School Improvement Plan - Charlotte-Mecklenburg...

School Improvement Plan

2014-2015 2013-2014 through 2014-2015

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

Draft Due: September 26, 2014 Final Copy Due: October 24, 2014

2014-2015 Huntersville Elementary School Improvement Plan Report

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Huntersville Elementary Contact Information

School: Huntersville Elementary Courier Number:

420

Address:

200 Gilead Rd Huntersville, NC 28078

Phone Number: 980-343-3835

Fax Number: 980-343-3849

Learning Community North School Website: http://schools.cms.k12.nc.us/huntersvilleES/Pages/Default.aspx

Principal: Jeffrey Ruppenthal

Learning Community Superintendent: Matt Hayes

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

Committee Position Name Email Address Date Elected

Principal Jeff Ruppenthal jeffrey.ruppenthal@cms.. Aug.

2014 Assistant Principal Representative Stephanie Ennis Stephanie.ennis@cms... Aug. 2001 Teacher Representative Jennifer Goonan Jenniferj.goonan@cms. Aug. 2012 Teacher Representative Jennifer Johnson Jenniferm.johnson@cms... Aug. 2013

Teacher Representative Bethany Giesler Bethanya.giesler@cms... Aug. 2013

Teacher Representative Amanda Gehling Amandaa.gehling@cms... Aug. 2013

Teacher Representative Jamie Griggs Jamier.griggs@cms.. Aug. 2013

Inst. Support Representative Jamie Griggs Jamier.griggs@cms... Aug. 2012

mailto:Amandaa.gehling@cms

mailto:Jamier.griggs@cms


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Teacher Assistant Representative Tracy Russell Tracy.russell@cms..... Aug. 2012 Parent Representative Denise Cusick [email protected] Aug. 2011 Parent Representative Elisa Considine [email protected] May 2013 Parent Representative Amy Hutchison [email protected] Aug. 2012 Parent Representative Joanna Kunz [email protected] Aug. 2013 Parent Representative Sonika Sengal Sep. 2014 Parent Representative Sonnet Bonelli Sep. 2014

Vision Statement

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

School: We, at Huntersville Elementary will collectively, as a school, develop ways to motivate our students to learn. We will model respect and courtesy at all times and monitor the behavior of students to ensure an optimal climate for learning. We will improve daily/weekly planning and work as teams at each grade level to better facilitate instruction. We will provide a caring and nurturing environment to ensure students reach their full potential.

Mission Statement

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

School: Huntersville Elementary is a learning place of high expectations where students, staff, parents and the community work toward the common goals of academic excellence, positive self-esteem, personal responsibility and respect for self and others. We will challenge the individual to reach his/her full potential within a safe and supportive environment.

Huntersville Elementary Shared Beliefs Caring and inclusive environment

Character Education Academic and Emotional Needs Addressed


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Emphasis on Safety Supportive Environment/Risk Taking for students Family Atmosphere and Involvement Encouragement and Support of Teachers Challenging Curriculum

Celebration of Creative Teaching and Learning Differentiated/Instruction High Expectations at School and at Home Encouraging Independence for Learners

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

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

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

• Increase average growth by 10% in Reading for all K-2 students as measured by MAP from 78% at or above grade level to 85% , and for all 3-5 students from 74.9% to 85% as measured by 2014-15 EOG scores.

• Increase proficiency in reading for all students in our lowest perfroming subgroups: Increase the proficiency for our 3-5 EC students from 34.4% to 50% as measured by EOG scores and raise our average % of Hispanic students at or above grade level from 56% to 66% as measured by MAP.


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Huntersville Elementary Assessment Data Snapshot


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Huntersville Elementary Profile Huntersville Elementary is located on one of the main streets in the older section of the historic town of Huntersville in northern Mecklenburg County near Lake Norman. The K-5 program is currently staffed by 2 administrators, 33 classroom teachers, 8 teacher assistants and 18 support staff who address the academic, social and emotional needs of all students. Other full-time employees include 2 secretaries, 3 custodians and 6 cafeteria staff. Huntersville Elementary School has a student population comprised of 730 students in grades K through 5. Racial composition is approximately 67% White, 13% Black, 17% Hispanic, 5% Asian and 5% other. The Exceptional Children’s Programs include 70 students identified as educationally disabled, excluding speech impaired. Huntersville Elementary serves approximately 63LEP students. In addition, the school has 3 SAC classes with 24 children currently enrolled in the self-contained classrooms. Huntersville has 5 Kindergarten classes, 6 First Grade classes, 5 Second Grade classes, 6 Third Grade classes, 6 Fourth Grade classes and 5 Fifth Grade classes. Huntersville follows the state curriculum in all areas. A supplemental math program, Excel Math, is used in grades 2-5 for an additional 30 minutes daily, providing reinforcement and challenge of skills such as computation and multiple-step problem solving. Students are flexibly grouped for math and reading, allowing targeted skills to be addressed at individual students’ performance level Our teachers have recently been trained and are demonstrating SIOP and Cooperative Learning strategies This year Huntersville is implementing the Balanced Literacy model in all grades K-5. . The catalyst model of the Talent Development Program provides opportunities for many students to experience a more challenging curriculum, and technology and co-curricular activities such as Chess Club, Book Club, Odyssey of the Mind and Math Olympiad also support our strong instructional focus. A major strength at Huntersville is the high level of parental involvement, which is coordinated through the PTA and SLT. These volunteers serve in many roles and are always looking to improve Huntersville Elementary. Staff, families and community demonstrate an outstanding commitment to the education of Huntersville students. Huntersville Elementary earned ‘Expected Growth’ on the 2013-14 EOGs. In Reading, 75% were proficient in Grades 3-5 and 84.1% were proficient in Math. 83.5% of 5th graders were proficient in Science. The staff survey indicated that differentiating of instruction to meet the needs of students is a definite strength (100%). The survey also indicated that 100% of staff agreed that the principal had high expectations of them and that they were held accountable for student achievement. A safe environment for students and staff is also recognized (100%). The Family Survey indicates that 91% of families believe the school keeps them informed and 93% believe their teachers have high


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expectations for their children. Ninety eight percent feel their children are safe and 98% feel that homework challenges their children. Huntersville Elementary School has 55 certified positions on staff, including 2 administrators, 1 licensed counselor and 1.5 speech pathologists. All are degreed. Twenty percent of staff hold National Board Certification, and 40% have advanced degrees (Masters or higher). All hold the status of highly qualified as designated by No Child Left Behind. The teaching staff is geographically diverse with all regions of the United States represented.


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Strategic Plan 2018: For a Better Tomorrow Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

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

III. Access to rigor IV. Closing achievement gaps

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

I. Proactive recruitment II. Individualized professional development

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

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

I. Family engagement II. Communication and outreach

III. Partnership development

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

I. Physical safety II. Social and emotional health

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

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

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

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

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

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

Strategic Plan Focus Area: Retention/quality appraisals Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used: Teacher Survey, Retention rates

Strategies (determined by what data) • Task • Task • Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) • Interim

Dates

1. Ensure that all teachers receive a duty-free lunch period daily. Create time in master schedule/lunch schedules Hire lunch monitors and schedule teacher assistants to supervise cafeteria

Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal

Master Schedule

HR – Lunch Monitors

Principal Teacher Assistants Lunch Monitors

August 2014 –June 2015 October 2014 January 2015 May 2015


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SMART Goal (2): Duty Free Instructional Planning Time

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

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

Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3

At/Above Grade Level in Reading/Writing Grade 7





Data Used: EOG, MAP Reading 3D, common assessments





Personnel Involved


Dates

1. Ensure that all teachers receive at least 45 minutes of daily planning time during the school day. Master schedule will reflect common grade level planning time Common Planning time occurs while students are in their Special Area classes. Use of assistants to cover classes


Student data will show significant growth on identified goals. walk-thru data and documented observations

Time

Principal, Asst. Principal, Assistants; Special Area teachers

August 2014–June 2015 October 2014 January 2015 May 2015


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2.Provide additional common planning time for data analysis (half of a day per quarter (4 hours x 4 quarters = 16 additional hours). Adjust special areas schedule for coverage Request support Personnel to attend (ie. EC, ESL, etc.)


Student data will show significant growth on identified goals. master schedule as documentation of push-in, sign-in sheets and materials used for PD sessions,

Professional Development funds $1000

Teachers, Substitutes Assistants Special Area teachers


SMART Goal (3): Anti-Bullying / Character Education

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

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

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency







Data Used: Disciplinary Data Collection Report, discipline referrals, Student Survey





Personnel Involved


Dates

1. Bully Liaison / Bully-prevention Continue monthly guidance lessons for all grade levels. Communicate the on-going

Brittney Alexander, Guidance Counselor

Reduction of office referrals by 5%. Student Survey will evidence that students feel safe.

School and PTA funds ($200)

Guidance Counselor Admin. Classroom

August 2014 –June 2015 October 2014 January 2015


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expectations to staff and students Recognize good student role models in school.

Stephanie Ennis, AP

Increase student awareness of positive character and bully awareness and prevention during Morning News Show.

teachers School Psychologist

May 2015

2. Character Education Continue Quarterly Student Recognition Assembly.

• 3rd – 5th grade will include Honor Roll, AR Goals, Character Trait Recognition

• K – 2nd will include awareness of character traits and recognition of classes who earn ribbons for good character

• Character traits recognized on morning news show and bulletin boards.

Stephanie Ennis, AP

Student Survey will evidence that students feel safe. Increase student awareness of positive character and bully awareness and prevention during Morning News Show. Students will recognize positive character traits through our Buddy Compliment Bulletin Board.

School funds PTA funds ($1200)

Classroom teachers Character committee Media Specialist Parent Volunteers Admin PTA


3. Healthy Active Child 30 min. Students will have structured recess time to increase activity level Morning News Show incorporates three active exercises daily. Classroom Brain Breaks Weekly PE classes

Jeff Ruppenthal, Principal Jamie Griggs, PE Teacher

Student engagement and performance on PACER tests will show positive student growth and outcomes.


PE teachers Classroom teachers Morning News Show PE teachers


4. School Health Team School Health Team will meet periodically. Girls Running Club Staff training on Diabetes, OSHA, Epi pen, etc. Notification to teachers of students

Laura Divelbiss, Nurse

Student and staff absences will decrease Meeting agenda/presentation materials/minutes or lesson plans


School Health Team Teachers Nurse Guidance Counselor



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with severe food allergies and health conditions

SMART Goal (4): Increase average growth by 10% in Reading for all K-2 students as measured by MAP from 78% at or above grade level to 85% , and for all 3-5 students from 74.9% to 85% as measured by 2014-15 EOG scores.

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








Data Used: 3-5 EOG, 3rd BOG, MAP and Reading 3D assessments





Personnel Involved


Dates

1.Faciliate the use of 21st Century Teaching Practices in lesson planning.

• Use of curriculum and materials to meet higher order thinking skills through Common Core and

Jeff Ruppenthal, Principal Stephanie Ennis, Assistant

Lesson Plans will evidence use of 21st Century teaching practices, Balanced Literacy components, and use of technology in teaching Grade Level Minutes

ADM school Funds $10,000

Principal, Asst. Principal, Literacy Facilitator, TD Teacher,

August 2014 –June 2015 October 2014 January 2015


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Essential Standards • Create and use Common

Assessments across grade levels to help determine which students need remediation or enrichment.

• TD teacher will collaborate with PLC teams to enrich the curriculum

• Professional Development for Balanced Literacy and Personalized Learning with Technology Integration

• Flexible grouping in Grades 3-5 that reflect ongoing data analysis

Principal Shannon Staton, Literacy Facilitator Sabrina Walters, TD teacher

Reading 3D scores for K-3 and MAP and Lexile scores in grades 2-5 Common Assesment Data PD agendas, presentations Powerschool class rosters and Class Data

EC Teacher, Classroom Teachers, Assistants;

May 2015

2.Train and coach all teaching staff and best teaching practices through the implementation of Balanced Literacy.

• Classroom teachers will attend Summer Institute courses

• Ongoing PD for Balanced Literacy

• Weekly grade level planning with Literacy Facilitator

• Master Schedule will reflect daily blocks of time for

Shannon Staton, Literacy Facilitator Administrators

Lesson Plans will evidence use of Balanced Literacy components PD Agendas, presentations and Attendance logs Grade Level Minutes Master Schedule

CMS PD and summer stipends for teachers School Funds

Principal, Asst. Principal Literacy Facilitator



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Balanced Literacy • Walkthroughs and

observations during Literacy block

Walkthrough and Observation feedback

3.Integrate Technology into daily teaching practices

• Students have access iPads, Chrome Books, desktops, or other personal learning devices for research, work products, projects, etc.

• Students have weekly access to Chrome books in the Media Center and desktops in the Computer Lab for new learning experiences

• Incorporate Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. into teaching practices.

Jeff Ruppenthal, Principal Stephanie Ennis, AP Cindy Callahan, Media Specialist Technology Associate

Weekly lesson plans for classroom teachers, Media Specialist and Computer Teacher Student Data from Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. Google Doc collaboration

PTA funds School funds

Principal Asst. Principal Media Specialist Technology Associate Classroom teachers


4. Provide Reading Remediation blocks of time in the Master schedule.

• every grade level K-5 • an additional Read To

Achieve block of

Jeff Ruppenthal, Principal Stephanie Ennis,

Master Schedule will evidence at least 45 minutes of time for Reading Remediation for each grade level

School Funds

Administration, Literacy Facilitator, Reading Teacher,

August 2014 –June 2015 October 2014 January


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Remediation for 3rd grade • Decrease student:teacher

ratio in every Literacy block during IDR through Inclusion teaching with EC teacher, ESL teacher and/ or Instructional Assistants

Assistant Principal Kim Ring, Reading Teacher

Assistant Schedule will evidence that every teacher has support in their Literacy block.

EC Teachers, ESL teachers, Classroom Teachers, Assistants

2015 May 2015

SMART Goal (5): Increase proficiency in reading for all students in our lowest perfroming subgroups: Increase the proficiency for our 3-5 EC students from 34.4% to 50% as measured by EOG scores and raise our average % of Hispanic students at or above grade level from 56% to 66% as measured by MAP..

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








Data Used: 3-5 EOG, BOG, MAP, Reading 3D, Common Assessments Strategies (determined by what data)

• Task • Task • Task (PD)




Personnel Involved


Dates

1.Monitor LEP student test data to determine instructional needs

• Use of WAPT scores, Access and WIDA data to

Nalda Seidman, LEP

LEP students will show expected growth as measured by the MAP.

School funds

Administration

August 2014 –June 2015 October


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identify tiers of support and create LEP support schedule to serve students at each tier.

• Use of Avenues curriculum and Inclusion model where possible.

• Continue with the Backpack Ministry (weekend food) with Davidcon United Methodist Church and The Vineyard to meet the growing needs of our LEP population

• Use of Portfolios for 3rd grade students identified for Read to Achieve

• Use of iPads and desktops for educational apps

Chair Terri Lockwood, ESL teacher Brittany Alexander, School Counselor Shannon Staton, LF

Proficiency levels as measured by the W-APT will increase by at least one level Lesson plans will evidence intentional teaching strategies for our students needing Remediation Portfolios

Local Church Assistance

LF Reading teacher ESL teachers Guidance Counselors

2014 January 2015 May 2015

2.Monitor EC students test data to determine instructional needs:

• Adjust IEP goals as needed • Monitor and use data from

all assessments to determine areas of difficulty needing more individualized instruction

• Use of specialized programs in the Resource classrooms such as

Dominque Wright and Stephan Bill, EC teachers

EC students will show 10% growth as measured by the MAP scores and 3D scores and proficiency score will increase from 34% to 50% on EOGs.

EC funds

Administration, EC teachers Regular Ed teachers LF Teacher



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NumberWorlds, Orton-Gillinham, Touch Math, Letterland, etc. to best meet individual student needs.

• Inclusion classes for 4th grade Literacy and 5th grade Math for EC students showing proficiency

• Provide planning time for EC teachers and regular education teachers

• Use of iPads and desktops for ecuational apps

Lesson plans will evidence intentional teaching strategies for our EC students needing Remediation.


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Mastery Grading Procedures Plan – Required for All Schools Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment

for every child to graduate college- and career-ready. Strategic Plan Focus Area: Academic growth/high academic achievement Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7





Data Used: MAP, SchoolNet Common Assessments, DIBELS/Reading 3D, CASE, EOG’s





Personnel Involved


Dates

1. Common assessments • Pre- and post- assessments

created in School Net aligned to objectives

Shannon Staton – Lit. Facilitator

Data will demonstrate student mastery of objectives

N/A Classroom teachers


2. Data disaggregation • “Data Mondays” utilized on a

weekly basis to identify students in need of remediation/enrichment

• Grade level “data days” – ½ day data planning sessions - Utilize MAP, DIBELS Reading 3D, SchoolNet and CASE data points

Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -

Data will determine flexible based grouping – Assessment data will indicate high student growth – MAP, CASE, EOG’s

School based funds will pay for CASE assessments

Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers

August 2014 –June 2015 October 2014 November 2014 January 2015 April 2015 May 2015


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3. Flexible grouping • 3-5 students are flexibly

grouped for literacy and math – determined by 3 data points

• K-2 students are flexibly grouped within the homeroom class

• Reading Teacher will work with lowest performing small student groups


Assessment data will indicate high student growth – MAP, CASE, EOG’s

Trade LEA for 1 Reading Teacher

Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers


4. Additional learning opportunities

• Students who score a grade less than 84% on formal assessments will have an opportunity for a retest with the highest value of the recorded grade an 84%

• Reteach opportunities will be given to students in literacy and math who score below 84% on formal assessments


Students formal assessment grades Report card grades

N/A AG Teacher EC Teachers ESL Teachers Classroom Teachers


5. Late and make-up work • Our policy will be consistent

with the CMS Elementary Grading Policy. Students will receive 10 points off on any assignment for each day it is turned in late. The lowest


Teacher grades in Power School


August 2014 –June 2015 October 2014 November 2014 January 2015


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score entered should be a 50. Students who are absent from class (excused or unexcused) have 5 days to turn in an assignment from the day they return.

April 2015 May 2015

6. Grade reporting • Grades must be put in to

PowerSchool within 7-10 days of the task completion.

• If a child scores an 84 or lower they are allowed to re-test in that area (after a teacher or TA led re-teach). The child should receive the higher of the 2 scores. This score CAN NOT be higher than an 84. This is CMS policy. This policy pertains only to 3-5 literacy, 3-5 math and 5th science. Teams will decide when reteaching will occur and will provide the schedule to the grade level administrator.


Teacher grades in Power School




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Huntersville Elementary - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

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

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

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

3. Please state how the waiver will be used.

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

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

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


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