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School Improvement Plan

Comprehensive Needs AssessmentSchool: Abbotts CreekPlan Year 2016-2018

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DataComponents Strengths (data trend statements) Concerns (data trend statements)

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According to the second quarter Case21 assessment, 68% of 2nd graders are proficient in ELA.According to the second quarter Case21 assessment,63% of 3rd graders are proficient in ELA.According to the second quarter Case21 assessment, 61% of 4th graders are proficient in ELA.According to the second quarter Case21 assessment, 54% of 5th graders are proficient in ELA. According to the second quarter Case21 assessment, 67% of 2nd graders are proficient in math.According to the second quarter Case21 assessment, 56% of 3rd graders are proficient in math.According to the second quarter Case21 assessment, 69% of 4th graders are proficient in math.According to the second quarter Case21 assessment, 72% of 5th graders are proficient in math.

According the MOY TRC data, 64% of kindergarteners are proficient. (TRC-MOY)According the MOY TRC data, 60% of 1st graders are proficient. (TRC-MOY)According the MOY TRC data, 44% of 2nd graders are proficient. (TRC-MOY)

According the MOY TRC data, 43% of 3rd graders are proficient. (TRC-MOY)According the MOY TRC data, 72% of 4th graders are proficient. (Dibels-MOY)

According the MOY TRC data, 65% of 5th graders are proficient. (Dibels-MOY)

According to 2nd quarter Case21, 40% of 2nd grade SWD are proficient in math (27 below grade level percentage).According to 2nd quarter Case21, 35% of black second grade students are proficient in math (32 below grade levelpercentage).According to 2nd quarter Case21, 27% of 2nd grade SWD are proficient in ELA (40 below grade level percentage).According to 2nd quarter Case21, 37% of 2nd grade LEP are proficient in ELA (30 below grade level percentage).According to 2nd quarter Case21, 54% of black 2nd grade students are proficient in ELA (13 below grade levelpercentage).According to 2nd quarter Case21, 33% of Hispanic 2nd grade students are proficient in ELA (34 below grade levelpercentage).

According to 2nd quarter Case21, 0% of 3rd grade SWD are proficient in ELA (63 below grade level percentage).According to 2nd quarter Case21, 30% of 3rd grade LEP are proficient in ELA (33 below grade level percentage).According to 2nd quarter Case21, 26% of black 3rd grade students are proficient in ELA (37 below grade levelpercentage).According to 2nd quarter Case21, 41% of Hispanic 3rd grade students are proficient in ELA (22 below grade levelpercentage).

According to 2nd quarter Case21, 22% of 4th grade SWD are proficient in ELA (39 below grade level percentage).According to 2nd quarter Case21, 23% of 4th grade LEP are proficient in ELA (38 below grade level percentage).According to 2nd quarter Case21, 33% of black 4th grade students are proficient in ELA (28 below grade levelpercentage).According to 2nd quarter Case21, 25% of Hispanic 4th grade students are proficient in ELA (36 below grade levelpercentage).

According to 2nd quarter Case21, 7% of 5th grade SWD are proficient in ELA (47 below grade level percentage).According to 2nd quarter Case21, 0% of 5th grade LEP are proficient in ELA (54 below grade level percentage).According to 2nd quarter Case21, 29% of black 5th grade students are proficient in ELA (25 below grade levelpercentage).According to 2nd quarter Case21, 40% of Hispanic 5th grade students are proficient in ELA (14 below grade levelpercentage).According to 2nd quarter Case21, 30% of 3rd grade SWD are proficient in math (26 below grade level percentage).According to 2nd quarter Case21, 20% of 3rd grade LEP students are proficient in math (36 below grade levelpercentage).According to 2nd quarter Case21, 26% of black 3rd grade students are proficient in math (30 below grade levelpercentage).According to 2nd quarter Case21, 33% of Hispanic 3rd grade students are proficient in math (23 below grade levelpercentage).

According to 2nd quarter Case21, 38% of 4th grade SWD are proficient in math (31 below grade level percentage).According to 2nd quarter Case21, 38% of 4th grade LEP students are proficient in math (31 below grade levelpercentage).According to 2nd quarter Case21, 41% of black 4th grade students are proficient in math (28 below grade levelpercentage).According to 2nd quarter Case21, 40% of Hispanic 4th grade students are proficient in math (29 below grade levelpercentage).

According to 2nd quarter Case21, 14% of 5th grade SWD are proficient in math (58 below grade level percentage).According to 2nd quarter Case21, 40% of 5th grade LEP students are proficient in math (32 below grade levelpercentage).According to 2nd quarter Case21, 44% of black 5th grade students are proficient in math(28 below grade levelpercentage).

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We are a new school and are still working to establish instructional practices and programs. We are a new school and are still working to establish instructional practices and programs.



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DataComponents Strengths (data trend statements) Concerns (data trend statements)

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s 44 teachers on staff10 teachers with National Board Certification6 Beginning Teachers

We are a new school and are still working to determine the demographic trends of our population.

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According to a staff survey, 74% of staff members agree or strongly agree that class sizes are reasonable suchthat teachers have the time available to meet the needs of all students.According to a staff survey, 87% of staff members agree or strongly agree that teachers have time available tocollaborate with colleagues.According to a staff survey, 74% of staff members agree or strongly agree that teachers have sufficientinstructional time to meet the needs of all students.According to a staff survey, 87% of staff members agree or strongly agree that teachers have sufficient access toappropriate instructional materials.According to a staff survey, 93% of teachers agree or strongly agree that teachers have sufficient access toinstructional technology, including computers, printers, software and internet access.According to a staff survey, 93.55% of teachers agree or strongly agree that teachers have sufficient access tooffice equipment and supplies such as copy machines, paper, pens, etcAccording to a staff survey, 96% of teachers agree or strongly agree that there is an atmosphere of trust andmutual respect in this school.According to a staff survey, 100% of teachers agree or strongly agree that the school leadership consistentlysupports teachers.According to a staff survey, 100% of teachers agree or strongly agree that the procedures for teacher evaluationare consistent.

According to a spring 2016 survey, over 80% of respondents feel welcome at their child's school.

According to a spring 2016 survey, 80% of parents agreed that they are informed about their child's progress.

According to a spring 2016 survey, 100% of parents feel their child is safe at school.

According to a spring 2016 survey, over 85% of parents feel the academic needs of their child are met at ACES.

According to a spring 2016 survey, over 80% of respondents felt calls, emails, or notes to school staff areanswered promptly.

According to a spring 2016 survey, over 70% of respondents felt knowledgeable about what is going on at theschool.

According to a spring 2016 survey, over 80% of respondents felt that the school schedules parent/teacherconferences in a flexible way.

According to a spring 2016 survey, over 70% of respondents indicated that they are encouraged to volunteer atACES.

According to a spring 2016 survey, over 90% of respondents agreed or strongly agreed that teachers treatstudents with respect.

According to a spring 2016 survey, over 90% of respondents agreed or strongly agreed that they are overallpleased with their child's educational experience.

In conversations at principal chat sessions parents have indicated some concerns about communication between theschool and families regarding school events.



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Priority Concerns/Problem Statement Root Causes/Hypothesis (ICEL) Solutions (evidence based)According to midyear Case21 data, a significantlylower percentage of Hispanic, black, SWD and LEPstudents were proficient when compared with theirgrade level peers.

Inconsistency in instruction across classroomsdue to lack of common instructional framework.

Scheduling conflicts between resource classesand regular instruction.

High number of suspensions and attendanceissues.

Differences in home culture of students andteachers.

Targeted intervention and remediation for lowperforming subgroups.

Common planning and assessments to evaluatestudent progress.

PBIS/Responsive Classroom strategies to buildhome and school communities.

Direct, strategic instruction of contentvocabulary.

More effective scheduling forresource/interventions.

Early interventions focusing on K/1.

We are a new school still working to build a climateand determine the needs of our learning community.

The 2015-2016 was our first year in operation. Gather data over time.

Data SummaryDescribe your conclusionsBaseline data shows that the majority of students are proficient on grade level standards. More information is needed to assess the impacts ofinstructional practices and other factors on student growth as well as parent and student perceptions of the school.


Membership of School Improvement TeamSchool: Abbotts CreekPlan Year 2016-2018Principal: Paula TranthamDate: Aug - 2015

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SIP Team MembersName School Based Job Title

1 Allison Thorb School Improvement Chair2 Amanda Applegate Instructional Support Personnel3 Carrie McCann Parent4 Christy Bigelow School Improvement Chair5 Kelly Carroll Teacher6 Lane Harris Teacher Assistant7 Laura Lovelace Teacher8 Lee Barton Teacher9 Mary Catherine Ferree Teacher10 Michelle Kampner Teacher11 Pam Emerson Teacher12 Paula Trantham Principal13 Ricky Hamilton Teacher14 Tanya Pomkoski Parent15 Teresa Holliday Teacher Assistant


Mission, Vision and Value StatementsSchool: Abbotts CreekPlan Year 2016-2018Date: Mar - 2016

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Mission StatementWake County Public School System will provide a relevant and engaging education and will graduatestudents who are collaborative, creative, effective communicators and critical thinkers.

Vision StatementAbbotts Creek Elementary will inspire students to have a passion for learning and to strive for personalsuccess throughout life.

Core Beliefs• Every student is uniquely capable and deserves to be challenged and engaged in relevant, rigorous, andmeaningful learning each day.• Every student is expected to learn, grow, and succeed while we will eliminate the ability to predictachievement based on socioeconomic status, race, and ethnicity.• Well-supported, highly effective, and dedicated principals, teachers, and staff are essential to successfor all students.• The Board of Education, superintendent, and all staff, while sustaining best practices, will promote andsupport a culture of continuous improvement, risk-taking, and innovation that results in a high-performingorganization focused on student achievement.• The Board of Education, superintendent, and all staff value a diverse school community that is inviting,respectful, inclusive, flexible, and supportive.• The Wake County residents value a strong public school system and will partner to provide the supportand resources to fully realize our shared vision, accomplish the mission, and sustain our core beliefs.

Value StatementWe will be flexible and inclusive of all students in purposeful instruction.We will set high, concise, and clear expectations for all students.We will support student achievement while working as a positive collaborative team.We will model lifelong learning, risk taking, and providing support for each other while striving forcontinual improvement.We will be purposeful and communicative in building relationships with all stakeholders.


Summary of Goals, Key Processes and Action StepsSchool: Abbotts CreekPlan Year 2016-2018LEA: Wake County (920)

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School GoalBy June 2018, all subgroups will meet their AMO targets as determined by EOG scores.Goal Manager Strategic Objective State Board of Education GoalAllison Thorb, Christy Bigelow Achievement Globally Competitive StudentsResourcesPBIS coaches, EVAAS, we wish to utilize DPI flexibility with funds transfer, K-3 Read to Achieve Plan, Safeand Orderly Schools Plan, and Character Education Plan

Key Process1. Professional Learning Teams (PLTs) will plan collaboratively to increase student achievement and

close achievement gaps. TierNoneProcess ManagerAmanda ApplegateMeasurable Process Check(s)The School Improvement Team and/or ACCT will review PLT logs and common assessment data quarterlyto determine the impact of the work of PLTs.

Action Step(s)

1. Scheduling committee will design a schedule that allows sufficient time for PLT meetings in additionto working to meet requirements of the Healthy Active Children Policy and Duty Free Lunch andPlanning.

Timeline From 8/2016 To 9/2016

2. PLTs will implement a common meeting agenda and minutes template to ensure focused andeffective teamwork.


3. PLTs will analyze common assessment data to plan and implement differentiated learningopportunities focused on student growth.


Key Process2. ACES teachers will develop common instructional frameworks and essential practices for math, ELA,

science, and social studies in order to provide appropriate instruction for all students.Tier



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NoneProcess ManagerRebekah Frye, Rebecca Holt, Julie Stevens, Laura Boggie, Shannon Angel, Erin BurkertMeasurable Process Check(s)The School Improvement Team will review committee meeting minutes quarterly to assess progresstowards completing the goal.

Action Step(s)

1. Curriculum committees will identify key components within areas of instruction and identifyessential practices for math. ELA, science, and social studies.


2. Committees will plan and lead professional development modeling key lesson components for theirarea.


3. Curriculum committees will discuss and map vertical alignment of skills to identify any gaps andcreate a plan to address them.


4. Curriculum committees will develop a walkthrough tool and implement classroom walkthroughs toensure instruction contains the essential practices identified by committees.


Key Process3. The ACES staff will build a positive school culture to help make all students and families welcome and

successful.TierNoneProcess ManagerDana DetelichMeasurable Process Check(s)The PBIS and School Improvement teams will analyze data from the Teacher Working Conditions Survey,WCPSS Student Survey, parent surveys, and PBIS evaluations to determine the impact of the program.

Action Step(s)



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1. ACES staff will participate in Responsive Classroom professional development and implementmorning meetings as a part of daily routines.


2. The school leadership team will work with the PTA to establish clear and concise forms ofcommunication regarding school events, activities, and information.


3. ACES staff members will participate in PBIS training to further develop and implement our PBISstructures.


4. ACES staff will participate in professional development in cultural proficiency to ensure that we arebest communicating and reaching students and families across cultures.


5. ACES staff will develop and identify consistent plans for student led conferences.


6. ACES curriculum committees will identify the needs of students and families and plan parent nightsto help meet those needs and encourage parent engagement.



Waiver RequestSchool: Abbotts CreekPlan Year 2016-2018

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Date May - 2016Waiver Requestedn/aHow will this waiver impact school improvement?n/aPlease indicate the type of waiver: StatePlease indicate the policy to be waived n/a


Summary Sheet of Professional Development ActivitiesSchool: Abbotts CreekPlan Year 2016-2018School Year: 2016-2017

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Development Activities forTopic: Participants: Goal Supported:Responsive Classroom/MorningMeetings

ACES Staff By June 2018, all subgroups will meet their AMOtargets as determined by EOG scores.

PBIS Implementation ACES Staff By June 2018, all subgroups will meet their AMOtargets as determined by EOG scores.

Effective Professional LearningTeams

ACES Staff By June 2018, all subgroups will meet their AMOtargets as determined by EOG scores.

Cultural Proficiency ACES Staff By June 2018, all subgroups will meet their AMOtargets as determined by EOG scores.


Summary Sheet of Professional Development ActivitiesSchool: Abbotts CreekPlan Year 2016-2018School Year: 2017-2018

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Development Activities forTopic: Participants: Goal Supported:


Intervention Planning MatrixSchool: Abbotts CreekPlan Year 2016-2018School Year: 2016-2017

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Reading Math Behavior

Data Decision Processfor Entry and Exit

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark or meetinguniversal behavior expectations?Sources of DatamClass dataCase 21EOGRead to Achieve DataKEABOGReport CardWhat is the threshold at which students will enter:Strategic & Intensive Interventions• All students who are red (at-risk) and/or yellow (somerisk) in two or more mClass measures (not includingcomposite or retell) will be discussed (Consider how deepstudent is within yellow/red)• INTENSIVE Students who are within red (at-risk) on TRCwill be discussed (what lowered their score? WrittenComponent? How do they compare to their classmates?grade level? subgroup? Does it need to be addressed inCORE?); e.g., Students a year or more behind are identifiedas in need of intensive instruction• STRATEGIC Students who within yellow (some risk)composite and red or yellow TRC are identified as in needstrategic interventions; e.g. less than year behind(consider high growth rate for students at K-2)What is the threshold at which students will exit:Student will exit intervention when benchmark is achievedand maintained as evidenced by progress monitoring datapoints (multiple data points; e.g., minimum 3 data points),digging deeper, and/or formative assessment data as wellas mutual agreement of all stakeholders, includingteachers, administration, & parentsWhat frequency, structures, and processes will be utilizedto identify students exhibiting a need for academic orbehavior intervention throughout the year?At weekly PLT & Quarterly Data Days discuss triangulateddata (rate of improvement, benchmarking date, etc.)and/or review formal intervention plansAt Benchmarking the Intervention Team will analyzepatterns & trends to evaluate the effectiveness ofIntervention Matrix and provide information to PLTs to helpdrive instructional decisions

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark?Case21, report cards, EOG, KEA, formative assessmeWhat is the threshold at which students will enter:Students identified as below benchmark based on multipledata points will receive interventions.Exit:Student will exit intervention when benchmark is achievedand maintained as evidenced by data collected.What frequency, structures, and processes will be utilizedto identify students exhibiting a need for academicintervention throughout the year?Collaboration between core, intervention, ESL, and CCRteachers to examine data and determine interventionsthat will best meet the student’s needs.PLTs will continually review data in order to update andmodify instructional plans as needed.How will your team determine the effectiveness of thisplan, as evidenced by at least 70% of served studentsresponding to interventions based on the rate ofimprovement and/or transitioning towards Corebenchmarks?After benchmarking periods, student data will be used toevaluate the effectiveness of the Intervention Matrix.

What data will be used to determine criteria to identify thestudents who are not achieving at benchmark or meetinguniversal behavior expectations?We will use SIRS discipline data: Major incidents. Major datawill have been collected and entered into the system on aconsistent basisOther data to consider:Attendance dataStudent Feedback (perception) surveyStaff Survey (Teacher Working Conditions and StaffAssessment Survey)What is the threshold at which students will enter and/or exitstrategic and/or intensive interventions for behavior?Entering Strategic intervention: Student data whencompared to his or her peer group is falling belowbenchmark, a prevalent decrease in instructional time basedon behavior has occurredWhat frequency, structures, and processes will be utilized toidentify students exhibiting a need for academic or behaviorintervention throughout the year?Frequency- At least 1 time a monthStructure- During Kid Talk, PLT, intervention team, PBISmeeting, the TIPS process will be utilized to determine theeffectiveness of core (instruction, curriculum andenvironment). If core is effective TIPS will further be utilizedto identify students in need of behavior intervention.How will your team determine the effectiveness of this plan,as evidenced by at least 70% of served students respondingto interventions based on Rate of Improvement and/ortransitioning towards Core benchmarks? The team will determine the effectiveness by reviewing andevaluating the data through progress monitoring toward thetargeted goal.



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Intervention Structure

What will be the strategic and intensive structures fordelivering services to students who are not meetingbenchmark or universal behavior expectation?Intensive Service: 5 days per week; no more than a groupof 6; 15-30 minutesStrategic Service: 2-3 days per week; no more than agroup of 6; 5-30 minutes (consider target skill & gradelevel)Classroom Strategy Groups: 1-3 days per week; 5-15minutesHow does your master schedule allow for delivery ofstrategic and intensive intervention in addition to Core?Master Schedule: Intervention instruction delivered duringELA team time as well as during Daily Cafe

What will be the strategic and intensive structures fordelivering services to students who are not meetingbenchmark or universal behavior expectation?Team time, differentiated small group instructionHow does your master schedule allow for delivery ofstrategic and intensive intervention in addition to Core?Master schedule allows for 30 minutes of math team timedaily

What will be the strategic and intensive structures fordelivering services to students who are not meetingbenchmark or universal behavior expectation?Strategic and intensive interventions can be deliveredthrough core.Classroom-based interventions will be delivered throughoutthe day by core teachers.More intense interventions like Social Skills instruction willbe delivered during the day outside of core during a timesuch as enrichment time, smart lunch, etc.

How does your master schedule allow for delivery ofstrategic and intensive intervention in addition to core?The master schedule has been designed to allow time forflexible grouping to occur for strategic and intensiveintervention. Examples: smart lunch, electives, advisory timeIntervention times can be altered in the master schedulebased on student need.



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Instruction

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?PLTs will review data and plan team time and interventiongroups in accordance with student needs.What is the intervention lesson format(s) for academics?All intervention formats will be direct and explicitinstruction based on student need and guided byassessment data, collaboration, and anecdotal notes.How will you know the interventions have been implemented with fidelity? Who will ensure fidelity?Tier II and III plans will be used by core teachers andintervention team to monitor fidelity of interventions.

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?PLTs will review data and plan team time and interventiongroups in accordance with student needs.What is the intervention lesson format(s) for academics?All intervention formats will be direct and explicitinstruction based on student need and guided byassessment data, collaboration, and anecdotal notes.How will you know the interventions have been implemented with fidelity? Who will ensure fidelity?Tier II and III plans will be used by core teachers andintervention team to monitor fidelity of interventions.

What structures are in place to ensure that instructionaldecisions and planning are aligned to core?School-wide expectations developed and taught.Once a month during PLTs, teams use their TIPS guidingdocument to help conduct Kid talk.Once a quarter during SIP meetings, whole school and gradelevel data is reviewed. PLTs meet the next day to furtherreview grade level discipline trends and use TIPS for problemsolving to make adjustments. What is the intervention lessonformat(s) for academic or behavior?Examples for Social Skills: Second Step, Steps to Respect,Skills Streaming, “I Do, We Do, You Do” format.CICO: Consistent feedback statements for teachers, Guidingquestions for CICO coordinatorsLessons exist to teach school-wide expectations and reteachthem.How will you know the interventions have been implementedwith fidelity? Who will ensure fidelity?Stakeholders involved in the planning of interventions andidentified staff to carry out instruction.The intervention team will consistently monitor howeffective intervention is and how structures should modify asrelated to data.Grade levels and support staff may serve the role ofmonitoring.



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Assessment andProgress Monitoring

What data will be used to assess the student’sresponsiveness to intervention?mClass data, common assessments, formativeassessments, Letterland assessments, report card/interimdata, Case21How does data guide your instruction?PLTs will continually review data in order to update andmodify instructional plans as needed.How often will you progress monitor?Frequency will be determined by the student’s need andthe monitoring tool’s sensitivity to growth.mClass Progress Monitoring students in red every 10 days,students in yellow every 20 days.What is the process for analyzing the data and makingdata based decisions?PLTs discuss student progress using multiple data pointsand adjust instructional plans to meet students’ needs.

What data will be used to assess the student’sresponsiveness to intervention?Common assessments, report card/interim data, Case21How does data guide your instruction?PLTs will continually review data in order to update andmodify instructional plans as needed.How often will you progress monitor?Frequency will be determined by the student’s need andthe monitoring tool’s sensitivity to growth.What is the process for analyzing the data and makingdata based decisions?PLTs discuss student progress using multiple data pointsand adjust instructional plans to meet students’ needs.

What data will be used to assess the student’sresponsiveness to intervention?SIRS discipline data: Minor and Major, Attendance data, Walkthrough observations, Student Feedback, Staff Feedback,Parent FeedbackBehavioral Screening Universal Rating Scale (aligned withschool-wide expectations)Behavior data collection forms to collect baseline data andprogress monitor behavioral goals How does the data guideyour instruction?Based on the data reviewed the frequency and duration ofthe intervention will be increased, faded, or modified. Howoften will you progress monitor?Progress monitoring will occur at least monthly, with thepossibility of occurring more frequently based on the actionplan step in the TIPS process. What is the process foranalyzing the data & making data based decisions?Use the TIPS model

Curriculum/Resources

What evidence based materials and resources will be usedto support the academic intervention?CMAPP, Letterland, mClass Kits

What evidence based materials and resources will be usedto support the academic intervention?CMAPP, Math Expressions, Number Worlds

What evidence based materials and resources will be usedto support the academic or behavior strategic intervention?PBIS.orgPBIS School Based TeamPBIS DIstrict CoachTeacher’s Encyclopedia of Behavior ManagementInterventions-Evidence Based Behavioral Strategies forIndividual Student



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Reading Math BehaviorData DecisionProcess for Entry andExitInterventionStructureInstructionAssessment andProgress MonitoringCurriculum/Resources

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