LEA or Charter Name/Number: New Hanover County … Forms/2017 School Improvement Plan...school shall...

School Improvement Plan 1 of 30 11/9/17

LEA or Charter Name/Number: New Hanover County Schools - 650School Name/Number: Castle Hayne Elementary - 309School Address: 650 Roger Haynes Drive, Castle Hayne, NC 28429Plan Year(s): 2016-2018Date prepared: September 2017

Principal Signature:------- Date

Local Board Approval Signature:------- Date

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

Committee Position* Name

Principal Sam Highsmith

Assistant Principal Beth Scott

Exceptional Children Representative Anthony Corvino

Student Support Representative Candy Robbins

Teacher Assistant Representative Sheryl Eamma

Parent Representative Jessica Haynes, Summer Mehalko, April Hartley

Enhancement Representative Catherine Charles

SIT Chairperson Alison Linkner

Kindergarten Representative Jenni Roberson

1st Grade Representative Marissa Czombos

2nd Grade Representative Kerri McAlarney

3rd Grade Representative Kayla Graham

4th Grade Representative Robb Voetsch

5th Grade Representative Chelsea Litzinger


School Vision and Mission Statements

MissionThrough collaboration, we empower and equip families with resources to increase student achievement.• We provide a positive school climate that supports students in showing integrity and personal responsibility to actively meet

their goals.• We foster students to become independent and collaborative problem solvers.• We encourage and empower students to become lifelong learners equipped to lead in a global and diverse society.• We use data to drive differentiated instruction and help students set and meet individual goals.

Core ValuesThe mission of Castle Hayne Elementary is to work together for all students to achieve success by developing Character, Honor, Excellence and Self-Discipline.


Castle Hayne Elementary - 309 Executive Summary: Instructional Improvement Plan

COMMUNITY BUILDING: CONTENT PLANNING:

Students will be engaged 90% of instructional time.

School wide expectations and a common language are shared and utilized by staff, students and parents.

Parent, staff and student analysis of student data and academic goal setting.

We will engage in partnership building with families and community members to improve student engagement in school through parent education and involvement.

Teachers and staff will use the language of Artisan Teacher when observing one another

Our school community will implement Character Honor Self-discipline Excellence as school wide expectations and language

Teachers will:

base all instruction on North Carolina Standard Course of Study 100% of the time.

utilize researched based instructional strategies in the design of their lesson plans 100% of the time.

select appropriate instructional technology as a tool to enhance student learning.

design differentiated instruction for all students.

develop grade level, common, collaborative integrated plans in conjunction with instructional support staff using the Learning Focused Framework.

design lessons to incorporate the eight most effective instructional strategies in all lessons.

INSTRUCTION: ASSESSMENT FOR LEARNING:

Teachers will:

clearly identify essential questions and criteria for success for every lesson.

facilitate differentiated instruction in a variety of instructional settings.

utilize Daily 5 and Café strategies to improve reading comprehension and fluency

utilize Writing Foundations to improve writing and reading comprehension.

utilize the eight most effective instructional strategies throughout lesson instruction.

implement research-based vocabulary instruction.

utilize best math practices in each math lesson, such as Singapore strategies.

ask questions to promote critical thinking and problem solving throughout the instructional day throughout all settings.

use graphic organizers as a tool to show meaningful thinking.

Students will track specific performance data.

Common grade level assessments will be used to track performance.

Teachers will use various formative assessments to guide instruction daily at least 95% of the time and will analyze that data weekly for instructional decision making using:

DIBELS

TRC

SchoolNet

AIMSweb

DPI K-2 Math assessments

NC Check Ins


utilize the “Acceleration” period for pre-teaching and re-teaching.


Priority Goal 1 and Associated Strategies

School Goal 1:We will exceed growth in ELA.

Supports this district goal: New Hanover County Schools will achieve 85% proficiency as measured by EOG and EOC test results within the next 3-5 years.

SMART Goal (one- to three-year projection)By June of 2018, Castle Hayne students will exceed yearly growth as measured by Reading 3D and EOG scores.

Percent Proficient Growth

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

English Language Arts 47.4 47.2 63 63 61.6 Met Met Met Exceeded

Met

What data supports the SMART Goal above?

2015-2016 ELA Percent Proficient by SubgroupGrade

All American Indian Asian Black Hisp 2/more

races White EDS LEP SWD AIG

2016-2017 ELA Target Goal Percent Proficient by SubgroupGrade



Strengths?We have met growth in reading in every grade level each year. Each year we have met growth in grade K-5 on the mClass assessments. This past year we met growth.

Opportunities For Improvement?We need to focus on exceeding growth.

Information/Data needed that you do not have?Baseline data in reading for all students and all subgroups.

Goal 1 Improvement Strategies – Identify research based strategies whenever possible.

Strategy 1: Strategy:Use Learning Focused Higher Order Thinking Skills to increase the rigor of assignments.


Action steps:

1. Attend monthly PD sessions to learn strategies.

2. Collaborate with grade level members to create plans that incorporate higher order thinking strategies through the use of graphic organizers.

3. Use graphic organizers to monitor and evaluate student progress.

Strategy 2:

Strategy:Use writing to deepen the understanding of reading standards.

Action steps:

1. Teachers will Incorporate summarizing strategies during reading lessons and lessons across subject areas.

2. Teachers will implement writing fundamentals.

3. Students will write from graphic organizers.

Strategy 3:

Strategy:Integrate digital literacies

Action steps:

1. The Media Specialist will provide Professional Development on digital literacies.

2. Teachers will incorporate digital literacy into their ELA block to support student learning.

3. Teachers will utilize the STEAM Center to integrate digital learning.

Identify the measures you will use to determine the effectiveness of the strategy.


A. List the measure(s) the team will use to determine if the strategy was implemented / completed? (Completion Data)

B. List the measure(s) the team will use to determine if the strategy was implemented correctly? (Fidelity)

Measure Reported When Formative Reported When

Summative Measures

Reported When

Classroom Observations

Quarterly Small group anecdotal notes

Quarterly NC EOG June 2018

Grade level data meetings

After benchmarks Analyze whole and small group lesson plans

Quarterly mClass data, AIMS Web data, SchoolNet data

monthly

D. If not successful, what changes will be made? We will revise the frequency of the data reporting to determine how to adjust the strategies being used.



School Goal 2:We will exceed growth in math.


SMART Goal (one- to three-year projection)By June of 2018, Castle Hayne students will exceed yearly growth as measured by EOG (grades 3-5) and County Summative Math Assessment (grades K-2).


2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Mathematics 54.9 61.6 67 70 67 Met Met Met Exceeded

Not Met


2015-2016 Mathematics Percent Proficient by SubgroupGrade



2016-2017 Mathematics Target Goal Percent Proficient by SubgroupGrade



Strengths?We have been focusing on Math Talks and we are using the School Net item bank to create common assessments for data analysis.

Opportunities For Improvement?Our math growth was -5.6 for 2016-2017. We must improve our growth in math by focusing on standards-based teaching.

Information/Data needed that you do not have?We need baseline data from AIMS WebMath and NC Check-Ins.


Strategy 1:Strategy:Use NC Check-Ins data in the 4th and 5th grades and the county math assessments in K-3 to design instruction.


Action steps:

1. Teachers will use formative assessment data to form small groups for instruction.

2. Teachers will progress monitor students' mastery using standards-driven SchooNet assessments.

3.

Strategy 2:

Strategy:Increase the use of Best Practices in Math, including Singapore Math strategies.

Action steps:

1. Teachers will increase the use of Number Talks in their daily math instruction.

2. Grade levels will create a common problem solving acronym for their grade level's problem solving.

3. Teachers will allow the use of calculators and will specifically teach students how to use the functions available for conversions and fact practice.

Strategy 3:

Strategy:Use the MTSS process to support student growth in math.

Action steps:

1. Teachers will use AIMS Web benchmark and progress monitoring data to identify their Tier 1, 2 and 3 students.

2. Teachers will use their 9 week assessments to monitor student growth and intervention success.

3. Support staff will assist with remediation support and Tier 2 interventions.






Summative Measures

Reported When

Observation data Quarterly NC Check-Ins and Quarterly Assessments

Quarterly NC EOG results (3-5)

June 2018

Grade Level Data meetings

Quarterly Classroom exit tickets and grade level common assessments

Quarterly EOY data (K-2)

June 2018

D. If not successful, what changes will be made? We will assess the area of need and adjust instructional strategies as the data indicates a need.



School Goal 3:Castle Hayne will raise Science EOG scores by 5%.


SMART Goal (one- to three-year projection)By June of 2018, Castle Hayne's Science proficiency score will increase by a minimum of 5%.


2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Science 61.8 87.1 70 82 85.9 Met Met Met Exceeded


2015-2016 SCIENCE Percent Proficient by SubgroupGrade



2016-2017 SCIENCE Target Goal Percent Proficient by SubgroupGrade



Strengths?We have improved our proficiency each year. Our teachers use hands on learning and technology to help build background knowledge.

Opportunities For Improvement?Teachers will analyze unit data to form reteaching groups

Information/Data needed that you do not have?Data from benchmark tests will be needed to determine where reteaching needs to happen.


Strategy 1: Strategy:Use Essential Questions based on NC Standards to guide student learning.


Action steps:

1. Teachers will develop essential questions using Learning Focused strategies.

2. Teachers and students will review the essential question daily with students orally and have them posted in the room.

3. By the end of each unit of study, students will answer the essential question in writing to help transfer learning.

Strategy 2:

Strategy:Directly teach academic (Tier 3) vocabulary.

Action steps:

1. Students will use Science Journals.

2. Teachers will pre-teach Science concepts in small groups.

3. Students will get independent practice with Science questions from programs such as Quizlet for each unit of study.

Strategy 3:

Strategy:Build 21st century learning skills into Science instruction.

Action steps:

1. Students will use technology to enhance learning through Virtual Reality and Discovery Education.

2. Teachers will create hands-on learning opportunities for students by unit of study.

3. Mystery Science Explorations will be used for students to support whole-group and small-group learning.






Summative Measures

Reported When

Benchmark Testing 1 per unit (5 units of study) Analysis of benchmark testing data

1 per unit (5 times per year)

EOG Science Test

June 2018

Formative classroom assessments

Weekly Analysis of weekly classroom assessments (exit tickets, check-ins, open ended responses)

Weekly

D. If not successful, what changes will be made?After an analysis of the data, we will change the instructional strategies if students are not successful.


Safe School PlanState Law SL 2011-145 (HB 200) Appropriations Act of 2011, and SL 2011-391 (HB 22) Technical corrections to the Appropriations Act of 2011, requires a school safety plan be developed by each school. The school-level plan must address any safety and discipline concerns of the school.--------

Name and role of person(s) responsible for implementing this plan:

Sam Highsmith, Principal

--------

Statement of Responsibility for the School District Superintendent

The district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate. --------

New Hanover County Schools District Safety/Emergency Operations Plan is available at: (http://www.nhcs.net/crisisplan/)

--------

Statement of Responsibility for the School Principal

The school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts, and providing appropriate disciplinary consequences for disruptive students.--------

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

School personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:

--------

Assistant Principal(s): Beth Scott

Teachers: All

Teacher Assistants: All

Other School Staff: School Nurse, Counselor, School Social Worker

--------

Services for At-risk StudentsThe following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.Consistent use of centralized referral system to immediately track and identify students at risk, MTSS process for behavior management and assistance --------

The following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.School "FIT" team meets bi-weekly and MTSS Team meets weekly.

--------

The following services are provided to students assigned to an alternative school or an alternative learning program.


--------

The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)--------

The following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures. (Alternative Learning Programs).Target: School-Wide Discipline Plan

Target: Referral System/Data

--------

The following planned or recently completed professional development aligns with the goals of our safe school initiative:

--------

Professional Development Planned/Completed

CPI: Crisis Prevention Institute Aug-18

Marvin Marshall's Zones of Regularion- Differentiated PD August 2017- August 2018

--------

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded Amount of Funding Source of Funding


Title I School-wide Compliance Review and Plan

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements.

Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

Priority Goal 1 Priority Goal 2 Priority Goal 3

Strategy 1

Teachers use Learning Focused lesson planning



Strategy 2Teacher use Writing Fundamentals

Teachers use Singapore Math: Number Talks, CPA, Problem Solving

Staff incorporate STEAM Lab into instruction

This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:

Strategy 3 Teachers teach Digital Literacies

Staff and PTA to hold a School-Wide Math Night

Students use hands-on Science kits

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:

Our school-wide reform focuses on the Learning Focused framework for planning, teaching, and learning environment as well as the use of 21st century practices.

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.



Strategy 1

Training on Learning Focused lesson planning and Higher Order Thinking



Strategy 2Teachers incorporate digital literacies

Teachers incorporate digital literacies

Students will take Science-based field trips to build background knowledge: Sea Scholars, Reach for the Stars, Masonboro Island, Aquarium, Farm, Forces and Motion at the Museum


Strategy 3 Staff earn NHC Credentials for AIG

Integration of Math into the arts

Integration of Science standards into the arts


Our teachers are using data to increase proficiency and ensure growth.

High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.



Strategy 1

Training in Learning Focused Higher Order Thinking



Strategy 2

Training in Leveled Literacy Instruction and Writing Fundamentals

Training in March Cook Math and Math Best Practices

Training in how to use the STEAM Lab to increase student inquiry


Strategy 3

Training in Digital Literacies: Reading A-Z, Tumblebooks, RAZ Kids, Storyline

Training in Digital Literacies: TenMarks, Front Row, SchoolNet

Training in Digital Literacies: Discovery Education, Mystery Science, Science Techbook


We provide opportunities for teacher led and differentiated professional development. Teachers are trained in school-wide initiatives and individual teacher needs based on what will benefit their students.

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.


Strategy 1Teacher-led Professional Development

Teacher-led Professional Development

Teacher-led Professional Development

Strategy 2 Opportunities for leadership

Opportunities for leadership

Opportunities for leadership


Strategy 3 Site-based decision making

Site-based decision making

Site-based decision making


Monthly Family Involvement nights help to create a positive culture within our school so that perspective teachers are interested in working at Castle Hayne. We also have a partnership with UNCW's Education Department and welcome interns and Field Experience students each semester. Our partnerships with Henry the Reading Dog and Paws for People also attract quality teachers.


Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Strategy 1

Hold school-wide events: Curriculum Night and Book Fairs

Hold school-wide events: Math Night and Curriculum Night

Hold school-wide events:Science Night and Solar Eclipse party

Strategy 2Request Summer Library each year at Castle Hayne

Encourage parents to work with their children in Math by providing website links and newsletters for them to reference at home

Provide after school student events: Science Olympiad and SeaPerch


Strategy 3

Promote Watch DOGS and Mighty MOMS for parents to be involved

Promote Watch DOGS and Mighty MOMS for parents to be involved

Provide opportunities for parents to work with their children through Science Fair participation


We send newsletters, phone call alert messages, social media posts and text messages with updates and information to our parents. We strive to do all of these in multiple languages. Our website is continually updated. We involve parents through initial conferences, school improvement team representation, PTA membership and fundraising. We have added the Watch DOGS and Mighty MOMS program. Parents volunteer strategically throughout the school on a daily basis. We provide differentiated opportunities for parents to help their children excel in school. We offer monthly opportunities for families to come together outside of school to interact with one another.

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.



Strategy 1 Kindergarten Screening

Kindergarten Screening

PreK students visit the STEAM Center

Strategy 2

We have a Federal PreK class where the teachers conduct home visits

Bilingual Parent Liaison funded through Title I

Community involvement in Science Night and Solar Eclipse party


Strategy 3"Raise a Reader" program for PreK students

PreK Tours for parents and students


We provide Kindergarten Parent Orientation and Kindergarten Social prior to school beginning.

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


Strategy 1

Teachers analyze BOY and MOY data to determine strategies

Teachers analyze BOY and MOY data to determine strategies

Teachers determine the assessments they will use to monitor Science growth

Strategy 2

MTSS Tier 1, 2, 3 is conducted within grade levels and with the MTSS leadership team

MTSS Tier 1, 2, 3 is conducted within grade levels and with the MTSS leadership team


Strategy 3

Bimonthly grade level data reviews to determine intervention strategies, common assessments, and formative assessments to be used

Bimonthly grade level data reviews to determine intervention strategies, common assessments, and formative assessments to be used


We provide professional development in administration of assessments and analysis of data. Teachers modify instructional strategies based on student need as indicated by data.


Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.


Strategy 1 Use common assessments

Use common assessments

Use common assessments

Strategy 2

Common Accel time built into each grade level's schedule




Strategy 3

Title I tutors scheduled based on grade level needs




Based on data, teacher assistants and tutors teach through differentiated small group instruction. Aligned interventions are generated through the Multi-Tiered System of Support. Students who experience difficulty obtaining proficiency, based on assessment data, are provided additional time and resources.

Coordination and integration of Federal, State, and local services and programs: Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.


Strategy 1

Title I funds used for research based instructional materials

Title I funds used for research based instructional materials

Model STEAM Center for all NHCS Teachers and schools to learn and grow.

Strategy 2

Title I funds used for teaching positions to lower class size




Strategy 3

Participate in CEP (Community Eligibility Program) so all students receive nutritious meals for breakfast and lunch.




We are a school-wide Title One program. We use the local, state, and federal funding and services school-wide.


Compliance Review and Plan for Schools in Title I School Improvement

Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.

Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.


Strategy 1

Strategy 2This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right: Strategy 3


Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.


Strategy 1




School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.


Strategy 1



Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Strategy 1



Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Strategy 1



Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.



Strategy 1




Authoratative Data Source

North Carolina State Standardized Test Results

Reading(Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17

Percent of Students Achieving Performance Level Percent of Students Achieving Performance LevelGroup/GradeLevel Level I Level II Level III Level IV Level V Level I Level II Level III Level IV Level V

All 18.7 18.0 11.6 39.8 12.0 18.5 19.9 13.9 38.1 9.6

3 25.5 17.3 6.1 38.8 12.2 14.3 28.6 6.1 36.7 14.3

4 11.0 14.3 18.7 42.9 13.2 - - - - <5All---

5 18.9 22.1 10.5 37.9 10.5 16.3 14.1 17.4 41.3 10.9

3 30.8 15.4 7.7 30.8 15.4 - - <5 - -

4 7.7 23.1 15.4 46.2 7.7 - - <5 - -

5 23.5 23.5 17.6 29.4 5.9 28.6 7.1 21.4 35.7 7.1Black-

3-8 20.9 20.9 14.0 34.9 9.3 28.0 26.0 8.0 30.0 8.0

3 - - - - <5 20.0 40.0 7.5 27.5 5.0

4 22.6 19.4 22.6 29.0 6.5 - - - - <5

5 21.2 24.2 12.1 33.3 9.1 25.7 17.1 17.1 34.3 5.7EDS---

3-8 25.5 23.6 12.7 31.8 6.4 - - - - <5

3 26.4 15.1 5.7 39.6 13.2 - - <5 - -

4 6.5 17.4 10.9 50.0 15.2 26.7 13.3 17.8 35.6 6.7

5 8.3 25.0 8.3 47.9 10.4 8.5 19.1 19.1 40.4 12.8Female

3-8 14.3 19.0 8.2 45.6 12.9 15.4 21.5 12.8 39.6 10.7

3 - - - - <5 30.0 25.0 5.0 35.0 5.0

4 - - <5 - <5 - - - - <5

5 - - - - <5 - - - - <5Hispanic

3-8 - - <5 - <5 - - - - <5

Male-- 3 24.4 20.0 6.7 37.8 11.1 17.1 26.8 9.8 29.3 17.1


Reading(Multiple Choice, NC Extend 1 and NC Extend 2)

Group/GradeLevel

2015-16 2016-17

Percent of Students Achieving Performance Level Percent of Students Achieving Performance Level

Level I Level II Level III Level IV Level V Level I Level II Level III Level IV Level V

4 15.6 11.1 26.7 35.6 11.1 - - - - <5

5 29.8 19.1 12.8 27.7 10.6 24.4 8.9 15.6 42.2 8.9

3-8 23.4 16.8 15.3 33.6 10.9 22.0 18.2 15.2 36.4 8.3

3 - - - <5 - - - <5 - -

4 - - - - <5 - <5 <5 - -SwD---

3-8 - - - - <5 - - <5 - -

3 19.0 17.2 6.9 43.1 13.8 <5 - <5 - -

4 5.0 13.3 18.3 48.3 15.0 - - - - <5

5 13.6 16.9 10.2 44.1 15.3 8.8 10.5 17.5 47.4 15.8White-

3-8 12.4 15.8 11.9 45.2 14.7 10.1 17.6 15.7 43.4 13.2

Summary of Findings Based on Student Performance:


Mathematics(Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17


All 13.7 16.2 8.1 35.2 26.8 13.1 19.9 6.7 42.2 18.1

3 12.2 10.2 13.3 38.8 25.5 12.2 16.3 12.2 44.9 14.3

4 7.7 15.4 5.5 37.4 34.1 - - <5 - -All---

5 21.1 23.2 5.3 29.5 21.1 - - <5 - -

3 15.4 23.1 15.4 23.1 23.1 11.5 23.1 19.2 38.5 7.7

4 - - <5 - - - - <5 - -

5 - - <5 - - - - <5 - -Black-

3-8 - - <5 - - 12.0 26.0 10.0 42.0 10.0

3 17.4 13.0 17.4 34.8 17.4 - - - - <5

4 16.1 29.0 6.5 35.5 12.9 - - <5 - -

5 - - <5 - - 20.0 17.1 5.7 45.7 11.4EDS---

3-8 19.1 22.7 10.0 33.6 14.5 22.5 23.3 6.7 41.7 5.8

3 11.3 13.2 17.0 30.2 28.3 14.0 14.0 8.8 45.6 17.5

4 8.7 10.9 6.5 41.3 32.6 - - <5 - -

5 16.7 16.7 6.3 39.6 20.8 - - <5 - -Female

3-8 12.2 13.6 10.2 36.7 27.2 - - <5 - -

3 15.8 5.3 15.8 42.1 21.1 - - - - <5

4 - - <5 - - 29.4 23.5 11.8 29.4 5.9

5 - - <5 - <5 - - <5 - -Hispanic

3-8 18.6 16.3 7.0 44.2 14.0 24.5 18.4 8.2 42.9 6.1

3 13.3 6.7 8.9 48.9 22.2 9.8 19.5 17.1 43.9 9.8

4 - - <5 - - - - <5 - -

5 - - <5 - - 13.3 22.2 6.7 31.1 26.7Male--

3-8 15.3 19.0 5.8 33.6 26.3 13.5 23.3 9.0 37.6 16.5

3 - - - <5 - - - - - <5SwD---

4 30.8 23.1 15.4 15.4 15.4 - - <5 - -


Mathematics(Multiple Choice, NC Extend 1 and NC Extend 2)

Group/GradeLevel

2015-16 2016-17

Percent of Students Achieving Performance Level Percent of Students Achieving Performance Level

Level I Level II Level III Level IV Level V Level I Level II Level III Level IV Level V

5 - - <5 - <5

3-8 55.3 18.4 10.5 7.9 7.9 47.2 27.8 5.6 13.9 5.6

3 10.3 6.9 13.8 43.1 25.9 8.7 15.2 8.7 45.7 21.7

4 6.7 6.7 6.7 40.0 40.0 - - <5 - -

5 15.3 25.4 6.8 22.0 30.5 <5 - - - -White-

3-8 10.7 13.0 9.0 35.0 32.2 8.8 20.8 5.0 40.9 24.5



Mathematics & Reading Composite / EOG Composite(Multiple Choice, NC Extend 1 and NC Extend 2)

2016-17 EOG Composite 2016-17 EOG Composite

Percent of Students Achieving Performance Level Percent of Students Achieving Performance LevelGroup/GradeLevel Level I Level II Level III Level IV Level V Level I Level II Level II Level IV Level V

All--- All

Hispanic 3



Science(Multiple Choice, NC Extend 1 and NC Extend 2)

2015-16 2016-17


All - - <5 - - 6.5 7.6 10.9 38.0 37.0All---

5 - - <5 - - 6.5 7.6 10.9 38.0 37.0

5 17.6 11.8 5.9 47.1 17.6 <5 - - - -Black-

All 17.6 11.8 5.9 47.1 17.6 <5 - - - -

5 - - <5 - - - <5 - - -EDS---

All - - <5 - - - <5 - - -

5 - - <5 - - <5 <5 - - -Female

All - - <5 - - <5 <5 - - -

5 - - <5 - - 16.7 16.7 16.7 33.3 16.7Hispanic

All - - <5 - - 16.7 16.7 16.7 33.3 16.7

5 - - <5 - - 8.9 13.3 11.1 33.3 33.3Male--

All - - <5 - - 8.9 13.3 11.1 33.3 33.3

5 - - <5 - -SwD---

All - - <5 - -

5 - - <5 - - <5 - - - -White-

All - - <5 - - <5 - - - -


2017-2018 Parent Involvement Policy Castle Hayne Elementary

The Mission of Castle Hayne Elementary is to work together for all students to achieve success by developing their 21st century skills. We believe it is vitally important for the school and parents to work together in order to help our students achieve success. We support the New Hanover County Schools District-Wide Parent Involvement Plan (Policy 9060 on the NHC School Board web page). In an effort to keep parents involved and informed, Castle Hayne Elementary will provide Family-School Compacts for each student and will communicate regularly through newsletters, school and teacher websites, flyers, phone alerts, emails and text messages. In the spring, a Parent Survey is sent home with each student to provide an opportunity for evaluation, feedback, requests, and suggestions. Our goal is to use the information from the responses to make our school better for everyone. We work closely with UNCW and other members of the community to provide information and translators for those families who may need that resource. Castle Hayne Elementary invites all parents to attend our School Improvement Team meetings. This year they are scheduled for September 27th, February 21st, and June 6th. All meeting will be held in the school Media Center beginning at 3:00pm. Each meeting will focus on our school data and how we are working to meet the needs of our students. At these meetings we will also update parents on our Title I funds and how they are being used to our students’ advantage. In addition to the open meeting policy, there are three elected parent members to the School Improvement Team with full voting rights. The first week of September a nomination form is sent home with every student, inviting parents to consider nominating themselves or someone else to be on the ballot as a voting member of the SIT. An election is held by secret ballot at the first PTA meeting. This year, Castle Hayne Elementary has a Title I Parent Information Meeting scheduled for September 21, 2017 at 6:00pm to share with parents the current school data, what it means to be a Title I school, and plans for spending in a way that best helps our students. Castle Hayne Elementary invites parents to participate in our Watch DOGS and Mighty MOMS volunteer programs, Grade Level Curriculum Nights, Student Performances, Coffee with the Principal, and other monthly special events for our parents and families.

Castle Hayne Elementary: Title I Family Involvement Events Date Time Event Description

AUGUST

8/21 Solar Eclipse Party Families are invited to join the STEAM specialist

8/23 Open House 5:00-7:00 Families come CHES to “Meet-the-Teacher” and tour the school

SEPTEMBER

9/21 Title I PTA mtg and Curriculum Night 5:00-7:00

Parents are informed of CHES being a Title I school; Vote for Parent Representatives on the School Improvement Team; enjoy dinner together; visit their child’s classroom to learn about grade level curriculum- 2 sessions will be offered

OCTOBER

10/5 Watch DOGS and Mighty MOMS Kickoff Book Fair

Parents wishing to volunteer during the school day will have dinner and an informational meeting and sign up based on their availability

10/25 McTeacher’s Night Staff members work the cash registers and food line at McDonald’s while families enjoy dinner

NOVEMBER

11/3 Fall Fest 4:30-6:30 CHES community enjoys games and fellowship after school together

11/16

K-2 Thanksgiving Feast Revised lunch schedule

Families join their K-2 child for lunch in the cafeteria

DECEMBER

Friday, 12/1 or 12/8 Undecided

12/5 CHES night at Islands on Market St

Families eat together to raise funds for CHES

12/14

3-5 Winter Feast Revised lunch schedule

Families join their 3-5 child for lunch in the cafeteria

JANUARY 1/16 Boosterthon Pep Rally This pep rally motivates students to help reach a common goal for the school. Last year the focus was on purchasing a shade structure for the playground.

1/25 Boosterthon Fun Run Students run laps to help with fundraising for something they will directly benefit from in the school.

FEBRUARY 2/9 Daddy Daughter Dance Dads/father figures and daughters enjoy time together

2/22 Cultural Night

MARCH

3/15

Book Fair and Literacy Night

Parents can access the Book Fair and also learn about their child’s literacy instruction through classroom visits.

3/ Mother/Son Bowling Moms and sons enjoy some time together bowling with other moms and sons.

APRIL

4/12 Science Night GE’s Science Night stations are set up for students and families to explore Science, Technology, Engineering, and Math

MAY 5/ Fun Day Movement and team building stations are set

Scheduled by PE Teacher; TBD

up on the playground for CHES students

LEA or Charter Name/Number: New Hanover County … Forms/2017 School Improvement Plan...school shall...

Documents

Transcript of LEA or Charter Name/Number: New Hanover County … Forms/2017 School Improvement Plan...school shall...