School Improvement Plan - Pages - Home

School Improvement Plan

2014-2015 2013-2014 through 2014-2015

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 26, 2014 Final Copy Due: October 24, 2014

2014-2015 Idlewild Elementary School Improvement Plan Report

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Idlewild Elementary Contact Information

School: Idlewild Elementary

Courier Number:

424

Address:

7101 Idlewild Rd. Phone Number: 980-343-6411

Charlotte, NC 28212

Fax Number: 980-343-6499

Learning Community

Central School Website:

http://schools.cms.k12.nc.us/idlewildES/Pages/Default.aspx

Principal: Larenda Denien

Learning Community Superintendent: Kit Rea

Idlewild Elementary School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date

Elected

Principal Larenda Denien [email protected] 8/28/14

Assistant Principal Representative Felicia Eybl [email protected] 8/28/14

Dean of Students Matthew Slota [email protected] 8/28/14

Teacher Representative Erin Brodd [email protected] 8/28/14

Teacher Representative Tara Distabile [email protected] 8/28/14

mailto:[email protected]






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Teacher Representative Carol Gilbert [email protected] 8/28/14

Teacher Representative Rob Hayden [email protected] 8/28/14

Teacher Representative Amanda Helms [email protected] 8/28/14

Teacher Representative Tanya Little [email protected] 8/28/14

Teacher Representative Cindy Lockerman [email protected] 8/28/14

Teacher Representative Lauren Schwoebel [email protected] 8/28/14

Teacher Representative Dana Morgan [email protected] 8/28/14

Teacher Representative Kyerra Oglesby [email protected] 8/28/14

Teacher Representative Kim Ray [email protected] 8/28/14

Inst. Support Rep. – Math Facilitator Kira Michaw [email protected] 8/28/14

Inst. Support Rep. – Lit. Facilitator Beth Shawver [email protected] 8/28/14

Inst. Support Rep. – Lit. Facilitator Beth Younts [email protected] 8/28/14

Guidance Counselor Lauren White [email protected] 8/28/14

Parent Advocate Teresa Taylor [email protected] 8/28/14

Teacher Assistant Representative Cindy Plyler [email protected] 8/28/14

Parent Representative Kelly Barclay [email protected] 8/28/14


















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Parent Representative Gloria Concha de Sauceda [email protected] 8/28/14

Parent Representative Angela Concha de Hernandez [email protected] 8/28/14

Parent Representative S.Y. Mason-Watson [email protected] 8/28/14

Parent Representative Sophia Miranda [email protected] 8/28/14

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: Idlewild aims to nurture, guide, and challenge students to become life-long learners and productive participants

in a 21st century global community.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Idlewild is committed to building scholars, building character, and building dreams through a positive, nurturing,

and culturally rich learning environment.

Idlewild Elementary Shared Beliefs At Idlewild Elementary School, we are committed to building

genuine relationships, improving teaching practice, and

increasing student performance. We believe:

Student learning is the chief priority of our school, and all

decisions are made based on quantitative and qualitative data

points

Schools need to function as a learning organization and promote

opportunities for teachers, administrators, parents and the

community to work together to achieve the school's mission.

Each student is a valued individual with unique physical, social,

emotional, and intellectual needs.

Students learn in a variety of ways and should be provided with a

multitude of instructional methods to support their learning.






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Assessment driven instruction should provide challenging

expectations that will increase individual student performance.

Students must demonstrate an understanding of essential

knowledge and skills, while actively participating in solving

problems and producing quality work in meaningful contexts.

A safe and physically comfortable environment promotes student

learning.

Embracing and celebrating cultural diversity will build students'

understanding of different peoples and cultures.

Idlewild Elementary SMART Goals

Provide a duty-free lunch period for every teacher on a daily basis.

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an

average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students

may allow during regular student contact hours.

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and

harassing behaviors.

Provide all students with access to rigorous and personalized learning opportunities that is aligned to the Common Core State

Standards to increase student performance in reading from 41.5% proficient to 46.5%, as measured by the NC READY EOG.


Standards to increase the K-3 Composite Score of students achieving benchmark from 64.25% to 69.25% and the K-3 Text

Reading and Comprehension (TRC) proficiency levels from 40.75% to 45.75%, as measured by Reading 3D.


Standards to increase student performance in mathematics from 54.4% proficient to 59.4% proficient, as measured by the NC

READY EOG.


Standards to increase student performance in science from 47.2% proficient to 52.2%, as measured by the NC READY EOG.

Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and

career-ready.


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Idlewild Elementary Assessment Data Snapshot


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End of Grade Tests


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Reading 3D

K-3 Composite Score - Yearlong Data K-3 TRC Proficiency Levels - Yearlong Data


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Staff Information


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Idlewild Elementary Profile

Idlewild Elementary is located in East Charlotte off of Independence Boulevard. Idlewild is a neighborhood school, as well as, a partial

magnet choice. Our total enrollment of Pre-K-5th grade students is 941. The student population is very diverse with 40.9% African

American, 37.6% White, 40% Hispanic, 12.4% Asian, and 8.2% American Indian. Our Magnet Program is Learning Immersion in K-5

and Talent Development in grades 3-5.

Our highly qualified and dedicated staff consist of: forty General Education Teachers (K-5); three Pre-Kindergarten Teachers; four ESL

Teachers; five EC Teachers (three SAC and two resource); three full-time and three part-time Special Area Teachers with one Media

Specialist make up the Special Area Team; ten Instructional Assistants; six EC Instructional Assistants; a Speech Pathologist; a part-

time School Psychologist; two Literacy Facilitators; a Math Facilitator; a Magnet Coordinator; a TD/Catalyst Teacher; a Title I Tutor; a

Guidance Counselor, BMT, and Parent Advocate make up the Student Support Services Team; and the Principal, Assistant Principal,

and Dean of Students make up the school’s administration. Approximately half of our teachers hold advanced degrees and we have

eight National Board Certified Teachers.

Our focus this year is developing a TEAM concept and SOAR mindset for all. TEAM: capitalize on the many talents within our building,

homes, and community; put forth our very best effort with energy and enthusiasm; analyze multiple school performance measures

with strategic response; and make every moment meaningful for our staff, students, families, and community partners. SOAR:

support one another at all times; ensure successful outcomes through consistent and intentional practice, preparation, and

organization; applaud our victories by celebrating together and recognizing our accomplishments; and build genuine relationships

with all shareholders. TEAM and SOAR are in place to establish a strong school culture with a positive focus. This is done through the

recognition and encouragement of staff and students in a variety of ways. Some examples include: highlighting different staff

members each week on the morning news broadcast (Get to Know You segment); presenting the SOAR Award to staff members who

represent the SOAR mindset (selected by their peers); permitting non-uniform days for students and offering Spirit Weeks

throughout the year; and providing leveled incentives to students based on the number of Eagle Pride points earned (the Eagle Pride

Plan focuses on three pillars of success: respect, responsibility, and safety).


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This year, all staff members have set the goal to improve teaching practice and increase academic performance by implementing

school-wide Data Driven Instruction and Multi-Tiered Student Support processes; these are the goals of our Professional

Development Plans. In addition to the school-wide goals (DDI and MTSS), the administration has set the goal to recruit a premier,

talented, and high-quality workforce and retain our current staff members.

2013-2014 NC READY EOG tests indicate 41.5% of students are proficient in Reading, 54.4% are proficient in Math, and 47.2% are

proficient in Science (CCR Performance Composite). Students met the growth expectation in Math, but did not meet the growth

expectation in Reading or Science, as measured by the NC READY EOG. Additionally, during the 2013-2014 academic year, 38 out of

41 AMO Targets were met. Therefore, we have a strategic focus on increasing the academic performance of all students in reading,

math, and science, and to exceed the growth expectations; we will do this through our school-wide Data Driven Instruction process.

General education teachers (K-5) meet with the Instructional Leadership Team (facilitators, Magnet Coordinator, and administration)

three times per week to analyze student performance and to develop lesson plans for on grade-level content (CCSS) and remediation

and enrichment opportunities. Students are placed with teachers who can best meet their needs and since our teachers are all highly

qualified to teach in a Title I school, student groups are flexible based on the results of weekly common assessments, interim MAP

assessments, and Reading 3D data.

This year, we repurposed our Instructional Assistants by creating a structured Literacy Support schedule in which the IAs push-in to K-

5 classes to deliver reading instruction, based on data from weekly assessments; they are provided with teaching resources and

participate in bi-weekly PD with the Literacy Facilitators. Our Beginning Teacher Support Program serves our Initially Licensed

teachers and for further support, we have a partnership with the North Carolina New Teacher Support Program (NC NTSP)—UNCC.

Experienced staff members provide professional development/training sessions on best practices, technology integration, and

resource implementation for all staff.

Additionally, we have established a committee dedicated to supporting the MTSS process and the Intervention Team, and teachers

have been trained on school-wide expectations and the tiered framework. The Intervention Team meets to discuss individual

students based on teacher and/or parent concerns. Recommended interventions and strategies are implemented for a designated


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period of time in an effort to help the child make progress. If data yields minimal to no progress, educational testing may be

warranted.

LEP/ESL students are given assessments to determine their levels of proficiency in reading, writing, listening and speaking. The

results of the assessment are used to determine which students are eligible for ESL services. The ESL teachers have developed

strategic schedules to ensure students’ needs are met based on the requirements designated at each level.

Our Title I tutor works with students in 3rd-5th grades to increase reading proficiency. Part of our Title 1 plan will be professional

development for our teachers to build their instructional toolkit and Leveled Literacy Intervention training for our staff and the Title I

tutor.

We have developed a Family Involvement plan so we can support parents with learning ways in which to help their child at home.

We strive for 100% participation for our Parent-Teacher conferences, as well as, having 100% of our parents sign the school-home

compacts. Progress reports are sent to parents so they are informed of their child’s in regards to homework, class work,

assessments, and overall academic performance. Parent-Teacher conferences are held to review student progress and to discuss

behaviors. We provide many documents to parents in English and Spanish, as well as, providing interpreters at our meetings.

Parents are able to address concerns, get support, give input, and ask questions during monthly School Leadership Team meetings;

during conferences, meetings, and conversations with teachers and/or administrators; and when surveyed each spring by CMS. Since

Idlewild has three Pre-Kindergarten classes. We work closely with our feeder HeadStart and Childcare programs to transition our

students into Idlewild’s Pre-K program and we hold orientation classes for our Pre-K parents so they become familiar with our school

and the Pre-K program.

Idlewild’s commitment to partnership and community involvement has resulted in a growing number of businesses that support our

school. Some partners include: Clifton Larson Allen CPA Firm, Compare Foods, Chuck E Cheese, Cokesbury United Methodist Church,

Allegro Foundation, Idlewild Baptist Church, Harris Teeter, Wal-Mart, Food Lion, Boy Scouts, Girl Scouts, Phoenix Univ., and Olde

Providence Elementary School, our Schoolmates partner.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal 2: Goal 2: Recruit, develop, retain, and reward a premier workforce

Strategic Plan Focus Area: Retention/quality appraisals

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used: Survey Results

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. Develop a lunch schedule that utilizes the following personnel to provide appropriate supervision of students:

cafeteria monitor

instructional assistants

administration

support staff

BMT

Principal / Larenda Denien

Teacher morale is linked to performance and job satisfaction Survey Results: Insight and School-Based

CMS Funding for the Cafeteria Monitor position

M. Thompson K-5 Instructional Assistants Monroe; Slota; Taylor; White; Eybl; & Denien

August 2014 - June 2015

2. Hire a Cafeteria Monitor to ensure there is supervision in the cafeteria, during the 3 hour lunch period


Teacher morale is linked to performance and job satisfaction Survey Results: Insight and School-Based

CMS Funding for the Cafeteria Monitor position

M. Thompson August 2014 - June 2015


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 2: Recruit, develop, retain and reward a premier workforce

Strategic Plan Focus Area: Academic growth/high academic achievement Individualized professional development; Retention/quality appraisals








Data Used: Assessment results Surveys

Strategies (determined by

what data)




Personnel Involved


Interim Dates

1. Develop a master schedule that allots at least 60 minutes of instructional planning time for every teacher, every day.


Team Meeting Agendas, Lesson Plans, Data Trackers, Data Team Meeting Minutes, and Enrichment/Remediation Plans

Student Performance… Reading 3D (K-3):

69.25% of students will meet the benchmark goal (Composite Score)

45.75% of students will meet the benchmark goal (TRC Proficiency Levels)

N/A K-5 Teachers; Special Area Teachers; ESL Teachers; EC Teachers; and SAC Teachers



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NC READY End of Grade (3-5):

46.5% proficiency – Reading

59.4% proficiency – Math

52.2% proficiency – Science

52.8% proficiency – Total School Composite

Insight Survey Results Teacher morale is linked to performance

and job satisfaction

2. Develop an Instructional Leadership Team to facilitate data driven instruction meetings; lesson planning team meetings; job-embedded PD with K-5 Teachers; and regular PD for K-5 Instructional Assistants

Principal / Larenda Denien ILT / Helms, Michaw, Shawver, Younts




45.75% of students will meet the benchmark goal (TRC Proficiency Levels) NC READY End of Grade (3-5):







State, Local, &

Title I Funding

Admin: -Denien, Principal -Eybl, AP -Slota, Dean Instructional Leadership Team: -Helms, Magnet Coordinator -Michaw, Math Facilitator -Shawver, Literacy Facilitator (K-2) -Younts, Literacy Facilitator (3-5)


3. Provide a 3-hour block of time, once a quarter, for additional instructional planning



N/A K-5 Teachers; ESL Teachers; EC Teachers; and SAC Teachers



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Instructional Leadership Team Instructional Assistants

4. Provide additional release time after interim assessments for one-on-one Principal & Teacher Data Meetings and 6-Week Action Planning to address student performance









52.8% proficiency – Total School

N/A K-5 Teachers Instructional Leadership Team Instructional Assistants



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Composite Insight Survey Results Teacher morale is linked to performance



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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety; Social and Emotional Health; High Engagement; and Cultural Competency








Data Used: Surveys: Student, Staff, and Parents; Discipline Data in PowerSchool; Eagle Pride Data (Dojo Points); and Observations

Strategies (determined by what data)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Review/Share policy of expectations and processes with students and parents via our website and during individual conferences as needed.

Making it Count Monday’s- Showing video’s each Monday on morning announcements that support an anti-bullying mindset and demonstrate the character trait of the month (aligned to K-2 and 3-5)

Use feedback from staff regarding behaviors that are impacting the school which could lead to a phase of bullying. Conference with the

BMT /

Monroe

Guidance

Counselor /

White

Dean of

Students /

Slota

10% reduction in bullying reports and referrals compared to 2013-2014 school year

N/A All staff August 2014- June 2015


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involved students and their families as a preventative measure.

Classroom guidance lessons with project-based learning

Anonymous Tip Box to report bullying confidentially

2. Character Education

Counselor and BMT will visit classrooms monthly to teach the monthly trait set by the Character Ed. Program

Classroom guidance based on teacher needs

Recognizing Random Acts of Kindness

“Do the Right Thing” program

Student Focus Groups for Targeted Support

BMT / Monroe Guidance Counselor / White Dean of Students / Slota

10% reduction in suspension days for insubordination.

Pre- and Post-Assessment results from group participants

Certificates of participation for Do the Right Thing

Pre- and Post-Assessments on school climate

Certificates of selection for Terrific Kids

Funded by

Matthew’s

Kiwanis

Club

All staff October 2014-May 2015

3. Healthy Active Child 30 min.

30 minutes of active outside time is built into the daily schedule

Athletic-based elective programs for Cross-Country, Basketball, Kick Ball, Step, Dance, and Cheerleading

Active Eagles After Hours Program

PE teachers / Smith and Streeter

10% improvement on FitnessGram data

10% improvement on Presidential Physical Fitness Assessment

Students will be more physically fit

N/A All teachers Aug. 2014- June 2015

4. Develop a School Health & Wellness Committee that focuses on improving the social, emotional, and physical health of students and staff.

Nurse supports the MTSS process and participates in IT meetings, when necessary

PE teachers / Smith and Streeter

100% compliance on 504 plan

Students will learn a more

healthy way to live

Represent the eight components

of school health throughout

student’s physical education.

N/A School Health Team Denien – Member of the CMS School

Aug. 2014-June- 2015


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Promotes healthy lifestyle tips for staff/students through Wellness Wednesday and Food Friday Newsletters

Walk for Diabetes, Jump Rope for Heart, Blood Drives

Alliance for a Healthier Generation—2013-2014 Silver Medal Winner (Going for Gold in 2014-2015)

Ensure the 8 Components of Coordinated School Health are included in our school wellness plan

Continue to connect parents with information and provide support in regards to 504 plans

Health Advisory Council

5. Eagle Pride Plan – School-Wide Positive Reinforcement

Using Class Dojo or Teacher-Created Data Tracker to monitor student behavior throughout each day…weekly and quarterly incentives are built-in to reward students at each level and specific interventions are built-in to provide students with support

BMT / Monroe

Mr. Monroe will collect and calculate students’ Eagle Pride points each week so we can track and monitor student behavior

Interventions (classroom, grade level, and school-wide support)

Incentives (Eagle Pride Celebrations) in classroom weekly and as a school at mid-quarter and end of quarter.

PTA Funds, when

applicable

All Staff Aug. 2014- June 2015


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Strategies (determined by what

data)




Personnel Involved


1. Develop an Academic Planning Calendar; a year-long

Literacy Facilitators /

Common Assessment results Lesson plans aligned to the rigor of

N/A Shawver & K-2

August 2014 –

SMART Goal (4): Provide all students with access to rigorous and personalized learning opportunities that is aligned to the Common Core State Standards to increase student performance in reading from 41.5% proficient to 46.5%, as measured by the NC READY EOG. Provide all students with access to rigorous and personalized learning opportunities that is aligned to the Common Core State Standards to increase the K-3 Composite Score of students achieving benchmark from 64.25% to 69.25% and the K-3 Text Reading and Comprehension (TRC) proficiency levels from 40.75% to 45.75%, as measured by Reading 3D.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Strategic Plan Focus Area:

College - and Career-Readiness; Academic Growth/High Academic Achievement; Access to Rigor; and Closing Achievement Gaps Effective and Efficient Processes and Systems; Strategic Use of District Resources; Data Integrity and Use; and School Performance Improvement




At/Above Grade Level in Math Grades 3-5 Successful completion of

Math I in grade 9



Data Used: NC READY EOG; Reading 3D; MAP; Common Assessments; Checklists; and Reading A-Z


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strategic pacing of the Common Core State Standards (K-5)

Weekly team meetings to develop lesson plans

Wednesday – Literacy & Social Studies

Shawver (K-2) & Younts (3-5)

each standard Team Meeting Agendas Academic Planning Calendars Reading 3D (K-3):


45.75% of students will meet the benchmark goal (TRC Proficiency Levels)

NC READY End of Grade Reading (3-5) 46.5% proficiency

Teachers Younts & 3-5 Teachers

June 2015

2. Focused Instruction of Reading Strategies and Skills through: Making Meaning; Phonics; Orton-Gillingham Multisensory Strategies; Workshop; and Data-Driven Lesson Plans (K-2)

Literacy

Facilitator /

Shawver

Assessments: formal and informal (observations)

Checklists Dictation Reading 3D and NC READY EOG

Reading (3-5)…see goals in Strategy 1 (above)

Tactile Multisensory

Materials $200 / Local, State, & Title I Funds

K-2 Teachers Instructional Assistants

August 2014 – June 2015

3. Implementation of Guided Reading: Small Group Instruction, Workshop, and Data-Driven Lesson Plans (K-5)

Literacy

Facilitator /

Shawver

Student Progress by Levels Reading 3D TRC Progress Monitoring

Student Reports Common Assessments Observation Checklists Reading 3D and NC READY EOG


N/A

K-5 Teachers Instructional Assistants ILT

September 2014 – June 2015

4. Focused Instruction of Reading Strategies and Skills through: Making Meaning; Annotating the Text; Workshop; and Data-Driven Lesson Plans

Literacy

Facilitator /

Younts


Checklists Reading 3D and NC READY EOG

Reading (3-5)…see goals in Strategy

N/A

3-5 Teachers Instructional

August 2014- June 2015


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(3-5) 1 (above) Assistants

5. Bi-weekly assessment of Literacy skills, phonemic awareness, reading comprehension, sight words, phonics, and dictation (K-2) and data team meetings for analysis and development of flexible groups (Tuesday)

Literacy Facilitator / Shawver

Student Assessment results Data Trackers Data-Driven Plans Teacher Observation Reading 3D and NC READY EOG


N/A

Shawver & K-2 Teachers


6. Bi-Weekly assessment of Reading Comprehension (2-5) and data team meetings for analysis and development of flexible groups (Tuesday)

Literacy

Facilitators /

Shawver (2) &

Younts (3-5)

Common Assessment results Data Trackers Data-Driven Plans Reading 3D and NC READY EOG


N/A

Shawver, Younts, Helms, & 2-5 Teachers


7. Bi-weekly Standards-Based Common Assessments (K-5) and data team meetings for analysis and development of flexible groups (Tuesday)

Literacy Facilitators / Shawver (K-2) & Younts (3-5)

Spiraling reassessment data MAP testing Data Reading 3D and NC READY EOG


N/A

Younts 3-5 teachers


8. Technology Integrations: Raz-Kids web-based leveled Literacy program (K-5), Compass Learning, and Flowcabulary (K-5)

Literacy

Facilitators /

Shawver &

Younts

Raz-Kids Reports – class and student Flowcabulary Data Reading 3D and NC READY EOG


$1,200 for Flowcabulary / Title I Funds

$16,000 for the purchase of 2 Chromebook Carts / Title I

Funds

ILT K-5 Teachers

October 2014 – June 2015


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9. Development and Implementation of a Literacy Support Structure where each K-3 Teachers receives 45 min./day of strategic literacy support from Instructional Assistants, Title I Tutor (Legrand), and Technology Teacher (Hosaflook)

Principal /

Denien

Facilitators /

Shawver &

Younts

Student Participation Bi-weekly common assessment data MAP Testing data Reading 3D and NC READY EOG


N/A

Shawver, K-2 Teachers & IAs Younts, 3-5 teachers, & IAs


10. School-wide incentive program for independent reading

Literacy Facilitator /Younts



N/A

Younts, 3-5 teachers, & IAs Shawver, K-2 Teachers & IAs


11. Implementation of Leveled Literacy Intervention

Literacy Facilitators / Shawver & Younts Title I Tutor / Legrand



N/A

Legrand October 2014-June 2015


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SMART Goal (5): Provide all students with access to rigorous and personalized learning opportunities that is aligned to the Common Core State Standards to increase student performance in mathematics from 54.4% proficient to 59.4% proficient, as measured by the NC READY EOG.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Strategic Plan Focus Area: College - and Career-Readiness; Academic Growth/High Academic Achievement; Access to Rigor; and Closing Achievement Gaps

Effective and Efficient Processes and Systems; Strategic Use of District Resources; Data Integrity and Use; and School Performance Improvement








Data Used: NC READY EOG; MAP; Common Assessments; and Checklists

Strategies (determined by

what data)




Personnel Involved


1. Develop an Academic Planning Calendar; a year-long strategic pacing of the Common Core State Standards (K-5)


Thursday – Math & Science

Math Facilitator / Michaw Magnet Coordinator / Helms


each standard Team Meeting Agendas Academic Planning Calendars NC READY End of Grade Math (3-5): 59.4% proficiency

N/A

Helms & K-2 Teachers Michaw & 3-5 Teachers



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2. Focused Instruction of Math Strategies, skills, workshop stations, and Investigations

Math Facilitator /

Michaw

Magnet

Coordinator /

Helms


Checklists NC READY End of Grade Math (3-5): 59.4% proficiency

N/A

K-5 Teachers Instructional Assistants


3. Assessments - Math Calculation and Math Comprehension (weekly 2-5 and bi-weekly K-1) and data team meetings for analysis and development of flexible groups (Tuesday)

Math Facilitator / Michaw Magnet Coordinator / Helms

Common Assessments Student Assessment results Data Trackers Data-Driven Plans Teacher Observation MAP Test Results NC READY End of Grade Math (3-5): 59.4% proficiency

N/A

Michaw, Helms, & K-5 Teachers

September 2014 - June 2015

4. Do the Math Intervention Kits

Math Facilitator /

Michaw

Common Assessments MAP testing data Data Tracker NC READY End of Grade Math (3-5): 59.4% proficiency

N/A

Michaw Instructional Assistants


5. Technology Integrations: Dreambox a web-based math program (K-5) and Compass Learning

Math Facilitator /

Michaw

Dreambox – class and student reports Flowcabulary Data NC READY End of Grade Math (3-5): 59.4%

$16,000 for

the purchase of 2

Chromebook Carts / Title I

Funds

ILT K-5 Teachers



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6. Additional math support offered based on needs shown in data: Title One tutor Targeted small group

instruction Math Olympiads

Math Facilitator /

Michaw

Magnet

Coordinator /

Helms

Common Assessments MAP testing data Data Tracker NC READY End of Grade Math (3-5): 59.4% proficiency

N/A

Michaw, Helms, K-5 Teachers, Title I Tutor, Instructional Assistants



30

SMART Goal (6): Provide all students with access to rigorous and personalized learning opportunities that is aligned to the Common Core State Standards to increase student performance in science from 47.2% proficient to 52.2%, as measured by the NC READY EOG.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Strategic Plan Focus Area: College - and Career-Readiness; Academic Growth/High Academic Achievement; Access to Rigor; and Closing Achievement Gaps Effective and Efficient Processes and Systems; Strategic Use of District Resources; Data Integrity and Use; and School Performance Improvement








Data Used: NC READY EOG; Common Assessments; and Checklists

Strategies (determined by what

data)




Personnel Involved


1. Develop an Academic Planning Calendar; a year-long strategic pacing of the Common Core State Standards (3-5)


Thursday – Math & Science

Math Facilitator / Michaw


each standard Team Meeting Agendas Academic Planning Calendars NC READY End of Grade Science

(3-5): 52.2% proficiency

N/A Michaw & 3-5 Teachers



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2. Focused Instruction of Science Strategies and Skills…major emphasis on integration of science nonfiction text into daily literacy instruction

Math

Facilitator /

Michaw


Checklists NC READY End of Grade Science


N/A K-5 Teachers


3. Assessments - Science (bi-weekly in 5th grade and End of Unit in K-4) and data team meetings for analysis and development of flexible groups (Tuesday)


Common Assessments Student Assessment results Data Trackers Data-Driven Plans Teacher Observation MAP Test Results NC READY End of Grade Science


N/A Michaw, Helms, & K-5 Teachers


4. Interactive Technology (SMART Boards, iPads, & Computers)




$16,000 for the purchase of 2 Chromebook Carts / Title I

Funds

Michaw


5. Science Lab Special Area Class (K-5) Plans lessons with Michaw

Dean of Students / Slota

Common Assessments Student Assessment results Data Trackers Data-Driven Plans MAP Test Results NC READY End of Grade Science


N/A Michaw Plyler


6. End Of Grade Science Test Prep Materials


Common Assessments Student Assessment results Data Trackers Data-Driven Plans

N/A Michaw



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Teacher Observation MAP Test Results NC READY End of Grade Science


7. Departmentalization 4th-5th Grade




N/A 4th & 5th Grade Teachers


8. Additional science support offered based on needs shown in data: Targeted small group

instruction Math Olympiads

Math

Facilitator /

Michaw

Magnet

Coordinator /

Helms

Common Assessments MAP testing data Data Tracker NC READY End of Grade Math (3-5):

59.4% proficiency

N/A Michaw, Helms, K-5 Teachers, & Instructional Assistants



33

Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Strategic Plan Focus Area: Academic growth/high academic achievement








Data Used: Common Assessment Data Trackers; Data Team Meeting Minutes and Enrichment/Remediation Plans; and Student Data Folders

Strategies (determined by what data) Point Person (title/name)


Funding Personnel Involved


1. Common assessments

Pre- and post- assessments created in SchoolNet aligned to content standards

Weekly Common Assessments developed in alignment to the standards being taught each week (based on each grade level’s Academic Planning Calendar for each content area)—minimum of 4 assessments

Instructional Leadership Team will facilitate weekly meetings with a Backwards Design approach and focus on student performance data

ILT / Helms, Michaw, Shawver, & Younts

Quality and alignment of assessments will improve.

Planning and pacing will be

strategic so as to improve teaching and learning

Artifacts: Data Trackers Common Assessments Progress Monitoring – Reading 3D

(FSF, PSF, NWF, DORF, & WR) Student Progress Reports –

Levels 1, 2, & 3 (Mid-Quarter) Progress Reports Report Cards

N/A Helms, Michaw, Shawver, & Younts Teachers: K-5, ESL, EC, Special Area

August

2014 -

June 2015


34

2. Data disaggregation

Teachers will complete the school-wide data tracker and come to Weekly Data Team Meetings prepared for analysis and planning. The meetings are intended to monitor student achievement by standard to develop remediation / intervention lesson plans (DDI, MTSS, Leveled Literacy Intervention, Do the Math Intervention, Flex Groups, AIMs Web, Compass Learning, Raz Kids, etc.)

Common Assessments reviewed by the team to ensure alignment to the rigor of the CCSS

Data Wall in Team Room for frequent and consistent monitoring of individual student performance, as well as, teacher and grade level performance

Student Data Trackers – students monitor individual progress and grade level comparison

Teacher communication with families regarding student performance (mastery, partial mastery, & non-mastery)

ILT / Helms, Michaw, Shawver, & Younts Guidance Counselor / White

Data used to plan for differentiated instruction/personalized learning opportunities

Common assessment data trackers demonstrate greater mastery among student body

Assessment quality will be continuously improved

Student data analysis will empower students to take ownership of their learning

Artifacts: Intervention Team Minutes Data Trackers Remediation/Enrichment Block Data Driven Lesson Plans Progress Reports Report Cards

N/A Helms, Michaw, Shawver, & Younts White Teachers: K-5, ESL, EC, Special Area

August

2014 -

June 2015


35

3. Flexible grouping

Remediation and Enrichment period built into Master Calendar; the results of weekly analysis is used to plan for these periods

Weekly Data Team Meetings to analyze common assessment results so teams can develop enrichment & remediation plans based on individual student performance for a personalized learning approach (AIMs Web, Compass Learning, Raz Kids, Leveled Literacy Intervention, Do the Math, etc.)

Weekly Team Planning Meetings to develop standards-based lesson plans that address new and previously taught standards (small group instruction, workshop stations, differentiated process and product, etc.)

One-on-One Conferences (Principal and Teacher) after interim assessments to analyze data and develop 6-week instructional action plans that address mastery for individual students and group of students


Remediation instruction will be targeted and strategic to increase student performance/mastery of standards

Students who have demonstrated

mastery will have the opportunity for enrichment/extension learning experiences

Artifacts: Common Assessments Data Trackers Remediation/Enrichment Block Data Driven Lesson Plans MAP results 6-Week Plan (data planning

template)

N/A Helms, Michaw, Shawver, & Younts K-5 Teachers & Instructional Assistants



36

Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement








Data Used: PowerSchool Grade Book; Common Assessment Data Trackers; Data Team Meeting Minutes and Enrichment/Remediation Plans; and Student Data Folders

4. Additional learning opportunities

Students earning less than 84% on an assignment or assessment will be given the opportunity to correct the work and/or retake the assessment, after small group or individual remediation/re-teaching occurs—correction and/or retake score shall not exceed 84%

Weekly data team meetings will occur to determine mastery, partial-mastery, and non-mastery of the content standards so effective remediation, re-teaching, and enrichment can be planned and implemented


Teacher focus is on mastery of the standards

Flexible groups with remediation and enrichment opportunities will yield increases in student performance, as measured by the NC READY EOG and Reading 3D

Artifacts: Common Assessments Data Trackers Remediation/Enrichment

Block Data Driven Lesson Plans Formal assignments

N/A Helms, Michaw, Shawver, & Younts Teachers

August 2014

- June 2015


37

5. Late and make-up work

Students earn Eagle Pride points each week for participation, as well as completing and submitting work on time (points align to the Responsibility pillar of the school-wide positive reinforcement plan)

Teachers communicate with parents via progress reports, email correspondence, face-to-face conferences, and through phone conversations to communicate late/missing work

When students are absent from school, teachers will provide the make-up work packet—arrangements made within 5 days of their return and sent home

All work/assignments will be accepted by the teacher whenever the student submits it Student was present, but work was

late – a reduction in credit for each week it is missing/late may be given

Student had unexcused absence –a reduction in credit for each week it is missing/late may be given

Student had an excused absence – full credit given

Assistant Principal / Eybl Dean of Students / Slota

Greater student accountability for their work, especially in regards to make-up/missing/late work

Transparency and greater understanding of CMS and school-wide grading expectations (staff, students, & families)

Artifacts: Grade book Parent-Teacher

Communication Common Assessments Data Trackers Remediation/Enrichment

Block Data Driven Lesson Plans

N/A Eybl, Slota, Helms, Michaw, Shawver, & Younts Teachers: K-5, EC, ESL, Special Area

August 2014

- June 2015

6. Grade reporting

AP, Dean of Students, Facilitators & Magnet Coordinator will review and monitor grades in PowerSchool to

Assistant Principal / Eybl Dean of

Students and their families are more informed of individual progress so home-based interventions

N/A Eybl, Slota, Helms, Michaw, Shawver, &



38

ensure timeliness of grade posting: 40% of Quarter Grade = Informal

(classwork, exit tickets, informal assessments, homework, etc.)

60% of Quarter Grade = Formal (tests, comprehensive writing assignments, projects, common assessments, etc.)

Within 10 days of an assignment due date, teachers will post/enter grades (Note: grades for long-term assignments/projects and work submitted late by students are excluded from the 10-day posting/entering requirement)

Students / Slota

and support can be established (tutoring, web-based programs/tutorials, etc.)

Reduced rates of failure

due to increased number of assessments and the additional opportunities students have to demonstrate mastery of the standards

Artifacts: Grade book Progress Reports Report Cards Mid-Quarter = 2+ Formal &

8+ Informal grades (suggested: 1/week per content)

End of Quarter = 4+ Formal & 18+ Informal

Younts Teachers: K-5, EC, ESL, & Special Area


39

Idlewild Elementary School - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the

curriculum to teach students designated for specific skill needs and to address the large number of students requesting

elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.


40


41


42

Quarter 2 Review

Committee Position Name Signature Date

Principal Larenda Denien

Assistant Principal Representative Felicia Eybl

Dean of Students Matthew Slota

Teacher Representative Erin Brodd

Teacher Representative Tara Distabile

Teacher Representative Carol Gilbert

Teacher Representative Rob Hayden

Teacher Representative Amanda Helms

Teacher Representative Tanya Little

Teacher Representative Dana Morgan

Teacher Representative Lauren Schwoebel

Teacher Representative Kyerra Oglesby

Teacher Representative Kim Ray

Inst. Support Rep. – Math Facilitator Kira Michaw

Inst. Support Rep. – Literacy Facilitator Beth Shawver

Inst. Support Rep. – Literacy Facilitator Beth Younts


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Guidance Counselor Lauren White

Parent Advocate Teresa Taylor

Teacher Assistant Representative Cindy Plyler

Parent Representative Kelly Barclay

Parent Representative Gloria Concha de Sauceda

Parent Representative Angela Concha de Hernandez

Parent Representative S.Y. Mason-Watson

Parent Representative Sophia Miranda


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Quarter 3 Review



















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46

Quarter 4 Review



















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