comprehensive needs assessment school: ballentine · pdf file• case 21 benchmark...

School Improvement Plan
Comprehensive Needs AssessmentSchool: Ballentine ESPlan Year 2014-2016
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DataComponents Areas of Strengths Areas of Concern
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In the past 2 years, overall proficiency in reading is higher or within one pointof the county performance. In reading, 4th grade has exceeded growth for the3 year average.
Over the past 2 years, the number of level 3 kids increased overall in math. Inmath, 4th grade exceeded growth for the 3 year average.
Over the past 2 years, 5th grade science proficiency has been comparable toWCPSS & Wake Southern. Science proficiency increased by 4 points from2012-13 to 2013-2014. All 4 AMO targets were met in science.
In reading, levels 1 & 2 have increased over the past 2 years. Over the past 2 years,the amount of students reaching AMO targets has decreased from 60.2% to 53.3%. Subgroups not meeting AMO targets over the past 2 years are Hispanic, EconomicallyDisadvantaged, Limited English Proficient, and Academically Gifted. 5th grade has metexpected growth in reading, but has a negative growth index. Limited English Proficientis the biggest area of concern for not meeting AMO targets, as they were 15.9 below thetarget.
5th grade math did not meet expected growth for 2013-2014. 5th grade math wentfrom 2.8 to -3.7 in the growth index. In 2012-2013, math proficiency was above WCPSS& Southern Area, but is 2-3% below WCPSS & Southern in 2013-2014. Hispanic,Economically Disadvantaged, and Limited English Proficient did not meet AMO targets.Limited English Proficient is the biggest area of concern for not meeting AMO targets, asthey were 12.9 below the target.
5th grade science did not meet expected growth (-2.7). Over the past 3 years, 5th gradescience has had negative growth rates. Science proficiency in the subgroups ofAcademically Gifted (97-92) and Female (66-63) decreased.
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MClass data is being collected for reading for BOY, MOY, EOY. Case 21 benchmark assessments Implementing DailyCafe Grade level interventions and progress monitoring Scheduled common instructional blocks of time by grade level Emphasis on balanced literacy Common intervention time for each grade level New MTSS team and procedures Differentiated Reading Instruction Project Aim for math instruction provided for first and second grade teachers Achieve 3000 for informational text comprehension practice (not yet thisyear - supposed to be coming back) Small group instruction based on data Letterland K-2, Word Work on CMAPP for 3-5 based on Words Their Way implementing Math Talk
Consistency of instruction using balanced literacyHow to interpret data for next instructional stepsHow to use Daily Cafe the most effectively for balanced literacyUsing Digging Deeper data for instructional decisionsLack of knowledge for teaching phonicsMoving from teacher role as giver of knowledge to facilitator of student learningUse of explicit, direct, short mini lessonsModifying math lessons to needs of the classComfort of teachers using multiple strategies for computationPre teaching math vocabularyInterconnectedness of SIOP lessons with regular instructionLack of frequent interactions with vocabularyShared instruction of kids within a grade level
Consistently implementing interventions for students in red/yellow in mCLASS andprogress monitoring every 10/20 days.
Consistency of PLT for collaboration with planning and instruction.

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Staff:Large number of teachers with teaching experience Large number of teacher mentors Large number of teachers who have been at Ballentine for 5 or more years Number of teachers with advanced degrees, certifications, and NationalBoard Certification Students: AG population has increased Student population feeder pattern has remained stable (will change nextyear)
Staff:Reduction in student population has resulted in staff track and grade level changes soPLT teams need to reestablish collaboration norms
New staff members and some turn over will cause teams needing to reestablish norms.

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The Teacher Working Conditions surveyindicates: Teachers feel they have time to collaborate.We feel this is due to common grade level PLTsand common extensions for grade levelplanning. PLTs are meeting weekly. PLT can provide a more supportiveenvironment. Teachers feel the class size is small Teachers have time to meet the needs oftheir students Teachers are protected from duties thatinterfere with their time with students Teachers have access to reliablecommunication resources Teachers have sufficient access to officeequipment and supplies Access to a broad range of education supportpersonnel School is clean and well maintained Community involvement and perception ismore positive Public support for teachers is stronger Students follow the rules of conduct and rulesare enforced Group decisions Solving problems Teachers taking leadership roles Shared vision Leadership supporting teachers Procedures for teacher evaluations Professional development Student data availabilityPLT Survey indicates: Overall we saw improvements. Time spent with PLT saved me time overall.
There is confusion about the difference between PLT and grade level meetings. Lack autonomy to make decisions about lesson planning. Community Support is a huge indicator of need based on TWC. Parents/Guardians support teachers to contribute to student success.

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Prog
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Staff has been trained in Daily 5 and balanced literacy Continued implementation of PBIS for schoolwide behavior management Continued use of CMAPP Teacher leader in science Academic Support Team-Full time Literacy Coach, RTI Coach, and LiteracySpecialist* Letterland K-2*All certified staff have been trained to use mCLASS.*Case 21 Benchmark grades 2-5
Fidelity of implementation of DailyCafe throughout the building Levels of commitment to implementation of DailyCafe.*Fidelity of implementing Letterland. *Knowing how to take data to drive next steps of instruction.*Consistency of implementing interventions for kids in Tier II & III and consistentlyprogress monitoring.
Priority Concerns Root Causes(with evidence) Solutions
1. LEP, Hispanic Latino, and EconomicallyDisadvantaged subgroups are not meeting theproficiency targets in math and reading. 2. Math has a negative growth index. Mathproficiency is below WCPSS & Southern Area.
3. Literacy has a negative growth index. Literacyproficiency is below WCPSS & Southern Area.
Math vocabulary and lack of math talk isimpacting student performance. Lack ofprofessional development in math.
Lack of consistent phonics based program K-5.
SIP math goal & action steps are targeting mathtalk to increase vocabulary usage, including aprofessional development plan. SIP literacy goals and action steps are targetingword work and balanced reading to help increaseliteracy.
Parent and community involvement is belowstate according to TWC.
Perception of using volunteers and communityinvolvement effectively.
Parents Are Connected nights to addresscommunity concerns.

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Data SummaryDescribe your conclusionsWe identified English Language Arts as our goal area for improvement. By looking at the data, we identified the subgroups that are not meeting theproficiency targets reading. We are identifying students in each class that are members of the subgroups and track ELA achievment progress. We are moreconsistent with use of DailyCafe to provide balanced literacy. We are meeting weekly for PLTs. We have a high percentage of experienced and highlytrained teachers.

Membership of School Improvement TeamSchool: Ballentine ESPlan Year 2014-2016Principal: Kimberly ShortDate: Apr - 2012
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SIP Team MembersName School Based Job Title
1 Becky Martin Teacher2 Elizabeth McDuffie Instructional Support Personnel3 Erin Lawrence Instructional Support Personnel4 Greg Hackman Assistant Principal5 Kathryn Kernodle Instructional Support Personnel6 Kelly Smith Instructional Support Personnel7 Kimberly Short Principal8 Lisa Elmore Parent9 Michele Eisenberg Teacher10 Patricia O'Hanlon Teacher11 Sarah Furman Teacher

Mission, Vision and Value StatementsSchool: Ballentine ESPlan Year 2014-2016Date: Apr - 2012
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Mission Statement: Ballentine Elementary School will Educate, Inspire, and Connect with each child to foster successful,global citizens.
Vision Statement:Our vision for Ballentine Elementary School is that we will be an exceptional learning community. At BES,we will establish a tradition of success by igniting curiosity, bringing learning to life and empoweringchildren with the knowledge, skills, and dispositions to become lifelong learners and innovators. We willtake pride in knowing that our school has cultivated lea

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