comprehensive needs assessment school: brentwood es school

School Improvement Plan

Comprehensive Needs AssessmentSchool: Brentwood ESPlan Year 2014-2016

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DataComponents Areas of Strengths Areas of Concern

Stud

ent

Achi

evem

ent For EOGs in the 2012-2013 school year, Brentwood met expected

growth, and met the AMO target for math for Limited EnglishProficient students.

2014 Case21 benchmark data indicates increased academicperformance in grades 3-5 as compared to other WCPSS schoolswith similar demographics.

For EOGs in the 2012-2013 school year, Brentwood did not meet AMOtargets in reading and math for the following subgroups: all students,black students, hispanic students, economically disadvantagedstudents, limited english proficient (reading only), and students withdisabilities.

Inst

ruct

iona

lPr

actic

es/S

trat

egie

s • Letterland• Imagine Learning

• Imagine Learning is being used for the first time at Brentwood in2014-2015 school year.

Staf

f and

Stud

ent

Dem

ogra

phic

s • The number of students at each grade level has remained fairlybalanced each year.• Staff turnover has remained fairly low, as compared to the WakeCounty average.

• The percentage of Free and Reduced Lunch students has remainedhigh (70% or higher) since 2009.• The number of AIG students has remained low, especially since2010 (less than 10 students).

Perc

eptio

n • PTA involvement in school activities has increased.• Parent/family participation for schoolwide events is evident.

• Magnet tour perception data is low, as compared to other magnetschools.• Parent/family participation for grade-level specific events is low.

Prog

ram • Data collected for after-school math tutoring has indicated ahigher likelihood of student growth, as measured by benchmarkCase21 tests, for students who participated in the program.

• Before and after-school programs have not gained traction due to alack of sustained parent interest.



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Priority Concerns Root Causes(with evidence) Solutions

Reading achievement for all students, asmeasured by EOGs, will improve to 60.7%(Federal Annual Measurable Objective Target) by2016.

Language barrier/deficitsDifferentiation in reading blocks

Communication/Consistency between core andtier two teachers to ensure students arereceiving appropriate interventions both in thecore classroom and tier two classroom

Availability of reading resources at home

Parent understanding of learning standards andstrategies for supporting students at home

Consistency of implementation (fidelity or newinstructional strategy)

Attendance/tardies

Teachers will consistently use literacy instructionalbest practices--such as Letterland, SIOP, and Daily5--with fidelity, and provide students with meaningfulopportunities to apply common core standards.



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Priority Concerns Root Causes(with evidence) Solutions

Math achievement for all students, as measuredby EOGs, will improve to 59.7% (Federal AnnualMeasurable Objective Target) by 2016.

Language barrier/deficitsDifferentiation in math blocks

Communication/Consistency between core andtier two teachers to ensure students arereceiving appropriate interventions both in thecore classroom and tier two classroom

Availability of math resources at home

Parent understanding of learning standards andstrategies for supporting students at home

Lack of specific math intervention directinstruction resources

Attendance/tardies

Teachers will consistently use math instructional bestpractices--such as math talk, SIOP, consistent use ofmath vocabulary, student leaders, review of priorskills through daily warmups, and focusedinterventions--with fidelity, and provide students withmeaningful opportunities to apply common corestandards.

Community involvement will increase, asmeasured by an overall 10% improvement oncommunity involvement statements in theTeacher Working Conditions survey, orcomparable school-based climate survey.

Language barrier/deficits

Meeting/event schedule based on parentavailabilityMaterials/resources at students’ homes

The Brentwood staff will hold parent meetings andevents at dates and times based on parent feedbackfrom surveys, make parent events meaningful withpractical resources or engaging experiences, andconsistently communicate with parents on micro(individual teacher) and macro (schoolwide) levels.



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Data SummaryDescribe your conclusionsBased on assessment (e.g. EOG, benchmark) and survey (i.e. TWC) data, along with consideration of identified root causes, Brentwood’s Priority Concernsare the following:• Literacy performance for all students• Math performance for all students• Parent/Community Involvement


Membership of School Improvement TeamSchool: Brentwood ESPlan Year 2014-2016Principal: Mr. Eric FittsDate: Sep - 2012

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SIP Team MembersName School Based Job Title

1 Amy Burk Teacher2 Carson Armentrout Teacher3 Dana Scobie Teacher4 Emily Morgridge Teacher5 Eric Fitts Principal6 Gregory Eyman Instructional Support Personnel7 Harmony Glenn Instructional Support Personnel8 John Silverthorne Instructional Support Personnel9 Kimberly Smitley Instructional Support Personnel10 Meagan Arana Teacher11 Michelle Benson Teacher12 Natalie Whitney Teacher13 Neil Young Teacher14 Princess Vines Teacher15 Rachel Carter Teacher16 Rob Epler Assistant Principal


Mission, Vision and Value StatementsSchool: Brentwood ESPlan Year 2014-2016Date: Apr - 2012

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Mission Statement:Brentwood Elementary School, in collaboration with the Brentwood community, engages and empowersevery student engineer to reach their maximum potential.

Vision Statement:Brentwood Elementary School exemplifies excellence in academics, building dreams, and instilling pridein students, staff, and the community.

As Brentwood Engineers, we:• Ask critical questions;• Imagine possibilities;• Plan collaboratively;• Create innovative solutions; and• Improve continuously

Value Statement:• We believe in establishing and communicating high expectations.• We believe in providing individualized support to ensure academic and social success for all students.• We believe in using assessment data collaboratively to guide professional decisions.• We believe in fostering caring relationships with all learners.• We believe in creating a focused and collaborative effort among our students, staff members, families,and community that supports learning.• We believe that the success of our students is everyone’s responsibility.At Brentwood Magnet Elementary School, we realize that it is our responsibility to hold ourselves to highintellectual and emotional standards, including being respectful and compassionate toward one anotherevery day. Our staff joins students in embracing the enthusiasm and joy that accompanies learning at anengaging and complex level. By always investing ourselves in the best interests of our students andschool, thereby creating a culture of unity, we will uphold our shared integrity in the face of adversity.


Summary of Goals, Key Processes and Action StepsSchool: Brentwood ESPlan Year 2014-2016LEA: Wake County (920)

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School Goal READING GOAL: By 2016, Brentwood ES overallproficiency will increase to 57%, based on NC EOG. Studentsin grades K-5 will meet or exceed growth in Reading and allsubgroups will meet AMO targets.

Goal Manager Eric FittsStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

For 2013-14, the percentage of Brentwood MagnetElementary School students achieving proficiency on thereading EOGs was 44.2%.

1 Key Process Brentwood Magnet Elementary School of Engineering will ensure that allK-5 teachers consistently implement research based strategies topositively impact student achievement in reading.

Process Manager Dana ScobieCompletion Date Jun - 2016

Restrainers Technology; scheduling to ensure maximized time for reading instruction;intervention; access to on-line resources; funding available for personnel,technology, and resources (including but not limited to on-line resources).

Resources NCSCOS, C-MAPP, Letterland, materials from the leveled book room, walkthrough data, assessments and assessment data (such as but not limitedto formative assessment, mCLASS, SCORE 21, local literacy, EOG, andEVAAS), technology, on-line resources (such as but not limitedto SuccessMaker), instructional support personnel, media collection, Title Ifunds, Elementary (K-3) Reading Plan, DPI flexibility with funds transfers.

Measurable ProcessCheck(s)

The School Improvement Team will collect and analyze PLT minutes,walkthrough data, and progress monitoring data quarterly to determine ifresearch based strategies are being implemented.

1 Action Step Teachers will collaborate in Professional LearningTeams to create assessments, analyze data, andrespond to student needs.

Timeline From 6/2014 To 6/2016

2 Action Step Core teachers will provide small group, differentiatedinstruction for a minimum of 50 minutes, five times aweek, to all students.


3 Action Step Core teachers will progress monitor students andprovide instruction tailored to individual needs.


4 Action Step Survey and provide all certified teacherswith appropriate literacy professional development.




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5 Action Step All certified staff will conduct peer walkthroughs,which include literacy components.




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School Goal MATH: By 2016, Brentwood ES overall proficiency willincrease to 57%, based on NC EOG. Students in grades K-5will meet or exceed growth in Math and all subgroups willmeet AMO targets.

Goal Manager Rob EplerStrategic Directive Focus on Learning and Teaching

State Board of Education Goal Globally Competitive StudentsData Justification for Goal Based onComprehensive Needs Assessment

For 2013-14, the percentage of Brentwood MagnetElementary School students achieving proficiency on themath EOGs was 48.5%.

1 Key Process Teachers will utilize best practices in math instruction, includingremediation and enrichment.

Process Manager John SilverthorneCompletion Date Jun - 2016

Restrainers Time and scheduling, location, funds, licenses.

Resources Technology, instructional support personnel, SCORE 21 data, DiscoveryEducation data, Tier II intervention block and push-in, DPI flexiblity withfunds transfer.


The Math Coach and School Improvement team will collect and analyzewalkthrough and benchmark data at least 4 times per year to determine ifmath best practices are being implemented.

1 Action Step Teachers will collaborate in Professional LearningTeams to create assessments, analyze data, andrespond to student needs.


2 Action Step Core teachers will provide small group, differentiatedinstruction for a minimum of 40% of the math block,to all students.


3 Action Step Core teachers will progress monitor students andprovide instruction tailored to individual needs.


4 Action Step Survey and provide all certified teacherswith appropriate math professional development.

Timeline From 6/2014 To 6/20165 Action Step All certified staff will conduct peer walkthroughs, which include math components.




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6 Action Step Create opportunities for students to use math inpractical or real-world applications.


7 Action Step Plan math lessons that utilize student leaders withmath talk, incorporate the appropriate use of mathvocabulary, and practice PISA strategy.




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School Goal CLIMATE GOAL: By 2016, 95% of staff will agree "Overall,my school is a good place to work and learn" based on theNC Teacher Working Conditions Survey or school-basedclimate survey.

Goal Manager Mr. FittsStrategic Directive Retaining, Recruiting, and Training High Quality Employees

State Board of Education Goal 21st Century ProfessionalsData Justification for Goal Based onComprehensive Needs Assessment

The 2012 NC Teacher Working Conditions survey shows that87% agreed that "Overall, my school is a good place to workand learn", and 91% agreed in 2014.

Brentwood's teacher turnover rate for 2012 was 22%, 2013was 11%, and 2014 was 14.46%.

1 Key Process All staff will consistently teach PBIS expectations and recognize positivebehavior.

Process Manager Kimberly SmitleyCompletion Date Jun - 2016

Restrainers Time.

Resources School counselor, PBIS team, grade level PBIS representatives,Administration, PTA, PBIS matrix for various areas in the school, staffexperience, PBIS professional development, PBIS coach, Class Dojo,Healthy Active Children Policy, Safe and Orderly Schools Plan.


Quarterly, the PBIS team will analyze classroom referrals to determine themost common types of negative behaviors and their frequency, and theywill compare this data to previous data to measure improvement.

1 Action Step Staff will provide students with introductory andmidyear lessons on PBIS expectations.


2 Action Step Staff will document minor and major negativebehaviors using the SIRS system.


3 Action Step Staff will recognize one student from eachclass monthly for exhibiting positive behavior relatedto character education traits.




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4 Action Step The student support team will recognize students with 95% or higherattendance each quarter.


5 Action Step The student support team will provide attendanceincentives for students who are frequently tardy orabsent.


2 Key Process Maximize collaboration opportunities for teachers.

Process Manager Mr. EplerCompletion Date Jun - 2016

Restrainers Time and funds.

Resources Teacher assistants, strong administrative support, coaches, schedule(duty-free lunch and planning), substitutes (i.e. for planning day)


95% of teachers will “strongly agree” or “agree” that they “have timeavailable to collaborate with colleagues,” as measured by the official TWCsurvey or biannual school climate survey.

1 Action Step Provide a school-based orientation for staff new toBrentwood.


2 Action Step Encourage more experienced teachers to becomementors.


3 Action Step Provide opportunities for teachers to collaborate inaddition to daily planning periods and weeklyProfessional Learning Team meetings.


3 Key Process All staff will create and support a learning environment that reflects theengagement and value of STEM content and opportunities.

Process Manager John SilverthorneCompletion Date Jun - 2016

Restrainers Availability and cost of materials, space, access to and availability ofcommunity partners.

Resources STEM Coordinator, Magnet Coordinator, technology, community andbusiness partnerships.


The school will routinely provide hands-on activities for students bi-weekly in the classroom, andwill host up to four STEM-related events to enhance student engagement.



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1 Action Step Teachers will create opportunities for studentsto engage with STEM-related materials and/or applythe engineering process during literacy and mathinstruction.


2 Action Step Teachers will create opportunities for STEMintegration, including hands-on learning andapplication.


3 Action Step Staff will sponsor events oncampus, with collaboration of local or globalcommunity partners, that allow Brentwood tohighlight the magnet theme.


4 Key Process Staff will equip parents with resources and understanding to support theirstudents' learning.

Process Manager Natalie WhitneyCompletion Date Jun - 2016

Restrainers TimeLanguage barrier/deficitsAvailability of resources

Resources Parents Are Connected events (e.g. STEM nights, literacy luncheons, etc.)Community eventsMake and Take ProductsSchool websiteSchoolMessengerFamily and Community Engagement events for spanish-speaking familiesWelcome events for families


Staff will provide parents with academic resources at quarterly PAC eventsto support their students' learning.

1 Action Step Staff will maintain regular communication (phone,e-mail, or written) with families.


2 Action Step Staff will provide parents with physical or electronicresources to support students' learning at home.


3 Action Step Staff will track parent attendance at PAC events.



Waiver RequestSchool: Brentwood ESPlan Year 2014-2016

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Date Jun - 2014Waiver RequestedNo waiver is needed at this time.How will this waiver impact school improvement?N/APlease indicate the type of waiver: LocalPlease indicate the policy to be waived N/A


Summary Sheet of Professional Development ActivitiesSchool: Brentwood ESPlan Year 2014-2016School Year: 2014-2015

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:• IEP Planning and Development• Common Core StateStandards and NC EssentialStandards (Science, Math,Literacy, Social Studies)• Magnet theme (STEM,Engineering focus) Curriculumintegration• Discovery Education• Training in the development ofassessments and the use ofassessment tools• Peer evaluations• EASi PEP• Spanish language instruction• Science kits• PLT refresher and progression• NCEES: Global Connections• NCEES: 21st century skills• NCEES: Developing studentsas leaders• Other NCEES relateddevelopment and support• Digital Data Systems• Data: Classroom data wall• Data: Data notebooks• Technology: Edmodo• Technology: Other online toolsand resources• Technology: Development ofteacher websites• Technology: SuccessMakerbest practices• Technology: Use of technologyhardware and tools (iPods, iPads,SMART interactive technology,student response devices, etc.)• Technology: Web 2.0 tools• Instructional walkthroughtools• Team Intervention Plans (TIP)for PLTs• Staggered Entry Planning(Kindergarten)• Letterland• Power Schools-best practices• mClass• Math Talk• Digging Deeper into SuccessMaker• Digital Literacy• Disciplinary Literacy

All staff members All professional developmentactivities support one or multiplecomponents of readinginstruction (goal 1) or mathinstruction (goal 2).

For 2012-2013, thepercentage of studentsachieving proficiency on thereading EOG was 59.3.

The percentage of studentsachieving proficiency on themath EOG was 74.2.

For EOGs in the 2012-2013school year, Brentwood didnot meetAMO targets in reading andmath for the followingsubgroups: allstudents, black students,hispanic students,economicallydisadvantaged students,limited english proficient(reading only), andstudents with disabilities.


Summary Sheet of Professional Development ActivitiesSchool: Brentwood ESPlan Year 2014-2016School Year: 2015-2016

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Development Activities for Topic: Participants: Goal Supported: Supporting Data:


Intervention Planning MatrixSchool: Brentwood ESPlan Year 2014-2016School Year: 2014-2015

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Reading Math Behavior

Student Identification

• Universal screening—classroom teachers,intervention teachers and instructionalcoaches will work collaboratively to haveeach child screened.• The MCLASS ranking form will be used atthe beginning of the year to document anddetermine which students are not performingat benchmark in regards to the CommonCore. • Ranking forms will include Text ReadingComprehension (TRC) level, Dibelsproficiency, KIA scores (Kindergarten), andany CCR/ESL/retention information.• Grades 2-5 students with reading levelslabeled as far below proficient (red) will beserved by the Intervention. Grades 2-5students who are identified as belowproficient (yellow) are served in flexiblegroups. • As first grade doesn't have studentsidentified as far below proficient (red) at thebeginning of the school year, studentsidentified as below proficient (yellow) will beserved by Intervention. • Kindergarten students served by teacherswill be based on their KIAassessments—focusing on letter ID and printconcepts.Frequency• Universal screening will take place at thebeginning, middle, and end of the schoolyear.• The middle of the year screening will helpalert teachers if there are any unidentifiedstudents who need intervention support. • Monthly collaboration among interventionteachers and classroom teachers will occurthrough PLTs.• All students below proficient in theirmCLASS TRC, F& P, and/or their KIA will beprogress monitored (every 1-3 weeks) bytheir classroom teacher or interventionteacher. Progress monitoring will provideteachers notice of any students who may beslipping below benchmark.Data Collection• mCLASS reports.• Ranking forms.• Private and public data walls.• Intervention data notebooks.• Student data notebooks.• Classroom data walls.• Fountas and Pinnell• Grade Level Notebooks Threshold to Enter/Exit• WCPSS benchmark levels (TRC, Dibels,profile card scores, K-2 literacy assessments,Fountas and Pinnell).• EOG scores (4th, 5th) .• Intervention Teachers and classroomteachers will provide sufficient data thatsupports the student being entered into orexited from intervention services.• For literacy, if a student is at least one levelabove the upcoming benchmark in allTRC/DIBELS probes, the team can considerexiting them if both classroom teacher andintervention teacher are in agreement.

• The ranking form will be used at thebeginning of the year to document anddetermine which students are not performingat benchmark in regards to Common Core.• Ranking forms to include—EOG scores(grades 4-5), KIA scores (Kindergarten),teacher observations, profile card scores.• Grades 1-5 students who are identified asfar below proficient (red) will be served bythe Intervention. If students fall into thiscategory throughout the year, they will beserved by Intervention teachers andprovided intervention in their classrooms.• Kindergarten students who are performingbelow level based on their profile card scoresafter 1st quarter will be served by theintervention teacher in math.Frequency• Universal screening will take place at thebeginning, middle, and end of the schoolyear.• The middle of the year screening will helpalert teachers if there are any unidentifiedstudents who need intervention support.• Monthly collaboration among interventionteachers and classroom teachers will occur.

To be completed.



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Intervention Structure

Structure• Hybrid model—pull-out, push-in, andco-teaching for intervention services• Homogeneous grouping (by skill deficits orreading levels) for pull-out• Homogeneous (by skill deficits or readinglevels) or heterogeneous grouping forpush-inFrequency• Intervention services, provided during theschool day, will be 15-30 minutes, up to 5days per week

Structure• Hybrid model—pull-out, push-in, andco-teaching for intervention services• Homogeneous grouping (by skill deficits ormath proficiency levels) for pull-out• Homogeneous (by skill deficits or mathproficiency levels) or heterogeneousgrouping for push-inFrequency• Intervention services, provided during theschool day, will be 15-30 minutes, up to 5days per week

To be completed.

Instruction

Structures to Guide Instructional Decisions• Monthly collaboration (especially betweenintervention teachers and classroomteachers).• Weekly PLT meetings.• Quarterly consultation.• Group size: 6 students maximum.Intervention Lesson Format (pull-out)• Emergent and below: Working with sounds and letters (10 min). Interactive writing (10 min). Shared/Guided reading (10 min). • Developing: Working with words (10 min). Fluency (5 min). Guided reading (15 min). • Early independent to fluent: Fluency (5 min). Working with words (10 min). Guided reading (15 min). Intervention Lesson Format (push-in)• Lesson format based on skill deficits (letterand sound ID, word work, interactive writing,shared reading, guided reading, fluency,active reading strategies, sight words,foundational reading skills, vocabulary).

Structures to Guide Instructional Decisions• Monthly collaboration.• Weekly PLT meetings.• Quarterly consultation.• Group size: 6 students maximum.Intervention Lesson Format (pull-out)• Kindergarten/1st Grade: Lesson warm up (5 min). Concept building/vocabulary (15 min). Extended response/application (10 min). • Grades 2-5: Concept development (5 min). Skill building/vocabulary (15 min). Extended response/application (10 min). Intervention Lesson Format (push-in)• Lesson format based on skill deficits(number sense, problem solving, algebra,geometry, data and probability,measurement, vocabulary, conceptdevelopment with manipulatives, skillbuilding).



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Assessment

Methods of Assessment for LiteracyIntervention Lessons• mCLASS TRC (reading level)• mCLASS Dibels (DORF, LNF, PSF, NWF,Daze, WR)• Early Names Test• Names Test• PAST• HRSW• Letter/Sound ID• Writing Vocabulary• Informal running records• Anecdotal notes• HFW• Grade-level teacher-created assessments• WCPSS supported formative assessments• Fountas and Pinnell How Assessment Data Guides Instruction• Formal assessments administered duringuniversal screening at the beginning, middle,and end of the school year to guide groupformation.• Informal running records, anecdotal notes,and progress monitoring (every 1-3 weeks)to guide on-going direct/targeted instruction.

Methods of Assessment for Math InterventionLessons• Anecdotal notes.• Teacher observation.• WCPSS supported formative assessments.• Math Expressions assessments.• Grade level teacher created assessments. How Assessment Data Guides Instruction• Formal assessments administered duringuniversal screening at the beginning, middle,and end of the school year to guide groupformation.• Anecdotal notes and progress monitoringto guide on-going direct/targeted instruction.

Curriculum/Resources

Materials Used to Support InterventionInstruction• CMAPP.• Daily 5/CAFÉ structures.• Benchmark connections ABC/blends charts.• Title 1 leveled library.• mCLASS.• SuccessMaker.• iPods and iPad.• EOG coach books• Leveled book room.• Writing process.• Thinking maps.• Professional Learning Teams (PLTs).• Literacy Coach• Fountas & Pinnell

Materials Used to Support InterventionInstruction• Number Worlds.• Math manipulatives.• CMAPP.• Math Expressions.• SuccessMaker.• I-Ready.• iPods and iPad.• Professional Learning Teams.



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Reading Math BehaviorStudent IdentificationInterventionStructureInstructionAssessmentCurriculum/Resources

comprehensive needs assessment school: brentwood es school

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