecommendations.

The school was identified as a Magnet School of Excellence.

Academic specialists work with teachers to maximize enrichment and intervention opportunitiesacross disciplines.

There is insufficient data to show the effectiveness of

• Professional development,• EVAAS data,• PLT efficiency, and• Instruction in electives.

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The school is diverse with a variety of learning abilities, races, and ethnicities.

CHAMPS Attendance Club was created to address tardiness and unexcused absences fortargeted students.

31% of fourth and fifth grade (combined) has been identified as AIG.There are 3 more teachers for 42 less students than in the 2012-2013 school year.There are 3 more teachers with advanced degrees than in the 2012-2013 school year.

Wake County residents have a higher level of education than the state average.

Wake County residents have a higher income than the state average.

Grades K, 1, 2, 5 have more males than females.

52% of 5th graders have LEP status.

42% of 2nd graders have LEP status.

Hispanic students from 2012-2013 increased by 6% (33 students).

Students eligible for free and reduced lunch from 2012-2013 increased by 7% (39 students).

African American students are overrepresented (59%) in the CHAMPS Attendance Club.

There is one less Highly Qualified teacher than in 2012-2013.

There is a 10% increase in the amount of teachers in the Beginning Teacher Mentor Program.

What is the relationship of teacher turnover compared to the 2012/2014 Teacher WorkingConditions Survey? Less than half of Wake County residents hold a bachelor’s degree.

10% of Wake County residents are living below the poverty line.

No data about PTA demographics is available.



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Perc

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Mandated initiatives are being implemented with fidelity.

SIOP is a new initiative to the school, and is being spearheaded by a SIOP coach.

More than 96% of 4th grade students think the school is great!

The school’s 2013 TWC shows an increase agreeability with multiple areas: leadership, time forPD, larger roles and responsibilities.

There is no template for follow up after PD, nor are there expectations for how to integrate PDstated during each workshop.

The staff inconsistently incorporates PD into classrooms.

One staff member mentioned time spent in PD could be better used to plan engaging lessons.

Almost half (45%) of 4th grade students see bullying as a problem.

The school’s 2013 TWC shows a decrease in agreeability with multiple areas: time to collaborate,amount of time to complete paperwork, differentiation for PD, evaluation consistency, PLTalignment with Common Core instruction.

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Programs used at the school are research based and have been proven to increase studentachievement in reading and math.

Several programs are implemented but lack a consistent method for collecting data regardingeffectiveness.

Letterland is a new initiative and is not being implemented with consistency, nor fidelityaccording to observation data.

Priority Concerns Root Causes(with evidence) Solutions

Large percentage of rising 3rd and 6th graders areLEP and not all are not proficient on assessments.

52% of 5th graders and 42% of 2nd graders haveLEP status, but not all students receive long termor short term intervention services because theymay receive ESL services instead.

Identify and evaluate services provided for LEPstudents and change the expectation for studentsto receive more than one intervention service, ifnecessary.

School’s Free and Reduced lunch candidates andHispanic population is increasing, and thissubgroup of students are not all proficient onassessments.

F/R students in 2012-2013 :33%F/R students in 2013-2014: 40%Hispanic students in 2012-2013:12%Hispanic students in 2013-2014: 18%

• Incorporate SIOP strategies into all disciplines.• Establish guidelines for collecting, analyzing, andusing data to drive instruction.



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Staff inconsistently incorporates and evaluatesschool wide professional development.

Less than 75% of staff believe PD is differentiatedto meet the individual needs of teachers, or thatthere are consistent procedures for evaluation.

• Create a system to measure effectiveness ofprograms, initiatives, and professionaldevelopment.• Identify, evaluate, and continue activities thatcharacterize school as a Magnet School ofExcellence.

4th graders who struggle with ELA are struggling tomeet math benchmarks as well...and they enteredthe school year below grade level.

Approximately the same percentage of studentsin 4th grade (36% and 37%)scored a level 1 or 2on 2013 Reading and Math EOGs.

• Identify, evaluate, and modify the ELA and Mathinterventions and supports for rising 4th graders inthe 2014-2015 school year. • Establish guidelines for collecting, analyzing, andusing data to drive instruction.• Incorporate a vertical PLT schedule to discussstudents of concern and interventions in place forthe next grade level.• Provide detailed instructions to accompanyPersonal Education Plans so staff are aware of theintensity, duration, frequency, and presentation ofinterventions.

There is insufficient data to show the effectivenessof PD, EVAAS data, PLT efficiency, and instructionin electives. Additionally, several programs lack aconsistent method for collecting data regardingeffectiveness.

No data was available to determine effectivenessand efficiency of programs.

• Create a system to measure effectiveness ofprograms, initiatives, and professionaldevelopment.• Identify, evaluate, and continue activities thatcharacterize school as a Magnet School ofExcellence.• Establish guidelines for collecting, analyzing, andusing data to drive instruction.



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Literacy strategies and intervention in third grademay not be effective.

67% of 3rd grade students at BOY in yellow,moved to red at MOY. 100% of 3rd grade students at BOY in green,moved to yellow at MOY.

• Identify, evaluate, and modify the ELA and Mathinterventions and supports for rising 4th graders inthe 2014-2015 school year. • Establish guidelines for collecting, analyzing, andusing data to drive instruction.

A large percentage of students struggle to showproficiency on Case 21 assessments.

3rd Grade 2nd Quarter – 51% (45/88) studentswere not proficient on their 2nd quarter ELA Case21.3rd Grade 2nd Quarter – 57% (50/88) were notproficient on their 2nd quarter Math Case 21. More than 40% of 4th graders were not proficienton their 2nd quarter Math Case 21.

• Identify, evaluate, and modify the ELA and Mathinterventions and supports for rising 4th graders inthe 2014-2015 school year. • Establish guidelines for collecting, analyzing, andusing data to drive instruction.



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Data SummaryDescribe your conclusionsA comprehensive look at the non-fiscal data indicates that the strengths include…

• The school is diverse…academically, racially, and socio-economically.• The county is above the state’s percentage in terms of education and income.• SIOP is an initiative being implemented to address changing population of the school and to improve literacy proficiency of all students.• 70% of 2nd graders were proficient on their first ELA Case 21, taken 2nd quarter.• 78% of 2nd graders were proficient on their first Math Case 21, taken 2nd quarter.• All teachers are using mCLASS universal screening assessments for reading.• 35 students are in the Single Subject Acceleration program.• The school was identified as a Magnet School of Excellence for the 2013-2014 year.• Research based programs are being implemented to improve reading and math scores. The data indicates that the priority concerns are…

• 52% of 5th graders and 42% of 2nd graders have LEP status.• School’s Free and Reduced lunch candidates and Hispanic population is increasing.• Staff inconsistently incorporates and evaluates school wide professional development.• Approximately the same percentage of students in 4th grade (36% and 37%),scored a level 1 or 2 on 2013 Reading and Math EOGs.• More than half of 3rd graders were not proficient on their 2nd quarter ELA Case 21.• Almost 60% of 3rd graders were not proficient on their 2nd quarter Math Case 21.• More than 40% of 4th graders were not proficient on their 2nd quarter Math Case 21.• 67% of 3rd grade students at BOY in yellow, moved to red at MOY.• 100% of3rd grade students at BOY in green, moved to yellow at MOY.• There is insufficient data to show the effectiveness of PD, EVAAS data, PLT efficiency, and instruction in electives. Additionally, several programs lack a consistent method for collecting data regardingeffectiveness. To address these concerns, the plan is to …

• Create a system to measure effectiveness of programs, initiatives, and professional development.• Identify, evaluate, and modify the ELA and Math interventions and supports for rising 4th graders in the 2014-2015 school year. • Establish guidelines for collecting, analyzing, and using data to drive instruction.• Identify, evaluate, and continue activities that characterize school as a Magnet School of Excellence.• Identify and evaluate services provided for LEP students.Finally, the recommendations for the 2014-2016 SIP are…

• By June 2014, 80% of all students and all student-subgroups (race, gender, SWD, ED, LEP) will meet their growth target in reading as measured by EOG and/or Case 21 and/or RR/mCLASS. Add in waysto measure effectiveness of programs, initiatives, and professional development to action steps. Add in additional ELA and Math interventions and supports for rising 4th graders in the 2014-2015 schoolyear. • By June 2014, 80% of Black, Hispanic, Economically-Disadvantaged, and Limited-English Proficient student sub-groups will demonstrate proficiency in math AND 80% of Black, Hispanic,Economically-Disadvantaged, and Limited-English Proficient student sub-groups will demonstrate proficiency in reading as measured by the NC End-of-Grade Test. Students in K-1 will be assessed usingthe DPI assessment, and students in grade 2 will be assessed using Case 21 scores. Add in ways to measure effectiveness of programs, initiatives, and professional development to action steps. Establishguidelines for collecting, analyzing, and using data to drive instruction and add to action steps.• By June 2014, Fuller will be recognized as a Magnet School of Excellence. Change “will be recognized” to “will continue to be recognized.” Provide information about rising 6th graders with LEP status.


Membership of School Improvement TeamSchool: Fuller ESPlan Year 2014-2016Principal: Cheryl FennerDate: Aug - 2014

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SIP Team MembersName School Based Job Title

1 Akiesha Ortiz Teacher2 Brandi Gill Instructional Support Personnel3 Cara Little Teacher4 Cheryl Fenner Principal5 Eric Hampton Teacher Assistant6 Holly Hamblin Teacher7 Katherine Wangerman Teacher8 Kenyann Stanford Assistant Principal9 Kia Patton Teacher10 Linda McCurdy Other11 Maureen Rogne-Percy Teacher12 Nazeidre Khan-Goldsmith Teacher13 Paula Pope Parent


Mission, Vision and Value StatementsSchool: Fuller ESPlan Year 2014-2016Date: Mar - 2012

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Mission Statement:To challenge each child at his/her intellectual level in a safe, nurturing, inclusive environment wherestudents explore and discover their unique gifts and talents.

Vision Statement:Fuller is a safe, supportive learning community where parents and teachers collectively take responsibilityfor the academic and social success of each child. Our staff embraces an approach to learning andteaching that values authentic relationships, invites parental input, respects diversity, and providesmeaningful, differentiated instruction. At Fuller, excellence is defined by both standardized andnon-standardized measures, including student confidence, resilency, creativity and citizenship.

Value Statement:1. Set high standards for yourself. If we truly want to raise the standards of our profession, we mustperform in a manner that exemplifies sound expertise, continuous improvement, and commitment towhat we do each day.

2. The best form of classroom management is quality instruction. In addition, students must be activelysupervised at all times. Positive reinforcement and modeling are essential strategies for teachingbehaviors. 3. Be reflective about the quality of work you are asking of students. It is our moral imperative to offereach of our students purposeful, engaging, and authentic opportunities to learn. The effective practice ofteaching and learning affords all students the opportunity to regularly experience academic and socialsuccess. We are to challenge all our students with rigorous opportunities. 4. MAXIMIZE instructional time. Always teach with a sense of urgency and come to work prepared for theday. 5. Check the Fuller Falcon Facts at http://fullerfalconfacts.blogspot.com and mail first thing in themorning to get the IMPORTANT Fuller Daily News including who's out, birthdays, schedule changes, etc.6. Seize every opportunity to build community through meaningful relationships. Communicationbetween colleagues should reinforce a positive climate and maintain a keen focus on our students. Communication with families is essential to establishing trusting partnerships and should always reflectyour commitment and loyalty to Fuller. Teachers should make personal contact with theirstudents' parents prior to the beginning of the school year to begin the school year on apositive note which goes a long way toward building a positive relationship with our families.

7. Use (Positive Behavioral Interventions and Supports) PBIS terminology ie "Walk, please," instead ofsaying,"No running!" Our actions inform and shape our students' habits. We are obligated to treat ourstudents with dignity and respect at all times. The social tone of our school should foster and cultivate asense of care and community, and the success of our students is built upon their sense of physical andpsychological safety.8. Check your baggage at the door. While we all have lives outside of our professional world thatsometimes leave us conflicted, make every effort to be here in body and mind. We are to model theexpectations we have of our students at all times. Let's continue to be professional in every way.9. Take note of important dates and events on the calendar. Be present and on time for all functions,including: staff meetings, committee meetings, staff development, and parent activities. Also, prepare forexpected and unanticipated absences in a manner that yield an administrative burden for your colleaguesand a loss of instruction for your students.10. Have FUN! If you’re disengaged, so are your kids.


Summary of Goals, Key Processes and Action StepsSchool: Fuller ESPlan Year 2014-2016LEA: Wake County (920)

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School Goal By June 2016, 80% of all students and all student-subgroups(race, gender, SWD, ED, LEP) will meet their growth targetin reading as measured by NC Ready EOGs, Case 21, TRCsand/or RR scores.

Goal Manager Instructional Leadership TeamStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

2014 BOY Info:Grade Level

Total Number of Students

Number of StudentsEligiblefor Title I Services

K

72 N/A

1 90 552 87 ??3 71 384 96 365 104 38 2014 EOY Info:Grade Level

Total Number of Students

Number of StudentsEligiblefor Title I Services

K

72 25

1 88 362 88 253 93 444 100 295 103 33

1 Key Process Provide quality literacy professional development for all staff.



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Process Manager Principal Cheryl FennerCompletion Date Jun - 2016

Restrainers Staff will need to be trained to maximize PLT times to evaluate and analyzedata to find common trends for areas of success and weakness. Staff will need to be trained to effectively and professionally administerwalkthroughs and provide colleagues with constructive feedback.

Resources PLT surveys listing suggestions for PD will target areas of need specific tograde levels. Access to eschools, pd360, and peer observations will allow educators toidentify new teaching strategies independently. Instructional Leadership Team will identify qualified trainers and materialsto enhance teacher effectiveness for targeted areas of need.

Title 1 Funding

Participation by grade level representatives on a committee focused onGoal 1

DPI Flexibility in Financial Transfers: Funds transfers will be used asnecessary.

K-3 Read to Achieve Plan

Healthy Active Children Policy (incorporated into master schedule)

Duty free lunch and planning periods for teachers

Safe and Orderly Schools Plan

Character Education Plan

Measurable ProcessCheck(s)

Staff will conduct peer observations and walkthroughs during literacyinstruction using a checklist that identifies and evaluates effective teachingstrategies and best practices discussed at professional developmentworkshops. Constructive and immediate feedback will be given to enhancestudent success and teacher effectiveness.



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1 Action Step PLTs will use grade level benchmark assessments to identify:• students who were not proficient• largest areas of misunderstanding in ELA • professional development needed to address ELA concernsafter quarterly reviews of data

Timeline From 8/2014 To 6/2016

2 Action Step PLTs will provide administration and the InstructionalLeadership Team with a list of professionaldevelopment needed to address ELA concerns afterquarterly reviews of student achievement data.


3 Action Step All certified staff will participate in weeklyProfessional Learning Teams to determineinterventions and monitor the progress of strugglingreaders, based on individual students' rate ofimprovement goals.


4 Action Step Administration will provide time at staff meetings foreducators to share/model best practices that improveliteracy achievement.


5 Action Step Teachers working with students most vulnerable tonot meeting standards of proficiency will create,implement, and review personal education plansevery four to five weeks WITH parental support andinvolvement.


6 Action Step Administration will approve professional developmentto support the following ideas/concepts:• Literacy instruction expectations• Literacy structures• Imagine Learning (computer programming initiative)• Graphing K-5 reading goals• Increasing the amount of time for literacyinstruction• Incorporating higher order thinking questions intoall disciplines • Enhancing SIOP, vocabulary development, and AGinstruction




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7 Action Step Committees will continue progress towards previousyear's action steps:• Review Reading Program guidelines and progress inthe Google Doc• Prepare for quarterly? annual? Reading Programcelebrations• Guide staff to graph student text levels and wordsper minute goals




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School Goal By June 2016, Black, Hispanic, and Limited-English-Proficient studentsubgroups will meet or exceed Annual Measureable Objectives (AMO)Targets in Reading AND Math, as measured by the NC ReadyEnd-of-Grade Tests.

Goal Manager Instructional Leadership TeamStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

Percentage of Students Passing BOTH Reading and Math End ofGrade Tests (NC Report Card) 2009-2010 2010-2011 2011-2012 2012-2013Asian 95% 95% 95% 87%White 94% 95% 94% 70%Hispanic 31.3% 35.7% 55.2% 13%Black 42.5% 36.6% 40.7% <5% EOGProficiency

2009-2009 2009-2010 2010-2011 2011-2012 2012-2013

ALLStudents

78.2% 80.2% 78.7% 79.5% 51.6%

1 Key Process Align math and literacy professional development with all disciplines.

Process Manager Asst. PrincipalCompletion Date Jun - 2016

Restrainers Staff will need to be trained to maximize PLT times to evaluate and analyzedata to find common trends for areas of success and weakness. Staff will need to be trained to effectively and professionally administerwalkthroughs and provide colleagues with constructive feedback.



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Resources PLT surveys listing suggestions for PD will target areas of need specific tograde levels. Access to eschools, pd360, and peer observations will allow educators toidentify new teaching strategies independently. Instructional Leadership Team will identify qualified trainers and materialsto enhance teacher effectiveness for targeted areas of need.

Title 1 funding









Staff will conduct peer observations and walkthroughs during coreinstruction using a checklist that identifies and evaluates effective teachingstrategies and best practices discussed at professional developmentworkshops. Constructive and immediate feedback will be given to enhancestudent success and teacher effectiveness.

1 Action Step All certified staff will participate in weeklyProfessional Learning Teams to determineinterventions and monitor the progress of strugglingstudents, based on individual students' rate ofimprovement goals.


2 Action Step PLTs will use previous year's end of year grade levelbenchmark assessments to identify:• students who were not proficient• largest areas of misunderstanding in ELA and math • professional development needed to address ELAand math concerns after quarterly reviews of data




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3 Action Step PLTs will provide administration and the InstructionalLeadership Team with a list of professionaldevelopment needed to address ELA and mathconcerns after quarterly reviews of studentachievement data.


4 Action Step The Instructional Leadership Team will providearticles, videos, and observation notes tocommunicate effective literacy and math strategiesto use across all disciplines.


5 Action Step All staff participating in grade level common planningdays will observe literacy and math instruction indifferent grade levels to find areas of strength andweakness.


6 Action Step The SIOP coach will train staff to be familiar with andutilize Sheltered Instruction Observation Protocol touse when teaching all students in any discipline.


7 Action Step Teachers working with students most vulnerable tonot meeting standards of proficiency will create,implement, and review personal education plansevery four to five weeks WITH parental support andinvolvement.

Timeline From 9/2014 To 6/20168 Action Step Committees will continue progress towards previous year's action steps:

• Review the implementation of PD for 2014-2015BEFORE the school year begins, Identify the different programs, structures, and interventions that staff will be expectedto use by the end of the year. Prioritize the professional development according to urgency. Create a tentative schedule that allots enough time for each program to be taught,practiced, and implemented before moving onto another topic. DURING the school year, Provide staff with a “Pre-assessment” to survey what they think they know about aprogram, structure, or intervention. Create PD agendas that allow for differentiation to meet all staff’s needs: directinstruction, guided instruction, and independent work time depending on comfort with theprogram. Provide staff with an “Exiting Expectations” sheet that lists 10-15 activities that can becompleted to show their understanding of the concept, and allows for support where needed. AFTER the school year, Review the effectiveness of each PD and restructure the schedule to review and reteachconcepts. Gather feedback about strengths and weaknesses of each program. Return to the “BEFORE the school year begins section.”




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School Goal For the 2014-2016 school years, Fuller will continue to berecognized as a Magnet School of Excellence.



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Goal Manager Magnet CoordinatorStrategic Directive Systems and Structures to Support Schools

State Board of Education Goal Leadership for InnovationData Justification for Goal Based onComprehensive Needs Assessment

•Magnet Schools of America comments are on their way…butwe were labeled a "Magnet School of Distinction" in 2012. In2014, Fuller was named a "Magnet School of Excellence!" Since 2014 is the only year the school received this title, twomore years of data are needed before the goal is removed. •“Specific benefits of Magnet Schools include: improvedacademic achievement; diverse student enrollments; reduceddiscipline, increased cultural competence of students,increased student attendance rates, higher graduation rates,greater teacher satisfaction and reduced teacher turn-over,innovative curriculum; specialized teaching staff, andincreased parent satisfaction. Magnet schools boast moreparental and community involvement, more personalizationthrough theme-based education, and specialized programsthat create a shared sense of community that leads to a saferenvironment for learning. Teachers are licensed in the areasthey teach, and are “highly specialized” through specifictheme-based training and professional development.”•74.5% of staff agree sufficient resources are available for PD.•65.9% of staff agree an appropriate amount of time inprovided for PD.•66.7% of staff agree PD is evaluated and the results arecommunicated to teachers.•67.3% of staff agree there is sufficient instructional time tomeet the needs of all students.•57.4% of staff agree the faculty are recognized foraccomplishments.•76.6% of staff agree the procedures for teacher evaluationare consistent.•There is currently no data to support the effectiveness ofprograms and instructional practices.From 2012 to 2014, less staff agreed with all but the followingstatements from the Teacher Working Conditions Survey:• The curriculum taught in this school is aligned with CommonCore Standards.• The faculty is recognized for accomplishments.• Members of the school improvement team are elected.• Parents/guardians are influential decision makers in thisschool.• The school environment is clean and well maintained.• Efforts are made to minimize the amount of routinepaperwork teachers are required to do.• The non-instructional time provided for teachers in myschool is sufficient.

1 Key Process Identify and utilize a "mentor" Magnet School of Excellence.



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Process Manager Magnet CoordinatorCompletion Date Jun - 2016

Restrainers Staff will need to be trained to effectively and professionally administerwalkthroughs and provide colleagues with constructive feedback.

Resources Magnet coordinator will identify a partner Magnet School of Excellence tomodel best practices. 2013-2014 evaluation report from Magnet Schools of America will be usedto identify Fuller’s areas of strengths and weakness.









Magnet coordinator will conduct observations and walkthroughs throughoutthe day using a checklist that identifies and evaluates effective magnetprograms and best practices as seen at "mentor" magnet school. Constructive and immediate feedback will be given to enhance Fuller'smagnet program.

1 Action Step Administration will effectively facilitate theprofessional development and instruction of systemslike PowerSchool, the Effective Teaching Framework,Teacher Leader Corps, Response To Intervention,Professional Learning Teams, Read to Achieve,mCLASS, Letterland, Discovery Education, SASCurriculum Pathways, etc. in addition to differentiatedPD to all staff.


2 Action Step Magnet Coordniator will analyze Fuller's 2013-2014Magnet Schools of America application and evaluationreport to identify areas of strength and weakness.




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3 Action Step Magnet Coordinator will continue to meet withpartner Magnet Schools of Excellence. (Meetings willinclude walkthroughs, consultations, and assistancewith continuing to receive the status of beingExcellent.)


4 Action Step Committees will continue progress towards previousyear's action steps:• Work to integrate the Fuller 4 language with “Giftsand Talents” (Are you being safe? Vs Are you usingyour gifts productively?)• Ensure Gifts and Talents have continuity betweendisciplines and into electives and life.• Continue to work on the following initiatives… Distribute elective curriculum/supplysurvey and collect results Elective recommendations in pass-upmeetings GT “training” during start-of-yearteacher workdays End-of-year student survey re electivechoice Magnet “marketing” to base families “Arts with the Brain in Mind”marketing for magnet families GT mentality signage forclassrooms/hallways (permanent and transient) Design processes for teacherrecommendations for elective registration Elective continuity K-5 Elective descriptions (clearexplanations) Teacher share – “These are my gifts . .. “ Organize and implement a structure toshowcase magnet electives during Fuller Family Nights



Waiver RequestSchool: Fuller ESPlan Year 2014-2016

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Date May - 2014Waiver RequestedNo waiver request is needed for Fuller Elementary School.How will this waiver impact school improvement?No waiver request is needed for Fuller Elementary School.Please indicate the type of waiver: Local

Please indicate the policy to be waived No waiver request is needed for Fuller ElementarySchool.


Summary Sheet of Professional Development ActivitiesSchool: Fuller ESPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:PD topics, schedule,and participants will beupdated in July.

PD topics, schedule, andparticipants will beupdated in July.




Summary Sheet of Professional Development ActivitiesSchool: Fuller ESPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:


Intervention Planning MatrixSchool: Fuller ESPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Student Identification

New students, even after the start of theschool year, and returning students

The following data sources will determinestudent need:• mCLASS benchmark data• level 1, 2, and 3 on EOGs• digging deeper assessments• level 1 and 2 on Report Cards• teacher observations

Ranking forms will be completed for eachclass after BOY assessments and will beupdated after MOY benchmark assessments. Students with two or more red or yellowscores will be eligible for services. Diggingdeeper assessments will be administeredand a Best Services meeting with ESL, CCR,classroom teachers, interventions teachersand other invested staff that serve the childwill be held. Students will exit intervention whenbenchmark is achieved and maintained asevidenced by progress monitoring datapoints, formative assessments, independentwork samples, and mutual agreement of allinvested staff members and parents.

The following data sources will be evaluatedto determine student need:• summative assessments• teacher observations• level 1 and 2 on report cards• retention notifications• special services like ESL, CCR, SpecialPrograms, Speech, etc.• projected level 1 and 2 on CASE 21• level 1, 2, and 3 on EOGs• one or more levels below developmentalage on Number Knowledge assessments• interventions and progress monitoringresults from previous yearRanking forms will be completed for eachclass and will be updated during monthlyPLTs according to report cards, UniversalScreenings, teacher observations,benchmark assessments, and progressmonitoring data. Additionally, Best Servicesmeetings will include ESL, CCR, classroomteachers, intervention teachers, and otherstaff that serve the child.

Students will exit intervention whenbenchmark is achieved and maintained asevidenced by progress monitoring datapoints, formative assessments, independentwork samples, and mutual agreement of allinvested staff members and parents.

Student identification, intervention structure,instruction, assessment, andcurriculum/resources will be updated in July.

InterventionStructure






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InstructionStudent identification, intervention structure,instruction, assessment, andcurriculum/resources will be updated in July.



Assessment

The following are used to universally screenand assess students, but need to bereviewed with staff so the implementation isconsistent:• mCLASS benchmarks• WCPSS Digging Deeper• Formative assessments• Report Cards• CASE 21• EOGs• mCLASS progress monitoring followingWCPSS Steps to Effective ProgressMonitoring with DIBELS NextThe students should be progress monitoredby the teacher providing the most intensiveintervention. Additionally, students in the redwill be progress monitored every 10 schooldays, and students in the yellow will beprogress monitored every 20 school days.The duration, frequency, and intensity of theinterventions will be adjusted based onprogress monitoring data points following thestudents rate of improvement guidelines.

The following are used to universally screenand assess students, but need to bereviewed with staff so the implementation isconsistent:

• K-1 Summative Assessments • Formative Assessments• Report Card• CASE 21• EOGs• enVisions• Number Knowledge• i-Ready

Students should be progress monitored bythe teacher providing the most intensiveintervention.Additionally, students will be progressmonitored monthly and the duration,frequency, and intensity of the interventionswill be adjusted based on progressmonitoring data points following the studentsrate of improvement guidelines.

Once a data collection tool is implemented,the school will develop a way to assesswhether student behavior is improving.



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Curriculum/Resources

The following programs need to be sharedand defined for staff:• LetterLand Intervention• mCLASS Now What?• mCLASS Small Group Advisor• Great Leaps• Recipe for Reading• FCRR• Benchmark Connections• Fast Track• Leveled Books• C-MAPP• Study Island (Select groups of students)• iReady (Select groups of students)• BrainPop• TenMarks• Discovery Education • Imagine Learning

The following programs need to be sharedand defined for staff:• Number Worlds• enVisions• iReady• Math Expressions• C-MAPP• Teacher made vocabulary cards• Math Expressions Differentiated Task Cards• Study Island (select books)• BrainPop• Dream Box (select books)• Discovery Education

The following programs need to be sharedand defined for staff:• Character Education Books• PBIS• Social Skills Instruction/Training• Check-In/Check-Out between staff andstudents• Second Step• Success Plans• Intervention Central • HELPS



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Reading Math BehaviorStudent IdentificationInterventionStructureInstructionAssessmentCurriculum/Resources

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