elizabeth 2018-2019...mcfarlane, santore, boles, sterling, kondilis, blinson, payne) bi-monthly...
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School Improvement Plan
2018-2019
.
The School Improvement Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the continuous improvement process. School Improvement Plans remain in effect for three years, but a School Leadership Team may amend as often as necessary or appropriate. The template is adapted with permission from UVA Partnership for Leaders in Education.
Elizabeth Lane Elementary
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Contact InformationSchool:
Address:
Learning Community:
Principal:
Learning Community Superintendent:
CMS BOE Representative: CMS BOE District Number:
SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom 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
Courier #:
Phone Number:
Fax Number:
Website:
382Elizabeth Lane Elementary
121 Elizabeth Lane 980-343-5700
Matthews, NC 28105
Southeast http://schools.cms.k12.nc.us/elizabethlaneES
Crystal Lail
Kondra Rattley
Sean Strain District 6
Principal Crystal Lail crystal.lail@cms.k12.nc.us permanentAssistant Principal Trishi Stewart trishi1.stewart@cms.k12.nc.us permanent
Facilitator Amanda Daniels amanda.daniels@cms.k12.nc.us permanentTeacher Leia Hurst leia.hurst@cms.k12.nc.us 08/2016Teacher Noelle Osborne noelle.osborne@cms.k12.nc.us 08/2016
Counselor Jessica Ott jessical.ott@cms.k12.nc.us 08/2018Teacher Assistant Karen Torti karen1.torti@cms.k12.nc.us 08/2018
Parent Emily Snyder emsnyder530@gmail.com 08/2016Parent Justin Reese `jareese81@yahoo.com 08/2016Parent Jason Laws jason.laws@icloud.com 09/2016Parent Taylor Mokris taylor.mokris@gmail.com 10/2018Parent Kristin Hodgson kristin.hodgson@gmail.com 10/2018
Parent (PTA Representative) Meridith Doub merimac76@gmail.com 10/2018
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SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom 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
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PURPOSE OF THE CONTINUOUS IMPROVEMENT PLAN: Articulate in a few sentences what you hope to achieve by participating in the continuous improvement process.
# Goals 2017-2018 Results
2018-2019 Goals
Goal Indicators (Metric to indicate progress)
1
2
3
4 To provide a duty-free lunch period for every teacher on a daily basis.
5
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.
6 Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
Elizabeth Lane students will meet or exceed expected growth measures in standardized assessments such as End of Grade, Reading 3D/TRC, and MAP. Our mission is to use best instructional practices to promote high academic growth and model excitement for learning. We believe that a strong focus on improving our core instruction using student-centered approach will support students develop leadership skills, personal accountability, and strong character that contributes to future success.
The percentage of students demonstrating college and career readiness as measured by the NC Reading EOG will increase from 77.1% to 83.2% by June 2019.
CCR - 77.1% GLP - 79.5%
CCR - 83.2% GLP - 85%
Level 4, 5 EOG Level 3, 4, 5 EOG
The percentage of students demonstrating college/career readiness as measured by NC Mathematics EOG will increase to 91.3% by June 2019.
CCR - 83.9% GLP - 88.1%
CCR - 91.3% GLP - 93%
Level 4, 5 EOG Level 3, 4, 5 EOG
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ACTION PLAN – PRIORITY #1 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
Instructional Planning Standards Alignment - Literacy
Each grade level must plan lessons and student tasks that align to the rigor of the standards. Teachers have established strong routines associated with the Balanced Literacy Framework, and the instructional planning focus needs to shift to backward planning using common assessments and student work analysis.
Students will reach higher levels of proficiency and college/career readiness by receiving instruction and support to engage in tasks aligned to the rigor of grade level standards. Teachers will be able to operate as PLCs by studying common assessments, unpacking documents, and analyzing student work to ensure instructional alignment to the rigor of grade level standards.
Lail, Principal
A wide range of resources have been used to support the Lucy Caulkins units, but there is no common text consistently implemented to be used for instruction, practice, and ongoing assessment. This has created a misalignment between instruction, student tasks, and the rigor required by the standards. This is evident in the comparison between current quarterly interim assessments and common assessments previously used to measure the same standards.
Strategy 1 - Focus on what matters most - the content, teachers, and students of our instructional core.
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ACTION PLAN – PRIORITY #1 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
Focus on teacher practice and systems & processesPerson Completing
Action Timeline Resources Needed / Source
Teachers will review standards-based assessments and grade level unpacking documents with facilitator to establish common understanding of rigor expected to demonstrate proficiency of standards.
Amanda Daniels, Facilitator Teachers
Bi-monthly 10/10/18 10/24/18 11/14/18 12/5/18 1/3/18 1/16/19
NC Unpacking documents, CMS Quarterly Assessments K-5 NC Check Ins
Grade level PLCs will discuss two critical lessons with a common text to be used to address standards of the learning cycle.
Amanda Daniels, Facilitator Teachers
Bi-monthly 10/15/18 10/29/18 11/12/18 11/26/18 12/10/18 1/7/19 1/21/19
Engaging, complex texts NewsELA, ReadWorks, Reading A to Z, etc
Literacy leadership team will study standards vertically to identify nuance of increased rigor of continuing standards across grades.
Crystal Lail, Principal Amanda Daniels, Facilitator ILT (Flowers, McFarlane, Santore, Boles, Sterling, Kondilis, Blinson, Payne)
Bi-monthly 10/9/18 10/23/18 11/6/18 12/4/18 12/18/18 1/8/19 1/22/19
Unpacking documents
Grade level teams (or mini team) will analyze student work from common assignments and use the "why" not "what" approach to determine next steps for instruction.
Amanda Daniels, Facilitator Teachers
Bi-monthly 10/30/18 11/13/18 11/27/18 12/11/18 1/8/19 1/22/19
Student work from common assignments, IPA protocols for student work analysis
Each grade level will administer common assessments following the learning cycle calendar and use data for flexible grouping of strategy/guided reading/literacy study groups instruction.
Amanda Daniels, Facilitator Teachers
Quarterly 10/26/18 1/15/19
CMS Quarterly Assessments
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ACTION PLAN – PRIORITY #1 PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward
Achieving Desired Outcome Potential Adjustments Status at Review Date
10/22 At least 80% of students meeting expected grade level proficiency on Quarterly Assessments (1st-5th)
Shifted focus for some SOAR groups to target well above or well below standard performance
11/16 At least 50% of students who were below or far below proficiency according to BOY mCLASS assessments will be meeting progress monitoring goals.
Increased intervention strategies (restructure TA support from classroom to small group)
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ACTION PLAN – PRIORITY #2 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
Math - target instructional support for lowest subgroups to increase proficiency
Math instruction must include differentiation to support students who need to master prerequisite skills and extension from students who have demonstrated mastery of grade level standards.
We will decrease the gap between our lowest performing subgroups and schoolwide performance by 30% and increase overall student proficiency by 5%.
Crystal Lail, Principal
Students enter a grade level without having mastered prerequisite standards because the support provided has not been sufficient in addressing their gap in skills. By the time students reach 3rd-5th grade it is significantly more challenging for school staff to diagnose and address skills with remediation and provide instruction adequate instruction for grade level standards.
Strategy 1 - Focus on what matters most - the content, teachers, and students of our instructional core.
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ACTION PLAN – PRIORITY #2 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
Focus on teacher practice and systems & processesPerson Completing
Action Timeline Resources Needed / Source
Create master schedule that provides EC teacher support in inclusion classes consistently throughout each week.
Lail, Daniels, Stewart Daily August 2018-January 2019
Traded allotment to create 1/2 time EC teacher position for a total of three full time
Teachers will use EnVision 2.0 as the core resource to teach standards and select supplemental resources for reteach and extension based on student data analysis.
Daniels, Wallwork Daily August 2018-January 2019
Student Work Analysis Protocol NCDPI Lesson Toolkit
Teachers will meet with facilitators to backward plan instruction using standards-based assessments, unpacking documents, analysis of student work to identify possible misconceptions and scaffolds needed to address and prevent gaps in students' mastery of standards.
Daniels, Wallwork Bi - Monthly October 2018- January 2019
CMS Quarterly Assessments NC Check Ins NCDPI Unpacking Documents
Assign two teacher assistants and one EC teacher assistant to provide supplemental math support using Egenuity/Dreambox for students whose BOY MAP performance indicates a deficit of one grade level or more.
Lail, Daniels, Wallwork, Idol, Woody
Daily October 2018-January 2019
Traded allotment to create two additional teacher assistant positions Edgenuity - provided by CMS
Administrative team will observe intervention, inclusion, and resource math classes at least two times per month provide feedback and coaching to teachers and assistants based on High-Leverage Practice for K-12 Special Education Teachers.
Stewart, Lail, Wallwork, Daniels
Bi-monthly October 2018-January 2019
Protected time in schedule for observation, feedback and coaching
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ACTION PLAN – PRIORITY #2 PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward
Achieving Desired Outcome Potential Adjustments Status at Review Date
11/09/18 At least 85% of students will demonstrate proficiency on Quarterly Assessments and NC Check Ins for standards taught during first quarter.
Instructional pacing, targeted standards
11/24/18 90% of students in targeted subgroups will meet the progress monitoring goal for the targeted deficit
Instructional pacing, targeted standards
1/20/18 Students in targeted subgroups will demonstrate at least 5 growth points in MAP math data from BOY to MOY
targeted standards, intervention strategy
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ACTION PLAN – PRIORITY #3 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
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Focus on teacher practice and systems & processes
ACTION PLAN – PRIORITY #3 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing
Action Timeline Resources Needed / Source
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Indicator Review Date Achieving Desired Outcome
ACTION PLAN – PRIORITY #3 PROGRESS MONITORING Evidence to Determine Progress To
ward Potential Adjustments Status at Review Date
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STATE AND LOCAL REQUIRED PLANS Duty-Free Lunch The NC SBE’s statutory provision 115C-105.27 (b) (6) requires all schools to include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the SIP.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Create lunch schedule with monitoring plan to include two lunch monitors and support from teacher assistants.
Daniels 09/2018- 06/2019
Lunch monitor allotment
11/30/18 Assistant principal will review monitoring schedule and observe lunch procedures TA schedules, training update
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STATE AND LOCAL REQUIRED PLANS Duty-Free Instructional Planning Time for Teachers
The NC SBE’s statutory provision 115C-105.27 (b) (7) requires a plan to provide duty-free instructional planning time for every with the goal of providing an average of at least 5 hours of planning time a week. [Note that the statute referenced provides that all classroom teachers are to be provided duty-free instructional planning time during regular student contact hours, to the extent that the safety and proper supervision of student may allow.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONTORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Create a master schedule that provides a common planning time for teachers on a daily basis during the special area instructional block for each grade level.
Lail, Daniels, McFarlane
08/2018 - 06/2019
TA allotment to accommodate 5th day special area class
Create a planning schedule with TA coverage for grade level mini teams and departments to have an additional 90-minute twice per month or 1/2 day planing monthly.
Daniels 09/2018 - 05/2019
11/30/18 Principal will review master schedule and notes from planning meetings planning coverage schedule update to adjust for newly hired staff
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STATE AND LOCAL REQUIRED PLANS Bullying Prevention
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Monthly guidance lessons included in master schedule during special area time.
Ott, Schwickerath
09/2018 - 05/2019
Cultural proficiency PD led by teacher leadership team. Lail, CP Leadership Team
102018 - 06/2019
11/30/18 Assistant Principal will review discipline referrals and threat assessments updates to lesson plans based on identified needs
12/14/18 Student Support Team will review response time between referrals for support and implementation revision to request for support process, additional training for staff members
10/24/18
Oct 24, 2018
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