school improvement plan - pagesschools.cms.k12.nc.us/dorothyjvaughanes/documents... ·...
TRANSCRIPT
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 Dorothy J. Vaughan Academy School Improvement Plan Report
2
Dorothy J. Vaughan Academy Contact Information
School: Dorothy J. Vaughan Academy of Technology Courier #: 475
Address: 8601 Old Concord Road Phone Number: (980)343-0030
Charlotte, NC 28213 Fax Number: (980)343-0034
Learning Community: West Learning Community School Website: http://schools.cms.k12.nc.us/dorothyjvaughanES/Pages/Default.aspx
Principal: Principal Toyia Matthews
Learning Community Superintendent: West Learning Community
Dorothy J. Vaughan Academy 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 Toyia Matthews [email protected] Assistant Principal Representative Ta-Rai Fridley [email protected] Teacher Representative Natalie Matthews [email protected] Teacher Representative Lindsey Scheppegrell lc.scheppegrell @cms.k12.nc.us Teacher Representative Tanya Mays [email protected] Teacher Representative Paige Anderson [email protected] Inst. Support Representative Patricia McRhoads [email protected] Inst. Support Representative Cheryl Osborne [email protected] Parent Representative Keisha Grier [email protected] 10/02/2017 Parent Representative Kisha Craig (5th) [email protected] 10/02/2017
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
3
Parent Representative Elizaphan Omerhi (K) [email protected] 10/02/2017 Parent Representative Shona Jackson [email protected] 10/02/2017 Parent Representative Chuck Munn (2nd) [email protected] 10/02/2017 Parent Representative Brandi Jones (4th) [email protected] 10/02/2017 Parent Representative Denise Scott (2nd) [email protected] 10/02/2017 Parent Representative Yesha Shukla (2nd) [email protected]
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.
School: As a global community of lifelong learners, we empower scholars to be multi-literate innovators in an ever-changing world. Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: Our mission is to provide a positive and challenging learning environment to maximize student potential through the use of collaboration, rigorous instruction, and diverse learning experiences. Scholars will strive for success and develop critical thinking skills with optimal use of computer science immersion.
Dorothy J. Vaughan Academy Shared Beliefs ● We will engage in meaningful collaboration. ● We will provide rigorous and personalized instruction to meet the diverse learning experiences of our scholars. ● We will strive to develop scholars who think critically with the optimal use of computer science immersion.
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
4
Dorothy J. Vaughan Academy SMART Goals ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Math. ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG
English/Language Arts. ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Grade 5
Science.
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
5
Dorothy J. Vaughan Academy 2016-2017 Assessment Data Snapshot
Subject GLP CCR Grade 3 Math 67.2 55.2 Grade 3 Reading 66.7 51.9 Grade 4 Math 57.1 48.6 Grade 4 Reading 51.4 32.9
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
6
Dorothy J. Vaughan Academy Profile
Dorothy J. Vaughan Academy of Technology, a member of Magnet Schools of America, is a full CMS K-5 magnet school. Currently, it is the only K-5 full magnet program for Computer Science Immersion available for families in CMS. In its first year, the school is comprised of students coming from 47 different elementary schools. The student body is comprised of 393 students. The demographics are as follows: 285 African-Americans (72.5%), 61 Hispanics (15.5%), 21 White (5.3%), 16 Asian (4.1%), and two or more (2.0%), 1 American Indian (0.3%), and 1 Pacific Islander (0.3%). The school has 179 Females (45.5%) and 214 Males (54.5%). DJV scholars will each receive a Chromebook to use during the school day. This one–to-one technology is aimed to immerse students in a curriculum that emphasizes the language of technology through reading, writing, mathematics, science, social studies, and the arts. The school is in its inaugural year. In addition, we are members of CMS Personalized Learning cohort IV, implementing a focus on the Whole Child Approach. Students will be encouraged to embrace a growth mindset, exhibit positive character traits that will impact their lives in the larger community. As innovators at Dorothy J. Vaughan Academy, through a partnership with Code to the Future, scholars will use programs such as Scratch and Minecraft, as well as, the programming language Java Script. The major component of the Computer Science magnet is the immersion of coding language into core curriculum; as a result, students will be learning content through technology integration. Students will have a Coding block, which allows them to collaborate and develop critical thinking and problem-solving skills. The faculty and staff bring a wealth of experience and expertise to Dorothy J. Vaughan Academy. The staff demographics are as follows: twenty classroom teachers, one ½-time TD teacher, one ½-time ESL teacher, one ½-time EC teacher, one full-time EC Assistant, four instructional associates, and 4 Connect Teachers (Art, Music, PE, and Media). In addition, our staff members are committed to continuous professional learning and growth. Approximately 95% of the faculty hold master’s degrees; one holds an advanced degree, and four are National Board Certified. Teachers are receiving on-going professional development in computer science through Code to the Future and Personalized Learning, Literacy, and Restorative Practices - all through CMS. The uniqueness of the school attracted candidates internationally and from seven different states. There is also representation from four neighboring counties on the staff.
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
7
The school is developing partnerships with various organizations whose supports are directly aligned with the goals of the school. Some of these partnerships include Synechron, Google Fiber, Newell Baptist Church, Chick-Fil-A, UNC Charlotte Department of Infomatics, YMCA, and the Charlotte Mecklenburg University Public Library. These organizations will be critical to teacher development, student outreach, and culture-building. Parental involvement has been pivotal in the first year of Dorothy J. Vaughan Academy of Technology. The PTA and DJV parents have been instrumental in supporting a family environment with strong visibility, volunteering countless hours, and providing resources for students and staff.
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
8
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
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
9
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 Strategic Plan Focus Area: III. Retention/quality appraisals Data Used: Faculty/Staff Surveys, Observation of Cafeteria Data, and Discipline Data
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. Provide teachers with a thirty minute duty-free lunch period daily.
Literacy Instructional Coach/ Principal Intern
Students and teachers will have a break during the day to:
• Positive social interactions
• Established culture and trust
CMS Cafeteria Monitor Budget
Lunch Monitor September 2017- June 2018
2. Hire qualified lunch monitor based on the allotted hours from the district.
Principal • Feedback from faculty and staff
• Orderly cafeteria • Reduction of Discipline
Referrals
CMS Cafeteria Monitor Budget
Lunch Monitor September 2017- June 2018
3.Implement school-wide behavior strategies in the cafeteria:
• Teach L.E.N.S. behaviors and procedures during the first two weeks of school
• Reinforce and practice procedures throughout the school year.
Grade level teams
• Positive Interactions between students and staff
• Orderly cafeteria • Conversations in the
cafeteria are at a level 1 • Reduction of Discipline
Referrals
N/A Lunch Monitor Teachers Instructional Coaches Administration
September 2017- June 2018 • Dec.
2017 • March
2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
10
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 college- and career-ready
Strategic Plan Focus Area: I. College- and career-readiness II. Academic growth/high academic achievement III. Access to rigor
Data Used: Formative assessment data (MAP, Reading 3D, teacher made 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. Teachers will have at least five hours planning weekly based on a four-day rotation. The rotation is as follows:
• 55-minute planning for Math every four days
• 55-minute planning for Literacy every four days
• 80-minute PLC flexible planning based on learner’s needs.
• 25 minute for data analysis every four days, alternating between math & literacy weekly
Instructional Coaches Grade Level Chairs
• Instruction and assessments are aligned to the standards
• Increase in performances on MAP, Reading 3D, common assessments, and EOGs
• Planning documents reflect a deep understanding of the standards and the IPA process
• Data analyses follow a
NA Grade Level Teams Instructional Coaches Instructional Associates Connect Teachers
August 2017-June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
11
protocol which includes plans for students at various levels of mastery
2. 1/2 day planning one day per quarter (led by Instructional Coaches/administrators) with a focus on:
• Data analysis • Examining student work
samples • Planning using “backwards
design” • Personalized instruction for
students
Principal Assistant Principal
• Long-term plans • Small group plans • Pre and Post
Assessments • Tasks with rubrics • Evidence of standards
aligned instruction • Increase in
performance on MAP, Reading 3D, common assessments and EOGs
NA Grade Level Teams Instructional Coaches Instructional Associates Connect Teachers
October 2017 January 2018 March 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
12
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, cultural competency and customer service
Strategic Plan Focus Area: I. Physical safety II. Social and emotional health III. High engagement IV. Cultural competency
Data Used: Student and Staff Surveys, Discipline Referral Data, Action Plan results from counselor
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 Prevention • School leaders will routinely
discuss Title IX during SLT meetings.
• Teachers will deliver Title IX Lessons to students.
• Counselor will lead Bully Prevention classroom lessons
• Counselor-led small group/individual sessions as needed.
• Teachers and students will maintain class meetings.
• Administration will respond to bullying situations.
• Counselor will maintain Bully
Principal Assistant Principal Counselor
• Students’ ability to communicate and internalize the expectations outlined in L.E.N.S
• Decrease in total number of discipline referrals
• Character education embedded in the classroom community
• Surveys of students, staff, and parents
• Data from needs assessment
NA All Staff September 2017- June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
13
Reporting/Gratitude Box 2. Character Education
• Students will participate in “Leader in Me” lessons.
• Teachers will integrate the “Leader in Me” character traits into instruction.
• Teachers will model the “Leader in Me” habits.
• Faculty and staff will recognize students who routinely exemplify specific character traits.
• School will hold Character Celebrations based on the “Leader in Me” Habits
Principal Assistant Principal Counselor Restorative Practice Committee
• Classroom walkthroughs
• Surveys of students, staff, and parents
• Decrease in total number of discipline referrals
• Attendance and recognitions during Character Celebrations
• Student interactions reflect an understanding from the “Leader in Me” lessons
NA All Staff September 2017- June 2018
3. School-wide behavior plan • Students will learn the
procedures for and routinely practice the L.E.N.S. behavior matrix.
• Teachers and students will participate in classroom meetings, which include a 20-minute lesson to maintain effective dialogue and build community.
Classroom Teachers
• Student and teacher surveys
• Students will internalize lessons and show evidence of following procedures.
• Decrease in total number of discipline referrals
• Classroom walkthroughs
NA All Staff August 2017- June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
14
4. Healthy Active Child 30 min. • School ensures 30 minutes of
recess each day. • Students participate in
sensory lab during Physical Education
PE Teacher Classroom Teachers
• Students will have opportunities throughout the day to move and learn about healthy living.
• Student Surveys • Growth from BOY to
EOY according to Presidential Fitness Test
• Participation in the Fun Run Partnership with the YMCA
NA PE Teacher Classroom Teachers
August 2017- June 2018
4. School Health Team • School health team will
monitor the effectiveness of healthy lifestyle initiatives implemented in the school.
• Lessons will be incorporated into the classroom on healthy choices.
• Teachers will be given opportunities to become healthier with various challenges.
PE Teacher Nurse Administration
• Staff attendance will be reflective of a healthy staff.
• Participation in activities, such as, GOTR
NA Administration School Health Team
October 2017-June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
15
SMART Goals: 90-Day Plan Goals. Strategic Plan Goal: Strategic Plan Focus Area: 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.
2.
3.
4.
See 90-Day Plan
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
16
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.
By participating in the continuous improvement initiative, we would like to enable our students to develop critical thinking skills and creativity through computer science supported teaching and learning that focus on improving student engagement and the development of the whole student.
GOAL SETTING:
Goals 2016-2017
RESULTS
2017-2018 GOALS GOAL INDICATORS (METRIC TO INDICATE PROGRESS)
4 K-5 Literacy
NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG English/Language Arts.
Reading 3D, MAP and ongoing standards- aligned assessments
5 K-5 Math
NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Math.
MAP and ongoing standards aligned assessments (CMS Topic assessments & quarterly assessments)
6
K-5 Science NA ● By June 2018, Dorothy J. Vaughan scholars will reach 70% proficiency (60% CCR) based on EOG Grade 5 Science.
Benchmarks and standards-aligned assessments
90-DAY ACTION
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
17
90-Day Action Plan – Priority #1
Continuous Improvement Initiative Focus Area (Big Rock): Literacy: 69% of students will meet or exceed projected growth from Fall to Winter according to the NWEA MAP Normative Data.
School’s Priority: • Culture of Collaboration and Practice • Internal and external alignment of the standards • Learning Pathways for Teachers that address their professional learning needs • Literacy Interventions that address student deficits • Communication of Literacy Expectations
School Leader Responsible:
Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Patricia McRhoads, Instructional Coach- literacy
Desired Outcome: The school will develop a collaborative culture in which there is an emphasis on aligned, intentional instruction that responds to the unique needs of students. As a result, students will meet or exceed growth throughout the year which will ultimately increase the CCR rate of student based on end of grade assessments. Root Cause(s) to Address Hypothesis of Priority: Based on 2016-17 EOG data, 42.4% of students are College and Career Ready (Level IV and V). There will be an emphasis on moving Level III students to Level IV. More specifically, in Reading (4-5), approximately 20% of students scored a Level 3.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on
teacher practice and systems & processes) Person
Completing Action
Timeline Resources Needed / Source
Implement and sustain a collaborative environment • Conduct PLC meetings that focus on the development of standards-aligned
assessment and instruction. • Teachers and Instructional Coach develop assessments (formal
and informal) that are aligned to the rigor of the standard. • Teachers plan lessons that have both internal and external
alignment to the standards • Teachers will analyze exit tickets to determine next steps in
McRhoads August 2017-January 2018
• Instructional Coach • Expectations • PLC Norms and team
goals • Observation and
Feedback Protocols
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
18
classroom instruction. • Instructional coaches & School leaders conduct coaching sessions with
individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.
Implement Effective MTSS process to support struggling readers/writers • Identify students in lowest quartile MAP, Mastery Connect • Provide LLI pullouts for students using trained personnel • Maintain Intervention Team protocols and clearly communicate with
staff and teachers
Long, Osborne, McRhoads
August 2017-January 2018
• Mastery Connect • MAP • DDI protocols • Common Interim
assessment data Develop school wide learning pathways for teachers and provide professional development based on those teachers’ needs in the following areas:
• Foundational Literacy: Phonics/Fluency/Vocabulary • Closed Reading • Academic Conversations • Guided Reading • Written Response to Reading
McRhoads, Kilpatrick, Matthews
August 2017- January 2018
• Pathways for teachers • Literacy/ ILT
Resources
Implement school-wide focus on internal and external alignment of standards and provide interventions for students based on their deficits in those skills necessary for attainment of standards mastery (MTSS)
• TAs will lead LLI intervention for identified students • TAs will participate in LLI training first week of October
Instructional Coach
August 2017-January 2018
• Assessment Data • LLI Kits
Communicate/Define, plan, practice and monitor the school’s Literacy Expectations for Reader’s Workshop
McRhoads, Kilpatrick
August 2017- January 2018
• DJV Literacy Expectations
Implement school wide focus on writing using ILT structures • Teachers will be developing student exemplars and rubrics to establish
baseline and determine strategies to be used in instruction.
ILT Team August 2017- January 2018
• Rubrics • Writing Samples • ILT Resources
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
19
PROGRESS INDICATORS
Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
Weekly
Classroom Observation/Data Collection based on coaching caseload
Frequency of observation based on teacher needs
Weekly/Bi-weekly
Exit Ticket/Common Assessment Data
Pacing calendar based on standards mastery
September/ February
Reading 3D Data MAP Data
90-Day Action Plan – Priority #2
Continuous Improvement Initiative Focus Area (Big Rock): Math: 70% of the students will meet or exceed projected growth from Fall to Winter according to the NWEA MAP Normative Data.
School’s Priority: • Collaborative Culture • Emphasis on students as problem-solvers • Standards-Aligned Instruction • Professional Learning • Evaluating student work and rubrics • Tight Routines and Procedures
School Leader Responsible:
Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Cheryl Osborne, Instructional Coach- math
Desired Outcome: The school will develop a collaborative culture that will emphasize standards-aligned assessment and continuous practice. As a result, students will achieve or exceed growth from Fall to Winter Math MAP testing. Root Cause(s) to Address Hypothesis of Priority: In Math, 51.9% of Grade 4 and 5 students were College and Career Ready
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
20
according to the 2016-2017 results. Students are coming from forty-seven different schools; as a result, their experiences vary.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on
teacher practice and systems & processes) Person
Completing Action
Timeline Resources Needed / Source
Implement and sustain a collaborative environment • Conduct PLC meetings that focus on the development of standards-aligned
assessment and instruction. • Implement and sustain the DDI cycle:
• Teachers and Instructional Coach engage in unpacking the standards
• Teachers develop assessments (formal and informal) that are aligned to the rigor of the standard.
• Prior to beginning unit, teachers take the assessment to create exemplars of student work, assess using rubric/establish baseline, and identify skills and strategies that will be necessary during instructional delivery
• Teachers plan lessons that have both internal and external alignment to the standards
• Conduct coaching sessions with individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.
Osborne August 2017-January 2018
PLC Norms Unpacked Standards District Curriculum Maps District Assessments
Establish MTSS Framework in Math that will include interventions from: • Kathy Richardson (K-2) • Do the Math (3-5) • Or other appropriate intervention according to individual students’ needs • Continuous monitoring of student progress based on interventions. • AIMSweb for establishing baseline and extended progress monitoring.
Osborne- Math Instructional Coach Classroom Teachers Instructional
August 2017-January 2018
Various Interventions AMC online access & training for teachers Train instructional assistants in Do the Math & Kathy Richardson activities
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
21
assistants Implement and monitor procedural routines and processes for Whole Group Instruction in Math
Osborne- Math Instructional Coach Teachers
August-October 2017
Math manipulatives and training for the Pearson online components
Implement Professional learning in the following areas: • Concrete, Represent, Abstract instructional strategy • Incorporating read-alouds in math • Using Manipulatives to support student learning • Effectively using Dreambox & Edgenuity
Osborne- Math Instructional Coach Teachers
August-October 2017
PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
Weekly
Progress Monitoring through various platforms (TenMarks, Dreambox, and Mastery Connect, and Pearson)
Weekly/Bi-weekly
Exit Tickets, Common Assessments
September/ February
MAP Data
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
22
90-Day Action Plan – Priority #3
Continuous Improvement Initiative Focus Area (Big Rock) – Science: 70% of students will demonstrate mastery of district benchmark for Grade 5 Science.
School’s Priority:
• Collaborative Culture • Integration of Technology • Emphasis on students as problem-solvers and critical thinkers • Standards-Aligned Instruction • Professional Learning • Evaluating student work and rubrics • Tight Routines and Procedures
School Leader Responsible:
Toyia Matthews- Principal Ta-Rai Fridley- Assistant Principal Patricia McRhoads- , Instructional Coach- literacy Cheryl Osborne, Instructional Coach- math Desired Outcome:
The desired outcome is for students to be proficient or career and college ready. In addition, prepared for middle school science content and thus the 8th grade science summative assessment. Root Cause(s) to Address Hypothesis of Priority: Dorothy J. Vaughan is a new school; as a result, the teachers are still gathering data to determine student gaps and areas of focus.
ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on
teacher practice and systems & processes) Person
Completing Action Timeline Resources Needed / Source
Implement and sustain a collaborative environment • Conduct PLC meetings that focus on the development of standards-aligned
assessment and instruction. • Implement and sustain the DDI cycle:
ILT Grade Level Teams
August 2017- February 2018
• Discovery Ed • Science Planning
Documents and Essential Standards
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
23
• Teachers and Instructional Coach engage in unpacking the standards
• Teachers develop assessments (formal and informal) that are aligned to the rigor of the standard.
• Teachers plan lessons that have both internal and external alignment to the standards
Conduct coaching sessions with individual teachers using Paul Bambrick-Santoyo’s Rigor and Management Trajectories.
• Formative Data • Student Work Samples • Data Analysis Protocols • DJV Data Tracker
Establish a partnership with non-profit that focuses on hands-on Science. Partnership will allow students to make real-world connections with science content
ILT Grade Level Teams
August 2017- February 2018
• Science Planning Documents and Essential Standards
• Formative Data • Student Work Samples
Embedding Best Practices
• Emphasize academic vocabulary found in NC Essential Standards within the classroom curriculum.
• Incorporate close reading strategies into the Science curriculum • Provide authentic opportunities for Science instruction
ILT Grade Level Teams
August 2017- February 2018
• Discovery Ed • Science Planning
Documents and Essential Standards
• Formative Data • Student Work Samples • Data Analysis Protocols • DJV Data Tracker
Establish and maintain collaboration around Science • Science planning that consistently analyzes formative data to determine
explicit action steps for classroom instruction • Plan with assessments in hand • Facilitate instructional planning using DiscoveryEd and other Science
resources and standards • Conduct Data chats that:
o Take a deep dive that student assessments and next steps
ILT Grade Level Teams
August 2017- February 2018
• Discovery Ed • Science Planning
Documents and Essential Standards
• Formative Data • Student Work Samples • Data Analysis Protocols • DJV Data Tracker
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
24
• Establish and maintain system for observation, feedback, and coaching • Conduct Get Better Faster Pulse Check to establish baseline for teachers • Conduct professional learning for teachers or PLCs based on data gathered
from pulse checks • Consistently observe and provide immediate feedback for teachers during
Math Block • Provide exemplars, model, plan and practice with teachers to ensure quality
Science instruction
Matthews Fridley Osborne McRhoads
August 2017- February 2018
• GBF Rigor and Management Trajectories
• Coaching Data
PROGRESS INDICATORS Indicator Date Evidence to Determine Progress Toward Achieving Desired Outcome Potential Adjustments
Weekly
Classroom Observation/Data Collection based on coaching caseload
Frequency of observation based on teacher needs
Weekly
Exit Ticket/Common Assessment Data
Pacing calendar based on standards mastery
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
25
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: All
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 • Pre- and post- assessment
created in Mastery Connect aligned to the objectives
• Analysis of written tasks with common rubrics
Instructional Coaches
• Targeted classroom instruction
• Increased student performance
NA Grade level teams
September 2017-June 2018
2. Data disaggregation • Process of monitoring
student achievement by objective in order to facilitate remediation/intervention (MTSS process)
Instructional Coaches, Administration
• Increased student achievement
• Decrease number of students receiving Tier II or Tier III interventions
NA Classroom teachers Support Staff MTSS team Counselor
September 2017-June 2018
3. Flexible grouping • Process of grouping
students according to
Instructional Coaches, Administration
• Targeted use of support staff to meet students’ needs
NA Grade level teams
September 2017- June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
26
academic needs • Routinely monitoring data
to determine students’ strengths and areas for growth
• Increased student achievement
Instructional coaches
4. Additional learning opportunities
• Students will have opportunities to learn through computer-science immersion.
• Students will engage in Personalized Learning.
Instructional Coaches, Administration
• Evidence of lesson plans developed using specific student data
• Increased student achievement
• Increase in students’ understanding of coding (Epic Build Showcases)
NA Grade level teams
September 2017- June 2018
5. Late and make-up work • The school has established
school-wide expectations for completing assignments.
Instructional Coaches, Administration
• Increased student
achievement
NA Grade level teams
September 2017- June 2018
6. Grade reporting • Teachers will routinely
update grades using PowerSchool.
• Teachers and parents will be able to monitor student mastery of specific standards using Mastery
Instructional Coaches, Administration
• Evidence of two-way
communication between school and home
• Increased student achievement
NA Grade level teams
September 2017- June 2018
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
27
Connect. • Students and parents will
receive progress reports and report cards at designated times.
2017-2018 Dorothy J. Vaughan Academy School Improvement Plan Report
28
Dorothy J. Vaughan Academy - 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.