· web viewthe lowest scores are in the areas of speaking and writing. one of the factors...

Alamance Burlington School System 2014-2016 School Improvement Plan

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I. School Vision and Mission

School Vision Aligned

As a community of responsible citizens, Pleasant Grove Elementary School will provide a safe and engaging academic environment incorporating 21st century skills to create college and career ready life-long learners.

School Mission

In. partnership with family and community, the mission of Pleasant Grove Elementary School is to empower every student to achieve his/her full potential.

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II. Schoolwide Needs Assessment

Summary of Data Sources:

Data Source Results Strengths Weaknesses Significant

Areas of Focus

Data Team

1st, 3rd and 5th began implementation during the 2013-14 school year.

CFA’s were created by 1st, 3rd, and 5th grade teachers. From Jan.-May 3rd grade CFA’s became the RtA portfolios required by the district.

Not all team members were trained due to prior summer obligations and/or staff grade level changes. Some staff members were able to attend CFA training but not Data Team training or vice versa.

To increase the number of staff members trained in both CFA and Data Teams.

EOG/EOC

(2013-14) EOG Data :

3 rd -5 th Grade (All)

Reading: 27.7%Math: 24.1%

5 th Grade (All)

Science: 41.7%

(Note: 2012-13 NC Report Card 3rd-5th proficiency Scores:Reading: 29.8%Math: 36.0%)

5 th Grade (All)Science: 46.5%

When looking at EOG results from 2012-13 to 2013-14 (for each grade level individually), the following data was noted:

The 2012-13 reading proficiency score for 3rd grade was 42.3% (Lv. 3 and Lv. 4). When comparing the same group of student as 4th graders (2013-14), the proficiency score increased to 48.2 %(Lv. 3 and Lv. 4 – no students scored a Lv. 5)

The 2012-13 reading proficiency score for 4th grade was 28.9% (Lv. 3 and Lv. 4). When comparing the same group of students as 5th graders (2013-14), the proficiency score incresed to 33.3% (Lv. 3 and Lv. 4 – no students scored a Lv.5)

The 2012-13 math proficiency score for 4th grade was 26.7% (Lv. 3 and Lv. 4). When comparing the same group of students as 5th graders, the proficiency score increased to 39.6% (Lv. 3, Lv. 4 and Lv. 5),

If looking only at year to year EOG proficiency scores (vs. groups of students moving grade level to grade level), the lowest proficiency score reported in math was at 3rd grade:2012-13 42.3%2013-14 25.7%

3rd grade teachers focused heavily on reading instruction to meet the expectations of the Read to Achieve statewide legislation. Time constraints limited teachers’ ability to provide optimal math instruction.

Overall, math problem solving skills proved to be weak, resulting in a significant drop in student performance.

Target math instruction in all grades, with a focus on math vocabulary and problem solving.

Increase focus of reading instruction to include a greater emphasis on written responses to texts,independent reading , and targeted small group instruction as determined by student assessment results, class performance and teacher observation.

Benchmark(See attachment )

KindergartenNI - 62% prof.1 st Grade DNWF – 63% prof,TRC – 60% prof,4th GradeDORF – 64% prof

No grade level is 80% proficient in any benchmark area. When combining “at risk” and “below basic” percentages for each benchmark assessment, the following percentages reamin concerning:Kindergarten:DPSF – 42%

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DNWF – 45%TRC - 56%OC – 72%NI – 38%First Grade : DORF – 47%M-COMP-78%TRC – 74%2 nd Grade: DORF – 56%TRC – 74%M-COMP-48%3 rd Grade: DORF – 47%TRC – 74%M-COMP83%4 th Grade: DORF – 36%M-COMP-43%5 th Grade: DORF – 62%M-COMP-65%

ACT/Explore, Plan

NA NA NA NA

ACCESS

2013-14 ESL DataLEP –Limited Eng.Students identified:1st grade: 102nd grade: 93rd grade: 104th grade: 25th grade: 5

FEP Fluent Eng.Students Identified:4th grade: 75th grade: 1

Approximately 20% of the Pleasant Grove Elementary School population is ESL.

Strengths:85% of ESL students are between Proficiency Levels 2-4; 15% of ESL students are at a Proficiency Level 1 (know or use minimal social and academic language).

ACCESS scores show growth in proficiency levels as students pass to their next grade level; 7 out of 10 third grade students exited LEP status and reached FEP status by the beginning of their fourth grade school year.

Weaknesses:The lowest scores are in the areas of Speaking and Writing. One of the factors influencing these scores is students lack of understanding of academic vocabulary as the ACCESS tests assess students in the content areas of Language Arts, Mathematics, Science and Social Studies, as well as in Social and Instructional Language.

Areas of Focus:Increase practice of speaking and understanding academic vocabulary; increase exposure to a variety of writing techniques.

RTI/PBISdata

2013-2014 Data

K-5 ELA:EC/PEP – 22

Very few students are in RTI for behavior. Major behavior problems in our school are minimal.

Fidelity of intervention instruction.

Very few students are

Fidelity of intervention instruction.

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students (9%)Tier 1 – 48 students (19%)Tier 2 – 13 students (5%)Tier 3 – 10 students (4%)

K-5 MATH:EC/PEP – 1 student (<1%)Tier 1 – 5 students (2%)Tier 2 – 2 students (<1%)Tier 3: 5 students (2%)

K-5 BEHAVIOR:EC/PEP – noneTier 1 – 1 student (<1%)Tier 2 – 5 students (2%)Tier 3 – none

*8 students exited RTI during 2013-2014 school year

Targeting instruction based on individual students needs.

backing down tiers or being exited from RTI.

The majority of students are in RTI for ELA deficits only when there may be concerns in other areas.

Entering students in RTI with concerns in any/all areas.

Other sources of student data

AIG data for 2013-14:8 students identified in grades 4 and 5.Grade 5: 5 students;Grade 4: 3 students; 0 students identified in grades 1-3. AIG students represent approximately 3% of student population.Ethnicity/Race of 8 students:3 of 8- white (38%)1 – black (13%)2 – Hispanic (25%)1 – Asian (13%)

Strengths:

Although the Pleasant Grove AIG population is small, all ethnic groups at Pleasant Grove are represented in our AIG population.

7 of 8 (88%) AIG students were qualified in math.

Percentage of grades 4 and 5 students qualifying for AIG is average (approximately 10%).

Weaknesses:

0% of students in grades 1-3 have been identified for AIG services.

A lower percentage of students are qualified for AIG services in ELA.

In grades K-5 the total percentage of students qualifying for AIG services is below average (3%).

Areas of Focus:Increase total percentage of students qualifying for AIG in grades K-5.

Increase total number of students qualifying for ELA.

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1 – multi-racial (13%)

Number of students identified by subject area:ELA: 5 of 8 studentsMath: 7 of 8 students(4 of 8 students were identified in both areas.)

Teacher Working Conditions

Results:Overall, the TWC reflects teacher dissatisfaction relating to:- the use of time in the school-community support-some areas relating to school facilities and resources

A large majority of the staff agrees that this school is a good place to work and learn .

Special merit is given in the areas of manageing student conduct, students understanding expectations for their conduct, school administration consistently enforcing rules for student conduct and school administrators supporting teachers’ efforts to maintain discipline in the classroom.In all of these areas PGE outperformed the state and the district.

Strengths:Q3.1 d83.3% percent of teachers are pleased with the level of access to office equipment and supplies (copy machines, paper, pens, etc. PGE > NC; PGE > ABSS

Q3.1E83.3% of teachers feel they have sufficient access to a range of professional support personnel.PGE > NC; PGE > ABSS

Q4.1d94.1 % of the respondents agree that teachers provide parents with useful information about student learning. This was slightly below the state and district percentages.

Q5.1G94% of teachers feel that the environment they work in is safe.PGE >NC, PGE>ABSS

Q5.1 a, d, eQ5.1 a88.9% agree that students understand expectations for their conduct

Q5.1 d77.8% agree that the school administratorconsistently enforces rules for student conduct

Q5.1 g94.4% agree that the faculty works in a school environment that is safe.

Weaknesses:Q2.1 f38.9% agree that teachers have sufficient instructional time to meet the needs of all students.PGE<NCPGE <ABSSPGE < NCES’s

Q3.1 g50% agree that teachers have adequate space to work productively.PGE <NCPGE < ABSSPGE <NCES’s

Q3.1 h38.9% agree that the physical environment of classrooms in the school support teaching and learning.PGE < NCPGE < ABSSPGE <NCES’s

Q3.1 c55.6% agree that teachers have access to reliable communications technology, including phones, faxes and email.PGE < NCPGE < ABSSPGE < NCES’s

Q3.1 i38.9% feel the reliability

Focus Areas:Q2.1 f Administrative Goal:-Address how time is allocated- how time is used by staff members and students- create master schedule with a concentrated focus on time allotments, movement/travel during the school day

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In all 3 of the above categories : PGE>NCPGE>ABSSQ6.1 d94.4% agree that teachers are encouraged to participate in school leadership roles.PGE >NCPGE >ABSSPGE>NCES

Q6.1 g83.3% agree that teachers are effective leaders in the school.PGE >ABSSPGE <NCPGE < NCES’s

Q6.6100% agree that the members of the School Improvement Team are elected.PGE>NCPGE>ABSSPGE>NCES’s

Q7.1 h, i100% of the teachers agree that they receive feedback that can help them improve teaching and also agree that procedures for teacher evaluation are consistent.PGE>NCPGE>ABSSPGE > NCES’s

Q7.3 a88.2% of respondents agree that the school leadership makes a sustained effort to address teacher concerns about leadership issues.PGE >NCPGE >ABSSPGE > NCES’s

Q7.e94.1% of respondents feel that school leadership makes a sustained effort to address teacher concerns about teacher leadership.PGE>NCPGE >ABSSPGE > NCES’s

Q7.3f

and speed of internet connections in thie school are sufficient to support instructional practice.PGE <NCPGE < ABSSPGE < NCES’s

Q3.1 f72.2% agreee that the school environment is clean and well maintained.PGE < NCPGE >ABSSPGE < NCES’s

Q4.1 a,22.2% agree that parents/guardians are influential decision makers in the school setting.PGE < NCPGE < ABSSPGE < NCES’s

Q4.1 f38.9% agree that parents/guardians support teachers, contributing to their success with students.PGE < NCPGE < ABSSPGE < NCES’s

Q10.754.5% feel that the results from the 2012 NC TWC survey are utilized as a tool for school improvement.PGE <NCPGE< ABSSPGE < NCES’s

Q4.1 a; Q4.1fAs a school, continue to brainstorm strategies to increase parental involvement:-provide more information in both Spanish and English (School handbook, bus contracts, etc.)- contact individual parents soliciting specific assistance- surveys to determine parent skills, interest

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88.2% agree that the school leadership makes a sustained effort to address teacher concerns about community support and involvement.PGE>ABSSPGE < NC (slightly)PGE < NCES’s

Q7.3 g82.4% agree that leadership makes a sustained effort to manage student conduct. PGE> NC PGE>ABSSPGE <NCES’s (slightly)

Q8.1h94.4% agree that teachers are encouraged to reflect on their own practice.PGE>NCPGE > ABSSPGE > NCES’s

Q8.1 a,d88.9% of the respondents feel that sufficient resources are available for professional development (a) and that professional learning opportunities are aligned with the school’s improvement plan (d) .For Q.1 a:PGE > NCPGE >ABSSPGE > NCES’sFor Q.1 d:PGE >ABSS

Q8.1 g77.8% Teachers agree they have sufficient training to fully utilize instructional technology.PGE>NCPGE >ABSSPGE >NCES’s

Q9.1 d100% agree that the curriculum taught in the school is aligned with Common Core Standards.PGE >NCPGE > ABSSPGE >NCES’s

Q9.1 c94.4% feel that assessment data is used to inform their instruction.

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PGE >NCPGE >ABSSPGE <NCES’sQ9.1 g94.1% feel encouraged to try new things to improve instruction.PGE >NCPGE > ABSSPGE > NCES’s

Q10.688.9% of the staff agree that PGE is a good place to work and learn (However, this is incompatible with many of the responses in the survery).PGE > NCPGE >ABSSPGE > NCES’s

The 4 overarching strengths noted:1.Addressing student conduct2.Teacher leadership3.Resources (materials and personnel)4.Professional Development

Other sources of perceptual data

Specific strengths your data indicate (Detailed):

Data Source Strengths Implication

EOG 5th Grade Science If 53.5 % of 5th grade students demonstrated proficiency on the Science EOG, the percent of students demonstrating proficiency in reading on the 2013-14 ELA EOG ( 35.42%) should be closer aligned to the science score.

Rising 4th grade males outperformed the state in reading literature by 2.1%.

Teachers are providing instruction and materials that contributed positively to learning and that males, particularly, are responding to the instruction and materials.

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Rising 5th grade Hispanic students outperformed the state in the geometry domain by 3%.

The spatial awareness and recognition is well developed in this group of students.

The rising Caucasian 5th graders outperformed the state in language by 10. 9% and in literature by 4.4%.

Students for whom English is their first language are stronger in the area of language (vocabulary/grammar). In all probability, parents of these students are native English speakers.

Rising 4th grade African Americans outperformed the state in literature by 3.7% and in reading for informational text by 2.2%. The Caucasian rising 4th graders outperformed the state by 3.9% in reading for literature.

Hispanic students are not responding as well as african americans and caucasians to literacy instruction. Varying levels of English proficiency may be a contributing factor for the Hispanic students.

Specific areas for improvement your data indicate (Detailed):

Data Source Weaknesses Implication

K Number Identification 62% of students were proficient Target instruction that focuses on increasing Number ID fluency-Make sure that core math instruction is taught with fidelity; -Incoporate rote and skip counting in math lessons on a more regular basis- Use 120 # chart daily as a visual for improving number recognition, number sense and number application

K Oral Counting 28% of students were proficient in the spring according to the math screener.

Classroom instruction must incorporate greater emphasis on Oral Counting to build oral counting proficiency/fluency- Include identified math groups during schoolwide intervention based on AMC and Aimsweb performance results.-Allot additional time for review, particularly during winter months when inclement weather can be problematic in terms of school delays and cancellations

Grade 1 Math Computation Screener

38 % of 45 students (tested) scored “Below Basic” in Computation.

Increase instructional focus on computation instruction, practice and strategies-Target math fluency practice using Math Expressions resources- Increase number sense by increasing the use of manipulatives-Teach specific problem solving strategies

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-Differentiate through small group instruction

Grade 2 Spring DORF 36% of 45 students (tested) scored “Below Basic” in Oral Reading Fluency

Classroom teachers need to analyze data to develop specific differentiated instructional strategiesBased on previous data, the number of students tested from fall to spring increased from 36 to 45 which could have impacted the the number of students scoring “Below Basic” during the spring administration of the DORF.

Grade 2 Math Computation (M-Comp)

39% of students show “Some Risk” with 9% showing “Below Basic on the spring assessment

Students lack fluency in basic math facts- Target math fluency practice using Math Expressions resources- Increase number sense by increasing the use of manipulatives-Teach specific problem solving strategies-Differentiate through small group instruction-Incorporate Discovery Ed lessons and assessments to support strategies used-Use Discovery Ed as an instructional resource (virtual labs, field trips, math and ELA vocabulary and games; lessons and assessments)

Grade 3 Math EOG – calculators active/inactive

Calculator usage Increase student comfort level/familiarity with calculator useage and application-Students need more direct instruction on calculator use/application- Increase amount of student practice using calculators correctly and frequently- Increase use of calculators (for self check, problem solving, etc.)- Incorporate Discovery Ed lessons and assessments to support strategies used-Use Discovery Ed as an instructional resource (virtual labs, field trips, math and ELA vocabulary and games; lessons and assessments)

Grade 3 Math EOG data Fractions and measurement Increase mathematical background knowledge that will provide a more “meaningful foundation” for understanding fractions and measurement.-Target direct instruction of fractions and measurement- Increase application- Integrate the use of fractions and measurement into real world problems within the context of word problems-Incorporate Discovery Ed lessons and assessments to support strategies used-Use Discovery Ed as an instructional resource (virtual labs, field trips, math and ELA vocabulary and games; lessons and assessments)

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EOG Grade 4 Goal Summary Report – Math

Measurement; fractions; operations and algebraic thinking

Students need a stronger mathematical foundation in numbers sense and application-Target increasing student background knowledge through direct and small group instruction- Provide math intervention groups to address differentiaion- Incorporate Discovery Ed lessons and assessments to support strategies used-Use Discovery Ed as an instructional resource (virtual labs, field trips, math and ELA vocabulary and games; lessons and assessments)

EOG Grade 4 Goal Summary Report – ELA

Informational text Focus on instructional strategies that will help students build a bridge to greater understanding of informational text.-Incorporate more informational text during whole group and small group instruction- Provide whole group lessons that focus on story structure and text features- Differentiate lesson learning targets through small group instruction-Incocorporate the use of question stems with greater fidelty-Increase student accountability through rubrics, conferencing, quality student work-During SSR ensure that students are reading a variety of genres with emphasis on informational text.- Incorporate Discovery Ed videos, lessons and assessments to support strategies

Specific performance gaps your data indicate:

What are the identified performance gaps?

What inferences can you make about why the gap exists? Implications of these gaps?

K Oral Counting went from 49% proficiency in winter to 28% proficiency in spring

-Students need to be able to count fluently to the designated number (78) in one minute (timed) on the spring screener; a significant number of students lacked the fluency necessary to meet the targeted goal

-Time lost from school due to inclement weather and spring break impacted some students academically.

- Change in classroom teacher for one class may have had a negative impact on students’ academic progress in this area.

Focus on differentiated instruction to more effectively target student needs- Increase the use of manipulatives and number charts- Implement routine procedures with fidelity- Address specific student weaknesses through small group math instruction during daily intervention block

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Grade 1 Math ComputationScores went from 48% proficient in the fall to 22%proficient in the spring

-A number of students lack sufficient fluency in Number Sense and basic computation

Focus on differentiated instruction to more effectively target student needs-Increase amount of time alloted to student practice to build fluency- Allow the use of manipulatives based on student need-Increase monitoring of student understanding of learning targets/concepts-Review, reteach according to students need through small group instruction

68% of grade 2 students are Below Basic on spring TRC assessment

-There was little improvement in reading scores between fall and spring as 70% of 2nd grade students were reading at the Below Basic leve on the fall assessment- 58% of students were proficient on the Oral Reading Fluency component of the assessment in the fall as compared to 44% proficient in the spring-The written component (TRC) on the reading assessment proved to be challenging for a number of students.

Students are not improving in reading competency at a desireable rate.-As a much larger percentage of students read with adequate fluency than are able to demonstrate adequate understanding of what is read, more attention needs to be directed to building comprehension skills in students.- The implementation of a formal writing block in combination with the district’s focus on writing instruction will help students with the written component of the reading assessment- Continue school wide reading program with fidelity including a read-at-home component- Implement SSR with fidelity

Grade 3 Math EOG data showed higher scores forCaucasian children as compared to Hispanic and African American.

-Possible differences in family unit; availability of technology; local support-Language barrier-Lack of embedded content vocabulary- Assessments may/may not be culturally sensitive

Other factors may be impacting student performance in the classroom- Increase awareness of student needs through pre-assessments, observations, student surveys, dialogs, etc.-Using resources that adequately address specific needs-Increase small group instruction- Create lessons/opportunities for students to engage in collaboration, peer tutoring, adult buddys, etc.- Create a data base of questions that match need and background to more effectivelyinstruct students-Incorporate Discovery Ed lessons and assessments to support strategies used

4th grade females performed higher on ELA and Math than 4th grade males

-Females traditionally are more verbal than males which may be a factor in the score results.

-A significant percent of the math EOG is devoted to mathematical reasoning in the form of word problems. Male students who struggle with reading would most like struggle with mathematical word problems also.

Seek alternate ways to instruct/develop lessons to ultimately better meet the needs of male students.- Consciously focus on math vocabularly-Increase instruction that focuses on story problems- Increase use of “The Mathematical Practices” in the classroom- Provide more opportunities to practice, collaborate, and anlyze in the area of both ELA and Math.-Incorporate Discovery Ed videos, lessons and assessments to support strategies

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III. School Improvement/Data Team Focus

Based upon your needs analysis, identify 3-5 School Improvement Goals as your data team focus.**title 1 schools must specifically identify at least one goal in reading and one in math

School Improvement Goals:

Focus Goal #1: Increase reading proficiency across K-5 by at least five points for all students.

Strategy: Deliver quality, meaningful Fundations instruction throughout grades K-3 with fidelity.

Action Step Timeline Person(s) Responsible Resources Required/Budget

Indicator(s) of Progress

1.Conduct needs assessment to determine level of need regarding staff Fundations training (initial, refresher).

August/September

2014

Academic Coach; EC teacher

Survey;$0 Results of survey

2. Provide differentiated Fundations training based on results of needs assessment.

August/September

2014S. Stephenson

Fundations Manual/materials;

$0 (all k-3 staff members have

materials)

Completion of training

3. Monitor progress via an electronic progress report tracking assessment results for each Fundations Unit Test, K-3.

Begin August 2014 – ongoing

Classroom Teachers and Instructional

Assistants; Interventionist;

Academic Coach

Excel form;$0

Fundations assessment results

4. Provide additional targeted Fundations instruction based on assessment data.

September 2014 Burton

Excel,CO support

$0Bi-weekly assessments

Strategy: All K-5 students will receive formal writing instruction based on the Writer’s Workshop model a mimimum of 30 minutes a day; 3 days/week.



1.Designate a 30 minute writing block for each grade level K-5 in the 2014-15 PGE Master Schedule.

Minimun 3 days/week September

2014-May2015

Lamberth, Burton (scheduling/

monitoring);Teachers (implementation)

ABSS Writer’s workshop

Individual student performance based on

rubric scores throughout the school year.

Impact of writing component on TRC

results.2.Teachers will incorporate writing across the curriculum (to be specifically included in weekly lesson planning)

September 2014-May

2015

K-5 Classroom Teachers (with help from Instructional

Assistants)

Writing materials; notebooks/journals;

Budget: TBD

Improved student performance on graded

written assignments using rubrics; improved

performance in all subject areas based on

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teacher observation and student

notebook/journal entries.

3. Writing Core Team members will present writing strategies based district training

September 2014-May

2015Kimber, Mayle

Writing materials;handouts;

Powerpoints

Improved classroom instruction and student

performance

Strategy: All students will engage in leveled quality, meaningful, small group guided reading instruction daily.



1.Determine each student’s instructional reading level using district approved assessment materials.

August 2014

Classroom teacher (with assistance from

Academic Coach, Istructional Assistants and other specialists

Assessment materials (ex:

mClass results, QRI, etc.)

$0

Reading assessment results and student

growth in reading/ELA

2. Group all students according to level(need) with no more than 6 students in a group.

August 2014 (initially); then

ongoing throughout school year

Classroom Teachers (with assistance from Academic Coach and

other specialists

Guided Reading texts

Quarterly assessments; teacher observation; increase in student reading levels.

Strategy Provide designated opportunities for students to engage in independent reading at school and at home.



1. Students and adults throughout the building will engage in Self Selected Reading (SSR) time daily and schoolwide every other week during the intervention block for 30 minutes (initially 2nd-5th; K-1 time frames to be determined by classroom teacher.

September 2014-June

2015

Classroom Teachers, Instructional

Assistants, students

Variety of reading materials/leveled

texts

Improved reading scores as indicated by quarterly benchmark

results, classroom performance,

heightened interest and engagement in reading

and teacher observation

2. K-3 students will participate in a formal Take-Home Reader program (with texts on their independent level) monitored by the classroom teacher.

September 2014-May

2015Classroom Teachers Reading materials

Improved reading scores as indicated by quarterly benchmark

results,teacher observation, classroom

performance, heightened interest and engagement in reading

3. Implement a K-5 reading incentive program culminating in a spring celebration for all who achieve the designated reading goal.

September 2014-May

2015

Classroom teachers, P. Isley, Parents

Reading materials Student reading logs signed by parents and

returned to school; improved reading as observed by staff;

heightened interest in

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reading by students as observed by teachers.

Focus Goal #2: Increase math proficiency across K-5 by at least five points for all students.

Strategy: Deliver quality, explicit hands-on instruction through the use of manipulatives.



1. Conduct needs assessment to determine level of need regarding AMC training K-2.

August/September Academic Coach Survey/ $0 (unless subs are needed for teachers to

attend training)

Results of survey

2.Designate guided math group instruction for each gradelevel based on the skill individual students needs. K-5

Minimum 2 days/wk. September

2014-May 2015

Classroom Teachers (Lamberth/Burton

Monitoring)

Hands-on Standards Common Core

Edition/Manipulatives/$0ABSS Math Assessment

Individual student performance based

on universal screeners and

AMC assessments.

3. Utilize AMC to meet the individual student needs for K-2.

Minimum 3 days/wk September

2014-May 2015

Classroom Teachers(Lamberth/Burton

Monitoring)

Developing Number Concepts (Kathy

Richardson)$0

Individual student performance based

on AMC assessment results.

4. One K-2 representative/One 3-5 representative will attend Math Foundations training.

August/September(according to

district training dates)

Lamberth/Burton Provide substitute teachers for those attending training.

Completion of training.

Strategy: Implement and understand problem solving strategies.



1. Math Expressions will be used in all K-5 class rooms.

September 2014-May 2015

Classroom teachers/Lamberth Burton Monitoring

Math Expressions Activity Book,Daily Routines and Quick

Practice/$0

Math Expressions Unit Test Results;One teacher from each grade level has attended MX Hot Topic session

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2. K-5 teachers will incorporate Lessons for Learning in their daily instruction (Problem of the Day, Math Expressions, Keeping Skills Sharp, Math Essentials, etc.)


Classrom Teachers; Lamberth Burton

Monitoring

Math Expressions, NCDPI Math Wiki,

Discovery Ed,Teacher made resources

$0

Individual Student Performance

Strategy: Increase the use and application of math vocabulary schoolwide.



1. Incorporate Problem of the Day, 2-5 days/week

September 2014-May 2015 Classroom Teachers Resources on site

$0

Improved math performance on a variety of math

assessments.

2. Math Word Wall in every classroom

September 2014-May 2015 Classroom Teachers

Math Wiki/Building the Language of Mathematics for students/Discovery Ed

Improved math scores on a variety

of assessments.

3. Targeted vocabulary included in weekly math lessons

September 2014-May 2015 Classroom Teachers Vocabulary jars; math

notebooks/journals

Improved student performance on daily work and

assessments

Strategy: Increase basic math fact fluency across K-5.



1. Multiplication Fridays for 3rd grade

October 2014-May 2015 Lamberth Flashcards/Medals for

students

Universal Screeners/Number of

students with certification of

completion

2. Weekly Three Minute Math Drills (students track progress)


Classroom teachers/students

TBD/AIMS Web/Building conceptual

understanding and fluency.

Student Tracking

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Focus Goal #3: To track and show an increase in stakeholder support and involvement within our school

Strategy: Increase communication and information sharing with all stakeholders

Action Step Timeline Person(s) Responsible

Resources Required/Budget


1. Establish and disseminate PGE information calendar

Sent to parents and community throughout the school year

Leadership Team, PTO,

Printing materials, Distribution of calendar

3. Enhance parent/teacher conferences by extending the time, frequency, and scope of conference; keep atendance data

September –October 2014 and as needed throughout year

Classroom teachers $0 Record/notes of parent/teacher conferences

4. Establish a Parent Teacher Organization to promote and support communication and involvement of other parents;

September 2014 –June 2015

PTO officers and staff

$0 Record of activities and attendance

5. K-5 Classroom teachers will make phone contact with parent/guardian of each student in their class during first 2 weeks of school

August 25 – September 8, 2014

Classroom teachers $0 Parent responses to calls, conferene attendance; increase in parent initiated contact with teacher

Strategy: Increase teacher collaboration with colleagues




1. Include Instructional Assistants in grade level meeting dialogs


Classroom teachers, instructional assistants

Planning templates; Common Core curriculum, standards, units, etc.

Meeting notes

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2. Provide specialty teachers and other instructional student support staff with lesson overviews and units of study

October 2014-May 2015

Classroom teachers, specialty teachers, student support staff

Email information Meeting notes via Google doc or electronic means

3. Utilize curriculum/professional development days for grade level collaboration

Monthly, September 2014-May 2015

Administration Materials as needed Meeting notes with attendance

4.Increase classroom visits between site based teachers

October 2014-May 2015

Lamberth, Burton, classroom teachers

Substitutes may be required

Documentation of classes visited and observation notes

5. Weekly implementation of Data Team in grades 1st , 3rd and 5th . Weekly implementation of PLC’s in grade K, 2nd and 4th

September 2014- May 2015

Classroom teachers, Burton and Lamberth

Data Team template and CFA resources

Weekly minutes of meetings held; completed data team templates, CFA’s, CFA data

Focus Goal #4:(optional) To implement STEM school wide K-5.

Strategy: Teachers will engage students in STEM activities on a weekly basis.




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1. AIG/STEM specialist will meet with staff to provide background information and STEM resources.

By October 31, 2014 Mrs. Mayle Varied; $0 Attendance roster

2. Teachers will plan monthly STEM activities in PLC or grade level planning meetings.

October 2014 – May 2015

Classroom teachers Varied; $0 PLC/Team planning minutes; lesson plans

3. Students will actively participate in STEM activities/lessons.

October 2014 – May 2015

Classroom teachers Discovery Ed/Varied; $0

Student work samples, products, lesson plans

4. Teachers in grades 1-5 will use STEM kits from CIBL.

Dates may vary Classroom teachers FUSE kits from CIBL; $1500

Completed lessons, work samples, products

5. K-5 classes will be scheduled to attend STEM lab on a rotating basis.

September 2014 – June 2015

Mrs. Mayle Varied; TBD

Class schedules, attendance, individual student performance based on rubric scores, teacher observation

Strategy: STEM specialist will collaborate with classroom teachers to enhance STEM instruction.




1. STEM specialist will create K-5 STEM master schedule.

August 31, 2014 AIG/STEM teacher Schoolwide master schedule; $0

Completed STEM master schedule

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2. STEM specialist will collaborate with classroom teachers to determine STEM focus.

Quarterly from August 2014 – June 2015

AIG/STEM teacher Varied; $0 Completion of STEM lessons/units.

3. STEM specialist will co-teach lesson with classroom teachers.

August 2014 – June 2015

AIG/STEM teacher and classroom teachers

Lesson plans, materials, various sources of technology; $ TBD

Student work samples, individual student performance based on rubric scores, teacher observations

4. STEM specialist will coach a student team to participate in Science Olympiad

September 2014 – May 2015

AIG/STEM teacher Science Olympiad website, various supplies, transporation to competition, t-shirts for competition; $ TBD

Participation in Science Olympiad competition

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IV. Specific alignment for Title I schools

Data Source Where we are Where we should be Strategies Budget Amount

School wide reform strengths

Low staff turnover;K-5 student cohort stability

Lower administrative(ideally)

Address facilities concerns whenever possible in order to maintain building upkeep

varied

Instruction by highly qualified teachers

100% of certified staff is highly qualified

Maintain;Convert part-time positions to full time position

district

Highly qualified and ongoing professional development

Currently 5 teachers have been CFA trained staff members.

7 teachers have been Data team trained

All classroom teachers who work directly with students need to be CFA trained.

All certified staff who work directly with students need to be Data team trained

Provide site based CFA training – followed by off-site DATA team training

DistrictTimeline for trainings

Strategies to attract highly qualified teachers to high need schools

Availability of resources

Small, community setting

Strong, purposeful interview team to vet potential candidates

Staff advocacy

Advertise the small, rural, quiet community

STEM school

Including teachers in decisions regarding the use of assessments

Classroom teachers collaborate on how to most effectively instruct/group students based on assessment data

Teacher created assessments to determine student progress and standards that need further attention

Continue to provide teachers with adequate time to collaborate

Provide substitute teachers to allow uninterrupted collaboration between teachers

Analyze results with the Instructional Leadership Team

Substitute costs

Strategies to increase parental involvement including ways student progress is

Offer a variety of means of keeping parents informedweekly Connect-Ed

Much higher parent participation should be evidenced by the attendance numbers

Combine child centered events and productions with parent information

$300

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reported to parents messages,class newsletters, student planners sent home daily with pertinent information; PTO meetings; parent conferences. In spite of these efforts, parent involvement remains low.

for individual school events, meetings and programs.

meetings; continue to provide food ;Increase personal one-on-one contact by inviting parents to assist with specific school activities and/or projects;Designate student leaders to actively participate in school functions both during the school day and after school.

Transition activities: Orientation for incoming kindergarten students held in spring; Invite perspective kindergarten parents and students to Open House in fall;Staggered entry for kindergarten students at beginning of school year.

Orientation for 5th graders at feeder middle school; 5th/6th grade teacher meetings on curriculum needs; 5th/6th grade teacher meetings on individual student academic and/or behavior concerns.

Higher level of active parent involvement at both school and home

More frequent dialogs between 5th and 6th grade teachers regarding student academic and behavioral needs could be beneficial to students.

Increase parental involvement at both the school and home level through direct one-on-one contact via phone calls, personal notes, etc. soliciting specific assistance.

Reach out to Hispanic families by offering materials in Spanish as well as English (i.e. Parent/Student Handbook, Bus Rules/contracts , invitations

varied

Activities for children experiencing difficulty

Daily 30 minute intervention block to target individual student needs;

Weekly PLC and Data meetings to analyze data and drive instruction

Part-time ESL teacher

Higher rate of student proficiency in as evidenced by EOG scores in reading, math and science.

3 Churches partnering with the school to provide additional backpacks of food to send home each weekend.

varies

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Specified writing block with specific curriculum

After school tutoring for 3rd grade students

Coordination and integration of Federal, State, and local services

Partner with local churches to provide weekly backpacks of food for high need students.

To reconnect with Burlington Housing Authority;

Partner with Piedmont Health – Student Health Link program

Align top 3 goals with strategic planning initiative:

Exemplary classroom teaching and instructional leadership Master plan for specialized programs 5-year facilities plan Recruiting and retaining high quality staff Compensation for building level employees Classroom and school support

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· web viewthe lowest scores are in the areas of speaking and writing. one of the factors...

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