CMMS SC OSCHH OOLL N IIMMPPRR … Improvement Plans 2011...CMS School Improvement Plan 2010-12...

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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 2009-2010

School Year 2010-2011

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 21

st 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.

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Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form

Name of principal: Ivey Gill

Name of school: Sedgefield Elementary School

Please complete with as much detail as you can, use the completion as a professional development exercise if appropriate and send it to your lead reviewer (electronically) two weeks before the review. Completing this form will help you prepare for some of the discussions which will take place both before and during the review. It will also help the review team get to know you and your school and to understand how well the school community knows itself. Guidance on completing the form:

Please be evaluative, rather than descriptive, and make your focus outcomes for students.

Include references to where the evidence of your self-evaluation can be found, e.g.,"excellent boys’ results in state math tests as shown in annual report to the state”, “parents’ questionnaires from 2006”.

Be concise; (for example, use bullet points or note form).

Aim to confine your response to no more than eight pages.

Please place an X against the grade (1-4), which most accurately reflects your judgment of overall quality in response to the questions.

You are advised to complete section B last. This section is summative and draws on your evaluations elsewhere in the self-evaluation report.

Please omit sections where you feel that you are not in a position to respond. How should evaluations be made?

You are strongly encouraged to refer to the Quality Criteria, sub-criteria and rubrics and as you complete the evaluations. These are included within the Notes of Guidance for the School Quality Review and should be kept close at hand as you complete the evaluations.

What approach should we take? Schools have adopted different approaches.




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In some schools the principal and the leadership team have completed the form as a part of one of their regular meetings. Other schools have devoted part of a faculty meeting as a way of involving all members of staff; this is highly recommended as a means of engaging the whole staff, helping them to prepare for the review and gathering evidence which reflects the work of the whole school. Whichever approach you adopt, we recommend that you do not make this an onerous task but that you take the opportunity to stop, reflect and record your immediate perceptions.




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School Profile School name and number: Sedgefield Elementary School School address: 715 Hartford Ave. Charlotte, NC 28209 School telephone number: 704-343-5826

#

%

Grades: Pre-K - 5 100%

Number of students enrolled: 473 100%

Number of general education students: 341 72%

Number of EC students: 56 12%

Number of LEP students: 76 16%

Principal suspensions: 4 1%

Superintendent suspensions: 0 0%

Number of economically disadvantaged students: 439 92.8%

Ethnic make-up of the students (by percentage): African-American – 65.7% Hispanic – 25.2% White – 8.1% Other – 1.0%




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A. What is distinctive about your school?

This is the first year of Strategic Staffing at Sedgefield Elementary. We have 15 new staff members. Everyone is friendly and welcoming. This year’s focus is changing the culture of the school to reflect a stronger emphasis on academic achievement, professional development, and data-driven decisions. We have expanded our partnerships to include Queen’s University and the Carolina Panthers. We are a Title 1 school with a diverse population of students. Our leadership team has a clear vision and mission for propelling our students toward academic excellence.

B How effective is your school overall?

4 3 2 1

School Self-Evaluation: High quality (4) X Undeveloped (1)

How do you know?

This is Sedgefield’s first year of Strategic Staffing. Based on AYP data and the previous SQR report, there are some deficiencies in the culture, academic achievement and general procedures for ensuring that students succeed.

What are its notable strengths?

The teachers are working very well in their professional learning communities. They are utilizing the skills of their colleagues to build capacity. They see a need to gain additional professional development and are taking advantage of every opportunity to increase their knowledge.

What are its main areas for improvement?

We are focusing on identifying and improving our student subgroups that are in need of more rigorous and strategic instruction in reading and math.




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1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?

4 3 2 1


How do you know? End-of-Grade Data In which subjects and grades do students do best, and why? Our students with disabilities have steadily shown an increase in reading over the last three years. The district’s training and additional professional development (response to intervention strategies) allowed the teachers to show growth in this area. The fifth grade science scores have slowly increased over the last three years. District-wide focus on science instruction along with professional development helped to support the increase. In which subjects and grades is improvement needed, and what action is being taken? The majority of our subgroups at all grade levels need improvement in reading and math. We are re-visioning the school to incorporate literacy-based instruction in all subjects. We have identified the deficiencies in all areas, and we are working on a three-year plan to increase student achievement. We are using multiple assessments to target and assess specific skills and all grade levels. We are implementing the inclusion model and providing targeted professional development in the areas of reading and math for all teachers. Extended day funds will be used to focus on additional support for our identified fourth and fifth grade students in reading.

Is there evidence of disparities in student achievement by subgroups? If so, what action is being taken?

There are disparities among all subgroups. Classroom teachers are utilizing the following data instruments to identify learning needs, inform instruction, and progress monitor: DIBELS oral reading fluency, STAR math, AM, STAR reading, AR, reading levels and Reading 3-D, Study Island, achievement data from internal common assessments, and district formative and summative assessments.

How is the school addressing the specialized needs of EC and LEP students?

Students in our EC program are receiving differentiated instruction in the regular classroom through an inclusion model. Along with the EC teacher, teacher assistants and tutors are providing additional assistance and support in each classroom on a rotating basis. Our LEP students are also receiving additional support




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with the help of the assistants, tutors and ESL teachers. EC and ESL teachers attend K-5 grade level planning

to aide teachers with planning for instruction. SIOP techniques are being utilized to enrich instruction for LEP students. Staff members are attending SIOP training.

How does the school use student performance data to take and adjust actions to improve student achievement?

Bi-weekly data meetings inform us about student performance. We analyze it and make changes to our curriculum and instructional approaches. The data identifies strengths in areas of need for each teacher, each grade level and our entire school. We use information obtained through data analysis to adjust instruction, provide professional development, and offer extra support and target students for supplemental services.

How does your school allocate available resources to improve student learning and achievement? Based on our data and needs assessment, we prioritized actions that we believe will increase student learning and achievement including human and material resources. Our teachers have proven to be very proficient in obtaining supplemental instructional materials through Donors Choose, grant programs, Classroom Central and Central East Zone staff. We also utilize the support of our district-level curriculum support specialist, district-wide professional development opportunities, the Title I office, extended day funds, Title I funds, our school’s BMT, EVAAS, and Thinkgate.

2. How effective is your school in providing a relevant and appropriate curriculum for all students, grades and sub-groups?

4 3 2 1


How do you know? We know that we need to use our data to drive instruction because our assessment data shows that our students are not making progress in all areas (3-D reading, EVAAS, teacher portal and T-Sparta). Our students are not prepared to advance to the next grade level. The majority of our subgroups are not proficient. They scored below 50% in reading and math. How is alignment with the NCSCOS ensured? Instruction follows district pacing guides that are directly aligned with the NCSCOS and CCSS. This alignment




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is evident in each teacher’s lesson plans, daily objectives and teacher observations. Each grade level will participate in a day of long-range planning to ensure continued alignment to the NCSCOS and CCSS and pacing of instruction. How does the school ensure a broad range of learning experiences? Teachers design differentiated lessons and tasks to accommodate different learning styles (multi-intelligence) and ability levels. They utilize many resources in the community (field trips, guest speakers, Math Olympiad, book clubs, art club, shared experiences from Queens’ University, and Freedom School) which allows them to expose their students to new and different people, places and things. Title I, SES tutoring programs, community partnerships, and the PTA assist us with targeted students by supporting our instructional program as well as increasing opportunities for parent involvement.

3. How effective is the quality of teaching and instruction in ensuring high quality learning, progress and achievement?

4 3 2 1


How do you know? Student proficiency in math and reading has decreased in all subgroups over the last two years. Which are the strongest features of teaching and learning and why? Professional Learning Communities plan collaboratively with academic facilitators and administrators for 90 minutes one day a week. Additionally, they plan four days a week for 45 minutes. Book studies and professional trainings are facilitated by our administrative team. We use the Data Wise process to drive our instruction. Parental involvement is increasing as compared to previous years. Our school is a positive place, and parents are encouraged to take an active participatory role in their children’s learning. What aspects of teaching and learning most need improvement and what action is being taken? Teachers are learning how to disaggregate and reaggregate instructional decisions. They are being trained how to evaluate students’ work. We will be focusing on professional development and growth in this area. We are also working on developing common assessments and rubrics to score student’s work.




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How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information?

Data is collected from common assessments, formative assessments, summative assessments, DIBELS, norm-referenced assessments (Study Island, STAR reader, STAR math, AR and AM). This allows us to see trends across grade levels, among classes on one grade level, and among students in a class. We use information obtained from data analysis to adjust instruction, provide professional development, offer extra support, and target students for supplemental services.

4. How effective is the school in ensuring high quality leadership and management?

4 3 2 1


How do you know? We are strategically staffed. The principal was selected to improve the quality of instruction at the school. The principal was chosen based on her leadership and expertise in moving students academically. She has proven her ability to do so at a school with comparable demographics. Which are the strongest aspects and why? Our administrative team functions as one cohesive unit. Everyone is highly skilled and is working toward the same student achievement goals with a sense of urgency. We all believe that all students are capable of reaching their potential and as change agents, we see that it happens. What most needs improvement and what action is being taken? We are continuing to bond and capitalize off of the strengths of each other. This is an element that requires time. We meet weekly and continue to focus on teaching and learning. Our main goal is student achievement through building capacity and support for all teachers.




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5. How effective is the school in creating a high quality learning environment?

4 3 2 1


How do you know? Our school ensures that teaching and learning expectations, rules and procedures are clearly communicated to students, teachers and parents throughout the year. Our students have leadership opportunities in which they must earn. Our school’s culture celebrates diversity in a positive climate, a climate conducive to high academic achievement. Which are the strongest aspects and why? Our school is rekindling a relationship with the community. We are off to a very good start. We have held several community meetings to allow parents in the immediate neighborhood to visit the school and see an ecstatically pleasing, academically enriched environment. We have a lot of support and a staff that is dedicated to making high academic growth this school year.

What most needs improvement and what action is being taken?

Additional parental support and involvement are needed. We are continuing to build avenues within our partnerships to assist parents in attending school-wide events by providing transportation and childcare. We have some parents that are very dedicated to our progress. We would like to see parental involvement increased. We are utilizing PTA, Queens’ University, and Jones Lang LaSalle as a catalyst to increase opportunities for parents to learn how to be more involved in the learning process of our students. A parent advocate has been hired to assist with this initiative.

6. How effective is the school in establishing a high quality partnership with parents, other schools and the community?

4 3 2 1


How do you know? Effectiveness is reflected via volunteer reports, parent participation, community assistance and a partnership with Park Road Montessori School. Which are the strongest features of communication between home/school about the school’s work and




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about each student’s achievement? Why? All communication from the school is sent out in two languages. We have a large population of Spanish speaking parents and we want to make sure that we are reaching them. We communicate via grade-level and principal newsletters, Connect Ed messages, progress reports, report cards, and general correspondence from classroom teachers. Constant communication on a weekly basis works best because the parents are always informed. Advance notifications about school activities allow parents to feel comfortable in coming and participating. What most needs improvement and what action is being taken? Information regarding how to help your child at home is in need of improvement. What aspects of the school’s work to involve parents/guardians and the community in the life of the school work best? Why? The strongest feature of communication between home/school is the monthly newsletter. The newsletter is distributed by each grade level in English and Spanish. This works well in helping to promote parental assistance with student’s achievement because the parents are given a wide scope of the monthly themes/topics being taught as well as upcoming school activities. This correspondence affords them various opportunities to participate in social and academic events. What needs improvement and what action is being taken? We need to increase our parental involvement. We have established a lot of community partners, and we are building our PTA. One of our initiatives involves creating additional opportunities and incentives for our parents to participate at the school level by providing transportation and childcare. We have planned events such as Doughnuts for Dads, Muffins for Mom, spring and fall book fair, Curriculum Night as well as a fall festival. These events are designed to provide parents and students multiple opportunities to come to the school and get acclimated to the environment and culture in a relaxed setting. We are continuing to seek ways to increase parental involvement.




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7. What other information, if any, do you feel it would be important for the reviewers to know prior to the review? (For example: principal recently appointed previous month)

This is the beginning of a complete academic year for Mrs. Gill. She started in February of the previous school year. Teachers are feeling more empowered and contributing to the vision and mission of the school. The culture of the school is slowly beginning to change in a positive direction.




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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

Interim 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

11/2/11

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.

Reading Facilitators: Ochogu and Donovan

Process

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

Outcome

Improvement of lesson plan design and writing Improvement of instructional practices Increased growth as measured by summative

~ $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




22

Implement Achieve 3000 in quarter 2.

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 common assessments

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




23

data

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


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

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




24

nights to provide parents with strategies to use at home.

Modify literacy block lesson plans to reflect RTI.

Teacher PD- Professional Book Studies 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.


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

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


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




25

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

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

work samples Formal teacher Observations

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

Develop common, formative, and


Long-range and short-range planning

Increased growth as measured by summative assessments

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

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




26

summative assessments that are aligned to the NCSCOS objectives.

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.

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.

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 mCLASS: Reading 3D data DIBELS data

IEP/PEP Progress towards goals ESL Progress- improved proficiency scores TD Progress- improved portfolio work samples Formal teacher Observations

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

5/4/11




27

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.

District/school formative and summative test data 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

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

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




28

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




29

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.


Task

Task

Task (PD)



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




30

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.



Analyze student data and use the data to drive planning and instruction.


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




31

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




32

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.


Task

Task

Task (PD)




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 Flexible student

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 TD Progress- improved

~ $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




33

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

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 1

st and 2

nd grades.

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

Implement Wordly Wise vocabulary


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

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

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 Partnerships:

Queens

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




34

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.

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

portfolio work samples Formal teacher Observations Ongoing progress monitoring

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 students.

Utilize Early Reading Tutor, Great


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

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




35

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.

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


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




36

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




37

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



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

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

NA


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




38

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




39

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.


Task

Task

Task (PD)




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




40

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.



Analyze student data and use the data to drive planning and instruction.




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




41

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


Special-Area Teachers, Parent Advocate Title I




42

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




43

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




44

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.





45

School: Sedgefield Elementary Year: 2011-2012

TITLE I: HIGH QUALITY & ONGOING PROFESSIONAL DEVELOPMENT PLAN

This form will meet Title I requirements and will replace the ES Action Plan Staff Development template. It will encompass all training, in-services, mentoring, & learning for everyone in the school community in order to achieve the Goals outlined in the SIP.

Have on file documentation that supports professional development is grounded in scientifically-based best practices.

For Each Professional Development Experience: 1. Maintain sign-in sheets & agendas, handouts, notes 2. Provide renewal credit through MyPD ( when appropriate) 3. Teacher feedback on PD (surveys,

questionnaires, etc.) 4. Documentation that shows what was learned is being implemented correctly 5. Documentation that shows PD is impacting student

achievement 6. Analyze effectiveness & decide what next

Scientifically-based &

ongoing

Professional Development

& Who will participate?

Conferences, workshops, in-

service,mentoring, planning,

courses, etc.

Why needed?

Tie to needs assessment

&Goal/strategy from SIP pg.#

& if applicable-

Funding

Sources

(State or local

Prof. Dev.

Money, Title

I,

grants, etc.)

Cost Timeline

When &

Effectiveness

Check-points

Point Person Evaluation/Follow Up Activities

#4.state specifics ex: lesson plans,

observation, work sample…

#5 state specifics ex: Progress

Monitoring results in ORF, AR

diagnostic Reports, tests,

EOGs …

Investigations and

Common Core Training

for Teachers

Professional development for new

teachers will help them become familiar

with content which supports student success on EOGs

(Goal 1)

Local August 2011,

Monthly

Checkpoints

Gregory

Ochogu

Donovan

Lesson Plans,

Observations, Common

Assessments

Value-Added Training

(all teachers)

Professional development added-value

training at the B-O-Y to help teachers gain a full understanding of their impact

on student achievement

(Goal 1)

Local August 2011,

Monthly

Checkpoints

Gill

Scott

Data Notebooks

PLC/SMART Goals and

Norms Training (all

teachers)

Strengthen the foundation of PLCs and

Smart Goal training to help monitor

measurable goals (Goal 1)

Local August 2011,

Weekly PLC Mtgs.

Gill, Scott, Ratliff,

Ochogu, Donovan,

Gregory

SMART Goals, Data

Notebooks

Data Wise Training (all

teachers)

Strengthen the foundation of Data Wise Improvement Process training for

continuous improvement

(Goal 1)

Local August 2011,

Weekly Data Mtgs.

Data Leaders C. Johnson,

Thomas, Craig,

Barksdale, Judy,

Data Notebooks




46

Ragin, Corpening,

DeLuca

Effective Teacher Book

Study (selected teachers)

Teachers will receive research-based

Effective Teacher Training (Goal 1)

Local October 2011,

Monthly

Checkpoints

Gill Data Notebooks

Rigor Book Study

(selected teachers)


Rigor Training (Goal 1)

Local October 2011,

Monthly

Checkpoints

Gill

Scott

Ratliff

Lesson Plans,

Observations

Reading Workshop

Training (selected

teachers)


workshop training to increase levels of

reading proficiency (Goal 1)

Local October 2011,

Monthly

Checkpoints

Ochogu

Donovan

Lesson Plans,

Observations

Performance

Management Teacher

Portal, Wiki Pages, Study

Island, Achieve 3000,

and Atomic Learning (all

teachers)

Teachers will utilize technology as a

resource to enhance instruction.

(Goal 1)

Local August 2011,

Weekly

Checkpoints

Administrators

Facilitators

Data Notebooks

Videotape Reflection (all

teachers)

Teachers will utilize technology as a

resource to enhance instruction.

(Goal 1)

Title I TBD January 2012,

Weekly

Checkpoints

Donovan Videotapes, Reflection

Sheets, Lesson Plans,

Observations

Building and Utilizing

Common Assessments

(all teachers)

Teachers will utilize technology as a resource to enhance instruction.

(Goal 1)

Title I 6 subs January 2012,

Monthly

Checkpoints

Administrators

Facilitators

Common Assessments,

Data Notebooks




47

Title I Action Plan

Family & School Engagement

School Name: Sedgefield Elementary Title I Allocation for Parent Involvement: $3,831.00

*Note: Any activities that support Epstein’s six keys to building successful family/school partnerships are based on research that substantiate the

fact that student achievement is directly linked to parent involvement.

Activity means any event or strategy you will do to improve parent involvement/engagement

and increase a parent’s ability to support their child’s learning

Name of Activity

(Include a brief summary along with any

instructional materials that need to be purchased.)

Date & Time

Flexible meeting

times &/or locations

Outcome #

& Strategy (from SIP)

Funding

Sources &

Costs (Title I,

contributions,

partnerships, etc.)

Check Epstein’s six keys of building

successful partnerships supported

in activity Refresh

men

ts (Y o

r N)

Pare

ntin

g

Co

mm

un

icatio

n

Vo

lun

teer

ing

Lea

rn

ing

at H

m

Decisio

n-M

ak

ing

Co

mm

un

ity

Co

llab

ora

tion

1. Curriculum Night and Title I Meeting 9/15/11 - 6:00pm 1.2,3.2,3.6 N/A X X X X X N

2. Family Inv. Celebration: Literacy 11/10/11 - 6:00 pm 2.2,3.2 Contribution X X X X X Y

3. Family Inv. Celebration: Math Investigations 11/10/11 – 6:00 pm 1.2,3.2 Contribution X X X X N

4. Winter Program 12/15/11 - 6:00pm 1.2 N/A X X N

5. March Dadness 3/15/12 - 6:00pm 1.2,3.2 $409 Title1 X X X X X Y

6. Family Literacy Night 4/19/12 1.2,3.2 $254 Title1 X X X X N

7. Asthma 101 Info. Session 2/9/12 - 11:30am 1.2,3.2 Partnership X X X X X Y

8. Beginner’s Day 5/20/12 1.2,3.2 $254Title1 X X X X X N

9. School Picnic 6/6/12 - 11:00am 1.2,3.2 $244Title1 X X N

10. Spring Program and Title 1 Parent Survey 4/26/12 - 6:00pm 1.2,3.2 $350Title1 X X X N

11. Agendas for Home/School Communication 4/2012 2.6 $1,250Title1 X X X N

12. Home/School Connection Newsletter Annual subscription 2.6 $250 X X X N




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13. 5th Grade Graduation 6/2012 2.2 $300 X X Y

14. Thanksgiving Lunch with Parents 11/2011 1.2 N/A X X N

15. Parent Surveys 6/2012 2.6 N/A X X N

16. Learning Compacts 9/2011 2.6 N/A X X N

CMMS SC OSCHH OOLL N IIMMPPRR … Improvement Plans 2011...CMS School Improvement Plan 2010-12...

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