Wilkes County Schools
2013-2014 School Improvement Plan
State Board of Education and Wilkes County Schools Goals
Future-ready Students for the 21st Century
Goal 1 – North Carolina Public Schools will produce globally competitive students.
Goal 2 – North Carolina Public Schools will be led by 21st Century professionals.
Goal 3 – North Carolina Public School students will be healthy and responsible.
Goal 4 – Leadership will guide innovation in North Carolina Public Schools.
Goal 5 – North Carolina Public Schools will be governed and supported by 21st Century systems.
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Instructional Services District Priorities
Priority 1
Wilkes County Schools Instructional Services Team will promote and support Pre-K -14 instructional excellence. Expectations of
Instructional Excellence will include but are not limited to:
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Pre-K – 12 Instructional Specialists/Professional Development
Administrative Conferences, Instructional Cluster Meetings, Monthly Principals’ Meetings
Priority Standards/Alignment Documents
Formative Assessment
Data Teams(Instructional, School, District)
Pre-K-12 Literacy Initiatives
RTI (Response to Instruction)
SEFEL (Social and Emotional Foundations for Early Learning)
PBIS (Positive Behavior Intervention Support)
Career and College Promise/WCC Partnership
Distance Learning Opportunities
Career and College Readiness (Explore, PLAN, ACT, WorkKeys)
Differentiated Learning Focus
Priority 2
Wilkes County Schools Instructional Services Team will build the professional capacity of all educators to enhance the
instructional quality of learning experiences to promote student excellence.
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Ventures structured interview process
Educator Effectiveness Process
Teacher and administrator evaluation process
Comprehensive needs assessment
Delivery of professional growth opportunities
Collaboration between school based staff and support staff
 Instructional Team
 ITFs (Instructional Technology Facilitators)
 Instructional Specialists (Elementary, Middle and High School)
Priority 3
Wilkes County Schools Instructional Services Team will continue to embrace the concept of diverse cultures where successful
and gainful life choices within the community are respected; therefore, guiding students to occupations of self-fulfillment and
contributions to the global community.
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Multi-Media Public Relations
 Webpage
 Facebook
 Local News Venues
 Power Schools (district and school bulletins, automated messaging, etc.)
Partnerships
 Home/Family
 Community
 Business and Industry
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LEA or Charter Name/Number:
Wilkes County Schools/970
School Name/Number:
School Address:
Plan Year(s):
Date prepared:
Millers Creek Elementary/337
4340 N. NC Hwy 16, Millers Creek, NC 28651
2013-14
September 10, 2013
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*
Principal
Assistant Principal Representative
SIT Chair
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Special Area Teachers
Student Support
Pre-K Teacher Representative
Kindergarten Representative
Grade 3 Representative
Grade 4 Representative
Grade 5 Representative
Clerical/Custodial/Bus/Cafeteria
Name
Committee Position*
Name
Susan Blackburn
Val Parsons
Amy Pruitt
Tina Higgins
Debbie Avery
Tracy Huffman
Carol Huffman
Glenda Triplett
Jennifer Vannoy
Katie French
Becky Fain
Lauren Deal
Jamie Plummer
Kay Bare
* Add to list as needed. Each group may have more than one representative.
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Recommended Data Sources for Analysis by School Improvement Teams
Identify disaggregated data that shows groups or subgroups in need of improvement in academic performance, behavior or
other areas.
Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that highly qualified, well-trained teachers provide
instruction and how their assignments most effectively address identified. Number and percentage of teachers Non-HQT
(www.ncreportcards.org Click on High Quality Teachers tab)
End-of-Grade (EOG) Results disaggregated: (www.ncpublicschools.org/accountability/reporting
End-of-Course (EOC) Results disaggregated: (www.ncpublicschools.org/accountability/reporting
Results)
Click on State Testing
Click on State Testing
School Report Card results: (www.ncreportcards.org)
North Carolina Teacher Working Conditions Survey results: ( http://ncteachingconditions.org )
Title I Surveys:
Parent / Teacher / Student
Title I Comprehensive Needs Assessment
North Carolina Teacher Working Conditions Survey: Guide for School Improvement (To assist in conversations about improving
teacher working conditions, The New Teacher Center created a guide to support using the SIP process for understanding and
improving working conditions at a school. The guide can be downloaded as a single document or in each of its three sections. Find
this document athttp://ncteachingconditions.org/sites/default/files/attachments/SchoolImprovementGuide.pdf)
Local Data: (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments)
Career and Technical Education Local Plan
School Demographic Information related to student discipline: (e.g. total office referrals, long- and short-term suspensions,
expulsions, alternative school placements, School Incidence Report (SIR) data, or student attendance)
(http://www.ncpublicschools.org/research/discipline/reports)
School Demographic Information related to drop-out information and graduation rate data
(http://www.ncpublicschools.org/research/dropout/reports) http://www.ncpublicschools.org/accountability/reporting/cohortgradrate
School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent
of new and/or inexperienced faculty (http://www.ncreportcards.org and locally-maintained data)
School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments,
high number of transfers, and/or transiency including migratory moves (if applicable) (NC WISE and locally maintained data)
School Perception Information related to parent perceptions and parent needs including information about literacy and education
levels (Locally maintained data)
Title III AMAO School Process Information related to an analysis of existing curricula focused on helping English Language
Learners (ELLs) work toward attaining proficiency
Pupil Accounting http://www.ncpublicschools.org/fbs/accounting/data/
School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies,
reform strategies, and/or extended learning opportunities
Special Education Continuous Improvement Plan
Title I AMO Results
http://www.ncpublicschools.org/accountability/reporting/fedreports
Healthy Active Children Initiative (http://www.nchealthyschools.org)
EVAAS https://ncdpi.sas.com/
CEDARS Data Warehouse and Reporting System - https://schools.nc.gov/reporting (Need NC ID log in information)
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Title I Schoolwide Components Checklist
Comprehensive Needs Assessment
Please address each of the following with a brief summary.
Include applicable artifacts (optional) in preparation for 2013 – 2014.
1. Comprehensive Needs Assessment Summary (drives all other components)
a) Assessment data (K-2 Assessments, EOGs, AIMSWEB, AYP, etc.)
Each year, schools in North Carolina may receive several designations based on their performance
on the state's ABCs tests. These designations are awarded on the basis of the percentage of
students performing at grade level and on whether students have learned as much as they are
expected to learn in one year. At the end of the 2011-12 school year Millers Creek Elementary
received the “School of Progress” status. In reading we achieved an overall proficiency of 71.7%.
In math we achieved an overall proficiency of 82.3%.
The following represents our overall proficiency performance in various student groups for the 2011-12:
Male 67.1%
Female 69.8%
White 72.6%
Black N/A
Hispanic 47.8%
Amer. Indian N/A
Asian N/A
Pacific Islander N/A
Two or More Races 42.9%
Economically Disadvantaged 60.9%
Not Economically Disadvantaged 83.2%
Limited English Proficient 24.2%
Migrant Students N/A
Students with Disabilities 55.1%
Results for the 2012-13 school year will be available in the fall of 2013.
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All students in K-3 were administered the EOY Reading 3D assessment. Only the lowest 30% of students
in grades 4 and 5 were administered the assessment. The following represents their composite proficiency
scores.
Reading 3D:
Kindergarten
73%
(158 students)
First Grade
67%
(137 students)
Second Grade 69% (134 students)
Third Grade
48%
(115 students)
Fourth Grade
23%
(66 students)
Fifth Grade
5%
(59 students)
All students in grades 3-5 were administered a spring ClassScape Benchmark Assessment in both reading
and math. The following represents a percentage of correct answers.
ClassScape Assessments:
Millers Creek Elementary
District Comparison
Grade 3 ELA Reading Benchmark
51%
55%
Grade 4 ELA Reading Benchmark
64%
62%
Grade 5 ELA Reading Benchmark
58%
60%
Grade 3 Math Benchmark
45%
51%
Grade 4 Math Benchmark
57%
58%
Grade 5 Math Benchmark
51%
51%
b) Poverty, demographic, and personnel data
Our school wide average attendance rate for the 2012-13 school year was 95.30%, excluding Pre-K.
Millers Creek is a school-wide Title I school. The following represents our demographics:
Enrollment:
867
Total White:
722
Total Black:
3
Total Hispanic:
120
83.3%
0.34%
13.8%
Total Asian :
2
0.23%
Total American Indian:
4
0.42%
16
1.8%
633
73.0%
Total Multiracial:
Economically Disadvantaged:
6
Exceptional Children:
118
13.6%
Academically Gifted:
45
5.2%
English Language Learners:
62
7.2%
Certified Staff:
Bachelors Level: 35 Teachers 61%
Masters Level:
22 Teachers 39%
Nationally Board Certified:
c)
10 Teachers 18%
Organization and instructional effectiveness including professional development needs
We began the process of data team implementation in the 2012-13 school year with each grade
level and special area teachers. Weekly data team meetings and strategy days were held with each
grade level team. Special area met about once every two weeks. The process of unpacking the
standards, creating formative assessments and utilizing this data to drive instruction in one content
area was developed. Tony Flach, from The Center for Leading and Learning, came and observed
our meetings. He provided insightful feedback for continued improvement. We need to provide staff
development in providing written responses to comprehension questions and open ended questions.
We also need to provide professional development in the area of assessment design. As our
system transitions to a three-tier RTI model, we will need to provide support in the transition. We
will continue to hold vertical articulation meetings across grade levels. The principal hopes to
implement instructional rounds to build capacity from our most effective teachers and have them
share their most effective teaching strategies with other teachers.
The master schedule is designed to provide large blocks of uninterrupted time for adequate
instruction in core content areas. Teachers are also provided collaborative 50-minute planning
periods daily with the implementation of a 6-day exploratory rotation. The following represents the
average class sizes in each grade level:
Kindergarten=18 First Grade=22 Second Grade=20 Third Grade=21 Fourth Grade=22 Fifth
Grade=23
This school year full time assistants were provided in grades K and 1, and half time assistants in
grade 2. Tutors were employed half time in grades K, 1, 2, and 4. Full time tutors were employed at
grades 3 and 5.
d)
Stakeholder perspectives (e.g., staff, parent, student surveys)
A student climate survey on school safety and bullying was administered to third through fifth grade
students. The survey found that 65% of students have been bullied at school. Most respondents
stated the person who bullied them was in the same grade and more often occurred on the
playground and in the classroom. Almost 20% of the students who responded stated that they were
bullied most days. Sixty-four percent of the students stated the type of bullying they had
experienced was name-calling, teasing, and being picked on. The majority of students (68%)
stated that bullying is a problem at this school.
The staff was surveyed regarding established rules, procedures, and accepted behaviors in this
school. There were four categories addressed through the survey. The staff responded by
choosing ‘in place’, ‘partially in place’, or ‘not in place’ to statements regarding school-wide, nonclassroom, classroom, and individual procedures.
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School-wide –
Booster training activities for students are developed, modified, and conducted based on school
data. (62% responded ‘not in place’)
School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards,
and (c) annual staff planning. (59% responded ‘not in place)
Non - classroom – Status of student behavior and management practices are evaluated quarterly
from data. (47% responded ‘not in place’)
Staff receives regular opportunities for developing and improving active supervision skills. (43%
responded ‘not in place’)
Classroom –
Problem behaviors receive consistent consequences. (18% responded ‘not in place)
Procedures for expected and problem behaviors are consistent with school-wide procedures. (17%
responded ‘not in place’)
Individual –
Behavior is monitored and feedback provided regularly to the behavior support team and relevant
staff. (48% responded ‘not in place’)
Behavioral support team includes and individual skilled at conducting functional behavioral
assessment. (46% responded ‘not in place’)
The staff also had to choose the improvement priority for each statement. The top three priority
statements for the staff were:
1. Patterns of student problem behavior are reported to teams and faculty for active decision-making
on a regular basis (e.g. monthly).
2. Assessments are conducted regularly to identify students with chronic problem behaviors.
3.A behavior support team responds promptly (within 2 working days) to students who present
chronic problem behaviors.
e)
Inventory of instructional materials and supplies
See attached.
2. School Reform
a)
Identify low performing areas and strategies used to address those areas
All students who scored below level 3 in grades 3, 4, and 5, on the 2011-12 Reading EOG were
identified and assigned a mentor for the 2012-13 school year. Mentor logs were kept of the
activities completed. Students were provided interventions through RTI, small group reading
instruction, and grade level tutoring. Some also received Great Leaps as an intervention to increase
fluency.
For the upcoming year, students will continue to be monitored and intervened with according to
Reading 3D, RtI, and the Data Team Process. We continue to perform lower in the area of reading
than math. Strategic teacher moves were made to address areas of strength and need and to build
capacity among each grade level.
b)
Describe the procedure for identifying non-proficient students and subgroups, and intervention
strategies used to address the needs of these populations
As EOG data will not be available until late fall, we will use student data from Reading 3D,
ClassScape, SRI, BOG3, classroom formative assessments from the data team process, and state
reading and math assessments to identify non-proficient students. In each grade level teachers will
use the data team process to identify students who are above or on grade level, below grade level,
and well below grade level. They will determine strengths and needs of each group based on
formative assessments. Strategies will be designed to correlate with the needs of each group.
Student progress will be monitored with pre tests and post tests. The RtI process will be used to
monitor the effect of interventions and provide additional support as needed.
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c)
Describe how student progress will be monitored and how parents will be informed of their progress
Student progress will be measured through Reading 3D progress monitoring, math assessments
and benchmarks, formative assessments in conjunction with the data team process, progress
monitoring associated with RtI, and grades on class assignments and tests. Parents will be
informed of their child’s progress through interim reports and report cards, Reading 3D reports, RtI
Process, and conferences as needed.
3. Highly-Qualified Personnel
a)
Provide a statement of attestation of the status of school’s highly-qualified teachers and
paraprofessionals
See attached.
b)
Provide a plan to report to parents if a child is being taught by a teacher who is not considered
“highly-qualified”
Parents are notified through the student calendar handbook at the beginning of each school year
that they may receive information about
teachers’ qualifications. Parents may ask for and receive the following:
1. The School Report Card from the Department of Public Instruction;
2. Whether the teacher has met state qualifications and licensing criteria for the grade levels
and subject matter he or she teaches;
3. Whether qualification and licensing criteria have been waived to permit the teacher to teach
on an emergency or other provisional basis;
4. The teacher’s college major, any graduate certification or degrees the teacher has, and the
field of discipline of those certificates or degrees; and
5. Whether teacher assistants or similar paraprofessionals provide services to the parents’
children and, if they do, their qualifications.
4. High-Quality and Ongoing Professional Development
a)
Describe your professional development activities in terms of: areas of needs determined by needs
assessment; funding source; participants; timeline of training; implementation and follow-up training;
evidence of researched effectiveness (brain research, product research, instructional practice
research); and method of evaluating impact on student achievement
According to our data, we need to continue to target literacy with all populations, especially our EC
and ESL students. Staff development will be funded through Title I funds at the school level and Title
I and II at the district level. Since the implementation of researched based data teams, we have
realized that we need to invest in some training in the development and analysis of effective
formative assessment. We also need to continue to strengthen teachers’ skills in using Reading 3D
as a diagnostic and prescriptive tool. Ongoing benchmarks and progress monitoring through
Reading 3D, benchmark assessments, and teacher developed tests will be used to monitor student
progress. We will use the RtI process to monitor the effectiveness of core instruction and
intervention with Tier II and III students.
Certified teachers meet weekly in data teams and strategy meetings. Professional development is
ongoing in these meetings to strengthen the data team process. Vertical articulation meetings are
held on a regular basis to strengthen communication between the grade levels. Data regarding
strategies that can be shared across grade levels to promote more consistency is discussed.
Sharing sessions are held during the year for strong teachers to share effective instructional
strategies. The curriculum specialist also serves as the BT coordinator. She holds monthly meetings
with a focused topic and provides ongoing help and support for them. District meetings are held at
least two times per year to provide training in new curriculum, programs, and/or testing.
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b)
Describe how the entire school community is involved in professional development activities
Most staff development is provided during grade level planning due to the size of our staff. District
level training is provided by grade level and by interest or need in a particular area. Beginning
teachers and teacher assistants are provided specific training at an academy and drive in
conference at the beginning of each school year.
5. Recruitment and Retention of Highly-Qualified Staff
a)
Describe how you use assessment data to place highly-qualified teachers in areas of need,
including the use of “reduced class size” positions.
Teachers were asked to complete index cards with data about their students. A rubric was used to
sort students at each grade level into 9 groups: High High, High Medium, and High Low; Medium
High, Medium medium, and Medium Low; and Low High, Low Medium, and Low Low. The current
grade level along with input from the receiving grade level created the criteria for each group and
sorted their students accordingly.
EVAAS data as available was reviewed by the principal. It was determined which student
populations each teacher in the fourth and fifth grades promoted the most growth with. Teachers
were assigned to groups of students based on this area of strength as possible. An intentional effort
was made to prevent large class sizes and combinations.
b)
Describe recruitment initiatives at the school level in terms of climate issues, administrative support
for teachers (planning, staff development, lead teacher, coach, and/or mentor support) and any
incentive program that may exist.
Teachers at each grade level are given a 50 minute common planning time daily. The schedule
provides for large blocks of uninterrupted time with breaks, such as special area classes and I/E
block, divided between morning and afternoon, to promote sustained instruction with interval
breaks.. A full time curriculum specialist is available on site four days a week to answer questions,
provide staff development, supplies and material resources, and support for beginning teachers.
Extra mentors are available system wide for BTs that may need additional support. Currently no
incentive plans or programs exist. Efforts are made to recognize teachers for accomplishments, find
needed resources, and listen and support them as much as possible. According to the NC Teacher
Working Conditions Survey, the climate is very healthy.
6. Parent Involvement
Show evidence of the following: Parent Involvement Policy; Annual Meeting; flexible meeting times;
schoolwide planning; parent information and training opportunities; School-Parent Compact; Building
Parent Involvement Capacity; reservation of funds for parent involvement; and annual evaluation of
the plan.
The parent involvement policy is included in the student handbook and distributed at open house to
every student at the beginning of the school year. It is reviewed through our in house tv program
during open house. This year the School-Parent Compacts will also be included in the handbook.
The School Improvement Team, including parent members, meets during the summer to review the
previous title I/SIT plan. We analyze various sources of data and design a plan for the upcoming
year. The plan is voted on by the staff. Grade level PTO meetings are held 6 times during the year.
Information is provided by the principal to keep parents informed about changes in curriculum,
testing, retention, etc. A reservation of funds is set aside each year for parental involvement. This
year there are plans to have an open forum type meeting with parents each quarter to discuss
general operations and invite questions/feedback.
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7. Transition
Describe transition activities for incoming students and students moving to middle school
Information regarding fun times and upcoming kindergarten screenings in published in the newspaper
and broadcast on the radio and through school phone messages. Students are invited in during the
evening to meet with a kindergarten teacher and see the building and classrooms. A parent information
session is held at the same time in the media center. At that time appointments for screening are
scheduled. This year incoming kinder parents were invited back to receive a free tote bag of readiness
materials to work with their child with during the summer.
Each year our fifth grade students travel to the middle school for orientation. They eat lunch in the
cafeteria and take a tour of the building. The middle school hosts a parent night in conjunction with the
trip. A joint meeting is held with administration, EC Teachers, central office EC personnel, and 504
coordinators between the two schools to transition students with special needs to the middle school. At
that time IEPs and 504 plans are reviewed and placement decisions discussed. Vertical articulation is
held two times per year between the fifth grade teachers and the sixth grade teachers at the middle
school.
8. Teacher Involvement in Assessment Use
Describe teacher involvement with district-wide assessment requirements, how data is used and how to
analyze data to drive instruction.
Teachers at the K-3 level are required to administer Reading 3D assessments to all students. Teachers
at grades 4 and 5 administer the assessment to the students in the bottom 30%. Teachers in K-2
administer the state reading and math assessment, and teachers at the 3-5 level administer benchmark
assessments two times per year. All classroom teachers create formative assessments in one core
content area and use the data to drive instruction. Some teachers also utilize the Scholastic Reading
Inventory to monitor Lexile growth of students.
9. Intervention Strategies
Describe programs, strategies, and professional development used to meet needs of at-risk students.
Students who are considered at risk are targeted through the RtI process. Teachers identify areas of
strength and weakness and use research based interventions to try to increase areas of need. Through
various forms of progress monitoring teachers track student progress and make adjustments to the
student’s intervention plan. Programs such as Corrective Reading, SRA Reading, Reading Mastery,
Discovering Intensive Phonics, and Great Leaps are used to remediate reading skills.
10. Coordination/Integration of Programs
Describe collaborations with other programs, grants, and agencies (e.g., local civic groups, church
organizations, and community resources)
Our school is a Hand in Hand partner with Millers Creek United Methodist Church. They provide food
occasionally for our staff members. They have also provided members to participate in our community
readers program. We invite community members to come on a regular basis to read with at risk students.
Students are provided a free book after it is read to them. We hold 3 Terrific Kids programs annually in
collaboration with the Kiwanis Club. We collaborate with Dreams and Kitestrings, a local non-profit
agency, to provide the Dream Explorers Program for our fifth graders. This program helps them explore
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careers and begin the process of setting goals for the future. We also collaborated with a local branch of
the Rock of Ages Prison Ministry called Character Under Construction. This program provided structured
guidance classes to our fifth graders. The Gideons Organization provides free New Testaments to our
fifth graders annually. The Retired Teachers Organization provides free dictionaries annually to our third
graders. We utilize our community dads in our Watch D.O.G.S. parent involvement program. They
provide extra sets of hands and eyes around our school. The Arbor Grove United Methodist Church
provides after school tutoring every Tuesday evening during the school year for some of our students.
The YMCA provides after school day care services. Tutoring is also a component of this program. We
work very closely with our PTO to generate funds for the school and promote information to our parents.
Each year several of our teachers receive grants through the Wilkes Education Foundation, CB Eller
Foundation, Blue Ridge Electric and Donor’s Choose. We collaborate with businesses such as Lowe’s
Companies and Kohls in their employee volunteer programs which allow their employees to donate their
time to our school, and we receive a donation for letting them help.
Principal Signature
___________
Date ________________________
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School Data and Summary Analysis
Use data identified on the Data Sources tab (or from other sources) as the basis for understanding the school
and identifying priority areas for improvement.
Guiding Questions: Review school data and consider a variety of perspectives including overall
school/student performance, sub-group performance, attendance, teacher satisfaction, instructional practice
(from walk-throughs/observations), and student learning (also from walk-throughs/observations as well as
data). Title I Component – Comprehensive Needs Assessment / Teacher Involvement in Assessment
Use / Coordination & Integration of Programs
1. What does the analysis tell you about your schools strengths? (box will expand as you type)
According to our EOG data from 2011-12, our Non-Economically Disadvantaged students
achieved a proficiency performance of 83.2%, although this was lower than the district and state
averages. Our EC students are performing at 55.1% compared to the district average of 35.5%
and state average of 33.8%. Our overall math proficiency was 82.3% which was 0.5% away
from the state average. According to our benchmark scores in ELA, we scored above the district
average in 4th grade. According to the Math benchmark data from spring 2013, we scored at the
district average in 5th grade math. All of our teachers are highly qualified with 39% Masters
Level Teachers and 18% Nationally Board Certified. We implemented the Data Team Process
last year, and the trend toward using data to guide and differentiate instruction increased. We
have average class sizes as compared to the state. According to the Teacher Working
Conditions Survey administered state wide in 2012, 89.8 percent responded that overall, their
school was a good place to work; 93.5% responded favorably to facilities and resources; 89.3%
responded favorably to managing student conduct; 95.5% responded favorably to teacher and
school leadership; and 91.28% responded favorably to instructional practices and support, and
professional development. Our attendance rate was 95+% for the year. We have SmartBoards,
document cameras, teacher laptops and Ipads in every classroom.
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2. What does the analysis tell you about your schools gaps or opportunities for improvement?
Title 1 Component- School Reform/ Transition/ Intervention Strategies (box will expand as you type)
According to our EOG data from 2011-12, our Economically Disadvantaged students achieved a
proficiency performance of 60.9%. Our Hispanic students achieved 47.8% proficiency as
compared to the state average of 55.3%. Limited English Proficient students scored 24.2%
proficient as compared to the state average of 31.7%/ Our overall reading proficiency score for
the school was 71.7% which was 0.7% lower than the district, but 0.5% higher than the state.
Our male population was 67.1% proficient, while females were 69.8%. With regard to EVAAS ,
our 2012 Mean NCE Gain in Grade 4 was 3.1, which exceeded expectations. However, in
Grade 5 was -3.5, which did not meet expected growth. Therefore, our overall school growth
index was -2.73, which gave us a state “grade” of C. Reading 3D EOY data was as follows:
K
Comp. 73%
1
Comp. 67%
2
Comp. 69%
3
Comp. 48%
TRC 54%
TRC 56%
TRC 57%
TRC 17%
LNF 100%
NWF 79%
DORF 59%
DORF 37%
PSF 71%
DORF 66%
Accuracy 71%
Accuracy 61%
NWF 65%
Retell 72%
Retell 78%
Retell 75%
DAZE 27%
On a student climate survey, 68% stated that bullying is a problem at this school.
3. What data is missing, and how will you go about collecting this information for future use?
Title 1 Schoolwide Component-Teacher Involvement in Assessment Use/ Coordination & Integration of Programs/
Intervention Strategies
Parental involvement data-gather Tic Tac Toe results and opportunities for parents to come into the school,
K-2 Math data broken down by tasks
ClassScape data in 3-5 broken down by standards
Grades 4-5 Common Exam data
Writing Proficiency Scores
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4. Based upon the analysis conducted, what 2-3 top priorities emerge for the school? Cite relevant evidence
from your analysis to support these priorities.
Title 1 Schoolwide Component- Highly Qualified Personnel/High Quality & Ongoing Professional
Development/School Reform/Intervention Strategies
1. Reading Proficiency: fluency, comprehension, written response: based on the results of our 2012-13
Reading 3D data, we have too many of our students performing below expectation. Disadvantaged
student are making inadequate growth: based on the results of our 2011-12 EOG data and EVAAS, we
are making negative overall composite growth.
2. Math Proficiency: students are scoring below the county and state averages on K-2 assessments, and
3-5 benchmark assessments.
3. The perception of bullying: According to our PBIS initial survey, 68% of our students report that
bullying is an issue in our school.
5. Title I School Only – How will parents be informed of your School Improvement Plan and be
given the opportunity to provide feedback.
Parents will be invited to come to a Principal “Chew and Chat” session once a month. Results from our monthly building
data team will be discussed. We will notify them in a monthly newsletter and during PTO meetings that copies of the
School Improvement Plan are available upon request. It will also be stated on our school website.
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School Vision and Mission Statements
Vision:
MCES will strive to inspire each student and staff member to grow academically, socially, and globally to their fullest
potential in a nurturing and safe environment.
Mission:
In partnership with parents, teachers, and community members, MCES will provide an education for all students which will
prepare them for academic, social, and global success. We build relationships in a progressive educational community with
high expectations, tolerance, integrity, and personal growth.
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Priority Goal 1 and Associated Strategies(Required)
Area for improvement and supporting data: Reading Proficiency: fluency, comprehension, written
response: based on the results of our 2012-13 Reading 3D data, we have too many of our students performing
below expectation. The composite results are: K-73%; 1-67%; 2-69%; 3-48%; According to our EOG data
from 2011-12, our Economically Disadvantaged students achieved a proficiency performance of 60.9%.
School Goal 1:
MCES will achieve grade level composite scores in K3 of 75% or higher by the 2014 EOY assessment.
Supports this district goal:
Indicator:
Title I Component(s):
75% of students will achieve proficiency on EOY in K3.
School Reform, Teacher Involvement in
Assessment Use, Parent Involvement, Intervention
Strategies
Milestone date:
May 14, 2014
Target:
Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy 1:
Strategy 2:
Strategy: Targeted students will receive tutoring in Zoo
phonics, Discovering Intensive Phonics, and HELPS
Action steps:
1. Identify students in red and yellow in K-3
2. Create tutoring schedule/train tutors in Zoo
Phonics/HELPS
3. Train classroom teachers in DIP and monitor
implementation
4. Progress monitor in Reading 3D
Strategy: Increase breakfast participation to support
student achievement.
Action steps:
1. Identify frequent chargers and provide parental
support for completing F/R Lunch form.
2. Educate staff, students, and parents on brain
research regarding breakfast and achievement
3. Implement Universal breakfast by 2nd semester
4. Monitor student participation and achievement
Strategy: Monitor progress of struggling students
Strategy 3:
Action steps:
1. Identify students in RtI at each grade level
2. Create spread sheet for each grade level
3. Train staff in new RtI process
4. Schedule school psych, ECT, principal, and
instructional specialist to 1 data team meeting
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per month to review progress of RtI students.
What data will be used to determine whether the strategies were deployed with fidelity?
Principal, Assistant Principals, Reading Specialist and Instructional Specialist will facilitate training and monitoring of
Zoo Phonics Instruction, Discovering Intensive Phonics Instruction, and Zoo Phonics instruction. Reading 3D Progress
Monitoring process will also be monitored. Tutor schedule will be developed and monitored by the Principal, Reading
Specialist, and Instructional Specialist. Data will be gathered from the cafeteria manager about monthly breakfast
participation. RTI spreadsheets will be completed on a monthly basis after conferences with each teacher at each
grade level regarding student progress.
How will you determine whether the strategies led to progress toward the goal? (Include formative,
benchmark, and summative data as appropriate.)
Check
Progress monitoring data from Reading 3D will indicate movement toward the green (proficiency). This will be
examined in monthly Building Data Team Meetings. Benchmark assessments will indicate student success.
Classroom formative assessments will indicate more students performing in the proficient category.
What does data show regarding the results of the implemented strategies?
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Priority Goal 2 and Associated Strategies(Required)
1. Area for improvement and supporting data: Math Proficiency: students are scoring below the county
and state averages on K-2 assessments, and 3-5 benchmark assessments. According to our EOG data
from 2011-12, our Non-Economically Disadvantaged students achieved a proficiency performance of
83.2%, although this was lower than the district and state averages. Our overall math proficiency was
82.3% which was 0.5% away from the state average. According to our benchmark scores in ELA, we
scored above the district average in 4th grade. According to the Math benchmark data from spring 2013,
we scored at the district average in 5th grade math.
School Goal 2:
MCES will meet or exceed the district averages on the
composite K-2 assessments and 3-5 benchmark assessments.
Supports this district goal:
Target:
Indicator:
Title I Component(s):
Milestone date:
85% composite proficiency on End-of-Year assessments and
benchmarks.
School Reform, Teacher Involvement in Assessment Use, Parent
Involvement, Intervention Strategies
May 30, 2014
Goal 2 Improvement Strategies – Identify research-based strategies whenever possible.
Strategy: Implement grade level data teams in math content school-wide.
Strategy 1:
Action steps:
1. Devise grade level and building level meeting schedules.
2. Review data team process with grade levels and SIT
3. Establish team norms and roles
4. Each grade level will take one math unit completely through the
data team process each quarter.
Strategy: Implement building level data team that meets monthly to review
school-wide progress
Action steps:
Strategy 2:
1. Establish a monthly meeting schedule
2. Provide template for grade levels to establish data that relates back
to the SIP for monitoring
3. Review grade level templates monthly
4. Use TIPS process for problem solving
Strategy: Monitor math instruction through walkthroughs and observations
Strategy 3:
Action steps:
1. Each grade level will develop a scope and sequence for each
quarter for the whole year
2. Copies will be provided for each teacher and administrator
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3. Administrators will look for alignment between observation, lesson
plans, EQs, and scope and sequence in walkthroughs.
4. Feedback will be provided to teachers after walkthroughs.
What data will be used to determine whether the strategies were deployed with fidelity?
Data team process will be monitored by the principal, assistant principal, and instructional specialist. Monthly
building data team templates will be reviewed and kept on file for documentation. Scope and sequence will be
present with the administrators during walkthroughs to verify alignment with the scope and sequence.
Check
How will you determine whether the strategies led to progress toward the goal? (Include
formative, benchmark, and summative data as appropriate.)
Pretests/Posttests from the process will be analyzed for student growth and movement toward the proficient
category. Summative unit assessments and benchmark assessments should indicate growth. RtI progress will be
monitored monthly in data team meetings for student progress and documented on the grade level spreadsheets.
What does data show regarding the results of the implemented strategies?
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Priority Goal 3 and Associated Strategies(Required)
Area for improvement and supporting data: School-wide behavior: The staff had
to choose the improvement priority for each statement. The top three priority statements for the staff
were:
1. Patterns of student problem behavior are reported to teams and faculty for active decisionmaking on a regular basis (e.g. monthly).
2. Assessments are conducted regularly to identify students with chronic problem behaviors.
3. A behavior support team responds promptly (within 2 working days) to students who present
chronic problem behaviors.
School Goal 3:
Supports this district goal:
Target:
Plan/Do
Indicator:
Title I Component(s):
Milestone date:
MCES will increase favorable responses on the
above stated concerns to 70% or higher by the Endof-Year PBIS survey.
70% favorable response on PBIS target questions
from survey
School Reform, High Quality and Ongoing
Professional Development, Intervention Strategies,
Teacher Involvement in Assessment Use, Parental
Involvement, Coordination/Integration of Programs
June 3, 2014
Goal 3 Improvement Strategies – Identify research-based strategies whenever
possible.
Strategy: Implement PBIS School-wide
Strategy 1:
Action steps:
1. Establish a PBIS team
2. Train the team
3. Devise a school-wide PBIS plan
4. Implement the plan
Strategy: Provide regular reports to the staff regarding
major and minor incidents
Strategy 2:
Action steps:
1. Devise a reporting template
2. Train teachers and implement reporting template
3. PBIS team meets monthly to analyze data
4. Provide a report to the staff and stakeholders
Strategy: Respond promptly to students who present
chronic behavior issues
Strategy 3:
Action steps:
1. Identify students who exhibit chronic misbehavior
through data
2. Meet with multi-agency team to analyze data
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3. Devise plan for addressing concerns
4. Implement plan and monitor student progress
What data will be used to determine whether the strategies were deployed with fidelity?
PBIS team and school administration will analyze monthly incident reporting to determine patterns of behavior and
trainings necessary to redirect student behavior. Collaborate with central office staff to ensure PBIS process is
carried out to fidelity. Monitor plans of chronic misbehaving students for success through monthly and annual review.
How will you determine whether the strategies led to progress toward the goal? (Include formative,
benchmark, and summative data as appropriate.)
Check
Results of PBIS surveys will be analyzed for favorable responses for the areas of concerns from the initial survey
from beginning, middle and end of year.
What does data show regarding the results of the implemented strategies?
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