north graham - abss.k12.nc.us...100% of staff members during the 201617 school year.support systems...

NORTH GRAHAM

ELEMENTARY SCHOOL

2016-17 SCHOOL

IMPROVEMENT PLAN

Vision: At North Graham Elementary, it is our vision to work as an instructional team to develop literate, independent students who are artistic, collaborative, problem solvers that are eager to strive for personal growth and achievement. As members of our professional learning community, we will accomplish this vision by providing engaging instruction, modeling a passion for learning and building a culture which values relationships.

Mission: Our mission is to provide a learning centered, arts enriched environment that is responsive to the needs of our student population. At the core of the mission, is the goal of building a culture of collaboration among all stakeholders. As a professional learning community, our mission nurtures the willingness to support one another. At North Graham Elementary, staff members operate with a “whatever it takes” mindset. For example, if a student needs help, we provide it. If a staff member needs assistance, we respond. By taking this approach, both students and staff will be better able to embrace the challenges before them.

10/28/2016 School Comprehensive Plan Report

http://www.indistar.org/app/Reports/SchoolCompPlan.aspx 1/11

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Comprehensive Plan ReportA detailed report showing activity of the school team’s work on the improvement plan including assessments, plans, tasks,

monitoring, and implementation for selected time periods.

10/28/2016

North Graham Elementary NCES na

AlamanceBurlington Schools

Student Success Indicators Key Indicators are shown in RED.

Dimension A Instructional Excellence and Alignment

Curriculum and instructional alignment

Indicator A2.04 Instructional Teams develop standardsaligned units of instruction for each subject and grade level.(5094)

Status Tasks completed: 1 of 7 (14%)

Assessment Level of Development: Initial: Limited Development 09/22/2016

Index: 4 (Priority Score x Opportunity Score)

Priority Score: 2 (3 highest, 2 medium, 1 lowest)

Opportunity Score: 2 (3 relatively easy to address, 2 accomplished within current policy and budget conditions, 1 requires changes in current policy and budget conditions)

Describe current level of development: Five of our teacher leaders have served on a district team to write standardsaligned units of study for grades 35. This includes all subject areas. The K2 units have not been fully updated at the district level. However, they are currently aligned with NC's Curriculum. The K2 upgrade will happen during the summer of 2017. In addition, staff members participate in quarterly curriculum mapping with an "artsintegrated focus" since we are a Specialized Program. Staff members also utilize a planning template to ensure that each core area is fully met. For example, the ELA Template requires planning for shared reading/close reading, guided reading, word study, writing, ELA Stations.

Plan Assigned to: Erika Gallagher

How it will look when fully met: 100% of instructional staff members will participate in monthly PLCs to develop and refine Curriculum Maps and units of study. With North Graham being an A+ Arts Integrated School, our curriculum maps will include art integrated activities. After examining the "Indicators in Action Guide, district resource banks will be examined first as guidelines for generating the Units of Study, Scope, and Sequence.

Target Date: 07/31/2017

Tasks:

1. Utilize new planning templates designed to reflect the ABSS Core Structures in ELA and Math. Utilize the Anatomy of a Lesson Planning Template for Science, Social Studies and Specialty Areas.



Assigned to: Nancy Cothren

Added date: 10/11/2016

Target Completion Date: 06/01/2017

Frequency: weekly

Comments: Staff Development has been provided at the start of the year, to familiarize staff members with new ABSS Core Structures and Resource Banks. The academic coach is providing ongoing coaching and professional development in the planning and instruction of the ELA block. For example, word study, guided reading, whole group reading, These are parts of the new planning templates.

2. Utilize the ABSS Resource Bank at PLCs and Wise Ways Guidelines and Videos to plan Units of Study.

Assigned to: Erika Gallagher



Frequency: twice monthly

Comments: The ABSS Resource Bank has been created for grades 35. These materials are already aligned and include suggested pre and post assessments, illustrative tasks, etc.

3. Create master schedule to include all core subjects (120 minutes of ELA, 90 minutes of mathematics, 4560 minutes of Sci/S.S., daily intervention.




Comments: The master schedule reflects 120 minutes of ELA, 90 minutes of mathematics, 4560 minutes of Sci/SS, 3035 minutes of daily intervention

Task Completed: 10/17/2016

4. Create common planning time with Biweekly PLCs with the Academic Coach with the focus on aligned units of study, instruction, and assessment.





Comments:

5. Provide announced and unannounced observations in the areas of ELA and Mathematics with an emphasis on alignment of standards and ABSS core structures.




Frequency: three times a year

Comments: Peer observations should also focus on either the ELA block or Math block. PDP goals will also be designed based upon the first round of observations.

6. Utilize best practices from The A + Essentials/ A+ Specialized Program and Kagan Structures when planning lessons and designing units of instruction.




Frequency: daily

Comments:



7. Provide ongoing staff development and coaching on using the A+ Essentials to enhance student engagement and pedagogical practices.




Frequency: monthly

Comments:

Implement Percent Task Complete: Tasks completed: 1 of 7 (14%)

Dimension A Instructional Excellence and Alignment

Student support services

Indicator A4.01 The school implements a tiered instructional system that allows teachers to deliver evidencebased instruction aligned with the individual needs of students across all tiers.(5117)

Status In Plan / No Tasks Created





Describe current level of development: RTI is currently in place at North Graham Elem. Biweekly data teaming happens with the RTI teacher as the facilitator. During these meetings, teachers discuss screening data, progress monitoring data for reading and math, mclass results, benckmark data. Teachers also examine running record results to determine specific reading behaviors which may impede a student's reading level, fluency, and comprehension. Weekly RTI meetings are held after school for individualized planning for students not demonstrating progress. The team consists of the RTI chair, multiple gradelevel representatives, the assistant principal, academic coach, ESL teacher and EC teacher. This team works to write goals, discuss researchbased intervention and to monitor individualized goals. All of this information is housed in the districtwide data warehouse.

Plan Assigned to: Not yet assigned

Indicator A4.06 ALL teachers are attentive to students' emotional states, guide students in managing their emotions, and arrange for supports and interventions when necessary.(5124)






Describe current level of development: Most teachers at NGE model and guide students effectively. With an emphasis on relationships, teachers work as a team to support students when they are experiencing difficulty. Kagan practices are used as team building opportunities and Kagan structures enhance instruction and student engagement. With the addition of the Arts integrated program, students have at least one daily activity using dance, music, visual arts or the multiple intelligences. NGE also has a very effective PBIS framework which is supported by most staff members, students, and parents. For example, every classroom has a clip chart which travels with students from class to class. Specialty teachers also utilize the charts to reinforce student's behaviors. Each night, 100% of students take home a folder with information on how the student's day ended relative to the clip chart. Whole class incentives and a schoolwide matrix are also in place to encourage adherence to schoolwide



expectations. For students with Tier 3 behaviors, the RTI works to design individualized plans and BIPs. The counselor, social worker, school nurse and administrative team also meet weekly to discuss a student who is at tier 3 for behavior and host Child and Family Teams with family members, DSS, etc. With the initiation of clubs during the 201617 school year, specialty team members mentor students who are having difficulty with behavior. For example, students are selected to attend morning basketball, yoga, choral groups, play groups, etc. This has significantly helped students settle in each morning and connect with the school atmosphere.

Plan Assigned to: Tiffany White

How it will look when fully met: The school wide PBIS rewards system and PBIS Matrix will be utilized by 100% of staff members during the 201617 school year.Support systems through the problemsolving model will support students in tiers 2 or 3 with academic needs or behaviors which impede learning. Data Teaming,grade level plans/goal setting and progress monitoring of data will identify skill deficits for whole class and/or individual intervention.


Tasks:

1. The PBIS Team will remodel school wide reward systems to positively encourage classroom and schoolwide behaviors.

Assigned to: Mills



Comments:

2. Conduct one Kagan Team Building Structure each week.

Assigned to: Tiffany White



Comments:

3. Set expectations for success: Review classroom expectations after intersession break. Provide front loading of classroom expectations before engaging in cooperative learning or "out of seat" experiences.




Comments:

4. Use the Tough Kid Tool Kit, Individualized Points Systems, and Behavior Intervention Plans for students in Tier 3 for Behavior.

Assigned to: Tiffany White



Comments:

5. Provide transition opportunities/orientation for rising fifth graders (going to middle school) and rising pre k (going to K).




Comments:

6. Progress monitor students at tier 2 or 3 for academics.

Assigned to: Christina Larock





Comments:

7. Utilize Data Teaming to analyze data, create grade level plans with percentile goals, and to create flexible intervention groups.





Comments:

8. Provide ongoing problemsolving team to review data, set goals, and assign interventions for students demonstrating minimal progress.





Comments:

9. Utilize one fulltime and one parttime interventionist to provide individualized intensive pull our or inclusive instruction for tier 3 students in the areas of reading or math.




Comments:

10. Provide 90 minutes of uninterrupted reading instruction in a separate setting for students who did not meet Read to Achieve requirements in grade 3.

Assigned to: Kirstie Dixon



Frequency: daily

Comments:

11. In order to support our most "at risk"students, institute a Backpack Program for students in need of nutritional support.

Assigned to: Freddie Hollars



Comments:


Dimension B Leadership Capacity

Strategic planning, mission, and vision

Indicator B1.01 The LEA has an LEA Support & Improvement Team.(5135)

Status Full Implementation

Assessment Level of Development: Initial: Full Implementation 09/22/2016

Evidence: The School Improvement Team consists of multiple stakeholders according to state guidelines. In addition, agendas and minutes are produced. Each meeting has a focus ways to plan, execute and monitor implementations and or changes. Members on the Leadership Team serve as the voice for their grade level or team which they represent. Parents are also members on the team. At the conclusion of each meeting, team members are accountable for completing various tasks. For example, the team may be responsible for informing their grade level of change, conducting a presentation at a staff meeting, conducting



research on a topic or resource, surveying others for input, etc. At the start of the next meeting, members report findings, progress, trouble shoot ideas, etc. to ensure follow through.

Indicator B1.02 The LEA selects and hires qualified principals with the necessary competencies to be change leaders.(5136)



Evidence: There is a specific protocol for selecting candidates to serve as the principal. Once the position is posted by HR, interested candidates must submit their credentials(resumes,vitae, references. In addition, applicants must complete an online application with NCDPI. Once a candidate pool is determined by members of the central office, an interview committee is formed. The first round of interviews are conducted by a panel which consists of a PTO representative, selected staff representative(s) and District Level Representatives. Members of the panel have a set of questions and ranking sheets provided at Human Resources. After the first round of interviews, the top two or three candidates must attend a second interview conducted by the superintendent and other district officials. Once this has occurred, the final candidate must meet one on one with the superintendent for a final interview, prior to being nominated for the position. Once hired there is an induction process where new principals receive monthly , individualized leadership training. In addition, new principals are assigned a mentor principal for additional support.

Indicator B1.03 A Leadership Team consisting of the principal, teachers who lead the Instructional Teams, and other professional staff meets regularly (at least twice a month) to review implementation of effective practices.(5137)



Evidence: North Graham's Leadership Team meets a minimum of one time per month after school Our second Leadership Meeting occurs at the data team level where grade level specific data and plans are written and monitored. Agendas are posted for each meeting and minutes are collected. A district level coach also attend the Leadership Team meetings at times, to provide coaching/feedback. All of the required members of the team are elected. PLCs also occur biweekly where each instructional team/grade level work directly with the academic coach and administration to discuss effective instructional practices, plan units, and share instructional strategies.


Distributed leadership and collaboration

Indicator B2.03 The school has established a team structure among teachers with specific duties and time for instructional planning.(5143)






Describe current level of development: Team structures are in place for instruction and instructional improvement. For example, staff members engage in daily common planning times and weekly PLCs. In addition, team members attend one PLC with an instructional with the academic coach and administrative team every other week. On the week when staff members are not in the instructional PLC, staff members are in data team meeting with the RTI teacher and Academic Coach. At the school level, we have three core teams which work to drive three key components of the school's infrastructure (PBIS, School Improvement and A+Arts Integration(our



specialized program). Every grade level and specialty area have representatives on each of these teams.There is shared leadership among these teams. For example, the A+ Fidelity Team and PBIS are not chaired by the principal or assistant principal. There is also a Student Assistance Team which is comprised of administration, school counselor, school nurse, social worker and others when needed. This team works to support our most needy students experiencing difficulties in school or at home.



Monitoring instruction in school

Indicator B3.01 The LEA/School monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications.(5147)






Describe current level of development: We will provide afterschool tutoring for students in grades 35 starting inJanuary. We have enough funds to pay for 5 licensed tutors to provide tutoring 2 days a week from January to midMay. We will utilize our EOG data and benchmark data in grades 35 to identify tutoring candidates. Our focus for after school tutoring will be mathematics since our EOG data in the area of math has not changed within the past two years. We provide reading intervention on a daily basis for all students. This time is built into the master schedule.

Plan Assigned to: Laura Calone

How it will look when fully met: Five teachers will provide extended learning/after school tutoring two times per week in the area of mathematics for students not on grade level in grades 35. Performance data will be used to monitor student progress using a pre and post assessment/illustrative task. Reading will be remediated during the daily intervention block for 100% of students in grades K5. The data teaming process will be used to identify students and skill groups based on deficits.


Tasks:

1. Select and hire five certified teachers to provide after school tutoring 2 times per week.

Assigned to: Laura Calone



Comments: Complete title one budget forms.

2. Create the sequence of math power standards/curriculum map to be remediated during after school tutoring.




Comments:

3. Identify pre and post benchmark or illustrative task for identified Power Standards to be remediated during after school tutoring.

Assigned to: Raggett, Baker, Thedford, Frank, Fields,





Comments: The illustrative task within the ABSS Resource Bank can be used for the pre and post assessment.

4. Use the data teaming process to study formative and summative data as a way to identify students in need of extended learning.




Comments:

5. Ensure that master schedule includes time for daily intervention where core and noncore teachers work to support atrisk students not meeting grade level standards.




Comments:

6. Using data teaming, analyze data (TRC, benchmarks, QRI)to create guided reading groups for differentiated reading instruction at each student's reading level.





Comments:


Indicator B3.03 The principal monitors curriculum and classroom instruction regularly and provides timely, clear, constructive feedback to teachers.(5149)






Describe current level of development: The principal and assistant principal visit classrooms a minimum of two times each day. During each visit, administrators monitor instructional practices and teacher effectivity. They also examine "I can" statements posted in the classroom to determine the daily curriculum focus. The administrative team often engages in student conversations during this visit to see if students are able to articulate exactly what they are learning. The administrative team also looks for evidence of lesson plans, current anchor charts or walls that teacher and utilization of best practices (such as graphic organizers, interactive journals, writing across the curriculum, Kagancollaborative structures. The administrative team also monitors student engagement and student behaviors to ensure that positive learning environments for all students. The academic coach also visits classrooms consistently throughout the day and provides "nonevaluative" support for teachers as they grow in their practice. Each week the administrative team and the academic coach meet to discuss areas of need across the campus. From this meeting, we generate short term and long term goals to help with areas in need of attention. For example, one area that we are working on involves the strengthening of our word study time within our ELA Block. As a result, we then elected to conduct all of our first round of observations during this time of the day and then followed up with whole staff training and development during each grade level's PLC.




Dimension C Professional CapacityQuality of professional development

Indicator C2.01 The LEA/School regularly looks at school performance data and aggregated classroom observation data and uses that data to make decisions about school improvement and professional development needs.(5159)






Describe current level of development: During one PLC a month, we engage in the data teaming process to monitor and plan for student performance. This meeting is facilitated by our RTI facilitator and Academic Coach. During these meetings, teachers analyze data from Common Formative Assessments, Universal Screeners, Benchmarks and M Class to determine the instructional needs of individual students and grade level needs. Teachers also look for meaningful patterns within the data to discuss areas of From this data, a grade level plan is generated for the current nine weeks with percentile based goals to be accomplished by the end a 9 week period.


Dimension C Professional Capacity

Talent recruitment and retention

Indicator C3.04 The LEA/School has established a system of procedures and protocols for recruiting, evaluating, rewarding, and replacing staff.(5168)



Evidence: We utilize the North Carolina Teacher Evaluation System as our evaluation tool. The evaluation instruments are based on the Framework for 21st Century Learning and the NC Professional Teaching Standards. The instruments are designed to promote effective leadership, quality teaching, and student learning while enhancing professional practice and leading to improve instruction. The evaluation instrument serves as a measurement of performance for individual teachers and guides teachers as they reflect upon and improve their effectiveness. After receiving an annual orientation to the evaluation process, all licensed staff members conduct a selfassessment using the evaluation instrument. Using these results and the summative evaluation from the previous school year, staff members work collaboratively with their principal to develop and annual professional development plan with 23 goals. All licensed staff are evaluated annually with multiple observations depending upon where they are in their renewal cycle. Peer observations and mentors are also utilized for teachers with 3 or less year of teaching. After each observation, teachers receive a post conference. Feedback is also embedded into the evaluation tool using the multiple standards within the instrument (both observable and not observable). At the conclusion of the school year, a summative rating is generated and conferenced on. At that time, teachers may also bring artifacts to support areas of the instrument that may not be observable during a classroom observation. For staff members with performance issues, the administrator will adjust their professional development plan to include additional goals to work on as well as an increased frequency in observations.

Dimension E Families and Community

Family Engagement

Indicator E1.06 The school regularly communicates with parents/guardians about its expectations of them and the importance of the curriculum of the home (what parents can do at home to support their children's learning).(5182)








Describe current level of development: This is an area where we need growth. Some teachers provide weekly newsletters to parents with important information concerning school events, curricular focus,etc. We also utilize a current website and the Connect ed. Calling System. Every classroom hosts three "informances" each year. "Informances" have also become a great way to get parents in the building.

Plan Assigned to: Hannah Demirdogen

How it will look when fully met: As an A+ School, all K5 staff members will utilize "Informances" (Informal Student Performances) as a way to bring parents to the building to share academic mastery of the curriculum. On going staff development and PLC discussions will explore new opportunities for parental involvement through the use of reinvented homework practices where parents provide ongoing monitoring or input. We will also host two academic nights with an "arts" infused theme. Student performance will be communicated using report cards, parent conferences, and teacher newsletters.


Tasks:

1. Provide staff development and practice in the creation of homework assignments that produce brief parental involvement...where students must show their work to their parent and gather input.

Assigned to: Hannah Demirdogen



Comments: Ask each leadership team rep to create a few samples to share with their grade level during the PD. Have teachers sit by grade level. Allow time for a make and take during the PD.

2. Host three "informances" where parents are invited to the instructional "informal performance."





Comments:

3. Host two curriculum nights with artsinfused activities.

Assigned to: Farlow, Dixon



Comments:

4. Host a minimum of one parent conference for all families to communicate student performance.




Comments:

5. Utilize the North Graham Website as a way to communicate information about parent events, curriculum guides, etc.

Assigned to: Tracy Taylor





Comments: Suggestion: Create "how to" videos for parents...to help with homework, etc.


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north graham - abss.k12.nc.us...100% of staff members during the 201617 school year.support systems...

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