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State Board of Education Goals – Future-ready Students for the 21st Century

State Board of Education Goals – Future-ready Students for the 21st Century

Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

District Goals for (insert district here)

Goals

· By 2020, 90 percent of third-grade students will read on or above grade level.

· By 2018, our graduation rate will be 90 percent.

· By 2018, we will close the achievement gap between subgroups by 10 percentage points while increasing the performance of all subgroups.

Priorities

· Provide all schools and departments the differentiated support they need to reach the full potential of the Continuous Improvement Process to maximize student outcomes

· Train and support individuals to be strong instructional leaders and hold them accountable for achieving district goals.

· Equip staff to support struggling students.

· Intentionally engage our parent and community partners in understanding, supporting and advocating for our district goals in service of students.

Culture

· High expectations and high accountability in a psychologically safe environment.

Page 1 of 41

School Vision and Mission Statements for (insert school name)

Vision:

It is our vision that being educated at Konnoak means our students grow more than a year’s worth annually, that:

By 2020, 90% of third graders will be proficient.

By 2017, 100% of students will demonstrate academic growth.

By 2017, 100% of teachers will receive professional support to reach/exceed proficient on teacher evaluation standards.

By 2017, we will reduce the number of office discipline referrals by 50%.

in order to ensure that our students leave Konnoak with their career and college readiness skills.

Mission:

Konnoak Elementary School will provide a quality 21st Century education in a nurturing environment that will develop college and career ready scholars with the ability to be thinkers, effective problem solvers and savvy technology consumers using higher order thinking to promote lifelong learning.

LEA or Charter Name/Number:

Winston-Salem/Forsyth County Schools

School Name/Number:

Konnoak Elementary School/428

School Address:

3200 Renon Road, Winston-Salem, NC 27127

Plan Year(s):

2014-2015

Date prepared:

September 30, 2014 (completed); Revised and Voted October 1, 2014

Principal Signature:

Local Board Approval Signature:

Date

Date

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

Committee Position*

Name

Principal

Shelia Burnette

Kindergaten Teacher Rep

Brian Prout

Assistant Principal Representative

Cassandra Dobson

First Grade Teacher Rep

Aimee Thomas

Teacher Representative—Co-Chair

Deb Cotter

Second Grade Teacher Rep

Maria Ervin

Teacher Representative—Co-Chair

James Airo

Third Grade Teacher Rep

James Airo

Inst. Support Representative

Denise McCoy

Fourth Grade Teacher Rep

Kristin Trivitte

Parent Representative

Monique Parks

Fifth Grade Teacher Rep

N’Kenga Reich

Parent Representative

ESL Teacher Rep

Elizabeth Mitchell

Teacher Assistant Rep.

Gloria Elo

Guidance Counselor

Adeola Durotoye

EC Teacher Assistant Rep.

Linda Mincey

Media Coordinator

Myra Worrell

Curriculum Coordinator

Toneika Gravely

Curriculum Coordinator

Melanie Sayles

* Add to list as needed. Each group may have more than one representative.

School Data and Summary Analysis

Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school and identifying priority areas for improvement.

Guiding Questions: Review school data and consider a variety of perspectives including overall school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice (from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as data).

1. What does the analysis tell you about your schools strengths?

1. Based on the data reviewed, our school strengths are:

Kindergarten

· 52% of students moved from yellow to green

· 41% of students moved from red to yellow

· Positive growth

· TRC

First Grade

· From 40%

· Reading in improving

· 75% of the students are proficient in counting

Second Grade

Based on the data reviewed, our school strengths are:

· BOY(51%) to MOY(56%) at benchmark

· Overall maintained 80% of at benchmark(green)

· Overall 50%(yellow) BOY below benchmark moved to at benchmark(green)

· Chinese Immersion- 71% maintained benchmark(green)

· Moved students from well below red to below yellow or benchmark

Subgroups

· overall increased in 6/8 subgroups

· multi-racial – 33% of red increase to green

· Hispanic none moved to red

Third Grade

· Put the PRTs and TAs back in the classroom to help with small group reading instruction

· At each grade level have a transition class where student for the 1st quarter of school only does math and reading at their level with a full time. Possibly starting 2 weeks before the other students.

· Have only 1 staff meeting per month

· Administration needs to treat all staff members equally and fairly

· Give clear and explicit instructions with expectations

· Team building activity needs to occur mid-year

· Requirement for make-up time should be considerate of time spent outside of school doing school work and early arrival

· Teachers sign in and out to document time spent at school

· Grades 3-5 need and assistant to share for the grade level

· Teachers do check in and checkout with their students

Fourth Grade

· Reading intervention program for PRT to determine growth for students working within groups.

· TA’s, etc allotted to workshop to make workshop true small group instruction

· ESL pulled during workshop and ESL teachers target same grade level and serve kids

· Reading incentive program

· Train bus drivers on PBIS

· PBIS is enforced consistently across all staff and all students

· Check in, check out procedures with adult so that it is consistent

· Improvement 3-5 on NBT math goal as it is lowest across board

Fifth Grade

· More communications for new staff because they don’t know what they don’t know

· Group students at grade level based on behavior needs with a teacher that has had success with students

· Invite a speaker(motivational) to speak with students(5th grade) about behavior and future aspects

· Seek resources that align with the essential standards that would help teach social studies and science better

· Organize materials in a locations for content areas

· Create a master list of programs and how to access with passwords, usernames, ect

· Goal Teams

· 94% of 3rd grade green students stayed green

· 30/91 students grew in color in 4th grade

· 17 students grew colors in 5th

· 4th-4.R1.1-15%/4.RL2-10%

· 5th- 5.RL.1-35%

Surveys

· Over 80% approval for parents on: overall school rating as A or B (82%);

· The school challenges my child (86.3%);

· My child is safe at school (95.3%);

· The principal is available to the parents (93.2%);

· It's easy to communicate with the teachers (95.2%);

· Amount of homework is appropriate (87%);

· My school keeps me well informed about events and issues at the school (97.9%);

· Has your child been bullied at school (80.0% said no)

2. What does the analysis tell you about your schools gaps or opportunities for improvement?

· 69% of Hispanic students remained well below

· 33% were yellow then moved to red

· 93% remained red (Hispanics & African American)

· Writing should have more focus this quarter

· In teaching word problems, teaching and explaining in different ways

· 100% of Chinese Immersion remained W.B.(red)

· 29% moved from at to below benchmark(yellow)

· 83% stayed well below (red)

Subgroups

· Hispanic- 10% moved to below

· Black/A.A – 40% moved to red from yellow

Goal Teams

1. Based on the data re viewed, our school strengths are:

· Kindergarten-30%(BOY) to 44%(MOY) at benchmark

· First -40% to 53%

· Second- 51% to 56%

· Third – 45% to 51%

· 1st grade Chinese Immersion- maintained 100% at benchmark/ 50% of student’s prof.

· First


· About 50%(yellow) BOY below benchmark moved to at benchmark MOY(green)

· Second


· Overall maintained 77% of below benchmark(yellow0

· Chinese Immersion- 71 % maintained

· Kindergarten

· 77% maintained at benchmark (green)

· 50% of below moved to benchmark

· Chinese Immersion- maintained 62% of at benchmark

· TRC & Dibels

· All gradelevels WB benchmark(red) has decreased from 4% to 22%

· Kindergarten & 2nd

· Moved students from WB(red) to below(yellow) or benchmark(green)

· Overall

· 14% moved down in color(3rd)

· 85% of red students stayed red(3rd)

· 4th-27 students stated same or regressed in R or Y

· 62 students stayed same or regressed in R or Y in 5th

Surveys

· When bullying was reported did the staff do something about it

(58.3% said no; 33.3% didn't know)

3. What is data is missing, and how will you go about collecting this information for future use?

· How do we help Hispanic students to increase their vocabulary?

· How can we better work with subgroups of students and monitor their progress?

· Are our intervention programs for at-risk students successful? How will we know?

· What percentage of our teachers are being retained? Based on what factors?

4. Based upon the analysis conducted, what 3-5 top priorities emerge for the school?

Cite relevant evidence from your analysis to support these priorities.

Create a safe, orderly and clean learning environment by reducing the number of classroom interruptions (classroom managed and office referrals) by 20%.

Student and Community Demographics and Attendance/Discipline

Safe and orderly--Continued Behavior Management (especially in upper grades) using PBIS (CICO) consistently

Safe and orderly--Continued & Consistent PBIS Training (differentiated)

Safe and orderly--Is there any additional training that needs to be in place for particular behaviors/offenses?

Safe and orderly--Reduce bus incidents.

Safe and orderly--Consistently work on class environment where bullying is not tolerated or condoned with specific strategies.

Reduce teacher turnover rate by 10% by recruiting, developing and retaining quality educators beyond 2 years and red

· Professional Capacity (teacher qualifications, effectiveness, professional development needs, etc.)

Work on level of trust for administration staff

Continued support for new staff.

Improved communication for entire staff.

Build leadership in teachers/staff leaders.

Support staff with accumulation and organization of resources (particularly interventions).

Pair International class with another certified teacher (English)

Implement PD with coaching model that can be substained.

Team building

Staff meetings reduced to 1 per month

Single Gender car/card and plan

Promote honest and open communication between administrative and staff. Relationship building activities.

Decrease the number of non-proficient students by 10% to reach the bronze, silver and gold levels of achievement.

· School Processes/Instructional Practices

Reading Foundations

Flexibility in scheduling/class assignment

Literacy focus continued (esp. targetting lowest red students)

More professional development for my reading--PRTs, TAs, Interventions, grouping, etc.

Focus on building strong focus on small group instruction.

Review, evaluate and monitor special programs for positive impact on student achievement.

Need to put RTIs for Literacy Support.

Targetted interventions, specifically aimed at a subgroup.

Support during workshop at all grade levels.

Alignment of what is taught in ESL and students' readiness for 2nd grade.

·

Priority Goal 1 and Associated Strategies

Plan/Do

Area for improvement and supporting data:

Student Achievement/Proficiency. In 2013-2014, Konnoak had:

Kinder

TRC

DIBELS

BLUE

GREEN

YELLOW

RED

Benchmark

Below Benchmark

Well Below Benchmark

BOY

0

55

9

49

BOY

34

30

50

MOY

6

11

86

15

MOY

53

40

26

EOY

37

41

12

33

EOY

89

26

8

1ST

TRC

DIBELS

BLUE

GREEN

YELLOW

RED

Benchmark

Below Benchmark

Well Below Benchmark

BOY

27

29

32

50

BOY

56

28

55

MOY

12

36

10

81

MOY

73

20

46

EOY

4

47

23

68

EOY

79

26

37

School Goal 1:

To increase the percent of students proficient in reading, math and science by 20%.

Supports this district goal:

By 2020, all third graders will be 90% proficient.

Target:

Increase percent proficient by 20%.

Indicator:

Percent proficient or higher on EOY (DIBELS/TRC) or EOG Assessment

Milestone date:

June 2015

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

Strategy 1:

.

Strategy: .

Action steps: Implement data-based intervention/workshop groups and provide research based, skill specific strategies and enrichment to identified students to reach quarterly benchmark goals for students and grade levels us.

0. 1. Data-based decision making with analysis to group students, data notebooks to track student progress, data wall to monitor SW, GL, Subgroup, and goal setting (student, class, etc.) for during school and afterschool tutoring.

2. Select research-based, instructional level materials to address specific reading skills to close reading gaps for students at their reading level. Host sessions for parents on these skills and use of strategies.

3. Teach Thinking Maps, how/when to use them and cognitive skills by which to apply

Strategy 2:

Strategy: Implementation of Daily Routines to focus on building Number Sense, Base 10 and Place Value skills.

Action steps:

1. Provide training and implement Math Journals/interactive notebook to engage students in math talk, higher order thinking activities and applications of skills.

2. Implement data-based intervention groups and provide targeted intervention/ enrichment (skills specific) to identified students for during school and afterschool tutoring. (GL)

3. Implementation of Thinking Maps as cognitive tools to use across the standards and DIBELS Math to teach, intervene and help students understand their present level of performance.

Strategy 3:

Strategy: Strengthen the Science Program to meet the needs of all students. .

Action steps:

1. Provide Science as a special class to supplement the classroom instruction.

2. Build vocabulary skills and strategies to increase Tier 2 and 3 vocabulary.

3. Apply Thinking Maps to learning and demonstrating understanding of scientific concepts.

How will we fund these strategies?

Funding source 1:

At-Risk

Funding amount:

$17,829

Funding source 2:

Title I--Personnel

Funding amount:

$587,016

Funding source 3:

Title I—Tutoring +

Funding amount:

$149,147

Total initiative funding:

$753,992

Review frequency:

Quarterly

Literacy Strategy Team: Ervin, Prout, Cotter, Gravely, Elo, and Mincey

Math Strategy Team: Airo, Trivitte, Thomas, Reich, and Mincey

ScienceStrategy Team: Smith and Overholt (along w/ Academic Team)

Check

What data will be used to determine whether the strategies were deployed with fidelity?

*Thinking Map lesson plans

*Progress Monitoring in DIBELS NEXT

*BOY, MOY, and EOY data

*Common Assessments/Common Formative Assessment to inform instruction.

*Student journals and work samples

*DIBELS Math data and progress

How will you determine whether the strategies led to progress toward the goal? (Include formative, benchmark, and summative data as appropriate.)

Positive growth/improvement.

Student Achievement will improve in number of proficient students.

What does data show regarding the results of the implemented strategies?

20% or higher increase in proficiency=Gold

10-19% increase in proficiency=Silver

0-9% increase in proficiency==Bronze

Act

Based upon identified results, should/how should strategies be changed?


Plan/Do

Area for improvement and supporting data: In 2013-2014, we had 14/16 Probationary Teachers and 16/18 Career Teachers proficient and higher in all five standards on the Summative. We need to have 100% of our teachers reaching proficient earlier in the year so the effort can be to match strategies to move proficient to accomplished to directly (positively) impact on student achievement and growth.

School Goal 2:

To increase the number of staff with proficient or higher evaluation ratings to iretain quality educators relative to school-based factors.


Select a district-level goal

Target:

To increase the number of staff with proficient or higher evaluation ratings by 10% to retain quality educators.

Indicator:

Turnover Rate; Analysis of non-returning staff; TWC

Milestone date:

June 2015


Strategy 1:

Strategy: Survey staff and provide a menu of PD available to meet individual and small group needs (PBIS, management, etc.)

Action steps:

1. Identify breakfast clubs for interest groups (single gender, Eric Jensen, etc.)

2. Create and implement surveys (poll everywhere, PDP connection list, PDP review, etc.) for staff input, as well as parental interest in classes/topics.

3. Provide PD and necessary equipment, resources & tools to implement initiatives and assessments (DIBELS Next devices to assess).

Strategy 2:

Strategy: Eric Jensen training on understanding students living in poverty, mindset shifts, etc.

Action steps: Provide direct support for teachers with non-proficient standards.

1. Assist with growth plans for teachers identified with developing areas in observations.

2. Facilitate individual coaching sessions with identified teachers

3. Provide training (parent information), focus groups and strategies to partner and address issues facing our population’s needs around teaching and learning.

Plan/Do


Funding source 1:

At-risk

Funding amount:

$1500

Funding source 2:

Title I

Funding amount:

$4,000

Funding source 3:

Select a funding source

Funding amount:

$0

Funding source 4:


Funding amount:

$0

Funding source 5:


Funding amount:

$0


$5500

Review frequency:

Quarterly

Assigned implementation team: Mitchell, Sayles, Worrell, Durotoye, Burnette

Check


Teacher observations

Teacher progress from first observation to the third year.

Teacher Workplace Condition Survey

Implementation of Thinking Maps in handbook.

Agendas and summaries

Use of Teaching and Engaging with Poverty in mind

Teacher reflection/entries.


Compare the EOY rating to last year’s staff to last year.

Compare BOY ratings of all teachers to this year’s EOY data for groth

Teacher survey results

TWC


Act



Plan/Do

Area for improvement and supporting data:

2011-2012

DAYS OF

EVENTS OF

STUDENTS INVOLVED IN

ISS

4.25

6

4

OSS

272

138

74

2012-2013

DAYS OF

EVENTS OF


ISS

4

5

4

OSS

157

94

60

2013-2014

DAYS OF

EVENTS OF


ISS

4.5

12

9

OSS

107.5

75

50

Over three years, we have seen a decrease in the number of Out-of-School Suspensions (OSS) from 2011-12 to 2012-13 by 42% and from 2012-2013 to 2013-14 by 32%. It is our goal to reduce the number of OSS and ISS events and students involved by 10% and the number of incidents of suspension by 50%. Our improvement has been largely impacted by the implementation of PBIS. Our task is that now that we have new recognition for PBIS, we must maintain PBIS implementation with fidelity and decrease the number of students involved in office referrals with early response, intervention, and prevention.

School Goal 3:

Increase the instructional time by reducing the emotional/behavioral distractions and time out of the learning environment by 50%..


Select a district-level goal

Target:

Reduce discipline office referral incidents/events by 10% and OSS by 50% by June 2015.

Indicator:

SWIS OSS report; ISS report; TWC

Milestone date:

June 2015


Strategy 1:

Strategy: Implement Strategies schoolwide, classroom based and with individuals to reduce off-task behaviors.

Action steps:

1. Use Class Dojo as a progress monitoring tool and parent notification system.

2. Explore Eric Jensen, Teaching with Poverty in Mind & Engaging Students with Poverty in Mind to better understand the students.

3. Implement Staff and Student incentives to recognize consistent, outstanding and improving behavior.

Plan/Do


Funding source 1:


Funding amount:

Funding source 2:


Funding amount:


$0

Review frequency:

Quarterly

Assigned implementation team:

PBIS Team

Check


Student Discipline Data (SWIS)—Monthly

Subgroup Discipline Data (SWIS)—Monthly

Incentive participation-Quarterly

Book Study group’s notes/agendas/minutes.

Class Dojo reports & updates--monthly

School-to-home notifications


Reduction in classroom managed behaviors--monthly.

Reduction in D-1 (office referrals)—monthly

Check In/Check Out enrollment/progress


Act


Safe School Plan for KONNOAK ELEMENTARY SCHOOL

Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.

Name and role of person(s) responsible for implementing this plan:

Statement of Responsibility for the School District Superintendent

In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.

In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

See WSFCS School Board Policy and Procedures

Statement of Responsibility for the School Principal

In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.

In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

See WSFCS School Board Policy and Procedures

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:

Assistant Principal(s): Cassandra Dobson

Teachers: Myra Worrell, Melanie Sayles, Toneika Gravely, Adeole Durotoye

Teacher Assistants: Gloria Elo

Other School Staff: Denise McCoy, DJ Brantley, Kendra Minor, Ronnie Crosby, Tia Parker

Services for At-risk Students

Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.

By nature of our population, many of our students fall into the At-Risk category. With 40.1% proficient in reading , 70.8% proficient in math, and 47% proficient in Science in 5th grade, we consider the majority of our students to be at risk academically, especially with a transient population in impacted subgroups.

Academic Services:

The Academic Team is working on the Backmapping of Data (DIBELS, IRI, WAPT, EOG, teacher observations) and will hold Data Team sessions to move forward with drilling down the “Priority Levels” for students and to create a 4 level plan for intervention/enrichment:

Identifying above grade level students and implementing a plan for serving the students in reg. ed. and in Monday clubs.

Identifying on-grade level students and implement an enrichment plan for serving the students in reg. ed and in Monday clubs (including growing the students).

Materials: Enrichment for Imagine It; EnVisions enrichment/challenge; Renzulli;

Identifying “borderline/close to proficient” students and implement an intervention plan for serving the students in reg. ed, through PRTs, in afterschool tutoring, and in workshops to address specific deficits using their strengths.

Identifying most at-risk students and identify their deficits. Review historical information to determine the plan for progress monitoring, intervention plans, referrals to IST, and how to serve the students in reg. ed, through PRTs, in afterschool tutoring, and in workshops to address specific deficits using their strengths.

Materials/Resources: Learning Labs, schoolwide/targeted tutoring, IXL, Compass Learning, EnVisions intervention materials, Cross-grade level support, targeted workshop support from TAs, intervention models to address specific skills (like Fluency strategy).

In addition to the academically at-risk, we have a several children who have presented behavioral concerns that negatively impact their academic performance. Our TARGET team (administrators, social worker, parent involvement coordinator, counselor and nurse) continuously identify students of concern by the “flagged students list,” SWIS data, and case management. Based on these data points and teacher referrals, we identify interventions to address: attendance, mental health needs, PBIS Check-in/Check-out, behavioral interventions, etc.). This includes referrals to Mental Health providers on campus, as well as additional supports to the family in wrap around services.

Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.

Please review the information above to address General Statute §115C-105.47 (b)(5). In addition to the plan to support the students with academic and behavioral interventions, we plan to follow the PBIS plan for behavior intervention and the WSFCS Discipline procedures to provide interventions and consequences as appropriate.

Management of Student Behavior:

The focus of the school is to address the behaviors, to teach/coach replacement behaviors, to integrate positive and negative consequences, as appropriate, and to instill intrinsic reflections and responses to actions so the students begin to self-monitor and self-redirect. Our current issues around discipline and managing student behavior involve anti-bullying efforts and reducing classroom disruptions due to discipline. The primary behaviors of discipline are: interrupting teacher with distractions and noncompliance.

In an effort to reduce these interruptions, we communicate with parents about student behaviors in various ways (behavioral updates, phone calls, email, & Class Dojo reports), as well as having monthly PBIS meetings, PBIS incentives to reward behaviors, SWIS data to identify students of concern, and Check-in/Check-out to support students with high numbers of disciplinary referrals. In cases, where we have observed more severe behaviors/needs, our TARGET team identifies the students in academic, social, physical, or emotional/mental safety nets and services. These will include creating Functional Behavioral Assessments (FBAs), Behavioral Intervention Plans (BIPs), and/or Behavioral contracts. We are also partnering with a mental health provider for on-site therapy, as well as with Communities in School by having a Graduation Coach to assist with identified students, as well as fifth grade.

Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program.

At this time, there is not an alternative school for elementary aged students. However, students who exhibit temporary or inconsistent behavioral concerns, we offer the parents the opportunity for students to attend Best Choices in Winston-Salem on suspension days, as long as the parents participate in orientation and provide transportation. If a student presents more consistent behaviors of concern, he/she could be referred to CREST/CHOICE or KidsPlus for support services beyond what the school could provide. This process requires that we have interventions and that we conduct a Functional Behavioral Assessment to narrow the focus on the behaviors to be addressed. Beyond these measures, we continue to work with local agencies supporting families.

In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)

Goal: Increase the instructional time by reducing the emotional/behavioral distractions and time out of the learning environment by 50%..

Target: Reduce discipline office referral incidents/events by 10% and OSS by 50% by June 2015.

Indicator: SWIS data; OSS report; ISS report; TWC

Milestone Date: June 2015

In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).

Target: To increase the percent of students proficient in reading, math and science by 20%.

Indicator: Increase percent proficient by 20%. Percent proficient or higher on EOY (DIBELS/TRC) or EOG Assessment

Milestone Date: June 2015

In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative:

Professional Development

Planned/Completed

Thinking Maps

July and October 2014

Eric Jensen: Teaching With Poverty In Mind

June 2014

Single Gender Cohort

2014-2015

Grade Book

Sept/Oct 2014

DIBELS Next/TRC (Grades 4-5)

October 2014

DIBELS Math (Grades K-2; 3)

October 2014

Technology (Promethean, handheld devices, Dojo, etc)

Nov.-May 2015

Daily Routines Math Training

Fall 2014

Imagine It Refresher

Fall 2014

Ready Classroom Training/Observations

June 2014

Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.

Please refer to:

Winston-Salem/Forsyth County Schools

Article 5 Students (Series 5000)

1. Elementary and Secondary AR 5131.7 Reporting Policies August 2011

Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community.

As a district and a school, we use internet (website, blogs) for one-way and two-way communication; email; automated phone calls on Blackboard Connect (weekly messages); hardcopy notification, bilingual notifications, and handbooks to communicate district information, policies, announcements, and procedures. The district also uses the Cable TV channel to share information and announcements, as well as local media (newspapers, tv, etc.). We also include a communication plan for our parents (including a calendar of major events monthly, calendar updates on the webpage and an information board for parents on our main hall).

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded

Amount of Funding

Source of Funding

Afterschool Tutoring (Primary)

20631.00

Title I Funding

KinderCamp (student jumpstart for readiness)

4100.00

Title I Funding

EOG Readiness/Bootcamp Tutoring/Camp Soar

14,500.00

At-Risk Funds

Title I School-wide Compliance Review and Plan

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements.

Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.

This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:

Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals listed in this plan:

Please see Goal 1 Strategies and Action Steps.

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:

New Cardinals on the Block (monthly meetings with Principal and other school/curriculum leaders)

Mentor/Mentee Program

Professional Learning Team Meetings

Buddy Teachers

Peer Observations

Administrative Coaching Sessions

High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:

Early Release Day-- Cognitive Thinking, PLTs, Magnet Training, Eric Jensen Book Talks

Thinking Maps Training and Implementation

DIBELS Next Training

DIBELS Math Training

True North Logic Training

PEP introduction

Gradebook Set-up

Technology Tidbits with Coach

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

Strategy 2

Strategy 3

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan:

Interview Team of teachers, Curriculum Coordinator and Administration

Collaboration with Visiting International Faculty Agency

Collaboration with Educational Placement Inc.

Partnership with CPI (classified)

School-based interview information plus HQ Interview Index.

New Cardinals on the Block.

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

Strategy 3

Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in this plan:

PTA Executive Board and Members

Parental participation in the districts' Parent Meetings

School Improvement Team participation

Curriculum nights

Family Events (Fall Festival, Heritage Night)

Parent Involvement Team

Parent Involvement Coordinator (100%)

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective schoolwide programs capitalize on this strong start.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

Strategy 2

Strategy 3

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed in this plan:

Three (3) Ready Classroom Teachers

KBR Conference to NCAEYC

PreK teacher on Kindergarten Team

Spring Prek-K Transition Events

Teacher/TA Home Visits

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

Strategy 3

Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan:

Quarterly Data Review in Professional Learning Teams

Data Wall

Teacher Data Sessions with Administration

Student Data folders/portfolio

Goal Setting

Quarterly Awards Assemblies

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

Strategy 2

X

Strategy 3

Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:

CIS grant Afterschool Program

21st Century Grant Program with SPWOC--Literacy Program

Afterschool tutoring

4th Grade Crunch Time (Reading)

4th Grade Reading Lab for transition students

Coordination and integration of Federal, State, and local services and programs:Schoolwide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the schoolwide program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

Strategy 2

X

Strategy 3

X

Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:

STAR3

Professional development funding from Title I

Magnet Program (Global Schools Focus)

Title I Targeted Assistance Compliance Review and Plan

A targeted assistance school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1115 of Title I). Targeted assistance programs must useTitle I resources to help a school's most-at-risk children meet State academic achievement standards. Each required component is described below, with an explanation of how each contributes to the creation of a successful targeted assistance program. The goals and strategies you've already developed may fulfill many of these requirements.

Targeted assistance strategies: Instructional strategies and initiatives in the plan must be based on scientifically based research with a primary consideration for extending learning time and providing accelerated, high-quality curriculum for sudents identified as failing or most at-risk of failing the State's challenging student academic achievement standards.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

Our school is addressing targeted assistance program needs in the following ways, in addition to our focus on the priority goals listed in this plan:

Instruction by highly qualified teachers: Teachers and paraprofessionals working in targeted assistance programs must be highly-qualified. Instructional activities must be implemented by a teacher meeting the definition of highly-qualified for the core academic content area being taught in the targeted assistance program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our targeted assistance program addresses the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:

New Cardinals on the Block (monthly meetings with Principal and other school/curriculum leaders)

Mentor/Mentee Program

Buddy Teachers

Peer Observations

Administrative Coaching Sessions

High-quality and ongoing professional development: All teachers and staff in targeted assistance program schools must be equipped to face the challenge of helping Title I targeted assistance students meet the State’s academic achievement standards. To do this, they must be familiar with methods of identifying students who need additional assistance and they should receive sustained, high-quality professional development to help them implement student academic achievement standards in the classroom. Professional development may be extended, as appropriate, to those who partner with Title I teachers to support Title I participating students. This may include other classroom teachers, principals, paraprofessionals, and parents.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan:






PEP introduction

Gradebook Set-up


Staff Showcase at Faculty Meetings

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

Strategy 3





Curriculum nights


Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

Strategy 2

X

Strategy 3

X


STAR3



Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:

Compliance Review and Plan for Schools in Title I School Improvement

Each school identified for Title I School Improvement must, no later than three months after notification that the school is in Title I School Improvement, develop or revise its school plan. This plan must be developed in consultation with parents, school staff, the local education agency serving the school, and outside experts. The plan must cover a two-year period.

Professional development requirements: Schools in Title I School Improvement must 1) provide assurance that the school will spend not less than 10 percent of its Title I funds each year for high quality professional development, 2) specify how these professional development funds will be used to remove the school from school improvement status, and 3) incorporate a teacher mentor program.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

x

X

Strategy 3

X

Our school is addressing these three additional professional development requirements in the following ways, in addition to our focus on the priority goals listed in this plan:






PEP introduction

Gradebook Set-up


Notification to parents: Schools in Title I School Improvement must describe specifically how the school will provide written notice about the identification of the school as a Title I School Improvement school to the parents of each student enrolled in the school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

Strategy 2

Strategy 3

Our school is providing written notification to parents in the following manner:

District/School Letter re: school status

Parent letters regarding non-HQ teachers and circumstances.

Annual Title I meeting

Monthly newsletter from administration of what is happening.

School, district and state agency responsibilities: Schools in Title I School Improvement are required to clearly define the responsibilities of the school, LEA, and SEA in implementing improvement strategies. LEAs are minimally required to offer technical assistance in the form of data analysis, budget analysis, and identification and implementation of improvement strategies. State-level assistance may include provision of a state-wide system of support, including allocation of funding and other technical assistance.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

Strategy 2

X

Strategy 3

X

Our school, the school district, and the state education agency are supporting improvement of our school in the following ways:

School:

LEA:

SEA:

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that targeted assistance programs develop strategies to involve parents of Title I students in the school community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

Strategy 3





Curriculum nights


Parent Involvement Team

Parent Involvement Coordinator (100%)

Coordination and integration of Federal, State, and local services and programs: Targeted assistance program schools are expected to coordinate and integrate services, with other Federal, State and local programs and services.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

Strategy 2

X

Strategy 3

X


STAR3



Plans must support and coordinate with regular education programs: Effective targeted assistance programs capitalize on strong support and coordination with regular education programs. This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. This may include transitioning students from early childhood programs such as Early Reading First and others to provide a foundation for later academic success.


Priority Goal 1

Priority Goal 2

Priority Goal 3

Strategy 1

X

X

X

Strategy 2

X

X

Strategy 3

X

Our school uses the following strategies to support and coordinate with the regular education program, in addition to our focus on the priority goals listed in this plan:

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