elizabeth 2018-2019...mcfarlane, santore, boles, sterling, kondilis, blinson, payne) bi-monthly...

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

P a g e | 2

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 [email protected] permanentAssistant Principal Trishi Stewart [email protected] permanent

Facilitator Amanda Daniels [email protected] permanentTeacher Leia Hurst [email protected] 08/2016Teacher Noelle Osborne [email protected] 08/2016

Counselor Jessica Ott [email protected] 08/2018Teacher Assistant Karen Torti [email protected] 08/2018

Parent Emily Snyder [email protected] 08/2016Parent Justin Reese `[email protected] 08/2016Parent Jason Laws [email protected] 09/2016Parent Taylor Mokris [email protected] 10/2018Parent Kristin Hodgson [email protected] 10/2018

Parent (PTA Representative) Meridith Doub [email protected] 10/2018

P a g e | 3

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

P a g e | 4

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

P a g e | 5

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.

P a g e | 6

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.


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.


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.


Quarterly 10/26/18 1/15/19

CMS Quarterly Assessments

P a g e | 7

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)

P a g e | 8







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.

P a g e | 9

ACTION PLAN – PRIORITY #2 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome

Focus on teacher practice and systems & processesPerson Completing


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

P a g e | 10

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

P a g e | 11







P a g e | 6

Focus on teacher practice and systems & processes

ACTION PLAN – PRIORITY #3 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing


P a g e | 7

Indicator Review Date Achieving Desired Outcome

ACTION PLAN – PRIORITY #3 PROGRESS MONITORING Evidence to Determine Progress To

ward Potential Adjustments Status at Review Date

P a g e | 14

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


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

P a g e | 15

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


Person Completing


PROGRESS MONTORING Indicator


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

P a g e | 16

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


Person Completing


PROGRESS MONITORING Indicator


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