EDGECOMBE COUNTY PUBLIC SCHOOLS Princeville Elementary ...€¦ · the End of Grade Test. Also,...
Transcript of EDGECOMBE COUNTY PUBLIC SCHOOLS Princeville Elementary ...€¦ · the End of Grade Test. Also,...
EDGECOMBE COUNTY PUBLIC SCHOOLS
Princeville Elementary School
STRATEGIC IMPROVEMENT PLAN
2015-2016
SCHOOL/DEPARTMENT: Princeville Elementary School
VISION: The Power of One: One Student, One Staff, One Community
MISSION: The Princeville Elementary School community will collaborate to help all students reach their potential by maintaining high
expectations and a safe nurturing school environment while respecting and valuing diversity.
DATA ANALYSIS NEEDS ASSESSMENT
End of Grade Data Totals
EOG
Results
2013-
2014
2014-
2015
(+/-)
School
Reading 11.1% 21.6% +10.5%
School
Math 19.3% 26.5% +7.2%
School
Science 11.9% 18.2% +6.3%
Total
School
Composi
te
21.8% 23.2% +1.4%
End of Grade Reading Totals
EOG
Results
2013-
2014
2014-
2015
(+/-)
Grade 3 14.9% 21.9% +7.0%
Overall Growth Data from 2014-15: Our school’s growth status for 2014-15 classified as met growth. The
overall student growth data showed higher growth than our previous
year, moving from not meeting expectations to meeting expectations.
This growth also correlated into higher proficiency rates for our
students. However, our school’s overall NC Report Card went
unchanged. We remained an F school overall based on the measures
used by NCDPI.
Overall EOG Data: Overall our End of Grade Test Data shows increases in reading, math,
and science. Our overall achievement score (composite) went from
21.8% to 23.2% rising 1.4%. Reading proficiency levels increased by
10.5% from 11.1% to 21.6%. Math proficiency increased 7.2% from
19.3% to 26.5%. Fifth Grade Science proficiency increased 6.3% from
11.9% to 18.2%. Currently 54.4% of our students scored at Level 1 on
the End of Grade Test. Also, three fourths (76.8%) of our students did
not show proficiency on the End of Grade Test.
EOG Reading Data: Our overall reading data showed gains in overall proficiency from the
previous year. Third grade showed the largest gain of 7.0% while fifth
grade showed a 5.2% gain. Fourth grade proficiency went down by
9.3%. The overall reading proficiency is 21.6% an increase of 10.5%
Reading
Grade 4
Reading 28.2% 18.9% -9.3%
Grade 5
Reading 19.0% 24.2% +5.2%
End of Grade Math Totals
EOG
Results 2013-
2014 2014-
2015 (+/-)
Grade 3
Math
41.7% 34.4% -7.3%
Grade 4
Math 17.5% 21.6% +4.1%
Grade 5
Math 23.8% 24.2% +0.4%
End of Grade Science Totals
EOG
Results 2013-
2014 2014-
2015 (+/-)
Grade 5
Science 11.9% 18.2% +6.3%
Student Discipline Data
Discipline
Reports Grade Levels Incident Type Location
# of ODRs ● 48 referrals ● 59 were fights 93 occurred
from the previous year. Sixty percent of our students scored a Level I
in reading. This is an obvious area for continued focus, interventions,
and support for our school, staff, and students. Our Panther Time is
now structured as a schoolwide Direct Instruction period in an effort to
help fill in gaps for our students.
EOG Math Data: Overall math data showed a 7.2% increase. Fourth grade math showed
the greatest gain of 4.1% while fifth grade math showed a slight gain of
0.4%. Third grade math dropped by 7.3%. Forty-five percent or our
students scored a Level I on the math EOG, which is significantly
lower than the percentage of those scoring a Level I in reading and
science. While we consistently score higher in math than in reading
each year, math is still not growing at a fast enough pace. A focus on
math center, diagnostic testing, manipulatives, and unpacking of
standards should benefit this effort.
EOG Science Data: Overall science proficiency data rose by 6.3% going from 11.9% to
18.2%. While we are making gains in this area, science still remains an
area where improvement is needed. A focus on vocabulary, hands-on
experiments, and interactive notebooks are aimed to improve this
effort.
AMO Data: Overall Princeville met 8 of 14 AMO Target Goals in 2014-2015 for a
percentage of 57.1%. We failed to meet most of our academic
proficiency AMO targets for reading, math, and science. Princeville
met its attendance goal as well as all EOG participation goals.
Discipline Data: Last year, there were 167 discipline infractions which produces a rate
per 100 students of 0.40%. Ninety-three of these infractions occurred
in the classroom and forty-six occurred on the bus. The majority of the
infractions happened within the Kindergarten (40), fourth grade (44),
and fifth grade (48) classrooms.
Student Attendance Data:
167 office
referrals
which is a
rate of .40
per 100 students
from 5th grade
● 44 referrals
from 4th grade
● 40 referrals
from
Kindergarten
● 29 were bus
misbehavior
● 22 were
inappropriate
behavior
● 20 were
disruptive
behavior
in the
classroom
46 occurred
on the bus
Student Attendance Data
2013-2014
School
Year
2014-2015
School
Year
(+/-)
94.75% 93.02% -1.73%
Certified Employee Attendance Data (2014-2015 School Year)
Days Missed 20.5
Instructional Time
Lost 153.75 hours
For the 14-15 school year, about 93% of our students were present in
school on a daily basis. While this percentage allows Princeville to
meet its attendance goal for AMO purposes, it is a decline of 1.73%
from the previous year.
Certified Staff Attendance Data: For the 14-15 school year, teachers missed 20.5 days with a loss of
153.75 hours of instructional time. Certified staff attendance continues
to be problem area for Princeville.
TOP PRIORITIES (3-4)
SMART GOAL #1 WHAT SUCCESS LOOKS LIKE
Princeville Elementary School students will increase
English/Language Arts End-of-Grade (EOG) scores by 10% points
by the end of the 2015-16 school year. Amount of proficient
students will increase to 31.6% by the end of the 2015-16 school
year.
31.6% overall proficiency in Reading on the End of Grade Test. Increased growth on Pre/Post Common Formative Assessments
Increased growth on Benchmarks
Higher proficiency for Reading 3D
SMART GOAL #2 WHAT SUCCESS LOOKS LIKE
Princeville Elementary School will increase Math End-of -Grade
(EOG) scores by 10% points by the end of the 2015-16 school year.
Amount of proficient students will increase to 36.5 by the end of the
2015-16 school year.
36.5% overall proficiency in Reading on the End of Grade Test. Increased growth on Pre/Post Common Formative Assessments
SMART GOAL #3 WHAT SUCCESS LOOKS LIKE
Princeville Elementary School will achieve a 15% points decrease
in disciplinary referrals of no more than 142 processed referrals by
the end of the 2015-16 school year.
Reduction of ODRs by 15% points from 2014-2015 school year.
SMART GOAL #4 (Optional) WHAT SUCCESS LOOKS LIKE
Princeville Elementary School students will increase their
attendance rate from 93.02% to 95% during the 2015-2016 school
year. Students will have a 95% or greater Attendance Rate.
EDGECOMBE COUNTY PUBLIC SCHOOLS
Princeville Elementary School Targeted Priority Areas
SMART Goal 1: Princeville Elementary School students will increase English/Language Arts End-of-Grade (EOG) scores by 10% points by the end
of the 2015-16 school year. Amount of proficient students will increase to 31.6% by the end of the 2015-16 school year.
Core Value
Strand Actions, Strategy,
Intervention Timeline
Estimated Cost,
Funding Sources and
Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts Evidence
Rigorous
Curriculum and
Instruction
Provide Guided Reading
instruction/ Literacy
stations daily to all
students
September 2015-
June 2016
Title I Funding;
$971.98
Certified Staff Lesson plans
Walk-through
Data Letterland
Reading 3D Data
Common
Formative
Assessment
(CFA) Data Benchmark Data End of Grade
(EOG) Data Accelerated
Reader (AR)
Data
Rigorous
Curriculum and
Instruction
Strategic use of I/E time
(Panther Time) daily to
all students. Develop
and Monitor Reading
Mastery/Corrective
Reading groups that
target specific skills.
October 2015-
June 2016 Title I Funds;
$16,635 Administration Staff
School schedule Lesson plans
Reading 3D Data K-2 Assessment
Data EOG Data
Rigorous
Curriculum and
Instruction
Continue the use of
Accelerated Reader
(AR) to increase reading
proficiency.
September 2015-
June 2016
Title I Funds: $2674 Certified Staff
Media
Coordinator Instructional
Coach
AR Data
Lesson plans
AR Data
Reading 3D Data CFA Data Benchmark Data EOG Data
Rigorous
Curriculum and
Instruction
Implementation of
Instructional Calendar to
guide our
August 2015-
June 2016
No Cost Administration
Certified Staff
Instructional
Coach
Kidblog
ED puzzle
Padlet Plickers
Lesson Plans
Observations
Walk-through
Data
implementation of
technological tools.
DPI Coach Nearpod
Educreations
Rigorous
Curriculum and
Instruction
Implementation of
Instructional Calendar to
guide our
implementation of
Literacy Achievement
August 2015-June
2016 No Cost Administration
Certified Staff Instructional
Coach
DPI Coach
Literacy
Instructional
Calendar
AR Data Reading 3D Data CFA Data Benchmark Data
EOG Data
Rigorous
Curriculum and
Instruction
Implementation of daily
writing block to increase
student writing skills.
August 2015-
June 2016
No Cost Administration
Certified Staff
Instructional
Coach
Master Schedule
Writing Plan
Reading 3D Data
K-2 Assessment
Data
Continuous
Improvement
Implementation of
Flashback Friday- a day
of remediation based
upon pre and post
Common Formative
Assessments. Groups
will be revisited when
new data is collected.
September 2015-
June 2016
No Cost Administration
Certified Staff Instructional
Coach
Flashback Friday
plans
Increased post-
test Data Benchmark Data Reading 3D Data
K-2 Assessment
Data
Continuous Improvement
Professional
Development to increase
rigor during ELA block.
August 2015-
June 2016 No Cost Administration
Certified Staff
Instructional
Coach DPI Coach
Professional
Development
Focus:
(Anchor Charts, Written,
Response, Close Reads, Read Alouds, Writing)
CFA Data Reading 3D Data
K-2 Assessment
Data Benchmark Data
EOG Data
Continuous Improvement
Develop, implement and
monitor student
Personalized Education
Plans (PEP’s) for all
Level 1 and 2 students.
September 2015-
June 2016 No Cost Administration
Certified Staff PEP Parent input
CFA Data Reading 3D Data Benchmark Data
Continuous
Improvement
Utilize Teach Like A
Champion strategies to
increase student
achievement.
September 2015-
June 2016
District Cost for
books
Administration
Certified Staff
Strategies:
(Threshold,
Strong Voice,
100%, 4 Ms, No
Opt Out, The
Hook, Cold Call,
Verbatim)
Walk-through
Data Lesson plans
Lesson Plans
Observations Walk-through
Data
Continuous Improvement
Implement strategic use
of data in PLCs and Data
Days to guide effective
instruction.
September 2015-
June 2016 Title I Funds:
$4326.00 Administration Certified Staff Instructional
Coach DPI Coach
PLC agenda/
minutes Student Data
Lesson Plans Data Days
CFA Data Reading 3D Data Benchmark Data
EOG Data
Progress Monitoring
Date Data
Progress Towards Goal
Next Steps Areas of Growth Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Princeville Elementary School Targeted Priority Areas
SMART Goal 2: Princeville Elementary School will increase Math End-of-Grade (EOG) by 10% points by the end of the 2015-16 school year.
Amount of proficient students will increase to 36.5% points by the end of the 2015-16 school year.
Core Value
Strand Actions, Strategy,
Intervention Timeline
Estimated Cost,
Funding Sources and
Resources
Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts Evidence
Rigorous
Curriculum
and Instruction
Implementation of
Instructional Calendar
to guide our
implementation of
technological tools.
August 2015-
June 2016
Title I Funds;
Dreambox - $2750
District Funding;
SuccessMaker;
Learning A-Z Private Donation - Go
Math; $1500
Administration
Certified Staff
Go Math
Dreambox
SuccessMaker Learning A-Z
Study Island
Lesson Plans
Observations
Walk-through
Data
CFA Data Benchmark Data EOG Data
Rigorous Curriculum
and Instruction
Develop and
Implement Math
stations to improve
student achievement.
August 2015
June 2016 No Cost Certified Staff Lesson plans
Walk-through
data
CFA Data Benchmark Data
EOG Data
Continuous
Improvement
Develop, implement
and monitor student
Personalized Education
Plans (PEP’s) for all
Level 1 and 2 students.
September
2015- June 2016
No Cost Administration
Certified Staff
PEP
Parent input
CFA Data
Reading 3D Data Benchmark Data
Continuous
Improvement
Utilize Teach Like a
Champion strategies to
increase student
achievement.
September 2015-
June 2016
District Cost for Books Administration
Certified Staff
Strategies:
(Threshold,
Strong Voice,
100%, 4 Ms, No
Opt Out, The
Hook, Cold Call,
Verbatim) Walk-through
Data
Lesson plan
Lesson Plans
Observations Walk-through
Data
Continuous
Improvement
Implement strategic use
of data from PLCs and
Data Days to guide
effective instruction
September 2015-
June 2016
Title I Funds; Data
Days 3 (½)
days/certified staff -
$4326.00
Administration
Certified Staff Instructional
Coach
DPI Coach
PLC agenda/
minutes Student Data Lesson Plans
Data Days
CFA Data
EOG Data Benchmark Data
Progress Monitoring
Date Data
Progress Towards Goal
Next Steps Areas of Growth Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Princeville Elementary School Targeted Priority Areas
SMART Goal 3: Princeville Elementary School will achieve a decrease of 15% points in disciplinary referral of no more than 142 processed referrals
by the end of the 2015-16 school year.
Core Value
Strand Actions, Strategy,
Intervention Timeline
Estimated Cost, Funding
Sources and Resources Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts Evidence
Safe Schools Continue the
implementation Positive
Behavior Intervention
Support (PBIS)
August 2015-
June 2016
SchoolFunds; $500
BoxTops Program
Administration
All Staff Students
Parents
PBIS Matrix
Panther Paw
Trackers
PBIS Committee
Meeting Minutes
Office Referral
Data Star Student Data
Gold Key Data
Safe Schools Enforce and publicize
schoolwide discipline
plan for all infractions
August 2015-
June 2016
No Cost Administration
All Staff Students
Parents Community Stakeholders
Student
Handbook Student Code of
Conduct School Website Facebook page
Office Referral
Data
Relationships Increase
parent/community
involvement to increase
positive student
behavior.
August 2015-
June 2016
Title I Funds: $5000 Administration
WebMaster
Staff
Church
Announcements
All Pro Dads Mentor Program Parent Nights Facebook Page
Remind 101
Increased
Community
Involvement Office Referral
Data
Continuous
Improvement
Create, implement, and
monitor a schoolwide
duty schedule to enhance
August 2015-
June 2016
No Cost Administration Duty Schedule
Walk-throughs True North
Office Referral
Data
a safe school
environment.
Logic
Progress Monitoring
Date Data
Progress Towards Goal
Next Steps Areas of Growth Areas for Improvement
EDGECOMBE COUNTY PUBLIC SCHOOLS
Princeville Elementary School Targeted Priority Areas
SMART Goal 4: Princeville Elementary School students will increase the attendance rate from 93.02% to 95% during the 2015-2016 school year.
Core Value
Strand Actions, Strategy,
Intervention Timeline
Estimated Cost, Funding
Sources and Resources Person(s)
Responsible
Evaluation of Implementation &
Impact on Student Learning
Artifacts Evidence
Continuous
Improvement
Monitor student
attendance data and
follow guidelines for the
Compulsory Attendance
Law
August 2015 -
June 2016
Cost of stamps to mail
letters to parents that are
in violation of the
Compulsory Attendance
Law
Teachers, Data
Managers,
Counselor,
Attendance
Committee,
Administration
Attendance
Reports, Call
logs, Copies of
mailings
Increased student
attendance rate
Continuous
Improvement
Include student
attendance data as
criteria for participation
in PBIS school wide
incentives
Monthly PBIS Funds Teachers, Data
Managers,
Counselor,
Attendance
Committee,
Administration
Attendance
Reports
Increased student
attendance rate
Safe Schools Recognize and reward
students that
demonstrate Perfect
Attendance.
Monthly PBIS Funds Teachers, Data
Managers,
Counselor,
Attendance
Committee,
Administration
Attendance
Reports, Perfect
Attendance
Certificate
Increased student
attendance rate
Safe Schools Recognize and reward
the grade level with the
highest attendance rate
at the end of each nine
weeks.
End of each
nine weeks PBIS Funds Teachers, Data
Managers,
Counselor,
Attendance
Committee,
Administration
Attendance
Report Increased student
attendance rate
Progress Monitoring
Date Data
Progress Towards Goal
Next Steps Areas of Growth Areas for Improvement
Edgecombe County Public Schools
THE KEYS TO SUCCESS: HOME, SCHOOL, COMMUNITY
Edgecombe County Board of Education
Re: Low Performing Schools Summary Plan
Date: October 12, 2015
From: John D. Farrelly, Superintendent
Background and Overview
The North Carolina General Assembly has recently enacted legislation (G.S. 115c-105.37) regarding public schools that have been identified as “Low
performing”. Low-performing schools are those that receive a school performance grade of D or F and a school growth score of “met expected growth” or “not met
expected growth” as defined by G.S. 115C-83.15. Seven (7) ECPS schools have met this definition. They are as follows:
Princeville Elementary
Coker-Wimberly Elementary
Stocks Elementary
West Edgecombe Middle
Phillips Middle
Martin Millennium Academy
North Edgecombe High School
Within 30 days of the initial identification of a school as a low-performing by the State Board, the superintendent shall submit to the local board of education a
preliminary plan for improving both the school performance grade and school growth score, including how the superintendent and other central office
administrators will work with the school and monitor the school’s progress.
District School Improvement Planning Process
The ECPS school improvement planning process is a systematic, data-driven process for planning and evaluating improvement over time. Improvement planning
aims to reduce the gap between a school’s current level of performance and its potential performance. Each ECPS school improvement team conducted a needs
assessment to identify current gaps and their driving factors. Each school then set out to create rigorous yet attainable goals. Our school improvement planning
process focused on student learning, and a planning approach that will result in positive change for all students.
School improvement planning provides a mechanism for identifying needs and establishing a common approach to meeting those needs at the school level.
Effective school improvement planning contributes to overall school performance by:
(1.) Establishing an understanding of the “big picture” of a school's current state, including student achievement, school environment, teacher community, parent
community, and administrative issues;
(2.) Reaching consensus across the school community on which needs represent the highest priorities for action based upon the potential to improve overall student
and school performance; and
(3.) Identifying for implementation goals and strategies, including specific targets, indicators and milestones required to address the school priorities.
The ECPS school improvement plan process is guided by the five (5) ECPS core values: Community, Relationships, Safe Schools, Continuous Improvement and
Rigorous Curriculum and Instruction. The District has a comprehensive multi-tiered approach to providing support to all schools within the District with a special
emphasis on the seven (7) school designated as “Low-performing”. The goal is to increase school accountability measures including school performance grades
and growth measures. Our Board of Education, administration and staff are committed to providing safe learning environments, educating every child and
implementing strategies that will enable each student to achieve grade level proficiency and beyond. We are committed to preparing students to be globally
competitive problem solvers who can be contributing members of society. Recognizing and investing in family involvement in our schools is paramount to our
mission. Student achievement increases when the responsibility for children's learning is shared by the home, school and community. Strong communicative
relationships both within the school system and throughout the school community are vital to growth in our school system. We welcome and encourage parent
involvement.
Turnaround the lowest performing schools
ECPS provides wrap-around services to the lowest performing schools that includes:
Selection and implementation of instructional models based on student needs
Job embedded professional development designed to build capacity
Effective use of district pacing guides and exemplar lesson plans
Continuous use of data to inform and differentiate instruction
Providing ongoing community and family engagement programming
Sufficient operating flexibility
Technical assistance
Mentorships
Implementation of strategies to recruit and retain exemplary staff
Comprehensive Themes
The District strategic plan builds on the foundational transformation work embedded in four core comprehensive themes:
1. College and career standards
2. Data systems to guide teaching and learning
3. Evaluate and support teachers and school leaders
4. Turnaround the lowest performing schools
College and Career Standards
Edgecombe County Public Schools has demonstrated growth for success in college and career standards. North Carolina has focused on the graduation rate for
many years and is encouraged at the increase made in many local education units. ECPS has shown significant increases in high school graduation rates in the past
three to five years. The districts alternative learning programs offer greater support to those at higher risk of not graduating due to poor attendance. Flexibility in
face-to-face or virtual instruction as well as flexible instructional hours makes school more appealing and obtainable to some students.
ECPS maintains on-going business and industry partners that support school events, participate in career days, and provide guest speakers. Community
programming enhances these partnerships and presents a keen focus on connections of Common Core Standards and NC Essential Standards to the workplace as a
means of adding relevance to the standards.
Global Education Professional Development
Edgecombe County Public Schools is partnering with VIF International to provide global education professional development in all 14 schools
within the District. ECPS teachers logged more than 14,000 hours of online and face to face global competency based instruction in the 2014-15
academic year. VIF International Education (www.vifprogram.com) builds global education programs that prepare students for success in an
interconnected world. For more than 25 years, educators have leveraged VIF’s professional development and curriculum, language acquisition, and
teacher exchange programs to generate engaging learning environments where students can excel in core curriculum as well as develop valuable
critical and creative thinking skills. VIF provides a pathway for teachers, schools and districts to become globally designated. Our globally based
lessons will equip students with the critical thinking, problem solving, global awareness and cultural sensitivity to succeed in an interconnected
world.
Evaluate and Support Teachers and School Leaders
Every student in Edgecombe County Public Schools is deserving of a great teacher in every classroom. Exemplary teachers are difference makers and a high
priority in the ECPS. While most North East North Carolina Tier 1 counties struggle with attracting and retaining highly effective teachers, ECPS has created
several innovative programs to attract and retain talent at both the school and administrative levels. ECPS has created incentive bonuses for hard to fill certification
areas (Math, Science, and Special Education). In addition, Coker-Wimberly Elementary School, one of the lowest performing elementary Schools as identified by
the North Carolina Department of public Instruction; provides student achievement based incentives to all academic teaching staff. Beyond growing outstanding
teachers, ECPS has a commitment to growing and supporting exemplary leaders is as equally emphasized. Edgecombe County Public Schools is involved in a very
unique, innovative administrative partnership program with NC State University. ECPS participates in North Carolina State University’s Northeast Leadership
Academy (NELA). The Northeast Leadership Academy is an innovative leadership program designed to help participating districts plan for the future by building
a deep pool of highly qualified 21st Century school leaders. NELA is designed to develop highly skilled school leaders in fourteen northeast North Carolina school
districts. The program focuses on preparing principals who are instructional leaders for rural, high poverty schools.
ECPS Administrators Non-Negotiables
• Ensure safe school learning environments.
• Lead teacher learning and development.
• Ensure that the curriculum is taught in grades K-12 with rigor and relevance.
• Improve teaching and learning through your influence on staff motivation, commitment and working conditions.
• Be actively involved with teacher teams about effective practices.
Central Office Support and Administrator Coaching
ECPS places high value in growing and sustaining exemplary administrative teams. There are multiple approaches of support the superintendent and central
office administrators provide school based leaders including:
*Summer leadership institute
*Monthly Principals professional development PLC’s
*Monthly Assistant Principals professional development PLC’s
*Individual mentors for each school based administrator
*Monthly elementary, middle and high school professional development “Breakout” sessions
*Quarterly assessment meetings for all Principals
*Classroom and school walkthroughs with Supervisor
*Community initiatives assessment of Principals
*Faculty meetings assessment of Principals
*Surveys and feedback
*Quarterly data and assessment meetings
Professional Development and Best Practices:
The tenets of the ECPS teacher professional development, best practices and support plan are as follows:
Multiple Group Instruction Approaches
A differentiated curriculum is one where teachers adapt the curriculum in different ways to meet the needs of all their students. The content
taught, the process used, the product expected. Task choices and flexible grouping may be used to accommodate background knowledge and
interests of small groups or individual students.
• Direct Instruction
– 15-20 minutes (Beginning and End of lesson)
• Small Group Instruction
– Interest/Ability (fluid and interchangeable)
• Differentiated Group Instruction
– Content
– Process
– Product
Literacy Strategies
• Whole Group Instruction
• Small Group Instruction
• Literacy Centers/Stations
• Read Aloud
• Sharing Reading
• Guided Reading
• Independent Reading
Writing Across the Curriculum
• Modeled and Sharing
• Interactive Writing
• Independent Writing
Inquiry Based Learning
• “A seeking for truth, information, or knowledge—by questioning”
• More than just questions, this framework attempts to convert information and data into useful knowledge (new knowledge)
• Problem Based Learning
• Develop inquiry skills and nurturing of inquiry attitudes (Quest for Knowledge)
Project Based Learning
• Activating
• Investigating/Analyzing
• Synthesizing/Creating
Project Based Inquiry (PBI) is used to develop lesson plans. With this framework, the lesson’s goals are to first activate the student knowledge then have
students to investigate/analyze the content to explore at a deeper level and finally synthesize/create to show their understanding of the content.
TPACK
• Technology: The ability to use tools
• Pedagogy: How to teach
• Content: Subject matter
• Knowledge
Global Competencies
• Understanding
• Investigating
• Connecting
• Integrating
Instructional Enrichment
• Enrichment
• Extension
• Reteach
• Remediate
Literacy Across the Curriculum
• Every teacher is a reading teacher
• Vocabulary
• Writing
• Speaking
• Listening
Assessment
• Pre/Post Test
• Benchmark Testing
Data
• Students
• Teacher
• Grade Level/Subject Area
• School
• County
• Data Notebooks
• Interactive Notebooks
• Goal Setting
We believe that a teacher’s job is to know where the student falls on the continuum and then to individualize the curriculum to meet the child’s needs
(scaffolding). We expect that teachers will know the developmental continuum and then use the balanced literacy components to build on what the
child already knows. Our goal is to provide the best possible education through engaging and intriguing lessons. We aspire to assure that all students
have a safe and secure school environment with caring and nurturing adults.
Central Office Roles in Supporting Low Performing Schools
The central office staff:
* Facilitates a process with instructional staff that focuses on rigorous coursework to prepare all students for the global community.
* Regularly and consistently uses formal and informal classroom visits to monitor the alignment of the written, taught, and tested curriculum.
* Ensures on-going opportunities for teachers and administrators to learn and practice the use of instructional technology.
*The central office has a regular, ongoing process for leading schools through the analysis of their data and for making adjustments to their programs based on the
data analysis.
* The central office leads teachers and administrators in processes that monitor student work to ensure high standards of rigor and relevancy.
* Effectively supports the schools’ work in meeting the social and emotional needs of all students.
* The central office has a systematic, on-going process for monitoring the progress toward achieving the goals of the strategic plan.
* The superintendent and central office have developed effective processes to ensure regular, on-going classroom observations.
* Student data and school needs inform the majority of the professional development plan and provide the basis for differentiating professional development
offerings.
* The central office consistently collaborates with appropriate stakeholders in making budgetary decisions.
* Consistently encourages positive relationships with parents by actively sharing best practice parental engagement techniques with all schools.
Summary
Our goals in school improvement and school turnaround aim to improve student outcomes by changing how schools and classrooms operate. While school
turnaround can involve quick, dramatic improvement within two - three years, school improvement is often marked by steady, incremental improvements over
a longer time. Our approach is a comprehensive sustainable approach that will ensure short and long term gains in student achievement. Our goal is to create
conditions that build systemic capacity, create the necessary school-based conditions for success, and build accountability and data systems to track progress
and inform decisions.
PES School SIP Amendment
Self-Assessment
STUDENT, TEACHER, COMMUNITY DEMOGRAPHICS
RACE 12-13 13-14 14 -15 Aug 15 - Oct 15
Black 305 267 196 189
Hispanic 25 23 23 29
White 20 15 13 9
Two or more 3 3 2
Native
American/
Pacific Islander
1 1
Over the past 3 years, our demographics have remained fairly constant however our enrollment has decreased by 124 students over the past 3 years
due to the opening of two new schools in the area.
Subgroup 12 - 13 13 - 14 14 - 15
Female 25.8% 25.0% 16.8%
Male 13.1% 17.6% 32.0%
Black 18.2% 19.6% 19.2%
Hispanic 47.1% 40%
White 36.4% 33.3% 52.6%
Two or More 20.0%
Economically
Disadvantaged
20.1% 21.1% 24.7%
Students with <5% 10.9% 29.2%
Disabilities
Overall 10.7% 21.8% 23.2%
Student behavior data
RACE
● August 2015-October 2015 total 229
o Black 189
o Hispanic 29
o Two or more 2
o White 9
GOALS
Goals are specific, measurable, attainable, realistic, and time-bound.
● Smart Goal 1
o For the 2016-2017 school year, the amount of proficient students will increase to 41.6% overall.
o In 2017-2018 school year, the amount of proficient students will increase to 51.6% overall.
o Review after quarterly benchmarks. Changes to interventions and instruction will be driven by the data. All stakeholders will provide
support.
o In PLCs, analyze data gained from ELA, math, and science pre/post test CFAs taken every 3 weeks to make adjustments in instruction
in order to better meet the needs of students.
● Smart Goal 2
o For the 2016-2017 school year, the amount of proficient students will increase to 46.5%.
o For the 2016-2017 school year, the amount of proficient students will increase to 56.5%.
o Review after quarterly benchmarks. Changes to interventions and instruction will be driven by the data. All stakeholders will provide
support.
o In PLCs, analyze data gained from ELA, math, and science pre/post test CFAs taken every 3 weeks to make adjustments in instruction
in order to better meet the needs of students.
● Smart Goal 3
o For the 2016-2017 school year, processed office referrals will decrease to 127.
o For the 2017-2018 school year, processed office referrals will decrease to 112.
o Review after monthly reports during staff meetings and PBIS Committee meetings. Staff meetings are twice a month and the PBIS
Committee meets monthly. Once the data is presented, the team assessing where the occurrences are and the frequency of occurrences.
The next step is to generate solutions that will reduce the interruption of instructional delivery.
● Smart Goal 4
o For the 2016-2017 school year, student attendance will increase to 96%.
o For the 2017-2018 school year, student attendance will increase to 97%
o Review bi- monthly reports during the Attendance Committee meeting. Once the data is assessed, the committee will create a plan of
action depending on the number of absences (3, 6, 10 or more). The goal is to communicate with parents regularly through calls, face
to face, letters and the Social Worker to emphasize the importance of students being present and not missing instructional time from
school.
The vision of improvement is reflected in goals that are focused, data-based, tracked for progress and understood by the community.
STRATEGIES
● Research-based strategies have been identified based on needs.
o ELA: Guided reading groups across all grade levels based on TRC data.
o ELA: Daily intervention time school wide using Corrective Reading and Reading Mastery.
o MATH: GoMath, Dreambox and Study Island will be incorporated into Daily instruction.
o Classroom data is reviewed in Data PLCs weekly. CFA data is reviewed after administration and quarterly benchmark data is reviewed
after each administration. This information will be used to plan whole group, small group and intervention strategies.
o All pre/post data is tracked for trends, strengths and deficiencies through a district Google Doc program data collection form.
ACTION STEPS
Action Steps provide a logical path to goal attainment by addressing identified needs.
● Literacy stations are specified in a roll-out calendar. School leaders provide feedback after walk-throughs, coaches provide feedback and
instructional plans, and rotations/work stations are reviewed weekly during PLCs.
● Math work stations are specified in a roll-out calendar. School leaders provide feedback after walk-throughs, coaches provide feedback and
instructional plans, and rotations/work stations are reviewed weekly during PLCs.
Action Steps include a plan for monitoring progress and a procedure for making adjustments.
● Dates for Plan for Improvement progress monitoring. The School Improvement Team will revise and adjust our plan as new data is released
quarterly during our scheduled meeting. The committee will review the data and decide which strategies are effective and which need revising
and move to do so.
o November 2, 2015
o February 1, 2016
o June 6, 2016
OVERALL
● The decrease in achievement in 4th grade Reading may have resulted from only 1 of 2 teachers being Highly Qualified. This decrease has also
resulted in a change of staff positions and a change in hiring practices. Fourth grade classrooms have a lower number of students. Guided
reading and small group instruction has been implemented.
● Third grade math has resulted in a change of staff and the implementation of work stations and Dreambox. Whole group instruction is driven
by the Performance Tasks from the NCDPI Math Wiki.