school improvement plan - charlotte-mecklenburg...

School Improvement Plan

2016-2017

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: October 3, 2016 Final Copy Due: October 18, 2016

2016-2017 Lebanon Road School Improvement Plan Report

Lebanon Road Contact Information

School: Lebanon Road Elementary

Courier Number:

440

Address:

7300 Lebanon Road Phone Number: 980-343-3640

Charlotte, NC 28227 Fax Number:

980-343-3717

Learning Community

East School Website:

http://schools.cms.k12.nc.us/lebanonroadES/Pages/Default.aspx

Principal: Janelle Styons

Learning Community Superintendent: Nancy Brightwell

Lebanon Road School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date Elected

Principal Janelle Styons [email protected] 9/29/16

Assistant Principal Representative Erin Alessi [email protected] 9/29/16

Teacher Representative Rachel Hendrix [email protected] 9/29/16

Inst. Support Representative Michelle Fedrick [email protected] 9/29/16

Teacher Assistant Representative Bethany Gordon [email protected] 9/29/16

Parent Representative Danielle King [email protected] 9/29/16

Parent Representative Danielle Anson [email protected] 9/29/16

Parent Representative Yensi Serrano [email protected] 9/29/16

2016-2017 Lebanon Road School Improvement Plan Report Parent Representative Tasheema Davis [email protected] 9/29/16

Parent Representative LaTrina Burden [email protected] 9/29/16

2016-2017 Lebanon Road School Improvement Plan Report Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Success for all

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Learn Respect Excel

Lebanon Road Shared Beliefs

We must embrace diversity in all children and adults We must demonstrate respect, responsibility, and caring We must be positive problem-solvers We must be life-long learners, seeking new solutions We must be present, using time and resources wisely We must communicate clearly and thoughtfully We must be a collaborative team We must teach academics as well as appropriate behaviors We must celebrate the achievement of milestones We must be fair and consistent in all interactions

2016-2017 Lebanon Road School Improvement Plan Report Lebanon Road SMART Goals

Provide a duty-free lunch period for every teacher on a daily basis. Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of

proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

By June 2017, our Reading CCR proficiency will increase by 11% as measured by EOG test. By June 2017, our Math CCR proficiency will increase by 9% as measured by EOG test. By June 2017, our Science CCR proficiency will increase by 12% as measured by EOG test. By June 2017, our suspensions will decrease by 10% as reported in Power School.

2016-2017 Lebanon Road School Improvement Plan Report Lebanon Road Assessment Data Snapshot

All Students African American White

School Name # Tests Given

# Level

1/2

% Level

1/2

# GLP

% GLP

# CCR

% CCR

# Took

# Level

1/2

% Level

1/2

# GLP

% GLP

# CCR

% CCR

# Took

# Level

1/2

% Level

1/2

# GLP

% GLP

# CCR

% CCR

School Composite

942 362 38.4 580 61.6 475 50.4 383 165 43.1 218 56.9 177 46.2 188 55 29.3 133 70.7 116 61.7

EOG Composite

942 362 38.4 580 61.6 475 50.4 383 165 43.1 218 56.9 177 46.2 188 55 29.3 133 70.7 116 61.7

School EOG Reading Composite

403 193 47.9 210 52.1 157 39.0 163 86 52.8 77 47.2 59 36.2 79 27 34.2 52 65.8 43 54.4

School EOG Math Composite

404 137 33.9 267 66.1 225 55.7 163 61 37.4 102 62.6 83 50.9 79 25 31.7 54 68.4 47 59.5

School EOG Science Composite

135 32 23.7 103 76.3 93 68.9 57 18 31.6 39 68.4 35 61.4 30 n<10 ~ 27 90.0 26 86.7

EOG Reading and Math Composite

403 179 44.4 131 32.5 163 67 41.1 49 30.1 79 46 58.2 37 46.8

Grade 03 EOG Composite

256 91 35.6 165 64.5 129 50.4 100 29 29.0 71 71.0 59 59.0 52 21 40.4 31 59.6 26 50.0

Grade 03 EOG Math

128 33 25.8 95 74.2 77 60.2 50 10 20.0 40 80.0 34 68.0 26 n<10 ~ 17 65.4 15 57.7

Grade 03 EOG Reading

128 58 45.3 70 54.7 52 40.6 50 19 38.0 31 62.0 25 50.0 26 12 46.2 14 53.8 11 42.3

Grade 03 EOG Reading and Math Composite

128 65 50.8 47 36.7 50 30 60.0 22 44.0 26 13 50.0 10 38.5


281 131 46.6 150 53.4 119 42.3 112 59 52.7 53 47.3 38 33.9 46 18 39.1 28 60.9 24 52.2

Grade 04 EOG Math

141 53 37.6 88 62.4 78 55.3 56 24 42.9 32 57.1 26 46.4 23 n<10 ~ 14 60.9 13 56.5

2016-2017 Lebanon Road School Improvement Plan Report Grade 04 EOG Reading

140 78 55.7 62 44.3 41 29.3 56 35 62.5 21 37.5 12 21.4 23 n<10 ~ 14 60.9 11 47.8


140 50 35.7 34 24.3 56 16 28.6 n<10 ~ 23 12 52.2 10 43.5


405 140 34.6 265 65.4 227 56.0 171 77 45.0 94 55.0 80 46.8 90 16 17.8 74 82.2 66 73.3

Grade 05 EOG Math

135 51 37.8 84 62.2 70 51.9 57 27 47.4 30 52.6 23 40.4 30 n<10 ~ 23 76.7 19 63.3

Grade 05 EOG Reading

135 57 42.2 78 57.8 64 47.4 57 32 56.1 25 43.9 22 38.6 30 n<10 ~ 24 80.0 21 70.0


135 64 47.4 50 37.0 57 21 36.8 18 31.6 30 21 70.0 17 56.7

Grade 05 EOG Science

135 32 23.7 103 76.3 93 68.9 57 18 31.6 39 68.4 35 61.4 30 n<10 ~ 27 90.0 26 86.7

2016-2017 Lebanon Road School Improvement Plan Report Hispanic Asian Two or More Races

# Took

# Level

1/2

% Level 1/2

# GLP

% GLP

# CCR

% CCR

# Took

# Level

1/2

% Level 1/2

# GLP

% GLP

# CCR

% CCR

# Took

# Level

1/2

% Level 1/2

# GLP

347 135 38.9 212 61.1 166 47.8 12 n<10 ~ 10 83.3 n<10 ~ 12 n<10 ~ n<10

347 135 38.9 212 61.1 166 47.8 12 n<10 ~ 10 83.3 n<10 ~ 12 n<10 ~ n<10

150 75 50.0 75 50.0 50 33.3 n<10 n<10 ~ n<10 ~ n<10 ~ n<10 n<10 ~ n<10

151 49 32.5 102 67.5 86 57.0 n<10 0 0.0 n<10 ~ n<10 ~ n<10 n<10 ~ n<10

46 11 23.9 35 76.1 30 65.2 n<10 0 0.0 n<10

150 60 40.0 40 26.7 n<10 n<10 ~ n<10 ~ n<10 n<10

92 37 40.2 55 59.8 37 40.2 n<10 0 0.0 n<10 ~ n<10 ~ n<10 n<10 ~ n<10

46 12 26.1 34 73.9 24 52.2 n<10 0 0.0 n<10 ~ n<10 ~ n<10 n<10 ~ n<10

46 25 54.4 21 45.7 13 28.3 n<10 0 0.0 n<10 ~ n<10 ~ n<10 n<10 ~ n<10

46 18 39.1 12 26.1 n<10 n<10 ~ n<10 ~ n<10 n<10

117 52 44.4 65 55.6 53 45.3 n<10 n<10 ~ n<10 ~ n<10 ~

59 20 33.9 39 66.1 36 61.0 n<10 0 0.0 n<10 ~ n<10 ~

58 32 55.2 26 44.8 17 29.3 n<10 n<10 ~ n<10 ~ n<10 ~

58 21 36.2 14 24.1 n<10 n<10 ~ n<10 ~

138 46 33.3 92 66.7 76 55.1 n<10 n<10 ~ n<10

46 17 37.0 29 63.0 26 56.5 n<10 0 0.0 n<10

46 18 39.1 28 60.9 20 43.5 n<10 n<10 ~ n<10

46 21 45.7 14 30.4 n<10 n<10

46 11 23.9 35 76.1 30 65.2 n<10 0 0.0 n<10

2016-2017 Lebanon Road School Improvement Plan Report Total Grade

KI Grade

01 Grade

02 Grade

03 Grade

04 Grade

05

N % N % N % N % N % N % N %

School Total Female 387 48.9 62 7.8 70 8.8 69 8.7 53 6.7 73 9.2 60 7.6

Male 405 51.1 69 8.7 70 8.8 63 8.0 62 7.8 64 8.1 77 9.7

Total 792 100.0 131 16.5 140 17.7 132 16.7 115 14.5 137 17.3 137 17.3

Race

African American Total 317 40.0 58 7.3 57 7.2 48 6.1 44 5.6 58 7.3 52 6.6

American Indian Total 7 0.9 1 0.1 1 0.1 5 0.6 0 0.0 0 0.0 0 0.0

Asian Total 23 2.9 3 0.4 3 0.4 7 0.9 4 0.5 3 0.4 3 0.4

Hispanic Total 315 39.8 50 6.3 54 6.8 53 6.7 48 6.1 52 6.6 58 7.3

Two or More Total 17 2.1 5 0.6 8 1.0 0 0.0 1 0.1 3 0.4 0 0.0

White Total 113 14.3 14 1.8 17 2.1 19 2.4 18 2.3 21 2.7 24 3.0

Ethnicity

Hispanic Total 315 39.8 50 6.3 54 6.8 53 6.7 48 6.1 52 6.6 58 7.3

Non-Hispanic Total 477 60.2 81 10.2 86 10.9 79 10.0 67 8.5 85 10.7 79 10.0

EC Category

AIG Total 12 1.5 0 0.0 0 0.0 0 0.0 4 0.5 5 0.6 3 0.4

Non-EC Total 703 88.8 118 14.9 124 15.7 118 14.9 100 12.6 118 14.9 125 15.8

SWD Total 77 9.7 13 1.6 16 2.0 14 1.8 11 1.4 14 1.8 9 1.1

LEP Status

LEP Total 111 14.0 31 3.9 15 1.9 28 3.5 25 3.2 6 0.8 6 0.8

Non-LEP Total 681 86.0 100 12.6 125 15.8 104 13.1 90 11.4 131 16.5 131 16.5

McKinney Vento

No Total 778 98.2 130 16.4 139 17.6 129 16.3 114 14.4 134 16.9 132 16.7

Yes Total 14 1.8 1 0.1 1 0.1 3 0.4 1 0.1 3 0.4 5 0.6

504 Plan

No Total 777 98.1 131 16.5 140 17.7 131 16.5 115 14.5 129 16.3 131 16.5

2016-2017 Lebanon Road School Improvement Plan Report Yes Total 15 1.9 0 0.0 0 0.0 1 0.1 0 0.0 8 1.0 6 0.8

Lebanon Road Profile

One hundred percent of our staff members are highly qualified. Forty percent of Lebanon Road teachers hold advanced degrees. Ten teachers are National Board Certified teachers. Thirty-five percent of teachers have between zero and three years teaching experience; fourteen percent have between four and ten years’ experience; and fifty-two percent of teachers have more than ten years of teaching experience. Recent achievements include exceeding growth on the 2016 EOG and increasing proficiency on the EOG by 6%. Additionally, Lebanon Road grew from 8.1 to 8.6 on the Insight survey during the 2015-2016 school year. LRE’s instructional culture index is far above the district average. This positive index is evident throughout the systems and interactions at our school. Teachers at LRE are also very close to one another and report on Insight remaining year after year because of the bonds they form as a staff. Through a distributive leadership model and coaching protocol, teachers are developed as leaders and provided with targeted, individualized professional development. Also, our student body is incredibly diverse, bringing many languages and talents to our school.

2016-2017 Lebanon Road School Improvement Plan Report Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas: I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by

strengthening data use, processes and systems

Four focus areas: I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas:

I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools

2016-2017 Lebanon Road School Improvement Plan Report SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce

Strategic Plan Focus Area: Recruitment, Professional Development, Retention, New Career Pathways, Leadership Development

Data Used: Lebanon Road cafeteria monitor schedule and beginning of year lunch duty schedule

Strategies (determined by what data)

Task Task Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) Interim

Dates

1. Create a daily cafeteria monitor schedule. This schedule will be implemented at the beginning of the year and/or when a lunch monitor is not present.

Janelle Styons, Principal, Cafeteria Monitor

Teachers will have duty-free lunch daily.

Cafeteria Monitor Salary, CMS

cafeteria monitor, administration and support staff

8/29/2016 – 6/9/2017

2. Monitor lunch schedule for effectiveness.

Janelle Styons, Principal, Cafeteria Monitor

Teachers will have duty-free lunch daily.



8/29/2016 – 6/9/2017

3. Provide PD for teachers on procedures (including cafeteria procedures). Provide parent/student and staff handbook, containing school procedure information (including cafeteria procedures).

Erin Alessi, Dean of Students

Martha Phifer, Dean of Students, Barkha Patel,

The cafeteria will be a safe and orderly environment for students to eat lunch.



8/29/2016 – 6/9/2017


Counselor Shona Cortell, Counselor Russell McKoy, BMT, Cafeteria Monitor

4. Play music in the cafeteria (on/off intervals) to control students’ volume. Ensure music can be heard by all tables. Consider alternate behavior and noise management techniques as needed (cups, incentives).

Griffith, Music Teacher, Cafeteria Monitor, Bucholtz, EC Teacher




8/29/2016 – 6/9/2017

5. Teachers explicitly teach and reinforce cafeteria procedures in the classroom during morning meeting and beginning of year I&E time.

Classroom Teachers


N/A Classroom Teachers

8/29/2016 – 6/9/2017

2016-2017 Lebanon Road School Improvement Plan Report SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal:

Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area:

College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

Data Used: Lebanon Road master schedule and special area/planning schedule


Task Task Task (PD)




Personnel Involved


Dates

1. Master schedule includes a daily 50 minute planning period for all classroom teachers. These meetings are dedicated to:

Curriculum and assessment planning

Data analysis meetings Independent planning time

Janelle Styons, Principal

Student learning and achievement will increase due to organized lesson plans.

None Styons

Phifer Alessi Daly

Bland

Petranick

8/29/2016 – 6/9/2017

2. Provide full-day planning to each grade level once per quarter during Q1, Q2, and Q3 to plan for upcoming quarter (curriculum maps and common assessments).


Student learning and achievement will increase due to organized curriculum maps and common assessments.

None Styons

Phifer Alessi Daly

Bland

Petranick

8/29/2016 – 6/9/2017

2016-2017 Lebanon Road School Improvement Plan Report 2. Provide professional development and long-term planning time in June to plan for 17-18 school year.


Student learning and achievement will increase due to the development of rigorous common assessments and tasks and curriculum maps.

Title 1 Styons

Phifer Alessi Daly

Bland

Petranick

8/29/2016 – 6/9/2017

2016-2017 Lebanon Road School Improvement Plan Report SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.


Goal 4 Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.


Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency

Data Used: Power School discipline data, principal navigator reports, RTI & school-based disciplinary protocols

Strategies (determined by

what data) Task Task Task (PD)




Personnel Involved

Timeline (Start—End) Interim Dates

1. Bully Liaison / Bully-

prevention - Provides individual/small group/classroom counseling as appropriate to meet students’ needs.

Cortell Counselor Patel Counselor

Students will feel safe and bully-free at school in order to achieve at high academic levels.

$100.00 Bullying awareness week activities

Cortell Counselor Patel Counselor Admin Team All Staff

8/29/16-6/9/17

Week of 10/24-10/28 (bully prevention week & classes)

2. Character Education Kindergarten students

will receive character education whole-group guidance.

Counselors will provide whole group guidance to select grade levels & classrooms based on needs assessment.

Bucholtz EC Teacher Abueg Speech Pathologist McKoy BMT Patel Counselor Cortell Counselor Phifer

Students’ self-esteem will increase as a result of daily Character ED programs on WLRE (closed-circuit TV) and daily Morning Meeting routines. Students will demonstrate environmental stewardship by reducing their carbon footprint. OSS and disciplinary incidents will decrease as a result of guidance, ISS

BMT salary

All Staff 8/29/16-6/9/17

September: whole group guidance meet the counselor

October/November: whole group guidance bully prevention lessons

2016-2017 Lebanon Road School Improvement Plan Report ISS will include daily

character education lesson.

Morning news will feature character education.

Tier 2 and Tier 3 behavior students will be connected to a 1:1 advocate/case manager.

Teachers will be provided PD on relationship building and classroom culture.

Recycling program and environmental initiatives will be implemented to build students’ responsibility.

Students and staff will participate in Morning Meeting daily to intentionally build relationships and provide opportunities for proactive discipline.

Dean of Students Alessi Dean of Students Petranick Science Facilitator

program, and relationship building focus.

2016-2017 Lebanon Road School Improvement Plan Report 3. Healthy Active Child 30

min.

Hicks, PE Teacher Streeter, PE Teacher

Students will become more health conscientious as they participate in physical fitness and eat healthy throughout the school year.

None Hicks, Streeter, Moore, Cafeteria Manager Admin Team

8/29/16-6/9/17

4. School Health Team Nelson School Nurse

Students and staff will retain good health as they receive health tips during the school year via blog, WLRE and staff meetings.

None Nelson School Nurse All Staff

8/29/16-6/9/17

Biweekly SST (student support team) meetings

2016-2017 Lebanon Road School Improvement Plan Report SMART Goals: 90-Day Plan Goals.



Data Used:


Task

Task

Task (PD)




Personnel Involved

Timeline (Start—End)

Interim Dates

1.

2.

3.

4.

See 90-Day

Plan


The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.

PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:

At Lebanon Road, we know that having excellent teachers in every classroom makes a difference for our students. Our goal this school year is to increase the consistency of high-leverage instructional practices, including student-owned data tracking, alignment of instruction to power standards, and intentional student-student and student-teacher relationship building through morning meeting.

District: Charlotte-Mecklenburg

School: Lebanon Road Elementary

Principal: Janelle Styons

90-DAY ACTION

PLAN

2016-2017 Lebanon Road School Improvement Plan Report GOAL SETTING:

Goals 2015-2016 RESULTS 2016-2017 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)

4 By June 2017, our Reading CCR proficiency will increase by 11% as measured by EOG test.

39 CCR 50 CCR Level 4 or 5 on NC EOG Test

5 By June 2017, our Math CCR proficiency will increase by 9% as measured by EOG test.


6

By June 2017, our Science CCR proficiency will increase by 12% as measured by EOG test.


7 By June 2017, our suspensions will decrease by 10% as reported in Power School.

25 suspensions 15 suspensions Power School

2016-2017 Lebanon Road School Improvement Plan Report 90-Day Action Plan – Priority #1

Continuous Improvement Initiative Focus Area (Big Rock): Consistent High-Yield Instructional Strategies

School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these

goals?) Consistent, high-leverage instructional strategies tied to student-specific needs, including student-owned data tracking and an emphasis on power standards, should to be implemented in every classroom, every day.

School Leader Responsible:

Janelle Styons Desired Outcome: (What will be different if you are successful in addressing this priority?) 3rd-5th: 80% of LRE students sampled by the end of the semester are tracking their own data on at least two power standards and can answer the question, “What are you working on and why?”

K-2: 80% of LRE students sampled by the end of the semester are tracking their own data in at least two subject areas/assessment types and can answer the question, “What are you working on and why?”

Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you

have to support this hypothesis?) Action planning began during the 15-16 school year, and we have room to grow in this area of DDI. As a school leadership team and body of classroom teachers, we determined that we needed to prioritize the following areas: student-owned data tracking and the strategic realignment of curriculum around the power standards within each grade level and content area. The consistent implementation of these strategies within every classroom at LRE will facilitate systemic growth in these areas. Evidence that supports this hypothesis includes the DDI implementation rubric completed by ILT and staff in spring 2016 as well as results from the 2016-2017 planning survey.

2016-2017 Lebanon Road School Improvement Plan Report ACTIONS

Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on teacher practice and

systems & processes)

Person Completing

Action

Timeline Resources Needed / Source

Provide weekly Big Rock shout outs on the LRE staff blog. These include evidence of an emphasis on power standards and/or student-owned data tracking observed in the classroom.

Styons Fridays beginning 9/16

LRE staff blog

ILT participates in Practice Perfect book study, resulting in an increase of intentional practice around power standards during planning. Example: model demonstrations, problem-solving strategies, create anchor charts, etc.

ILT, Classroom teachers

Tuesdays and Thursdays, beginning 9/20

Practice Perfect, planning meeting protocol, planning resources and materials, grade level/content area power standards

Implement guiding questions created during district ILT to intentionally embed academic conversations within upcoming lesson plans. Emphasize lessons around power standards for this work.

Daly, Bland, Petranick

Weekly on Tuesdays and Thursdays, beginning 9/20

Prompting questions poster (ILT next steps sheet), grade level/content area lesson plans

In planning meetings, teachers and facilitators discuss the constant focus on the power standard throughout the lesson cycle and why it matters. The power standards should be present throughout the lesson cycle (launching, moving forward to mastery, driving through the lesson, etc.).

Facilitators Weekly on Tuesdays and Thursdays, beginning 9/20

Planning meeting structure, lesson plans

Plan and execute Title 1 night/”Books and Blankets” to teach parents how to set reading goals with their children. Implement goal-setting worksheet in each classroom during “Books & Blankets” portion of family night.

Daly 9/29 Goal setting PPT, goal setting worksheets

Collect power standards for all ILT members from each grade level and content area.

ILT 9/30 Power standards documents

Provide PD for ILT members on giving lesson plan feedback (power standards) and giving feedback on power standards and student-owned data tracking to teachers on coaching and check-in caseloads. Watch videos, view exemplars, and

Styons Weekly, beginning 9/30

Coaching tracker, coaching & check-in caseloads, anchor texts: Leverage Leadership, Practice Perfect, and Driven by Data.

2016-2017 Lebanon Road School Improvement Plan Report role play coaching conversations based on reaching Big Rock SMART goal. ILT reviews LPs for feedback and shout outs. Feedback addressed in weekly coaching sessions and bi-weekly check-ins. Shout outs posted to blog weekly. Shout outs tied to the emphasis on power standards in lesson plans.

ILT Fridays beginning 9/30

Coaching tracker, coaching & check-in assignments, staff google drive (lesson plan folder)

Power standards listed in every classroom next to lesson objective. ILT members note the presence of power standards in coaching tracker and follow up through coaching points as needed. Facilitators will also provide feedback at planning meetings on the focus on power standards within lesson plans.

ILT 10/7 Coaching tracker, coaching & check-in caseloads

Power standards consistently noted in every lesson plan within every grade level and content area. ILT members note the presence of power standards in coaching tracker and follow up through coaching points as needed.

ILT 10/7 Coaching tracker, coaching & check-in caseloads, lesson plans on staff google drive

Power standards emphasized for whole-group, small group, and individual remediation following group data analysis conversations.

Data leads Every 4-6 weeks, beginning after 1st common, interim assessment

Common assessments, analysis templates, grade level/content area power standards

Provide PD on challenging power standards after each assessment & analysis round. Pre-teach anticipated challenging power standards during planning meetings. Teachers identify students who will struggle and listen for strategies that will benefit these students.

Facilitators Every 4-6 weeks, beginning after 1st common, interim assessment

Common assessments, Mastery Connect, grade level assessment calendars

Review common assessments in grade level teams for presence of power standards. Check for alignment between % tested and % of power standards tested on EOG or “end game” assessment. Check common assessments for reassessment of power standards interim to interim.

Daly, Bland, Petranick

Every 4-6 weeks Common assessments, power standards for each grade level and content area, % power standards on EOG sheets

Include exemplar photos, videos and artifacts related to Big Rocks (power standards & student-owned data tracking) at

Styons 10/12 ERD DDI PD agenda, ERD DDI PD presentation, coaching

2016-2017 Lebanon Road School Improvement Plan Report ERD DDI PD. Provide teachers with opportunity to self-assess current implementation of Big Rocks and plan for next steps within grade level/content area teams.

& check-in caseloads, coaching tracker

EC and ESL teachers create student-owned data trackers for IEP goals and ACCESS levels (using can-do descriptors). These trackers are shared (electronically & hard copy) with general education teachers to increase collaboration and provide growth data on IEP goals and language goals, in addition to the progress toward grade level goals that is tracker in the general-ed setting.

EC & ESL teachers

By 10/14 Student-owned data trackers, Can Do descriptors, Moby Max data, IEPs, ACCESS/WAPT scores

3rd-5th grade students have access to a SODT for at least two subject areas, and the tracker contains formative and summative assessments (i.e.: Do Nows) and are able to track progress on power standards between interim assessment rounds.

Classroom teachers, data leads

Ongoing, beginning by 10/14

SODT exemplars, Do Nows, formative assessments, common assessments, power standards

Adjust parent/teacher conference agenda to include student sharing of own data tracking within conferences.

ILT 10/17 Parent/teacher conference agenda, SODT’s

ILT develops procedure for giving feedback to one another after each ERD PD session. Feedback given week following each ERD PD and aligned to Practice Perfect book study and Big Rocks.

ILT 10/17-10/21 Practice Perfect, PD feedback protocol

Implement Leopard Walks (ghost walks) looking for evidence of Big Rocks during portion of all-day planning. ILT creates take-away sheet (look-fors) and debriefs with each team.

Classroom teachers, ILT

10/17-10/28 Title 1 PD $, all day planning agenda, take-away sheet, Leopard Walk schedule

Invest community partners in serving as one-on-one vocabulary tutors for 5th grade science students. Student track own mastery of vocabulary through weekly checks.

Petranick, Lubbers

Begin by 10/21 Science vocabulary cards, student tracking sheets

Complete Paul Bambrick Santoyo’s DDI implementation rubric to gage progress in SODT (action planning).

ILT 10/28 DDI implementation rubric, coaching tracker, SODT implementation data

Adjust coaching caseloads by evaluating coaching tracker data and student data to ensure the correct ILT members are coaching or checking in with the correct teachers.

Styons (with feedback from ILT)

10/28 Coaching tracker, Mastery Connect trackers

2016-2017 Lebanon Road School Improvement Plan Report 100% of teachers create PDPs based on school-wide Big Rocks (power standards and student-owned data tracking). Admin conference with each teacher on PDP goals aligned to Big Rocks.

Certified staff By 10/28 PDP goal template My Talent

Each grade level and content area will create and implement at least one common, complex task anchored in a power standard each quarter.

Classroom teachers

By the end of every quarter, first deadline by 10/28

Complex task summer PD PPT, facilitators, exemplar complex tasks, text to pair with task (whenever applicable)

Students have access to age-appropriate tracker for at least two subject areas for benchmark assessments in at least 90% of classrooms.

Classroom teachers

10/31 BOY DDI PD examples, facilitators, administrators, benchmark assessments, Mastery Connect

Provide each member of the ILT with feedback on the feedback each individual gives to the teachers on each coaching caseload. Specifically connect feedback to coaching provided on the Big Rocks (power standards, student owned data tracking).

Styons ILT

11/1-11/4 6-steps coaching script, coaching tracker

Data leads will be trained on the emphasis on power standards within data analysis conversations at November data lead PD.

Styons Phifer Alessi

11/9 Group analysis template, grade level & content area power standards, data lead agenda

3rd-5th: 80% of LRE students are tracking their own data on at least 2 power standards and can answer the question, “What are you working on and why?” K-2: 80% of students are tracking their own data in at least two subject areas/assessment types and can answer the question, “What are you working on and why?” Data will be collected through coaching and check-in tracker by ILT members during week of 12/12-12/16.

ILT, Classroom teachers

12/12-12/16 Coaching & check-in caseload, coaching & check-in tracker, power standards, student-owned data trackers in each classroom

Train data leads on how to infuse student-owned data tracking (SODT) into each data meeting.

Styons Phifer Alessi

12/14 Examples of current student-owned data trackers for each grade level and content area, group data analysis sheet

2016-2017 Lebanon Road School Improvement Plan Report including guiding question about SODT

2016-2017 Lebanon Road School Improvement Plan Report PROGRESS INDICATORS

Indicator Date

Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments

10/7 100% of LRE teachers have posted relevant power standard on classroom board next to daily objective.

1:1 coaching caseloads adjusted based on need Feedback on lesson plan alignment to power standards Planning meeting review of grade level/content area power standards

10/14 80% of 3rd-5th grade students have access to a SODT for at least two subject areas, and the tracker contains formative and summative assessments (i.e.: Do Nows) and are able to track progress on power standards between interim assessment rounds.

1:1 coaching caseloads adjusted based on need Feedback on SODT’s Planning meeting review of grade level/content area power standards, display grade level/content area-specific exemplar SODT’s Teachers paired up with grade level/content area teachers who have well-established, appropriate trackers as mentors

10/31 Students have access to age-appropriate tracker for at least two subject areas for benchmark assessments (at a minimum) in at least 90% of classrooms (K-2) and 3rd-5th graders are tracking formal and informal data aligned to power standards.

1:1 coaching caseloads adjusted based on need Feedback on SODT’s Planning meeting review of grade level/content area power standards, display grade level/content area-specific exemplar SODT’s Teachers paired up with grade level/content area teachers who have well-established, appropriate trackers as mentors

12/21 3rd-5th: 80% of LRE students are tracking their own data on at least 2 power standards and can answer the question, “What are you working on and

1:1 coaching caseloads adjusted based on need

2016-2017 Lebanon Road School Improvement Plan Report why?” K-2: 80% of students are tracking their own data in at least two subject areas/assessment types and can answer the question, “What are you working on and why?” Data will be collected through coaching and check-in tracker by ILT members during week of 12/12-12/16.

Feedback on SODT’s Planning meeting review of grade level/content area power standards, display grade level/content area-specific exemplar SODT’s Teachers paired up with grade level/content area teachers who have well-established, appropriate trackers as mentors

2016-2017 Lebanon Road School Improvement Plan Report Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.


Academic growth/high academic achievement

Data Used: Pre and post assessment data, common assessments, mock EOG assessments, TRC data, MAP data


Task Task Task (PD)




Personnel Involved


Dates

1. Common assessments BOY, MOY, EOY assessments

(math, reading, science) Common interim assessments

(teacher-made) Each grade level will determine

which 4 assignments (at least) will count for formal grades within the first 2 weeks of every quarter.

Informal grades may be determined by each teacher.

Informal assessments may help students work towards mastery; however, formal assessments should represent the student’s mastery of the content.

Daly (Literacy Facilitator), Bland (Math Facilitator), Petranick (Science Facilitator)

61% of LRE students are college and career ready proficient, as measured by the EOG.

Copy costs for assessments

Classroom teachers, Facilitators

August 29, 2016-June 9, 2017

2016-2017 Lebanon Road School Improvement Plan Report 2. Data disaggregation

Student data will be disaggregated via the grade level data trackers, individual data analysis conversations, and PLC data meetings.

Reteaching and enrichment opportunities will be planned during data meetings.

Agreed-upon grade level dates will be set for uploading data into the tracker (Mastery Connect).



N/A Facilitators, Classroom Teachers

August 29, 2016-June 9, 2017

3. Flexible grouping Daly (Literacy Facilitator), Bland (Math Facilitator), Petranick (Science Facilitator)


N/A Facilitators, Classroom Teachers

August 29, 2016-June 9, 2017

4. Late and make-up work Students will complete late and

make-up work during morning arrival, 7:15-7:45 daily and will make up assessments Fridays during I/E block.

Teachers will have a designated location in each classroom to obtain make-up work.

Make up work is provided only upon the students’ return to school as they need to have the instruction that accompanies the


100% of students will have an opportunity to complete late and make-up work.

Late work will be graded in accordance with school policy.

N/A Classroom teachers

August 29, 2016-June 9, 2017

2016-2017 Lebanon Road School Improvement Plan Report work, including the schedule of work due.

Make up work that is to be graded must be completed at school. The teacher will provide the student time for make-up work during the appropriate subject area (i.e.: reading make-up during reading/social studies block or I/E block on a Friday).

Make up work that is not to be graded may be completed at home. The student will have an equal amount of time to complete the work as time absent.

Teacher will initiate make up work contact with student within 5 days of absence.

If student was present in class when work was due, work may be turned in for 5 points less per day late.

If student had an excused/unexcused absence, makeup assignments will be given full credit.

2016-2017 Lebanon Road School Improvement Plan Report Lebanon Road - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.

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