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School Improvement Plan
2017-2018
School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.
Draft Due: October 3, 2017 Final Copy Due: October 17, 2017
2017-2018 Barringer Academic Center School Improvement Plan Report
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Barringer Academic Center Contact Information
School: Barringer Academic Center Courier #: 316
Address:
1546 Walton Road Phone Number: (980)343-5533
Charlotte, NC 28208 Fax Number: (980)343-5603
Learning Community: West Learning Community
School Website: http://schools.cms.k12.nc.us/barringerES/Pages/Default.aspx
Principal: Principal Stephanie Range
Learning Community Superintendent: Dr. Curtis Carroll
Barringer Academic Center 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 Stephanie Range [email protected] ---------
Assistant Principal Sarah O Jones [email protected] ---------
Teacher Representative Wyanette Williams [email protected] 2017
Teacher Representative Caitlin Halloran (Secretary) [email protected] 2015
Teacher Representative Cynthia Maurer [email protected] 2014
Teacher Assistant Representative Judith White [email protected] 2014
Teacher Representative Maria Hull [email protected] 2017
Parent Representative Teara Edwards 2015
Teacher Representative Annemarie Farris [email protected] 2014
Teacher Representative Mabel Brown [email protected] 2015
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Parent Representative Bernice Cutler [email protected] 2017
Parent Representative Terry Lampkin [email protected] 2016
Parent Representative Vidya Prabhakar [email protected] 2015
Parent Representative Cynthia Robbins Shah Khan [email protected] 2017
Teacher Representative Veleka Baldwin [email protected] 2015
Parent Representative Dawn Johnson [email protected] 2015
Teacher Representative Leroy McKinney [email protected] ---------
Teacher Representative Evelyn Metcalf [email protected] 2015
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and
productive life.
School: The vision of Barringer Academic Center will be a premier elementary school in which all students acquire the
knowledge, skills and values necessary to live rich and full lives as productive and enlightened members of society.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: The mission of Barringer Academic Center is to create a challenging, nurturing, and diverse learning
environment that fosters college and career-minded scholars and encourages leadership in a multicultural society.
Barringer Academic Center Shared Beliefs
● Academic achievement is best accomplished through a well-rounded program that challenges all students academically, socially, ethically, and morally.
● Academic achievement is best fostered in a nurturing environment with high expectations that all children can learn and that respects different learning styles.
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● A safe and orderly environment is based on established rules administered consistently and fairly throughout the school.
● A safe and orderly environment requires constant vigilance and regular review of safety procedures by all staff, students, and community.
● Community collaboration is built upon parents, students, staff, and local community working together as a team.
● Community collaboration is maintained through open and systematic lines of communication between home and school and by sharing a commitment to community outreach.
● Professional development is based on teachers being lifetime learners who keep abreast professionally and seek appropriate assistance from system-wide resources.
● Professional development requires integration of new learning with daily work in the classroom or school to be effective.
● The school culture supports all students and teachers working, sharing, having fun, and celebrating learning loudly.
Barringer 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.
● Mastery Grading Procedures Plan – Maximize academic achievement in a personalized 21st century learning
environment for every child to graduate college and career ready.
● By June 2018, Barringer students in grades 3-5 will meet 70% Grade Level Proficiency (62% College Career
Readiness) in reading as measured by performance on End-of Grade Exams (2016-2017 baseline is 64% GLP and
56% CCR).
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● By June 2018, Barringer students in grades 3-5 will meet 70% Grade Level Proficiency (62% College Career
Readiness) in math as measured by performance on End-of Grade Exams (2016-2017 baseline is 61% GLP and 57%
CCR).
● By June 2018, Barringer students in grades 3-5 will meet 80% Grade Level Proficiency (78% College Career
Readiness) in science as measured by performance on End-of Grade Exams (2016-2017 baseline is 73% GLP and
69% CCR).
● Barringer will implement Restorative Practices to reduce the number of student suspensions as well as office
referrals by 35% (baseline for 2016-2017 is 83 suspensions with 21 reoccurring students and 237 office referrals).
Barringer Academic Center Assessment Data Snapshot
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Barringer Academic Center Profile
Barringer Academic Center is located at 1546 Walton Road, in Charlotte, NC. Founded in 1952, Barringer operated as a full magnet school for Learning Immersion (grades K-2) and Talent Development certified children grades (3-5) from 1992-2002. The Horizons program (grades K-5) for highly gifted children was begun at Barringer in 1999. In 2000, Barringer was presented with the prestigious Blue Ribbon Schools Award, given by the U.S. Department of Education for exemplary academic achievement and parental involvement. Barringer Academic Center moved into a new $12 million, 92,000 square foot facility in 2002. That same year, Barringer became a partial magnet school, continuing its magnet program for students certified as Talent Development and the Horizons Program, and adding a home school K-5 program for students living in its general attendance area. Barringer Academic Center is a unique school that houses 4 different instructional programs. We have a neighborhood component to our school (60% of our student population) that come from the West Boulevard corridor, which is a high poverty area with a number of economically disadvantaged students. We also have a partial magnet (38% of our student population). This partial magnet serves the south portion of Charlotte and is from more affluent areas. Within this magnet, there are two programs – Learning Immersion designed as a pre-gifted curriculum that challenges students and prepares them for gifted certification. In addition, we have a Gifted Program. This is for grades 3 – 5 and provides students with a full day gifted curriculum. Our last program is the Horizons program (2% of our student population). This program is a county-wide program for students identified as highly gifted. Barringer has approximately 80 staff members. This includes administration (Principal, Assistant Principal, and Dean). We have 34 classroom teachers; 5 special area teachers; and 8 Instructional Assistants. Our support staff consists of a counselor; two full time EC teachers; and 1 full time Facilitator and 1 part time Facilitator. We have a full time nurse as well as a part time Mental Health Provider. 66% of our staff have advanced degrees and 98% are considered highly qualified. The majority of our teachers have over 7 years of classroom experience. Barringer has a full custodial, cafeteria, and afterschool staff to support our community. We also have 2 full time secretaries. Barringer has a small but very active PTA. They work closely with our school to provide teachers and students with additional resources and materials. They also help promote a school/community environment through programs such as
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Fall Festival, Pie Day, Science Night, and the Staff v. Parents basketball game. This past year, our PTA raised $16,500 through our Direct Giving Campaign. This money is used for teaching and learning. It provides technology, resources, school field trips and other learning experiences for our students. Barringer Academic Center was named a Nationally Certified Magnet School in 2017. It is one of only 55 in the country to have this designation. Barringer Academic Center was named a Magnet School of Excellence for the 2015-2016, 2012-2013, and the 2010-2011 school year. In 2014-2015, we were celebrated as a Magnet School of Distinction. For the 2013-2014 school year, Barringer exceeded the state’s expected growth and met 90.9% of its Annual Measurable Objectives. For the 2014-2015 school year, Barringer met expected growth and met 81.8% of our AMOs. For the 2015-2016 school year, Barringer exceeded growth and met 100% of our Annual Measurable Objectives. This past year, Barringer met expected growth and met 100% of our AMOs. We continue to work using Data Driven Instruction to meet the needs of our students and help them make more than a year’s growth. For the past three years, Barringer was designated as a Title I school. These funds are focusing on our need to close our
achievement gap that is present between our magnet and non-magnet families. Barringer has a very diverse student
population of 602 students: 56% African-American, 21% Asian, 4% Hispanic, 16% White and 3% other. We are also a
Personalized Learning school. This is a component of our school that transcends all programs. Students and teachers
work together to design an instructional path that not only focuses on the students’’ academic needs but also takes their
interests and strengths into consideration. Students at Barringer have a variety of extracurricular activities to pursue
including but not limited to Odyssey of the Mind, Student Council/Ambassadors, Chess, Chorus, Science Olympiad, and
Robotics.
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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
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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
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, retain and reward a premier workforce Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service
Strategic Plan Focus Area: Physical safety, Social and emotional health, Retention/quality appraisals
Data Used: Surveys (staff, students, parents)
Strategies (determined by what data) ● Task ● Task ● Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
● Interim Dates
Retain a lunchroom monitor to supervise lunch block each day
L. McKinney Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.
CMS Budget
Lunchroom Monitor
August 2017- June 2018
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Admin scheduled throughout lunch block to provide additional support
S. Jones Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.
CMS Budget
Admin August 2017- June 2018
Instructional support staff scheduled throughout lunch block to provide additional support
S. Range Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.
CMS Budget
Instructional Assistants
August 2017- June 2018
Teachers and staff will work with students to better understand the positive interactions and safe procedures for the cafeteria
S. Range Lunchroom will be safe, with few discipline issues. Teacher surveys (morale, duty free lunch) will agree.
NA Staff August 2017- June 2018
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: 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
Data Used: Teacher surveys, assessment results (growth shown in Dibels and EOG) Planning minutes
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Strategies (determined by what data) ● Task ● Task ● Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
● Interim Dates
1. Establish an environment conducive to a Professional Learning Community
Maintain administrative visibility in the planning and PLC meetings to coach and support teachers and promote collaborative practices
Maintain a master schedule with 50 minutes common planning times and 50 minute Tier II/Program times for each grade level
Use of a school wide protocol to maintain focus and specificity during planning and collaboration
Principal/Range AP/Jones Facilitators –Bogan, Goodnight, Connors
Regular use of data to drive instruction and create flexible learning groups Common assessments as well as interval assessments to determine student mastery
NA Teachers, Admin, Facilitators
August 2017 – June 2018 Interval assessment every 7 weeks
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: 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
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Data Used: Staff, student, and parent surveys
Strategies (determined by what data) ● Task ● Task ● Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
● Interim Dates
1. Bully Liaison / Bully-prevention – to also include Cyberbullying
Classroom teachers and counselor will conduct bully prevention lessons
Discipline Assembly (biannually) for students so that students are aware of expectations
Individual counseling available for students impacted by bullying
Students will experience information on cyber bulling and other netiquette issues through Digital Citizenship Curriculum
Counselor/Bukuts Admin/S. Range and S. Jones
Students and teachers will be able to discuss what the expectations are and what to do in different situations Surveys of students, staff, and parents will show that students feel free from bullying
NA All staff August 2017- June 2018
2. Character Education –
Implementation of Character Education through Social and Emotional Learning Lessons during class circle time and monthly guidance lessons.
Counselor/ Bukuts Admin/Range, Jones, McKinney
Students will be able to explain what the characteristics are and how they are reflected within a school environment.
NA All Staff August 2017- June 2018
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Involve parents in character education through celebration and communication
Maintain positive celebrations for students (Bee Bucks, ICMM, PowerPoints, Character Ed Breakfast, Bee Bunch Lunch, etc.)
Establish clear expectations for bus behaviors. Celebrate students who do the right thing and can manage themselves.
Bus referrals will decrease by 30% Surveys will show that students feel safe and character education is prominently taught throughout BAC
3. Healthy Active Child 30 min.
Teachers will be given information on ways to incorporate movement into academic times in addition to the 30 minutes of scheduled recess (Go Noodle)
Lessons will be taught by the school nurse on healthy choices. In addition there will be 2.5 hours a week of required health education
PE Teacher/White School Nurse/Ms. LouAnn
Students will have opportunities throughout the day to move and learn about healthy choices
NA All Staff August 2017- June 2018
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4. School Health Team
School health team will continue to meet specific goals
Lessons will be incorporated into the classroom on healthy choices
Teachers will be given opportunities to become healthier
PE Teacher/White School Nurse/L. Noel Food Corps/G.
Health team will repost on how well the school is meeting their goals to the Alliance for Healthier Generations
NA All Staff October 2016-June 2017
SMART Goals: 90-Day Plan Goals.
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: College- and career- readiness, Academic growth/high academic achievement, Access to rigor & Closing achievement gaps
Data Used: End-of- Grade Tests, MAP & TRC Benchmark Assessments, & Common Assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1.
See 90-Day
Plan
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2.
The 90-Day Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the next 90 days. The plan will help ensure the focus of all stakeholders toward an aligned understanding of the implementation and progress of our school’s continuous improvement initiative.
PURPOSE OF THE CONTINUOUS IMPROVEMENT INITIATIVE:
Articulate in a few sentences what you hope to achieve by participating in the continuous improvement initiative.
Through the continuous improvement initiative, Barringer is hoping is to improve our data driven instruction. This will allow us to better meet the specific needs of our students. In addition to our academic goals, we are also working toward building a better school culture that allows all students to feel nurtured, safe, and valuable.
90-DAY ACTION
PLAN
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GOAL SETTING:
Goals 2016-2017 RESULTS 2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)
4 Increase in Reading proficiency
64% GLP and 56%
CCR
70% Grade Level
Proficiency (62%
College Career
Readiness)
MAP growth for school at midyear will show an
increase from 16-17. Benchmarks will show more than
50% of students are showing standard mastery. Mock
EOG data will show that 25% more students than 16-17
will achieve a level 3, 4, 5, on the EOG.
5 Increase in Math proficiency
61% GLP and 57%
CCR
70% Grade Level
Proficiency (62%
College Career
Readiness)
MAP growth for school at midyear will show an
increase from 16-17. Benchmarks will show more than
50% of students are showing standard mastery. Mock
EOG data will show that 25% more students than 16-17
will achieve a level 3, 4, 5, on the EOG.
6
Increase in Science proficiency
73% GLP and 69%
CCR
80% Grade Level
Proficiency (78%
College Career
Readiness)
Benchmarks will show more than 50% of students are
showing standard mastery. Mock EOG data will show
that 25% more students than 16-17 will achieve a level
3, 4, 5, on the EOG.
7 Use of Restorative Practices throughout the school to maintain consistent behavior expectations
83 Suspensions with
21 reoccurring
students and 237
office referrals
Less than 53
suspensions, less
than 13 reoccurring
students and less
than 154 office
referrals
Circle data from admin walkthroughs, classroom
management visits from district team, consistent
decrease in suspensions and office referrals per month
as reported in SWIS and PowerSchool.
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90-Day Action Plan – Priority #1
Continuous Improvement Initiative Focus Area (Big Rock): Reading Instruction and Intervention
School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)
Vocabulary building, continue efforts toward Personalized Learning
School Leader Responsible:
Stephanie Range
Sarah Jones
Mary Bogan
Desired Outcome: (What will be different if you are successful in addressing this priority?) Improved reading
comprehension as measured through written responses, increase in grade level proficiency as seen through an improvement in mastery on formal and informal assessments. Decrease the achievement gap between all subgroups in Reading. Overall, a stronger school culture where all students read more and enjoy it.
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this
hypothesis?) Continued struggle to differentiate reading instruction and meet the very different needs of our scholars, lack of foundational skills, and a need to increase expectations for all learners.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
(Focus on teacher practice and systems & processes)
Person
Completing
Action
Timeline Resources Needed / Source
Vocabulary Instruction – Special areas to focus on and incorporate vocabulary building as well as academic conversations. Classroom teachers’ emphasis on vocabulary throughout all content areas. Continue to use Academic Conversations as a means to provide students with multiple opportunities to learn content.
Administration Support Staff All Teachers
October 2017-June 2018
ILT work with Academic Conversations, writing across the content.
Use of Data Driven Instruction to meet the needs of individual students. Develop a Personalized Learning Master Classroom at each grade level to model how to use standard mastery to ensure each child’s needs are being
Administration PL Team
October 2017-June 2018
Strengthen Tier II intervention work to ensure students are being provided correct
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met. supports, continued PD on Mastery Connect as well as DDI. Weekly grade level PLCs to discuss data and develop instructional plans.
Instructional Coaching with a focus on Intentional Monitoring to provide teachers with bite-sized feedback to improve both management and rigor throughout the school year.
Administration October 2017-June 2018
Continue yearlong PD around coaching and how this will support classroom teachers and their instruction.
Development of a strong foundational program in K-3 to ensure students are on grade level when entering upper grades. This includes a school-wide emphasis on written expression with TRC stems and using details to support student responses.
Administration Literacy Facilitator ILT Team Tier II and III Intervention Teams
October 2017-June 2018
Use of extended day tutorial monies to support foundational skills in grades 2 Use of Title I funds to purchase Letterland, a phonics based program to support reading skills in K and 1 Redesign of our Tier II process to provide specific supports to struggling readers.
Provide multiple opportunities for parents to better understand reading skills, specifically comprehension and using details to support understanding, through Parent Nights, Principal Coffees and other school events
Administration ILT Parent Advocate
October 2017-June 2018
Title I funds to provide parents with multiple opportunities to engage in their child’s reading instruction.
Providing students with tutors through Pritchard Memorial and the North Star Literacy Program
Literacy
Facilitator
October
2017-June
2018
Tutors needed from North Star and Pritchard. Materials developed to support tutors and help teachers communicate with tutors about child’s needs.
PROGRESS INDICATORS
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Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
9/30/17 and
10/17/17
Initial analysis of TRC, MAP and BOG data to determine immediate interventions and student needs
Development of groups for LLI – movement of
students to Tier II Intervention.
10/24/17
1/17/18
Analysis of first and second quarter benchmarks and determination of student mastery
Regrouping of students receiving interventions. Different groupings within the classroom and support to the teacher for scaffolding, especially with Power Standards
12/20/16 Analysis of walk through data to determine level of rigor being delivered within the classrooms
Retarget coaching to help teachers further
their questioning and the amount of critical
thinking done by students
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90-Day Action Plan – Priority #2
Continuous Improvement Initiative Focus Area (Big Rock): Math Instruction and Intervention
School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)
Decreasing the achievement gap among all sub-groups, Increase grade level proficiency across all grade levels, Increase teacher comfort levels with the new math program
School Leader Responsible:
Stephanie Range
Sarah Jones Desired Outcome: (What will be different if you are successful in addressing this priority?) Better mathematical
understanding among all students (beyond rote memorization), Decrease the achievement gap between all subgroups in Math. Stronger interventions to provide all students with the personalized learning that they need, and students who are able to solve multi-step problems beyond just the algorithms.
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this
hypothesis?) Lack of strategies and understanding in problem-solving; lack of differentiation within the classroom; need for more training in resources, particularly Tier II interventions and progress monitoring
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
(Focus on teacher practice and systems & processes)
Person
Completing
Action
Timeline Resources Needed / Source
Heart Tutoring – Heart Tutors will work with our students (considered “bubble” as a result of MAP testing and EOG testing twice a week. They will complete ongoing assessments and use the Kathy Richardson strategies as the basis of their curriculum.
Administration Mr. Buchsbaum Heart Coordinator
October 2017-June 2018
Heart Tutors, Kathy Richardson materials, summative and formative data
Instructional Coaching with a focus on Intentional Monitoring to provide teachers with bite-sized feedback to improve both management and rigor
Administration October 2017-June
Continue yearlong PD around coaching and how this will
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throughout the school year. 2018 support classroom teachers and their instruction.
Use of Data Driven Instruction to meet the needs of individual students. Develop a Personalized Learning Master Classroom at each grade level to model how to use standard mastery to ensure each child’s needs are being met.
Administration PL Team
October 2017-June 2018
Strengthen Tier II intervention work to ensure students are being provided correct supports, continued PD on Mastery Connect as well as DDI. Weekly grade level PLCs to discuss data and develop instructional plans.
Work collaboratively at each grade level to better understand how to effectively use the new math program, Envision. In addition, determine multiple ways to use Ready Core in the classroom to supplement learning.
Administration PL Team District Support Classroom Teachers
October 2017-June 2018
Work through new math program during PLC meetings. Provide support to teachers through individual and grade level PD.
An emphasis on our Makerspace with specific design challenges to provide students with authentic mathematical problem-solving opportunities.
Administration All Teachers
October 2017-June 2018
Discovery Place Ed Studios PD scheduled for October and December.
PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
10/23/17 Careful analysis of benchmark and common assessment data to determine the specific standards that need to be retaught. This will be determined through the Action Plan developed at Benchmark data meetings.
Regrouping of students receiving
interventions. Different groupings within the
classroom and support to the teacher for
scaffolding, especially with Power Standards
1/16/17 Careful analysis of benchmark and common assessment data to determine the specific standards that need to be retaught. This will be determined through the Action Plan developed at Benchmark data meetings.
Regrouping of students receiving
interventions. Different groupings within the
classroom and support to the teacher for
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scaffolding, especially with Power Standards
90-Day Action Plan – Priority #3
Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable):Science Instruction
School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?)
Reestablish science emphasis in K-3, Implementing STEM through Makerspace Labs,
School Leader Responsible:
Stephanie Range
Sarah Jones
De’Nise Gerst
Desired Outcome: (What will be different if you are successful in addressing this priority?) Increased instruction in 5th
grade EOG scores to 80% proficiency. Decrease the achievement gap between all subgroups in Science.
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this
hypothesis?) Emphasis on math and reading during younger grades with a science focus through literacy not experimentation and hands-on learning. Need to increase conversations about science at PLC meetings.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
(Focus on teacher practice and systems & processes)
Person
Completing
Action
Timeline Resources Needed / Source
Reestablish science curriculum at K-3, with a focus on science fair projects and hands-on activities. Particularly emphasize science/content vocabulary. Restructure PLC meetings to engage teams in a discussion of science standards and how they can be mastered through more authentic learning.
Administration Science Facilitator
October 2017-June 2018
Time in PLC meetings, use of Science wiki and curriculum resources, Science PD offered throughout the district.
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Classroom Teachers
An emphasis on our Makerspace with specific design challenges to provide students with authentic scientific problem-solving opportunities.
Administration All Teachers
October 2017-June 2018
Discovery Place Ed Studios PD scheduled for October and December.
Continue using the science interactive notebooks to support vocabulary and conceptual foundations
5th grade science teachers Science Facilitator
October 2017-June 2018
EDUInteractive notebooks
Planning time quarterly with Ms. Gerst not only to ensure collaboration in instruction but also to make sure that a high level of rigor is attached to instruction
October
2017
January 2018
March 2018
Curriculum guide, Science
Alliance Information, Common
Assessments and Science Wiki
PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
10/24/16
1/17/17
Analysis of first and second quarter benchmarks and determination of student mastery
Regrouping of students receiving
interventions. Different groupings within the
classroom and support to the teacher for
scaffolding, especially with Power Standards
12/20/16 Analysis of walk through data to determine level of rigor being delivered within the classrooms
Retarget coaching to help teachers further their questioning and the amount of critical thinking done by students
12/20/16 Analysis of walk through data to determine level of rigor being delivered within the classrooms
Retarget coaching to help teachers further
their questioning and the amount of critical
thinking done by students
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90-Day Action Plan – Priority #4
Continuous Improvement Initiative Focus Area (Big Rock) - (If applicable): Restorative Practices
School’s Priority: (Given the goals identified, what problem needs to be addressed to achieve these goals?) 100%
staff Participation, establishing a community climate in each classroom,
School Leader Responsible:
Stephanie Range
Sarah Jones
Leroy McKinney
Desired Outcome: (What will be different if you are successful in addressing this priority?) Decreased behavior issues
that disrupt instruction and student learning. Students help create a community that they feel more connected to; Reduced office referrals and suspensions
Root Cause(s) to Address Hypothesis of Priority: (What do you believe is at the heart of this problem? What evidence do you have to support this
hypothesis?) Lack of consistency across classrooms and throughout the school. Need for stronger systems to support student success. Need for students to have more problem-solving skills and collaboration skills.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person
Completing
Action
Timeline Resources Needed / Source
Use of Buddy Classes across grade levels and programs to establish stronger connections between students and staff
Whole Staff October 2017-June 2018
Establishing partner classes and activities to support students and teachers
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Restorative Circles implemented regularly to teach/model/role play how to solve conflicts and talk out student feelings.
Administration Classroom Teachers Counselor
October 2017-June 2018
Restorative Practices Circle topics, PD focused on establishing circles, use of circles in several venues (between staff, with parents, etc.)
Establish an MTSS Leadership Team that provides each grade level with representation to review problems and concerns that arise throughout the building. This team will be used to problem-solve and establish solutions focused on restoring relationships between staff and students
Administration Grade Level and Team Representation
October 2017-June 2018
PD for initial team to be able to lead the work, Monthly MTSS meeting with problem/solution format
PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
Monthly Problem-solving/solution generated agenda – review of the items to determine how successful the MTSS Leadership team is in providing consistent expectations across the school
Does the team need more support from Edwin
Wilson? How are the meetings impacting the
overall school climate?
December 2017 Insight survey results will continue to show that teachers feel the school is a good place to teach and learn as well as having supportive administration with clear expectations for all students
Re-teaching expectations across all grade levels as well as providing more specific coaching opportunities for Circle Time
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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
Data Used:
Strategies (determined by what
data) ● Task ● Task ● Task (PD)
Point Person (title)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
● Interim Dates
1. Common assessments – Regular data points will be taken to determine student understanding and mastery. In addition, benchmark assessments will be given at quarterly intervals to determine overall student proficiency.
Instructional Facilitator, ILT Team and Administration
Data will show students developing mastery of objectives over time PLC Teams will have intentional conversations about students and what they still need to do to achieve proficiency Data Dashboard will show an increase in student mastery over the course of the school year
Mastery Connect/CASE Assessments Title I
Staff/Administration
October, 2017– June, 2018
2. Data disaggregation – Process of monitoring student growth by standard. Weekly conversations about teaching and learning will take place centered on the standards and student’s demonstration of proficiency.
Instructional Facilitator, ILT Team, Classroom Teachers and Administration
Data will show students developing mastery of objectives over time PLC Teams will have intentional conversations about students and what they still need to do to
Mastery Connect
Staff/Administration
October, 2017– June, 2018
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achieve proficiency
3. Flexible grouping – students will be grouped, with the support of reading/math tutors as well as Instructional Assistants to provide specific targeted instruction to meet their learning needs
Instructional Facilitator, ILT Team, Classroom Teachers, Instructional Assistants and Administration
Improved MTSS process where students are either progressing through Tier II and III for the supports that they need or eventually showing substantial growth.
None Staff/Administration
October, 2017– June, 2018
4. Additional learning opportunities - Process of holding students accountable for learning via re-teaching, re-assessment
Instructional Facilitator, Instructional Assistants, Classroom Teachers and Administration
Students will have multiple opportunities to show mastery of individual standards. In addition, reteaching will provide students with clarity and self-reflection.
None Staff/Administration
October, 2017– June, 2018
5. Late and make-up work - School expectations for holding students accountable for completing assignments
Teachers and Administration
Data will show students developing mastery of objectives over time
None Staff/Administration
October, 2017– June, 2018
6. Grade reporting - Set expectations for the timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)
Administration Parent Feedback regarding the grading process will be solicited
None Staff/Administration
October, 2017– June, 2018
Barringer - 600 Waiver Requests
Request for Waiver
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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.