South Scotland Elementary School
School Improvement Plan
South Scotland’s Demographics
American
Indian
African
American
Asian
111 students
(24%)
92 students
(20%)
3 students
(>1%)
Caucasian
224 students
(49%)
5 students
(1%)
Hispanic
Multi
26 students
(5%)
AIG
30 students
(7%)
Students
60 students
w/Disability
(14%)
Economically
312 students
Disadvantaged (67.68%)
Students
K-5 Enrollment 431 students
Total
Enrollment w/
Pre-K
466
Literacy & Writing
(Goal 1 Strategy 1)
Reading 3D Composite Scores
South Scotland-EOY 82%
Kindergarten-EOY 86%
First Grade-EOY 80%
Second Grade-EOY 81%
Third Grade-EOY 80%
ClassScape Data
(Goal 1 Strategy 3)
Standard Analysis results show that RI 5 & RI 8
(informational text) need to be an area of focus in all
grade levels
Classroom Walkthrough Data
(Goal 1 Strategy 3)
2012-2013 Instructional trends show that differentiation
and level of questioning are areas of focus across all grade
levels
2013-2014 Instructional trend show an increase of
differentiation strategies through Daily Five and Café
Literacy. Levels of Questioning continue to be an area of
focus.
South Scotland’s EVAAS Data
Educational Value-Added Assessment System
EVAAS is a computer program that keeps track of student data over time. Information on how students
perform on End of Grade tests are tracked to help identify instructional trends for the teacher.
South Scotland exceeded growth for students.
The composite score was +5.2.
South Scotland’s students showed the most
growth in the county when compared to other
elementary schools.
Literacy and Writing
Implementing Daily Five and Café Literacy school-wide to incorporate
researched based instructional practices for teaching reading and
writing (Goal 1 Strategy 3)
Keys to Literacy-3rd thru 5th grade and EC teachers were trained and
now use this program to organize thoughts, note taking, and summaries
in all content areas through 2 column notes, top down topic webs, and
other visual aids for processing information. (Goal 1 Strategy 3)
Literacy and Writing Cont.’
Leadership Notebooks are maintained by all students to
reflect on goals, leadership roles, and accomplishments. Weekly
leadership time is built in to class schedule. (Goal 4 Strategy 2)
Math and Science teachers incorporate writing journals for
their subject area for reflection, proving answers, and solving story
problems. (Goal 2 Strategy 1 & Goal 5 Strategy 3)
Literacy and Writing Cont.’
(Goals 1, 2, 4 & 5)
Each Specialist will maintain a Data Notebook that
contains the following sections:
 Discipline plan
 Communication log
 Curriculum Integration Planning Sheet
 Each specialist will have a data section for
their content standards
END OF GRADE PROFICIENCY
Due to the implementation of Common Core and re-norming of new
assessments the state showed a 15%-40% decrease in proficiency. As a
result South Scotland’s proficiency scores are as follows:
20132014
State
Composite
Reading
Math Science Growth
44.7
43.9
42.3
52.2
Scotland 37.1
County
35.3
37.2
49
South
45.3
50.5
59.7
49.6
Exceeds
EOG Comparison Chart
RTI
Grade Level
# of Students
in Tier 2 or 3
Kindergarten
31
First
30
Second
30
Third
25
Fourth
40
Fifth
30
Total
186
South Scotland currently has 431 students
enrolled in K-5.
Professional
Development
Professional Development has been determined by
Classroom/District Walkthroughs, ClassScape data, Reading
3D data, EVAAS data, feedback from teachers, and state
mandates.
PD Needs in 2013-2014
True North Logic
Daily Five and Café Literacy (Goal 1 Strategy 3)
Identifying Reading 3D, EVAAS, Classroom Walkthrough trends
(Goal 1, 2, 4, & 5)
Leader In Me initial training and refreshers (Goal 4 Strategy 1, 2, & 3)
Technology as a student tool for collaboration, creation, and
research (Big Universe, Edmodo, Ipads, Google docs, electronic
notebooks) (Goal 1 Strategy 3, Goal 2 Strategy 2, Goal 5 Strategy 3)
RTI-Tier 3 Module and researched based interventions (Goal 1
Strategy 3Goal 5 Strategy 2)
Keys To Literacy-Training 2 K-2 teachers (Goal 1, Strategy 2)
Learning Walks at South Scotland (All Goals)
Special Populations
EC Students
Caseload: 38 students (non-speech)
•
IEP’s are reviewed to ensure appropriate goals, service time, modifications,
and accommodation are being utilized.
•
EC teachers have attended Reading Foundations training. One EC teacher
has attended Math Foundations training.
•
Inclusion model is used 4th & 5th. EC and classroom teachers plan together.
•
EC teachers received training in Daily Five and Café Literacy. EC is
implementing SPIRE, Sound Sensible, Corrective Reading, Rave-O and PinPoint Math.
•
Progress monitoring is done through Brigance and Reading 3D. Currently
looking at FAST as another method of progress monitoring.
•
RTI-3 Tier Module will be utilized to provide researched based
interventions.
Special Populations
AIG Students
(Goal 1 Strategy 1 and 3 & Goal 3 Strategy 3)
30 students are currently served in AIG
Title One money was used to buy a full time AIG teacher to improve
growth of students in the upper grades and target students K-3 to
identify students earlier and target minority students to expand the
AIG population using Primary Education Thinking Skills (PETS)
3 Teachers are currently working on their AIG certification through
UNCP
Special Population Cont.’
Alignment of Common Language and Procedures Vertically
• Teachers in grades 3-5 and EC received Keys To Literacy
training and have uniformed procedures and a common
language for teaching note taking, organization of information,
and processing of information
• Daily Five and Café Literacy will provide common language and
processes vertically for students to have common procedures,
language, and instructional strategies in place as well as assist
teachers in differentiating instruction to help all students grow
• Leader In Me provides interventions for life long leadership and
self accountability through teaching the 7 Habits and
participating in leadership roles
Special Population Cont.’
• 4th and 5th grades have a scheduled
enrichment/intervention block
• Classrooms are heterogeneously created to provide a
diverse population of learners
Discipline Data
(Goal 4 All Strategies)
Grade Level
Number of OSS
Pre-K
0
Kindergarten
0
First
0
Second
1
Third
2
Fourth
0
Fifth
7
EC
1
2011-2012 Out of School Suspensions-38
2012-2013 Out of School Suspensions-25
2013-2014-Out of School Suspensions-10 (updated 1/3/2013)
Gender
Number of Students
Repeat Offenders
Boys
7
2 students
Girls
1
0 students
Any student who was suspended had a parent conference with
administration and reported to guidance or administration before
returning to class. All students who were repeat offenders meet
with guidance for a period of time or indefinitely. These students
will also be seen by guidance at the beginning of the new school
year. Mentors were put in place for targeted students.
The Day in the Life of a
Leader
• Scheduled leadership time to discuss and explore
habits
• Student led conferences using Leadership Notebooks
• Habit Highlights through morning announcements
• Community Leader Assemblies
• Student led Awards Day Assemblies
• Leadership Carnival
• Leadership Day
• Scotty Helper
Leader In Me
(Goal 4 All Strategies)
• Implementation of 7 Habits and Leadership Notebooks
in all classrooms
• Habit Highlights on morning announcements
• Host community leaders to spotlight leadership
• Host Leader in Me Night for
parents
• Host Leadership Day
Technology
(Goal 1 Strategies 2 & 3,
•
•
•
Goal 2 Strategy 2 , Goal 5 Strategy 3)
South has 2 computer labs used for Fast ForWord. K-3 classes
have reserved lab times each week.
South currently has 2 fourth and 3 fifth grade classrooms with
virtual labs.
Kindergarten-third grade classrooms have 3-4 computers per
classroom and 3 iPads per classroom.
• The focus for technology this year will be on evaluating programs
we currently use and utilizing technology as an instructional
tool vs. a skill and drill tool.
• Big Universe was purchased as an online library that also adds
components of writing/publishing books and blogging.
Read To Achieve
(Goal 1 Strategy 1)
• Held 3rd Grade parent night in September along with
Dr. Burris to discuss Read to Achieve and curriculum
• Parents signed letter stating that they understood the
new Read To Achieve Law
• Parents were surveyed for their understanding of the
law and plan of action
• Planning a second Read To Achieve night for
February 2014 and a morning parent session
• 3rd grade teachers receive an extra planning time on
Fridays that is solely dedicated to scoring and data
analysis for Read To Achieve and selection of
passages for students
South Scotland has received $3,314.29 in grants to
purchase classroom materials for Daily 5.