Person County Schools School
Improvement Plan Progress
Monitoring 2014-15
School: North End
Goal 1:
Strategies
Monitoring of School Improvement Goal 1
Goal 2:
Strategies:
Monitoring of School Improvement Goal 2
School: North End
Goal 1:
By June 2015, the percent of students in grades 3-5 who demonstrate proficiency on the end of year assessment will meet
or exceed 10% growth from the previous year. Expected growth composite will increase from the current 48%, as
indicated by the 2013-2014 EOG Math data, to 58 % proficient on the 2014-2015 Math EOG next year.
Strategies
Goal 1:
1. The use of National Training Network (NTN) will be implemented in grades 2-5 to teach conceptual thinking for all students.
2. Students in grades K-1 will use Discovery Education Math to increase math performance, assess strengths and weaknesses for re-teaching, and to
increase effectiveness with use of technology as a learning tool.
3. Frequent summarization and writing will be implemented in math instruction.
Monitoring of School Improvement Goal 1
What data was used to determine whether the strategies were deployed with fidelity?
Quarter 1: N/A
Quarter 2:
 Teachers in grades 2-5 use KEMS lessons as introduction lessons to new concept taught in math. The lessons are also used to support
struggling students during small group instruction.
 Discovery Education is used to design formative assessments. The data from these assessments drive instructional decision making for reteaching and grouping. The state benchmarks for K-2 are also used for determining instructional gaps.
 All students are required to write in math. Teachers use math journals, ticket out the door activities and summarizers to increase writing
in math.
Quarter 3:
Quarter 4:
Did the strategies lead to progress towards the goal? (Include formative, benchmark and summative data. Cite specific data sources.)
Quarter 1: N/A
Quarter 2: Strategies implemented did lead to progress towards identified goals. Most students in all grades have demonstrated measurable
gains in math.
According to the mid-year benchmark data measured by ClassScape, students in grades 3-5 grew an average of 3.92%.
According to mid-year benchmark data in Discovery Education, students in grades K-2 grew an average of 34.4%.
The expected growth at mid-year benchmarks is 5%. The expected growth at End of Year Benchmarks and EOG are 10% growth.
In Grade K – The strategies implemented did lead towards our yearly goal. Kindergarten benchmark scores increased from 13.2% proficient to
60% proficient indicating a 46.8% increase. The data also indicates that 76% of kindergarteners had a least 10% growth when compared from the
first benchmark to the second.
In Grade 1 - The strategies implemented did lead towards our yearly goal. First grade benchmark scores increased from 25% to 67.6% indicating
a 42.6% increase. The data also indicates that 56% of first graders had a least 10% growth when compared from the first benchmark to the
second.
In Grade 2 – The strategies implemented did lead towards our yearly goal. Second grade benchmark scores increased from 14.8% to 28.6%
indicating a 13.8% increase. The data also indicates that 42% of second graders had a least 10% growth when compared from the first
benchmark to the second.
In Grade 3 – The strategies implemented did lead towards our yearly proficiency goal. Third grade benchmark scores increased from a 45% to
55% indicating a 10% gain towards proficiency. This increase exceeds Person County School’s average and ranked our third graders number 1
when compared to other schools across the district.
In Grade 4 – The strategies implemented did lead to progress towards our yearly proficiency goals. Fourth grade students increased scores from
46% to 50% indicating a 4% increase. This increase exceeded the average growth across the district ranking North End number 1 comparatively.
In Grade 5 – The strategies implemented did not lead to progress towards our yearly proficiency goal. Fifth grade students decreased in
performance from 45% to 42% indicating a 3% decrease. Although 5th grade students showed a decrease in performance, our fifth grade
students fell among the Person County Average.
Quarter 3:
Quarter 4:
What does the data show regarding the implemented strategies?
Quarter 1: N/A
Quarter 2:
The data collected from the district-wide benchmark indicates North End is making progress towards the school improvement plan. In order to
meet our school wide goal, we expected to see an average of approximately 25% increase from Test A to Test B on Discovery Education and 5%
increase in ClassScape.
Grades K-2 benchmark scores indicate a 34.4 point increase from Test A to Test B ranking near the top of the county average.
Grade K – Test A averaged 4th compared to the district. Test B averaged 2nd.
Grade 1 – Test A averaged 5th compared to the district. Test B averaged 6th.
Grade 2 – Test A averaged 6th compare to the district. Test B averaged 6th as well.
Grades 3-5 benchmark scores indicate a 3.7 point increase from Test A to Test B ranking slightly greater than the county average.
Grade 3 - Test A averaged (-2.4) compared to the district. Test B averaged (+4.3) compared to the district. Overall increase (+6.7)
Grade 4 – Test A average ((-4.7) compared to the district. Test B averaged (-.3) compared to the district. Overall increase (+4.4)
Grade 5 – Test A average (-3.0) compared to the district. Test B averaged (-3.6) compared to the district. Overall decrease (-.6)
Quarter 3:
Quarter 4:
Based upon identified results, should/how should strategies be changed? (Be specific.)
Quarter 1:N/A
Quarter 2:
Based upon the identified results of benchmark data, it appears that the implemented strategies are working to a large degree. The next step for
teachers will be to drill down deeper into individual student data to determine specific academic gaps. Once specific gaps have been identified, a
plan for action will be determined.
Specific strategies will include:
 Create learning centers for identified skill deficits.
 Re-group students for small group instruction based on identified skill deficits.
 Use specific manipulatives to support learning gaps
 Use common formative assessments every two weeks to monitor progress of all students
 Create individual learning targets for each child.
 Scaffold instructional supports
 Assess the effects of after school tutoring – Are we serving the right students with the right instruction?
Quarter 3:
Quarter 4:
Goal 2:
By June 2015, the percent of students in grades 3-5 who demonstrate proficiency on the end of year assessment will meet
or exceed 10% growth from the previous year. Expected growth composite will increase from the current 49.3%, as
indicated by the 2013-2014 EOG Reading data, to 59.3 % proficient on the 2014-2015 Reading EOG next year.
Strategies:
1. Continue to strengthen a comprehensive balanced literacy program. This program will include the seven major components of a balanced literacy
program to produce literate citizens of the 21st century. The 7 components include: Read alouds, shared reading, guided reading, independent reading,
modeled/shared writing, interactive writing and independent writing.
2. Utilize informational and narrative text in all reading instruction.
Monitoring of School Improvement Goal 2
What data was used to determine whether the strategies were deployed with fidelity?
Quarter 1: N/A
Quarter 2:
Data used to determine whether strategies were deployed with fidelity include:
 Daily lesson plans
 Unit plans and pacing documents
 PLC agendas and minutes
 Formal and informal observations
 Daily walk-throughs
 Teacher conferences and informal conversations with teachers
Teachers use “The Comprehension Toolkit” and “Strategies That Work” as resources to strengthen instructional delivery methods. All teacher
schedules incorporate a balanced literacy model to include time for whole group instruction, guided reading, read alouds, word study, and
writing.
Teachers integrate science and social studies content into the reading block to ensure the majority of text is non-fiction.
Quarter 3:
Quarter 4:
Did the strategies lead to progress towards the goal? (Include formative, benchmark and summative data. Cite specific data sources.)
Quarter 1: N/A
Quarter 2:
Strategies implemented did lead to progress towards identified goals. Most students in all grades have demonstrated measurable gains in
reading.
According to the mid-year benchmark data measured by ClassScape, students in grades 3-5 grew an average of 6.76%.
According to mid-year benchmark data in mClass, students in grades K-2 decreased from 36.16% proficient to 31.16 % proficient.
However, 43.83 % of students grew the expected number of book levels from BOY to MOY.
The expected growth at mid-year benchmarks is 5%. The expected growth at End of Year Benchmarks and EOG are 10% growth.
In Grade K – The strategies implemented did lead towards our yearly goal. Kindergarten MOY scores increased from 23% on grade level to 40%
indicating 17% growth towards proficiency. The data also indicates that 33% of kindergarteners had a least 3 book levels of growth when
compared from the first benchmark to the second.
In Grade 1 - The strategies implemented did not lead towards our yearly goal. First grade MOY scores decreased from 53.5% to 32.5% indicating
a 21% decrease towards proficiency. However, the data also indicates that 39% of first graders grew at least 3 book levels when compared from
the first benchmark to the second.
In Grade 2 – The strategies implemented did not lead towards our yearly goal. Second grade MOY scores decreased from 32% to 21% indicating
a 11% decrease towards proficiency. However, the data also indicates that 59.5 % of second graders grew at least two book levels when
compared from the first benchmark to the second.
In Grade 3 – The strategies implemented did lead to progress towards our yearly proficiency goals. Third grade students increased scores from
48% to 59.3% indicating 11.3% growth. This increase exceeded the average growth across the district ranking our third grade number 1 in
growth when compared to other schools across the district.
In Grade 4 – The strategies implemented did lead to progress towards our yearly proficiency goals. Fourth grade students increased scores form
58.9% to 64.2% indicating a 5.3% increase. This increase exceeded the average growth across the district ranking North End number 3
comparatively.
In Grade 5 – The strategies implemented did lead to progress towards our yearly proficiency goal. Fifth grade students increased in performance
from 52.95% to 57.05% indicating a 4.1% increase. This increase exceeded the average growth across the district ranking North End number 2
comparatively.
Quarter 3:
Quarter 4:
What does the data show regarding the implemented strategies?
Quarter 1: N/A
Quarter 2:
The data collected from the district-wide benchmark indicates North End is making progress towards the school improvement goal. In order to
meet our school wide goal, we expected to see an average of approximately 5% increase in the number of student’s proficient based on mClass
data at MOY and ClassScape data at MOY.
Grades K-3 mClass benchmark scores indicate the TRC score decreased from 43.25 % on grade level at BOY to 39.5% on grade level at MOY.
Kindergarten ranked slightly better than the district average while grades 1 and 2 ranked below average when compared than the district and
grade 3 ranked better than the district average.
Grade K – MOY TRC averaged 40% on grade level compared to 38% at the district level.
Grade 1 – MOY TRC averaged 29% on grade level compared to 50% at the district level.
Grade 2 – MOY TRC averaged 21% on grade level compared to 33% at the district level.
Grade 3 – MOY TRC averaged 68% on grade level compared to 47% at the district level.
Grades 3-5 benchmark scores indicate a 3.7 point increase from Test A to Test B ranking slightly greater than the county average.
Grade 3 - Test A averaged (-2.4) compared to the district. Test B averaged (+4.3) compared to the district. Overall increase (+6.7)
Grade 4 – Test A average ((-4.7) compared to the district. Test B averaged (-.3) compared to the district. Overall increase (+4.4)
Grade 5 – Test A average (-3.0) compared to the district. Test B averaged (-3.6) compared to the district. Overall decrease (-.6)
Quarter 3:
Quarter 4:
Based upon identified results, should/how should strategies be changed? (Be specific.)
Quarter 1: N/A
Quarter 2:
Based upon the identified results of benchmark data, it appears that the implemented strategies are working for some children but not others.
The next step for teachers will be to drill down deeper into individual student data to determine specific academic gaps. Once specific gaps have
been identified, a plan for action will be determined.
Specific strategies will include:
 Create learning centers for identified skill deficits.
 Re-group for small group instruction based on specific skills.
 Use specific manipulatives to support learning gaps.
 Use common formative assessments every two weeks to monitor progress of all students.
 Create individual learning targets for each child.
 Assess the effects of after school tutoring – Are we serving the right students with the right instruction?
 Scaffold instructional supports
Quarter 3:
Quarter 4: