school improvement team membership - pc\|macimages.pcmac.org/sisfiles/schools/nc/randolph...lesson...

$: School Improvement Team Membership - PC\|MACimages.pcmac.org/SiSFiles/Schools/NC/Randolph...Lesson Plans ongoing June 2016 Provide opportunities for students to utilize technology$
LEA or Charter Name/Number: Randolph County School System

School Name/Number:Hopewell Elementary School/329 School Address: 6294 Welborn Road Trinity, NC 27370 Plan Year(s): 2014-2016 Date Prepared: August 2015 Principal Signature:__________________________________________________________________________________ Local Board Approval Signature: _______________________________________________________________________

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 Committee Position* Name

Principal Sharon Harper Teacher Representative Kim Johnson

Assistant Principal Representative Maria Broos Teacher Representative Darlene Wyatt

Leadership Chairman Laura Leonard Teacher Representative Erin Stolpe

Guidance Leslie Lomax Teacher Representative Michelle Hedrick

Teacher Assistant Representative Tamara Barnes Teacher Representative Christy Allen

Teacher Assistant Representative Sharon Myers Teacher Representative Ashley McLeod

Media Cathy Wray EC Representative Jayna Patterson

Parent Suzanne Bugg

* Add to list as needed. Each group may have more than one representative.

Hopewell Elementary School

School Improvement Plan

Path to Pride Strategic Goals

xInstructional program that supports academic growth

☐Fiscal responsibility

☐Recruit and retain highly qualified staff

☐Maintain efficient operations

☐Effective public relations

Strategic Focus:

xAll students can learn

☐All students will be taught in a safe and nurturing environment

xAll students deserve a teacher who is qualified and well-prepared

xAll students deserve access to instructional resources managed in a fiscally responsible manner

xAll stakeholders share the responsibility and accountability for student learning

Current Level of Performance (Data Summary): Based on Reading 3d, EOY proficiency on TRC and Fountas and Pinnell was 48% in Kindergarten, 35% in 1st grade, 62% in 2nd grade, 73% in 3rd grade, 76% in 4th grade, 71% in 5th grade, Overall K-5 on TRC proficiency was 61.77% and proficiency for K-3 was 54.66%. EOG proficiency was 67% in 3rd grade, 72% in 4th grade, 64% in 5th grade, overall average in grades 3-5 of 68%

Annual Goal: 75% of K-3 students will be proficient on the TRC and Fountas and Pinnell benchmark by the end of the 2015-2016 school year. 75% of the students in grades 3-5 will be proficient on the ELA EOG in 15-16.

Action Steps/Strategies Implementation Monitoring Completion

Team Members Resources/Professional Development Needed

Persons Responsible

Evidences Reporting Timeframe

Target Date

Next Steps

Provide small group reading instruction on a student’s instructional level for all students at least three times a week and for at-risk students four times a week.

Classroom teachers

Jan Richardson Steps to Guided Reading book, guided reading texts

Principal, Asst Principal, Lead Teacher

Lesson Plans Ongoing June 2016

Provide reading instruction for students who are significantly below grade level for 20 minutes a day five times a week in K-3. 4th and 5th grade

Interventionists, Reading Specialists

Leveled Literacy intervention kits (LLI); SOAR program

Interventionists, Classroom Teachers, Principal, Asst Principal

Lesson Plans, Attendance Logs

Ongoing June 2016

students will meet 45 minutes a day twice a week.

Use Achieve 3000 with 4th and 5th grade students for at least 45 minutes a day twice a week.

4th and 5th grade classroom teachers

Achieve 3000, laptops and/or computers

4th and 5th grade classroom teachers, Principal, Lead Teacher

Student Lexile Levels

Monthly June 2016

Use 50% of remediation and enrichment daily block to focus on literacy instruction.

Classroom Teachers

Instructional activities based on Common Formative assessment data and/or DIBELS, TRC and/or Fountas and Pinnell and/or Schoolnet

Classroom Teachers, Principal, Asst Principal, Lead Teacher


Provide staff development in Letterland, Engaging Students with Poverty in Mind, and student created rubrics

Classroom Teachers

Letterland materials/training, Engaging Students with Poverty in Mind books

Classroom Teachers, Principal, Lead Teacher

Attendance logs, Lesson Plans

October 2015

March 2016

Implement a research-based phonetics program (Letterland) 30 minutes daily in grades K-1

Classroom Teachers (K-1), Letterland Representative

Letterland materials/training

Classroom Teachers, Principal, Lead Teacher

Lesson Plans, Attendance logs

October 2015

June 2016

Provide all K-5 teachers with additional support during guided reading instruction daily

Classroom Teachers, Teacher Assistants, Interventionists

Guided reading books, Literacy center activities

Classroom Teachers, Principal


Provide EC students with research based reading instruction at least 3 times a week, using either SRA, Wilson or comprehension strategies

EC teachers SRA materials, Wilson materials

EC Teachers, Principal

Lesson Plans, Attendance Logs

Ongoing June 2016


Hopewell Elementary


X Instructional program that supports academic growth





Strategic Focus:

X All students can learn


☐All students deserve a teacher who is qualified and well-prepared

X All students deserve access to instructional resources managed in a fiscally responsible manner

X All stakeholders share the responsibility and accountability for student learning

Current Level of Performance (Data Summary): In 2015, EOG Math proficiency in 3rd grade was 84%, 4th grade was 82% and 5th grade was 77%. Overall Math proficiency on the 2015 EOG was 81%.

Annual Goal: In K-2, 85% of our students will be proficient in their understanding of numeration. In 3-5, increase overall proficiency on the EOG to 85%.



Persons Responsible


Target Date Next Steps

Integrate Mental Math in Math instruction at least 10-15 minutes daily.

Classroom Teachers

Mental Math in the Primary Grades, Mental Math in the Middle Grades



Provide problem based instruction and/or differentiated math stations for students at least four times a week.

Classroom Teachers

Math Stations, Investigations


Lesson Plans, EOG scores, teacher created assessments

Ongoing June 2016

Provide staff development in Cognitively Guided Instruction and Classroom Discussions: Using Math Talk to Help Students Learn

Ana Floyd, Lead Teacher

Cognitive Guided Instruc. & Classroom Discussions: Use Math Talk to asst. Students Learn

Principal, Assistant Principal, Lead Teacher

Attendance Logs, Sample CGI problems, Lesson Plans

September 2015

April 2016


Hopewell Elementary


X Instructional program that supports academic growth





Strategic Focus:

X All students can learn



☐All students deserve access to instructional resources managed in a fiscally responsible manner

☐All stakeholders share the responsibility and accountability for student learning

Current Level of Performance (Data Summary): 2015 EOG Science proficiency was 86%.

Annual Goal: Increase proficiency (scoring a level 3 or higher) on the 2015-2016 Science EOG to 90%.



Persons Responsible



Integrate hands-on activities from the TASC kits, AIMS or other resources into instruction biweekly.

Classroom Teachers, Science Lab Instructor

TASC kits, AIMS activities

Science lab instructor

Lesson Plans ongoing June 2016

Provide opportunities for students to utilize technology for at least 50% of instructional time.

Classroom Teachers, Computer Lab Assistant

Laptops, Netbooks, Nooks, Desktops, Smartboards

Classroom teachers

Schedules for labs, Lesson Plans

ongoing June 2016


Hopewell Elementary

Strategic Focus:

☐All students can learn






☐Instructional program that supports academic growth




X Effective public relations

Current Level of Performance (Data Summary): Based on the 2014-2015 Needs Assessment document, it was noted that more information needed to be shared with stakeholders and support staff.

Annual Goal: Increase communication with stakeholders and all staff about student learning data and needs



Persons Responsible



Increase communication and opportunities for stakeholders’ participation and engagement in the school

All staff Newsletters Principal, Assistant Principal

Newsletters, Phone Call

Ongoing June 2016

Update data quarterly in an effort to refine strategies within the School Improvement Plan

All staff Data, including Schoolnet, TRC levels, etc.

Principal, Assistant Principal

Quarterly Data Review

Ongoing June 2016

Maintain Google Doc that includes all pertinent academic data, including Reading levels, etc. that will be used to determine instructional changes

Classroom teachers, EC teachers, Interventionists

Google Doc Any relevant data

Principal, Assistant Principal

Google Doc Ongoing June 2016

During bimonthly Vertical Planning Meetings, support staff will meet with classroom teachers to exchange, share and discuss student data and needs

All Data Principal, Assistant Principal

Attendance logs

Ongoing June 2016

Hopewell Elementary School





X Recruit and retain highly qualified staff



Strategic Focus:



X All students deserve a teacher who is qualified and well-prepared


☐All stakeholders share the responsibility and accountability for student learning

Current Level of Performance (Data Summary): Currently, we are providing 1 hour and 10 minutes of planning time within the instructional day, with an additional 20 minutes being provided after school instructional hours.

Annual Goal: Provide certified teachers with protected time to plan instruction, analyze data and meet with grade level Professional Learning Communities (PLCs)



Persons Responsible



Utilize Teacher Assistants to provide 25 min/daily duty free lunch and/or planning for teachers

Teacher Assistants

Teacher Assistants, Principal

Duty Free Schedule

Ongoing June 2016

Align master schedule to provide duty free instructional planning for 45 mins/daily

Extracurricular Support Staff

Extracurricular Support Staff, Principal

Specialists Schedule

Ongoing June 2016


Hopewell Elementary

Strategic Focus:











X Effective public relations

Current Level of Performance (Data Summary): Twenty percent of the students enrolled in our 2015-16 fifth grade are considered at-risk due to Performance, attendance, or emotional issues.

Annual Goal: By June 2016, all schools in RCSS will complete exploration, consensus, and readiness assessments with their staffs in order to determine their school’s needs for the implementation of MTSS. All schools will be able to identify the ways in which they meet the unique and diverse learning needs of all students in their schools within the MTSS framework.



Persons Responsible



Complete the readiness

assessment for MTSS that will

be provided to schools by the

District MTSS Team

School-based

MTSS Team

Readiness assessment

provided by District

MTSS Team

School-

based MTSS

Team

Completion of

readiness

assessment

according to

district

timeline

2015-16

school year

June 2016 Use information

from the readiness

assessment for

MTSS team

discussions

Explore the MTSS framework

throughout the 2015-16 school

year

School-based

MTSS Team

Monthly information

provided in RCSS

curriculum newsletter

Principal

and school-

based MTSS

Team

Completion of

readiness

assessment

according to

district

timeline

2015-16

school year

June 2016 Identify times in

the school master

schedule that can

be used for

interventions

Generate a list of at-risk 5th grade students to be shared with the middle school counselor

School

Counselor,

5th Grade Teachers

Create an at-risk document to identify at-risk 5th graders. Data sources needed to create the at-risk document include: academic, behavioral, discipline, and social/emotional data

School

Counselor,

School

Administrat

ors, 5th

Grade

Teachers

Complete list of at-risk 5th graders

3rd quarter 2015-16

June 2016 Identify at-risk rising 4th grades graders

Checklist of State-required On-going Operational Activities

All Schools

Does this school:

☐Implement strategies for improving performance of all students?

☐Implement instructional practices designed to improve academic performance of students at-risk of academic failure or dropping out?

☐Plan use of staff development funds?

☐Plan for use of assessments to monitor student progress?

☐Provide daily duty-free lunch to teachers?

☐Provide at least five hours of planning time for teachers each week?

☐Implement strategies for involving parents and the community in the educational program?

☐Amend the School Improvement Plan when one or more AMO targets is missed in the same subject area for two consecutive years?

K – 8 Schools Only

Does this school:

☐Provide 30 minutes of daily physical activity to meet Healthy Active Children requirements?

Any required components not included as part of a school’s 3-5 School Improvement Plan goals may be placed in an appendix.

School-based Management and Accountability Program Summary of School-based Waiver Requests

Program Years 2014 – 2016

School Name: Hopewell Elementary

School Numbers(s)

Request for Waiver

329 1. Please describe the waiver you are requesting.

Hopewell Elementary School is requesting to waiver for teacher assistants “primarily assigned” to K-3 to Kindergarten through third grade classroom be utilized to provide services to support the whole school. The definition of “primary assignment” will be a minimum of 51% of the school day.

2. Identify the law, regulation, or policy from which exemption is required.

G.S. 115C-301(g)

3. State how the waiver will be used.

Teacher assistants will be assigned to upper grade classrooms to provide instructional assistance.

4. State how this wavier helps achieve the specific performance goals.

Teacher assistants moving to upper grades during the instructional day will provide assistance with small group instruction in the area of guided reading, math, and /or remediation and enrichment.

(please duplicate this sheet as needed for additional waivers)

Signature of Superintendent/Designee:_________________________________________________________ Date:_____________________________

Safe School Plan for Hopewell Elementary School

Pursuant to General Statute §115C-105.47, this Safe School Plan provides required information regarding roles and responsibilities of district and school-level personnel with respect to establishing and maintaining a safe, secure, and orderly school.

Name and role of person(s) responsible for implementing this plan: Sharon Harper, Principal

Statement of Responsibility for the School District Superintendent

In accordance with General Statute §115C-105.47 (b)(2), the district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and coordinating with local law enforcement and court officials as appropriate.

In the event the district superintendent fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

The Resonsibility of the Superintendent. It is the responsibility of the Superintendent to: - Coordinate the adoption and implementation of the local plan for maintaining safe and orderly schools - Create a system to evaluate principals' performance regarding school safety - Create a system to monitor and evaluate the implementation of safety plans at each school in the system - Coordinate with local law enforcement and court officials appropriate aspects of implementation of the plan. If the Superintendent fails to carry out the before mentioned responsibilities, he may be subject to disciplinary action including a reprimand in his personnel file or withholding of the superintendent's salary or both.

Statement of Responsibility for the School Principal

In accordance with General Statute §115C-105.47 (b)(3), the school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students, providing for alternative placements for students who are seriously disruptive, reporting all criminal acts under G.S. 115C-288(g), and providing appropriate disciplinary consequences for disruptive students.

In the event the school principal fails to fulfill these responsibilities as required by state law, the following disciplinary consequences may occur: (INSERT APPROPRIATE INFORMATION HERE)

The Responsibility of the Principals. The principal of each school is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment. The principal shall: - Exhibit appropriate leadership for school personnel and students - Provide for alternative placements to students who are seriously disruptive - Report all criminal acts under General Statute 115C-288 - Provide appropriate disciplinary consequences for disruptive students. If the Principal fails to carry out the before mentioned responsibilities, the principal shall be subject to disciplinary action including a reprimand in the principal's personnel file and disciplinary proceedings under General Statute 115C-325.

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel

In accordance with General Statute §115C-105.47 (b)(4), other school personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school environment:

Assistant Principal(s): Maria Broos

Teachers: All certified staff

Teacher Assistants:

Other School Staff: Office personnel, Guidance Counselor, Media Specialist

Services for At-risk Students

Pursuant to General Statute §115C-105.47 (b)(5), the following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in disruptive or disorderly behavior, or both.

1. Safe Schools survey is conducted annually. 2. Connors Comprehensive Behavioral Rating Scale is used by teachers to assess the social/emotional needs of the students. It is also used as a screening tool for referrals to outside agencies. 3. Social Workers and Student Advocates carry a 15 student case load (rotating) throughout the school year. Data is gathered throughout the school year that will support the prevention strategies and interventions used to help the student become more successful in the school setting. 4. Social workers, school nurses, school counselors, psychologists, speech therapists, occupational and physical therapists and other support staff observe students; conduct appropriate assessments and conference with students, parents, and other school staff. 5. Teachers and administrators observe students, review student’s academic, discipline, attendance and test data in addition to conferencing with students and parents. IEP’s and Section 504 plans are also evaluated.

6. Administrators, teachers and support staff work cooperatively with community agencies such as court counselors and mental health counselors in assessing and meeting the needs of students. 7. Central office staff coordinates student surveys and program evaluations/reports for in-school suspensions, out-of-school suspensions, bus suspensions, dropout prevention, Safe and Drug-Free Schools, and School Crime and Violence. 8. Testing and Accountability department evaluates school system data and provides disaggregated data and longitudinal data to all schools. Testing and Accountability and Instructional departments assist school staff in interpreting and analyzing data. 9. Individual School Improvement teams review all data (discipline, attendance, academic, etc.) to assess student needs.

Pursuant to General Statute §115C-105.47 (b)(6), the following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for removing them from classrooms when necessary.

1. Teachers and parents refer students to school administrators. 2. Student referrals are made to site based committees, such as School Improvement, MTSS Committee, Guidance Counselor. 3. Student referrals are made to support staff (e.g., school counselor, social worker, psychologist, speech therapist, or nurse). 4. Parent, community volunteers, mentors, teachers, support staff refer students for academic remediation (before, during, and after school) for students performing below grade level or at risk of performing below grade level. Referrals are made for academic remediation through Early Intervention Reading, and MTSS committee. 5. Test data are used to determine which students are in danger of non-promotion. 6. Central Office administrators notify school based staff about at-risk students. 7. Student’s academic and behavioral progress is monitored through daily activities, interim reports, and report cards. 8. Schools communicate between and among attendance areas when at-risk students transfer within the county district. 9. Behavioral contracts are used to maintain standards and expectations for students who have had discipline problems. 10. Administrators and teachers conference with students who are having academic and behavioral difficulties at school. 11. Non-certified staff members notify administrators, counselors, and teachers about who are having academic and behavioral problems. 12. School Resource Officers refer students to administrators and county agencies. 13. Discipline reports are used to keep track of students who are disruptive. 14. Referral to community support services (e.g., mental health, social services, and Community in Schools) are made as necessary.

15. Student attendance data is monitored to track student absences. Students who have attendance problems are referred to the school social worker and then to Truancy Court. 16. Student nurses and school social workers work with families of students that have health and/or attendance issues. 17. Substance Abuse and Family Education (SAFE) programs provide assistance to students with drug, alcohol, and substance abuse problems. 18. Second Step Curriculum is used in Kindergarten through Second grades as prevention to aggression. 19 Connors Comprehensive Behavioral Rating Scale is used by teachers to assess the social/emotional needs of the students. It is also used as a screening tool for referrals to outside agencies. 20. RTi committees and Section 504 committees identify and recommend strategies to help exceptional children and 504 students achieve academic and developmental goals and objectives. 21. Personalized Education Plans (PEP) are written for all students that are achieving below grade level. 22. School Improvement Teams develop the School Improvement Plan and Remediation Plan that identifies specific strategies to meet the needs of their individual school population.

Pursuant to General Statute §115C-105.47 (b)(13a), the following services are provided to students assigned to an alternative school or an alternative learning program.

Middle School students are provided an educational alternative from 8:00 a.m. - 3:05 p.m. High School students are provided an educational alternative setting from 8:00 a.m. - 3:05 p.m. During this alternative setting, students are provided assistance with their class

work, and have to complete an character education program. Before students are placed back into the regular education setting, they must complete all classwork and the character education program. Also, students assigned to the Juvenile Day Treatment Program, after

transported from the schools to the center on a daily basis.

In accordance with General Statute §115C-105.47 (b)(7), the following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number of goals.)

Goal 1:

In an effort to maintain the student's safety during afternoon dismissal, van riders and bus riders will be loaded in separate areas on the school grounds.

Target: Provide a safe and orderly afternoon dismissal

Indicator: Safer dismissal procedure creating fewer discipline issues in the afternoon

Milestone Date: Aug-15

Goal 2: To elect 3 bus ambassadors for each bus

Target: Assist bus drivers in monitoring student behavior and report students who do not adhere to warnings

Indicator: To decrease the inappropriate behavior on the bus resulting in fewer bus discipline referrals

Milestone Date: School year 2015-2016

Goal 3 To provide heightened supervision across campus utilizing student safety patrol

Target: Campus supervision

Indicator: Students' arrival and dismissal in a safe and orderly manner

Milestone Date: School Year 2015-2016

In accordance with General Statute §115C-105.47 (b)(8), the following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including effectiveness of procedures adopted under G.S. 115C-105.48 (Alternative Learning Programs).

Goal 4: Provide small group interventions for at-risk students

Target: At-risk students

Indicator: Remedial programs, co-teaching, Wheatmore and Trinity High School interns, UNC-G Interns

Milestone Date: School Year 2015-2016

Goal 5: To provide monetary support for low socio-economic students

Target: At-risk students

Indicator: Back Pack Pals, Christmas support, provide funds to support student's individual needs

Milestone Date: School year 2015-2016

In accordance with General Statute §115C-105.47 (b)(9), the following planned or recently completed professional development aligns with the goals of our safe school initiative:

Professional Development Planned/Completed

Critical Response Video

August 20-October 24, 2015

Blood Borne Pathogen, A and First Aid Training

Sexual Harassment Video

Review of Emergency Flip Chart

Food Allergies Training

Asthma and Diabetes Training

Pursuant to General Statute §115C-105.47 (b)(10), identify the district's plan to work effectively with local law enforcement and court officials.

Maintain the Sheriff's Department as a community partner as it continues to provide six SRO's (School Resource Officer) at each of the six traditional high schools - Continue to contract one SRO (School Resource Officer) for each of the six middle schools - Continue to contract one SRO (School Resource Officer) for the one sixth grade school - Two SRO's (School Resource Officers) are assigned to Randolph Community College, which also serve our Randolph County Early College High School - Protocol is set up with juvenile court counselors for information sharing when juveniles are arrested - Collaborative planning and support from area Mental Health Agencies - Collaborative with county agencies to provide day sentencing and day treatment services - Maintain the Sheriff's Department as a community partner as it continues to provide one full time and one part-time DARE Officer to work with our seventeen elementary schools, two full-time CARE Officers, and four trained Gang Resistance Education and Training (GREAT) to work with our six middle schools.

Pursuant to General Statute §115C-105.47 (b)(11), identify the district's plan to provide access to information to the school community, parents, and representatives of the local community.

The RCS Website will be widely used to communicate - Individual schools and departmental websites will also provide safety updates and vital information - District Safety Meetings will be held quarterly to give updates training and other information - Each school will set up their own safety meetings.

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Program or Strategy Being Funded Amount of Funding

Source of Funding

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