School Improvement Plan - Pages - Homeschools.cms.k12.nc.us/huntersvilleES/Documents... · 2015-2016 Huntersville Elementary School Improvement Plan Report 2 Huntersville Elementary

School Improvement Plan

2015-2016 2015-2016 through 2016-2017

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 28, 2015 Final Copy Due: October 26, 2015

2015-2016 Huntersville Elementary School Improvement Plan Report

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Huntersville Elementary Contact Information

School: Huntersville Elementary

Courier Number: 420

Address:

200 Gilead Rd

Phone Number: 980-343-3835

Huntersville, NC 28078 Fax Number:

980-343-6954

Learning Community

North School Website:

http://schools.cms.k12.nc.us/huntersvilleES/Pages/Default.aspx

Principal: Jeff Ruppenthal

Learning Community Superintendent: Dr. Matt Hayes

Huntersville Elementary 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 Email Address Date

Elected

Principal Jeff Ruppenthal jeffrey.ruppenthal@cms.. Aug.

2014

Assistant Principal Representative Stephanie Ennis Stephanie.ennis@cms... Aug.

2001

Teacher Representative Jennifer Goonan Jenniferj.goonan@cms. Aug.

2012

Teacher Representative Jennifer Johnson Jenniferm.johnson@cms... Aug.

2013

Teacher Representative Kim Chaiken Kimberlyc.chaiken@cms... Aug

2015

Inst. Support Representative Cindy Callahan Cynthia.callahan@cms.... Aug.

mailto:Cynthia.callahan@cms


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2015

Teacher Assistant Representative Tracy Russell Tracy.russell@cms..... Aug.

2012

Parent Representative Amy Hutchison [email protected] Aug.

2012

Parent Representative Sonnet Bonelli [email protected] Sep.

2014

Parent Representative Denise Cusick [email protected] Aug.

2011

Parent Representative Debra Cassidy [email protected] Aug.

2015

Parent Representative Joanna Kunz [email protected] Aug.

2013

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and

productive life.

School: We, at Huntersville Elementary will collectively, as a school, develop ways to motivate our students to learn. We

will model respect and courtesy at all times and monitor the behavior of students to ensure an optimal climate for learning.

We will improve daily/weekly planning and work as teams at each grade level to better facilitate instruction. We will

provide a caring and nurturing environment to ensure students reach their full potential.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: Huntersville Elementary is a learning place of high expectations where students, staff, parents and the

community work toward the common goals of academic excellence, positive self-esteem, personal responsibility and


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respect for self and others. We will challenge the individual to reach his/her full potential within a safe and supportive

environment.

Huntersville Elementary Shared Beliefs

Caring and inclusive environment

Character Education

Academic and Emotional Needs Addressed

Emphasis on Safety

Supportive Environment/Risk Taking for students

Family Atmosphere and Involvement

Encouragement and Support of Teachers

Challenging Curriculum

Celebration of Creative Teaching and Learning

Differentiated/Instruction

High Expectations at School and at Home

Encouraging Independence for Learners

Huntersville Elementary SMART Goals Provide a duty-free lunch period for every teacher on a daily basis.

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at

least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular

student contact hours.

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing

behaviors.

Increase students at or above the grade level mean by 10 percentage points in reading for all 2nd grade students as measured by MAP from

81% at or above grade level to 91%, and for all 3-5 students from 73.4% CCR to 83.4% CCR as measured by 2015-16 EOG scores.

Increase proficiency in reading for all students in our lowest performing subgroups: Increase the proficiency for our 3-5 EC students from 42%

GLP to 52% GLP as measured by EOG scores and raise our average % of 3-5 Hispanic students at or above grade level from 43.4% CCR to

54% as measured by EOG scores.

Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade

level.


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Huntersville Elementary Assessment Data Snapshot

Huntersville Elementary School


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Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Participation Denominator 383 3 13 41 55 7 263 94 17 32 90

Participation Percent 99 0 0 100 96 0 100 99 0 97 100

Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met

Proficiency Denominator 363 3 12 35 52 7 254 88 15 30 87

Proficiency Percent 73.8 0 0 54.3 44.2 0 83.1 50.0 0 33.3 96.6

Goal Percent 55.1 43.2 69.3 40.4 43.0 56.5 65.2 42.9 27.6 30.3 92.5

Proficiency Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met

Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met


Proficiency Percent 81.5 0 0 45.7 59.6 0 90.9 53.4 0 30.0 100.0

Goal Percent 53.9 41.6 77.0 37.8 46.1 53.6 63.0 42.1 34.0 30.0 93.3

Proficiency Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met


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Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG



Participation Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met


Proficiency Percent 75.7 0 0 0 0 0 85.4 0 0 0 100.0

Goal Percent 61.8 0 76.5 46.0 51.7 63.3 71.7 50.0 33.2 36.4 94.4

Proficiency Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met

Attendance ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG

Rate 99.7 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~

Status Met ~ ~ ~ ~ ~ ~ ~ ~ ~ ~


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Huntersville Elementary Profile

Huntersville Elementary is located on one of the main streets in the older section of the historic town of Huntersville in northern Mecklenburg County near Lake Norman. The K-5 program is currently staffed by 2 administrators, 32 classroom teachers, 6 teacher assistants and 18 support staff who address the academic, social and emotional needs of all students. Other full-time employees include 2 secretaries, 3 custodians and 6 cafeteria staff. Huntersville Elementary School has a student population comprised of 750 students in grades K through 5. Racial composition is approximately 69.5% White, 11.3% Black, 18.8% Hispanic, 3.1% Asian and 3.6% other. The Exceptional Children’s Programs include 57 students identified as educationally disabled, excluding speech impaired. Huntersville Elementary serves approximately 65 LEP students. In addition, the school has 3 SAC classes with 13 children currently enrolled in the self-contained classrooms. Huntersville has 6 Kindergarten classes, 5 First Grade classes, 6 Second Grade classes, 5 Third Grade classes, 5 Fourth Grade classes and 5 Fifth Grade classes. Huntersville follows the state curriculum in all areas. A supplemental math program, Excel Math, is used in grades 2-5 for an additional 30 minutes daily, providing reinforcement and challenge of skills such as computation and multiple-step problem solving. Students are flexibly grouped for math and reading, allowing targeted skills to be addressed at individual students’ performance level. Our teachers have recently been trained and are demonstrating SIOP and Cooperative Learning strategies. The CMS Balanced Literacy model is used in all grades K-5. The catalyst model of the Talent Development Program provides opportunities for many students to experience a more challenging curriculum, and technology and co-curricular activities such as Chess Club, Book Club, Odyssey of the Mind and Math Olympiad also support our strong instructional focus. A major strength at Huntersville is the high level of parental involvement, which is coordinated through the PTA and SLT. These volunteers serve in many roles and are always looking to improve Huntersville Elementary. Staff, families and community demonstrate an outstanding commitment to the education of Huntersville students. Huntersville Elementary earned ‘Expected Growth’ on the 2014-15 EOGs and an A+ rating on the North Carolina School Grade Performance Grade system. In Reading, 85.3% were proficient in Grades 3-5 and 87.4% were proficient in Math. 82.9% of 5th graders were proficient in Science. The staff survey indicated that differentiating of instruction to meet the needs of students is a definite strength (100%). The survey also indicated that 100% of staff agreed that the principal had high expectations of them and that they were held accountable for student achievement. A safe environment for students and staff is also recognized (100%). The Family Survey indicates that 91% of families believe the school keeps them informed and 93% believe their teachers have high


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expectations for their children. Ninety eight percent feel their children are safe and 98% feel that homework challenges their children. Huntersville Elementary School has 55 certified positions on staff, including 2 administrators, 1 licensed counselor and 1.5

speech pathologists. All are degreed. Twenty percent of staff hold National Board Certification, and 40% have advanced

degrees (Masters or higher). All hold the status of highly qualified as designated by No Child Left Behind. The teaching

staff is geographically diverse with all regions of the United States represented.


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Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:

I. College- and career-readiness II. Academic growth/high academic achievement

III. Access to rigor IV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:

I. Proactive recruitment II. Individualized professional development

III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development

Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:

I. Family engagement II. Communication and outreach

III. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:

I. Physical safety II. Social and emotional health

III. High engagement IV. Cultural competency V. Customer service

Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:

I. Effective and efficient processes and systems II. Strategic use of district resources

III. Data integrity and use IV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship

III. Strategic school redesign IV. Innovative new schools


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SMART Goal (1): Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.

Strategic Plan Focus Area: Retention/quality appraisals

Data Used: Teacher Survey, Retention rates

Strategies (determined by what data)

Task

Task

Task (PD)

Point Person (title/name)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

Interim Dates

1. 1. Ensure that all teachers receive a duty-free lunch period daily.

schedule/lunch schedules

teacher assistants to supervise cafeteria

Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal

Master Schedule

HR – Lunch Monitors

Principal Teacher Assistants Lunch Monitors

August 2015 –June 2016 October 2015 January 2016 May 2016


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SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.

Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps

Data Used: EOG, MAP Reading 3D, CASE assessments, common assessments


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Ensure that all teachers receive at least 45 minutes of daily planning time during the school day.

Master schedule will reflect common grade level planning time

Common Planning time occurs while students are in their Special Area classes.

Use of assistants to cover classes


Student data will show significant growth on identified goals. walk-thru data and documented observations

Time

Principal, Asst. Principal, Assistants; Special Area teachers

August 2015–June 2016 October 2015 January 2016 May 2016


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2. Provide additional common planning time for data analysis (half of a day per quarter (4 hours x 4 quarters = 16 additional hours).

Adjust special areas schedule for coverage

Request support Personnel to attend (ie. EC, ESL, etc.)

Utilize PD funding for substitutes for planning days.


Student data will show significant growth on identified goals. master schedule as documentation of push-in, sign-in sheets and materials used for PD sessions

Professional Development funds $1000 Early Release Days provided through the district

Teachers, Substitutes Assistants Special Area teachers

August 2015–June 2016 October 2015 January 2016 May 2016


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SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.

Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency

Data Used: Disciplinary Data Collection Report, discipline referrals, Student Survey


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

for all grade levels. • Communicate the on-going expectations to staff and students • Recognize good student role models in school.

Brittney Alexander, Guidance Counselor Stephanie Ennis, AP

Reduction of office referrals by 5%. Student Survey will evidence that students feel safe. Increase student awareness of positive character and bully awareness and prevention during Morning News Show.

School and PTA funds ($200)

Guidance Counselor Admin. Classroom


2. Character Education

Continue Quarterly Student

Recognition Assembly. •3rd – 5th grade will include Honor Roll Reading goals, Character Trait Recognition •K – 2nd will include awareness of character traits and recognition of classes who earn ribbons for good character

Stephanie Ennis, AP

Student Survey will evidence that students feel safe. Increase student awareness of positive character and bully awareness and prevention during Morning News Show.

School funds PTA funds ($1200)

Classroom teachers Character committee Media Specialist Parent Volunteers Admin PTA



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•Character traits recognized on morning news show and bulletin boards.

3. Healthy Active Child 30 min.

recess time to increase activity level

three active exercises daily.

Jeff Ruppenthal, Principal Jamie Griggs, PE Teacher

Student engagement and performance on PACER tests will show positive student growth and outcomes.


PE teachers Classroom teachers Morning News Show PE teachers


4. School Health Team

periodically.

Epi pen, etc.

with severe food allergies and health conditions

Ashleigh Julian, Nurse

Student and staff absences will decrease Meeting agenda/presentation materials/minutes or lesson plans


School Health Team Teachers Nurse Guidance Counselor


5. Conduct the CMS Culture of Caring Conversation Series

Attend district training

Follow through with staff training

Jeff Ruppenthal Stephanie Ennis

Improve on the culture of our school where all staff feel welcomed, valued and appreciated every day.

School funds

Administrators



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SMART Goal (4): Increase students at or above the grade level mean by 10 percentage points in reading for all 2nd grade students as measured by MAP from 81% at or above grade level to 91%, and for all 3-5 students from 73.4% CCR to 83.4% CCR as measured by 2015-16 EOG scores.



Data Used: 3-5 EOG, 3rd BOG, CASE assessments, MAP and Reading 3D assessments


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1.Use of Instructional Leadership Team (ILT) to attend district training and collaborate with plans for distributing high leverage literacy strategies across grade levels and content areas to impact the instructional core.

Attend ILT trainings provided by district

Collaborate with ILT PLC

Train entire staff in identified areas of needed Instructional Practice

Provide safe practice, peer observation and coaching.

Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters Jenn Goonan Jennifer Shoczolek Kim Ring Carman Le

Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD attendance logs and PD agendas Schedules to evidence peer observation time

District Sub days

ILT Team All staff



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2- Faciliate the use of 21st Century Teaching Practices in lesson planning.

Use of curriculum and materials to meet higher order thinking skills through Common Core and Essential Standards

Use CMS Common Assessments across grade levels to help determine which students need remediation or enrichment.

TD teacher will collaborate with PLC teams to enrich the curriculum through Team Teaching and pull out services.

Professional Development for Balanced Literacy and Personalized Learning with Technology Integration

Flexible grouping in Grades 3-5 that reflect ongoing data analysis

Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters

Lesson Plans will evidence use of 21st Century teaching practices, Balanced Literacy components, and use of technology in teaching Grade Level Minutes Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD agendas, presentations Power school class rosters and Class Data

School Funds

Lit. Facilitator Administrators TD teacher Reading Teacher Teachers Assistants


3-Professional Development for this school year will continue our focus on Balanced Literacy and incorporate ILT training focus of Close Reading and Complex Text selection and use

Ongoing PD for Balanced Literacy

Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters

Lesson Plans will evidence use of Balanced Literacy components Attendance at CMS ILT trainings 4 times this year PD Agendas, presentations

School Funds District-provided subs

Literacy Facilitator Teachers Administrators



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Weekly grade level planning with Literacy Facilitator

Master Schedule will reflect daily blocks of time for Balanced Literacy

Walkthroughs and observations during Literacy block

ILT Plans for Close Reading with Complex Informational Text will be carried out as planned through ILT meetings and PLC work.

and Attendance logs Grade Level Minutes Master Schedule Walkthrough and Observation feedback

ILT Team

4-Integrate Technology into daily teaching practices

Use ADM position for a Technology Facilitator/Teacher

Students have access iPads, Chrome Books, desktops, or other personal learning devices for research, work products, projects, etc.

Incorporate 1:1 Chrome Books into 5th grade classrooms for all subject blocks

Monthly training for 4th/5th teachers by North Area IT Specialist.

Students have weekly access to Chrome books in the Media Center and desktops in the

Denise Beers, Technology Facilitator 5th grade teachers Cindy Callahan, Media Teacher

Weekly lesson plans for classroom teachers, Media Specialist and Computer Teacher Student Data from Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. Google Doc collaboration Grade Level minutes of Chromebook training

Chrome Books for 5th grade provided by district PTA funds used to purchase additional Chrome Books

Teachers Technology Facilitator 4th and 5th grade teachers Media Specialist IT Specialist



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Computer Lab for new learning experiences

Incorporate Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. into teaching practices.

5. Provide Reading Remediation to any student not meeting grade level competency.

Include Remediation time in the Master schedule for grades K-3.

Provide additional Read To Achieve block of Remediation for 3rd grade

Use one ADM to provide Reading Teacher to work with K-3 students for Remediation

Use of Special Area Teachers to work with 3rd grade students using North Star Initiative

Use of Instructional Assistants during K-5 Literacy block to assist with remediation

Decrease student:teacher ratio in every Literacy block during IDR through Inclusion teaching with EC teacher, ESL teacher and/ or Instructional Assistants

Shannon Staton Kim Ring

Master Schedule will evidence at least 45 minutes of time for Reading Remediation for each grade level K-3 Assistant Schedule will evidence that almost every teacher has support in their Literacy block. Instructional Support time built into Master Schedule for Special Area teachers

ADM for Reading Teacher

Literacy Facilitator Administrators Reading Teacher Teachers Assistants



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SMART Goal (5): Increase proficiency in reading for all students in our lowest performing subgroups: Increase the proficiency for our 3-5 EC students from 42% GLP to 52% GLP as measured by EOG scores and raise our average % of 3-5 Hispanic students at or above grade level from 43.4% CCR to 54% as measured by EOG scores.



Data Used: 3-5 EOG, BOG, MAP, CASE assessments, Reading 3D, Common Assessments


Task

Task

Task (PD)




Personnel Involved


Interim Dates


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1. Monitor LEP student test data to determine instructional needs

Use of WAPT scores, Access and WIDA data to identify tiers of support and create LEP support schedule to serve students at each tier.

Use of Avenues curriculum and Inclusion model where possible.

Continue with the Backpack Ministry (weekend food) with Davidson United Methodist Church and The Vineyard to meet the growing needs of our LEP population

Use of Portfolios for 3rd grade students identified for Read to Achieve

Use of iPads and desktops for educational apps

Nalda Seidman Zulma Velasco Jeff Ruppenthal Stephanie Ennis Shannon Staton Kim Ring Brittany Alexander

LEP students will show expected growth as measured by the MAP. Proficiency levels as measured by the W-APT will increase by at least one level Lesson plans will evidence intentional teaching strategies for our students needing Remediation Portfolios

Davidson United Presbyterian Church

ESL teachers Administrators LF Guidance Counselor Reading Teacher


2. Monitor EC students test data to determine instructional needs:

Adjust IEP goals as needed

Monitor and use data from all assessments to determine areas of difficulty needing more individualized instruction

Use of specialized programs in the EC Resource classrooms such as NumberWorlds, Orton-Gillinham, Touch Math,

Dominique Wright Mindy Williams Jeff Ruppenthal Stephanie Ennis Shannon Staton

EC students will show 10% growth as measured by the MAP scores and 3D scores and proficiency score will increase from 34% to 50% on EOGs. Lesson plans will evidence intentional teaching strategies

District funds

EC teachers Administrators



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Letterland, etc. to best meet individual student needs.

Provide planning time for EC teachers and regular education teachers

Use of iPads and desktops for educational apps

for our EC students needing Remediation

3-Use of Instructional Leadership Team (ILT) to attend district training and collaborate with plans for distributing high leverage literacy strategies across grade levels and content areas to impact the instructional core.

Attend ILT trainings provided by district

Collaborate with ILT PLC

Train entire staff in identified areas of needed Instructional Practice

Provide safe practice, peer observation and coaching.

Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters Jenn Goonan Jennifer Shoczolek Kim Ring Carman Le

Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD attendance logs and PD agendas Schedules to evidence peer observation time

District funds

ILT Team All teachers



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SMART Goal (6): Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade level.

Strategic Plan Goal: Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade level.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: EOG, CASE assessments, common assessments


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Facilitate the use of 21st Century Teaching Practices in lesson planning.

Use of curriculum and materials to meet NC Essential Standards in science.

Create use of common assessments across grade levels to help determine which students need remediation or enrichment.

Hands on labs

Spiraling of concepts with the use of weekly POD's (Problem of the Day)

TD Teacher will collaborate with PLC's to enrich the curriculum.

Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal Sabrina Walters, TD Teacher Crissy Payne, 5th Grade Science and Math Teacher

Lesson Plans will evidence use of 21st Century teaching practices with a focus on science vocabulary and concepts. Grade Level Minutes Common Assessment Data Student Interactive Science Notebooks CASE Assessment Results

School will purchase CASE assessments

Principal, Assistant Principal, Classroom teachers, Teacher Assistants,

August 2015-June 2016 October 2015 January 2016 May 2016


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2. Create and utilize a school wide science concept wall based on the seven strands of science taught in elementary school, focusing on vocabulary.

The STEM Committee will guide the school in the design and use of the wall.

PTA volunteers will paint the area decided upon.

Student volunteers from Christ the King High School will assist with the design of visuals to support each strand.

K-5 teachers will use the wall to display and have students interact with the various vocabulary concepts under each strand.

Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal Crissy Payne, 5th Grade Science and Math Teacher STEM Committee

Science Concept Wall

PTA, STEM Committee, Classroom Teachers, Student volunteers from Christ the King High School

August 2015-June 2016 October 2015 January 2016 May 2016

3. Train and coach all teaching staff on strategies for teaching science vocabulary.

PD for science guided by the CMS Elementary Science Specialist

Weekly grade level planning with STEM committee member

Integration of science vocabulary into special area classes

Science Alliance opportunities

Jeff Ruppenthal, Principal, Assistant Principal Stephanie Ennis, Wayne Fisher, CMS Science Specialist for Elementary Schools

Lesson Plans will show evidence of science vocabulary focus PD Agendas, presentations and attendance logs Grade level minutes

STEM Committee Wayne Fisher Classroom Teachers Principal and Assistant Principal

August 2015-June 2016 October 2015 January 2016 May


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for classroom teachers throughout CMS

Crissy Payne, 5th Grade Math and Science Teacher STEM Committee

Mastery Grading Procedures Plan – Required for All Schools

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Academic growth/high academic achievement

Data Used: MAP, Common Assessments, DIBELS/Reading 3D, CASE assessments, EOG’s


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments

Pre- and post- assessments created in School Net and Compass Learning aligned to objectives

Shannon Staton – Lit. Facilitator

Data will demonstrate student mastery of objectives

N/A Classroom teachers

Given on identified CMS Learning Cycle assessment dates throughout the 2015-2016 school year


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2. Data disaggregation •“Data Mondays” utilized on a weekly basis to identify students in need of remediation/enrichment •Grade level “data days” – ½ day data planning sessions - Utilize MAP, DIBELS Reading 3D, SchoolNet, Compass Learning and CASE data points

Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -

Data will determine flexible based grouping – Assessment data will indicate high student growth – MAP, CASE, EOG’s

School based funds will pay for CASE assessments

Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers

August 2015 –

June 2016

Given on identified CMS Learning Cycle assessment dates throughout the 2015-2016 school year

3. Flexible grouping •3-5 students are flexibly grouped for literacy and math – determined by 3 data points •K-2 students are flexibly grouped within the homeroom class •Reading Teacher will work with lowest performing small student groups


Assessment data will indicate high student growth – MAP, CASE, EOG’s

Trade LEA for 1 Reading Teacher

Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers

August 2015 –

June 2016

October 2015 November 2015 January 2016 April 2016 May 2016

4. Late and make-up work

Our policy will be consistent with the CMS Elementary Grading Policy. Students will receive 10 points off on any assignment for each day it is turned in late. The lowest score entered should be a 50. Students who are absent from class (excused or unexcused) have 5 days to turn in an assignment from the day they


Teacher grades in Power School


August 2015

–June 2016

October 2015

November

2015

January 2016

April 2016 May 2016


27

return.

5. Grade reporting Grades must be put in to

PowerSchool within 7-10 days of the task completion.

If a child scores an 79 or lower they are allowed to re-test in that area (after a teacher or TA led re-teach). The child should receive the higher of the 2 scores. This score CAN NOT be higher than a 79. This is CMS policy. This policy pertains only to 3-5 literacy, 3-5 math and 5th science. Teams will decide when reteaching will occur and will provide the schedule to the grade level administrator.


Teacher grades in Power School


August 2015–

June 2016

October 2015 November 2015 January 2016 April 2016 May 2016

{School Name} - 600 Waiver Requests

Request for Waiver


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1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

2. Please identify the law, regulation or policy from which you are seeking an exemption.

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the

most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of

the curriculum to teach students designated for specific skill needs and to address the large number of students

requesting elective classes.

4. Please state how the waiver will promote achievement of performance goals.

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.

Approval of Plan

Committee Position Name Signature Date

Principal

Assistant Principal Representative


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Teacher Representative

Inst. Support Representative

Teacher Assistant Representative

Parent Representative





Quarter 2 Review


Principal


30










Quarter 3 Review



31

Principal










Quarter 4 Review


32


Principal








