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School Improvement Plan

2017-2018

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

Draft Due: October 3, 2017 Final Copy Due: October 17, 2017

2017-2018 Idlewild School Improvement Plan Report

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Idlewild Contact Information

School: Idlewild Elementary School Courier #: 424

Address:

7101 Idlewild Rd. Phone Number: 980-343-6411

Charlotte, NC 28212 Fax Number: 980-343-6499

Learning Community: Central

School Website: http://schools.cms.k12.nc.us/idlewildES/Pages/Default.aspx

Principal: Larenda B. Denien

Learning Community Superintendent: Taralynn Sullivan

Idlewild 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 Larenda Denien [email protected] 8/31/17

Assistant Principal Representative Matthew Slota [email protected] 8/31/17

Assistant Principal Representative Julia Austin [email protected] 8/31/17

Teacher Representative – PK Stephanie Brown [email protected] 8/31/17

Teacher Representative – K Elizabeth Phillips [email protected] 8/31/17

Teacher Representative – 1 Carol Gilbert [email protected] 8/31/17

Teacher Representative – 2 Lee Schwartz [email protected] 8/31/17

Teacher Representative – 3 Alyson Wright [email protected] 8/31/17

Teacher Representative – 4 Beth Wallace [email protected] 8/31/17

Teacher Representative – 5 Rob Hayden [email protected] 8/31/17

Teacher Representative – EC / ESL Lesley Clark [email protected] 8/31/17

Teacher Representative – Special Area Heidi Schoffstall [email protected] 8/31/17

Magnet Coordinator Amanda Helms [email protected] 8/31/17

Inst. Support Representative Beth Younts [email protected] 8/31/17

Inst. Support Representative Beth Shawver [email protected] 8/31/17

Inst. Support Representative Monica Wells [email protected] 8/31/17


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Inst. Support Representative Deven Dickerson [email protected] 8/31/17

School Counselor Lauren White [email protected] 8/31/17

Teacher Assistant Representative Liz Carmichael [email protected] 8/31/17

Parent Representative Amy Pooley [email protected] 9/13/17

Vision Statement

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

productive life.

School: Empower all to be extraordinary

Mission Statement

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

School: We are committed to sustaining an enthusiastic culture, high expectations, and genuine relationships.

Idlewild Shared Beliefs

At Idlewild Elementary School, we are committed to building genuine relationships, improving teaching practice, and

increasing student performance.

We believe:

Student learning is the chief priority of our school, and all decisions are made based on quantitative and qualitative data

points

Schools need to function as a learning organization and promote opportunities for teachers, administrators, parents and

the community to work together to achieve the school's mission.

Each student is a valued individual with unique physical, social, emotional, and intellectual needs.


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Students learn in a variety of ways and should be provided with a multitude of instructional methods to support their

learning.

Assessment driven instruction should provide challenging expectations that will increase individual student

performance.

Students must demonstrate an understanding of essential knowledge and skills, while actively participating in solving

problems and producing quality work in meaningful contexts.

A safe and physically comfortable environment promotes student learning.

Embracing and celebrating cultural diversity will build students' understanding of different peoples and cultures.

Idlewild 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.

By June 2018, Reading Grade Level Proficiency Composite will increase from 56.1% to 61.1% and College & Career

Readiness Composite will increase from 42.6% to 47.6%, as measured by the NC READY EOG.

By June 2018, Math Grade Level Proficiency Composite will increase from 70.8% to 75.8% and College & Career

Readiness Composite will increase from 65.2% to 70.2%, as measured by the NC READY EOG.


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Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to

graduate college- and career-ready.

Idlewild Assessment Data Snapshot


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Idlewild Profile

Idlewild Elementary is located in East Charlotte off of Independence Boulevard. Idlewild is a Title I, neighborhood school, as well as,

a partial Magnet School option. Our Magnet Program is Learning Immersion in K-5 and Talent Development in grades 3-5. During the

2014-2015, 2015-2016, and 2016-2017 school years, we received the National Magnet School of Excellence award. In 2016-2017 we

received the most distinguished award given by Magnet Schools of America, the Dr. Ronald P. Simpson Award - #1 Magnet School in

America.

The total enrollment of Pre-K-5th grade students is 1,063. The student population is very diverse: 31.9% African American, 9% White,

43.3% Hispanic, 13.7% Asian, 1.5% two or more, 0.4% Pacific Islander, and 0.2% American Indian. 27 Languages and 28 countries

and ethnicities are represented in our student population so cultural diversity is a central focus at Idlewild. The focus on diversity

occurs through a variety of activities and programming, such as the annual International Festival, projects, and assemblies.

Additionally, there is the addition of problem-based learning and service-learning projects with cultural diversity being a centralized

theme.

Our highly qualified and dedicated staff consist of: 49 General Education Teachers (K-5); 4 Pre-Kindergarten Teachers; 4 full-time and

1 part-time ESL Teachers; 4 EC Teachers (two SAC and two Resource); 6 Special Area Teachers (3 full-time and 2 part-time serving

art, music, and PE, and 1 full-time Media Specialist); 13 Instructional Assistants; 1 Media Assistant; 4 EC Instructional Assistants; 1

Speech Pathologist; 1 part-time School Psychologist; 2 Literacy Facilitators; 2 Math Lead Teachers; 1 Magnet Coordinator; 1 Title I

Focus Coach; 1 Lead EC/ESL Teacher; 1 TD/Catalyst Teacher; 3 Title I Tutors; 2 School Counselors, 1 BMT, and 1 Parent Advocate

make up the Student Support Services Team; and the Principal, 2 Assistant Principals, and a Dean of Students make up the school’s

administration. Approximately 60% of our staff hold advanced degrees and we have 10 National Board Certified Teachers. We have

a committed team of staff members who choose to remain at Idlewild, many for more than a decade (10+ years = 33%).

Students have the opportunity to participate in many extracurricular activities after school, such as Eastside League (basketball,

cheerleading, & step teams); Girls on the Run; Odyssey of the Mind; Math and Science Olympiads; and Cross-Country Track Team.

All students participate in cross-curricular activities that support a strong focus on character development and academic excellence

each week on Friday afternoons through a wide variety of Elective Club offerings; some examples include photography/videography,


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yoga, chess, foreign language, dance, visual arts, cooking, athletics, and theater/drama. Students participate in a variety of Service

Learning projects and community & global outreach events; this helps focus on whole child development as these efforts help our

students learn the power of giving back and how they can be a change agent in the school, community, and world (some examples of

our commitment to assisting with global & community needs include: Crop Walk; Loaves and Fishes food drive; Hunger Drive with

East Meck. High School, Charity Water; Walk for Diabetes; Jump Rope for Heart; Cookies for Cancer; and Pasta for Pennies.

Some 16-17 highlights include:

As measured by the NC READY EOG…

Growth Status: Met

Growth Index: 0.96 (increase from 0.02 in 15-16)

School Performance Grade: C = 68 (B in Math at 70 and C in Reading at 63)

Increase in Overall Performance (68 in 16-17, an increase from 66 in 15-16)

Increase in Overall Achievement (65 in 16-17, an increase from 62 in 15-16)

Increase in Overall Growth (82.4 in 16-17, an increase from 80 in 15-16)

Increase in Reading Performance = 63 in 16-17, an increase of 8 from 55 in 15-16 (achievement increased 7—from 49 in

15-16 to 56 in 16-17 and growth increased 8.1— from 81.6 in 15-16 to 89.7 in 16-17)

Overall School Composite of Grade Level Proficiency increased 2.9 from 61.9% in 15-16 to 64.8% in 16-17

Overall School Composite of College & Career Readiness increased 2.8 from 51.9% in 15-16 to 54.7% in 16-17

Overall CCR Reading Composite Proficiency increased 3.2 from 39.4 in 15-16 to 42.6 in 16-17

Overall CCR Math Composite Proficiency increased 5.2 from 60 in 15-16 to 65.2 in 16-17

3rd Grade CCR Composite Proficiency increased 13.7 from 44.7 in 15-16 to 58.4 in 16-17

3rd Grade CCR Reading Proficiency increased 7.8 from 36 in 15-16 to 43.8 in 16-17

3rd Grade CCR Math Proficiency increased 19.6 from 53.4 in 15-16 to 73 in 16-17

5th Grade CCR Composite proficiency increased 0.4 from 57 in 15-16 to 57.4 in 16-17

5th Grade CCR Reading Proficiency increased 1.9 from 41.5 in 15-16 to 43.4 in 16-17

5th Grade CCR Math Proficiency increased 5 from 63.2 in 15-16 to 68.2 in 16-17

Met 100% of the 20 Annual Measurable Objectives targets


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As Measured by Reading 3D…

The K-3 Composite Score increased from 61.5% at the Beginning of the Year (BOY) to 71.5% at the End of the Year (EOY),

as measured by Reading 3D—the increase was 10 which was double the increase from the change from the previous school

year

The K-3 Text Reading and Comprehension (TRC) Proficiency Levels increased from 45% at BOY to 58.5% at EOY, as

measured by Reading 3D—the increase was 13.5 which was 5.5 more than the change from the previous school year

Awards, Recognition, & Opportunities…

Received the National Magnet School of Excellence award for the third year in a row

Received the Dr. Ronald P. Simpson Award from Magnet Schools of America – The #1 Magnet School in the Nation

Received the first Big Dig in the Carolinas through REAL School Gardens

As Measured by the Insight Survey…

The Index Score from the Spring 2017 Insight Survey was a 9.0 and the data showed increases the Instructional Culture

Domains when compared to the administration of the survey in the 2015-2016 school year; during the Spring 2015 and Spring

2016 administration, all 9 Instructional Culture Domains increased from the 2013-2014 survey. We are so proud that the

changes we’ve made to our culture continue to have a positive impact on teacher perceptions and opinions, year after year.

Our focus this year, as in the previous three years is maintaining and strengthening our TEAM concept and SOAR mindset for all.

TEAM: capitalize on the many talents within our building, homes, and community; put forth our very best effort with energy and

enthusiasm; analyze multiple school performance measures with strategic response; and make every moment meaningful for our

staff, students, families, and community partners. SOAR: support one another at all times; ensure successful outcomes through

consistent and intentional practice, preparation, and organization; applaud our victories by celebrating together and recognizing our

accomplishments; and build genuine relationships with all shareholders. TEAM and SOAR are in place to establish a strong school

culture with a positive focus. This is done through the recognition and encouragement of staff and students in a variety of ways.

Some examples include: highlighting different staff members each week on the morning news broadcast (Get to Know You segment);

presenting the SOAR Award to staff members who represent the SOAR mindset (selected by their peers); highlighting students who


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earn positive referrals by letting them spin the Principal’s Wheel of Wow on the morning news broadcast (prizes include: lunch with

the Principal, homework pass, Wii with the Principal, sweet treat/snack, etc.); permitting non-uniform days for students and offering

Spirit Weeks and Spirit Days throughout the year; having special grade level and homeroom contests (pumpkin painting, deck the

halls, bulletin boards, etc.); and providing leveled incentives to students based on the number of Eagle Pride points earned (the Eagle

Pride Plan is our school-wide positive referral system that focuses on three pillars of success: respect, responsibility, and safety).

Staff members have set the goal to improve teaching practice and increase academic performance by implementing school-wide Data

Driven Instruction and ensuring a highly engaging, nurturing environment for all students; these are the goals of our Professional

Development Plans. In addition to the school-wide goals, the administration has set the goal to recruit a premier, talented, and high-

quality workforce and retain our current staff members.

Based on the results of multiple data points, we have a strategic focus on increasing the academic performance of all students in all

subject areas, especially reading, and we aim to exceed the growth expectation; we will do this through our school-wide Data Driven

Instruction process and the CMS Instructional Planning Approach.

General education teachers (K-5) meet with the Instructional Leadership Team (facilitators, lead teachers, Magnet Coordinator, and

administration) three times per week to analyze student performance and to develop lesson plans for on grade-level content (CCSS)

and remediation and enrichment opportunities. Students are placed with teachers who can best meet their needs and student groups

are flexible based on the results of weekly common assessments, interim assessments, MAP assessments, and Reading 3D. This

year, we will implement Mastery Connect to streamline our DDI process.

We will continue to implement reading support through the Leveled Literacy Intervention lab. The LLI lab serves approximately 120

students per day and we are strategically using support staff to serve additional students with reading instruction using LLI in the

classroom. Three Title I Tutors work with students in K-5th grades to increase reading proficiency. Additionally, we will continue to

implement a Literacy Support Structure in which all K-5th grade reading teachers have one hour of strategic literacy support per block.

The support is provided by the Literacy Facilitators, Title I Focus Coach, the Magnet Coordinator, the TD Catalyst Teacher, teacher

leaders, Title I Tutors, and the Instructional Assistants.

All staff members will receive professional development sessions throughout the year. Most sessions will be led by Idlewild Team


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members during common planning periods and on Early Release days; sessions will include CMS ILT strategies & resources;

Personalized Learning; Vertical Articulation; and Magnetizing the School (Rigor, Multiple Intelligences, Socratic & Paideia Seminars,

Differentiation—all students will be taught as if they are certified AIG). Some sessions will be led by CMS specialists (i.e.,

implementation of Canvas Learning with Heather Ramsey from the CMS Technology Department; Cultural Proficiency from the CMS

ESL Department; and Personalized Learning sessions with the CMS PL Department and other CMS specialists). The instructional

assistants will receive monthly PD from our Teacher Leaders and the Title I Focus Coach; the sessions will include intensive reading

instructional practices and improving classroom culture/environment. A Beginning Teacher Support Program serves our Initially

Licensed teachers (sessions will support CMS ILT; Technology Integration; Cross-Curricular Teaching; Increasing Engagement &

Student Motivation; PEAK Strategies; Smart Charts; and Culture of Caring). Also, throughout the year, various staff members will

attend off-site conferences and events (Personalized Learning Summit; PDI STEM Conference; Ron Clark Academy; National Gifted

Conference; Magnet Schools of America; NCASCD; NCPAPA Fall Instructional Symposium; and ASCD).

Our LEP students are given assessments to determine their levels of proficiency in reading, writing, listening and speaking. The

results of the assessment are used to determine which students are eligible for ESL services. The ESL teachers have developed

strategic schedules to ensure students’ needs are met based on the requirements designated at each level. Our EC teachers will use

student performance data and their collaboration with the general education teachers to design lessons that include high-yield

instructional practices. Both the ESL and the EC teachers will get support from their respective CMS departments throughout the year

to further enhance their teaching practice in an effort to improve student performance. Additionally, we have a Lead EC/ESL Teacher

who will support planning and DDI with our EC & ESL teachers.

We have developed a Title I Family Involvement plan to support parents with learning ways in which to help their child at home. Each

Tuesday, we host family nights that target specific demographics (Dads, Grandparents, Spanish Speaking Families, and Nepali &

Burmese Speaking Families)—these are hosted by the Family Advocate and members of administration and student support services.

We strive for 100% participation for our Parent-Teacher conferences, as well as, having 100% of our parents sign the school-home

compacts. Progress reports are sent to parents at mid-quarter so they are informed of their child’s in regards to homework, class

work, assessments, and overall academic performance. Parent-Teacher conferences are held to review student progress and to

discuss each student’s Eagle Pride points. Our ConnectEd messages and many documents for families are done in both English and

Spanish, and we provide interpreters at all school-wide meetings (Open House, Curriculum Night, Title I Family Night, etc.). We will


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continue including additional languages by using the International Center and the ESL Department. Parents are able to address

concerns, get support, give input, and ask questions during monthly School Leadership Team meetings; during conferences,

meetings, and conversations with teachers and/or administrators; at the annual Title I Family Meeting; and through school and district

surveys.

Since Idlewild has four Pre-Kindergarten classes. We work closely with our feeder HeadStart and Childcare programs to transition

students into Idlewild’s Pre-K program; we hold orientation classes for Pre-K parents so they become familiar with our school and the

Pre-K program. We have a close partnership with McClintock Middle School, Randolph IB Middle School, and Piedmont Middle

School in order to help our 5th grade students’ transition to the next level. Additionally, we work with East Mecklenburg High School

and McClintock Middle School on many projects and events throughout the school year to strengthen the relationship among the

schools in the feeder pattern.

Idlewild’s commitment to partnership and community involvement has resulted in a growing number of businesses & faith-based

partners that generously support our school. Some partners include: New Charlotte Church, Church at Charlotte, Urban Promise,

Forest Hills Church, Cokesbury United Methodist Church, Simmons YMCA, Compare Foods, Chuck E Cheese, Allegro Foundation,

Idlewild Baptist Church, Harris Teeter, Wal-Mart, Food Lion, Boy Scouts, Girl Scouts, and Olde Providence Elementary School

(Schoolmates partner).

We have several Service Learning Projects and Community & Global Outreach Events to support a school-wide Culture of Caring; we

want our students learn the power of giving back and paying it forward. We aim to have our students learn about the world around

them with a focus on the amazing things they can do to be change agents and to take care of and support others. Some examples

include: The Linus Project; collecting supplies for Animal Shelters, Homeless Shelters, Nursing Homes, and Levine Children’s

Hospital; Campus Beautification projects; School Gardening; and more.


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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, retain and reward a premier workforce

Strategic Plan Focus Area: Retention

Data Used: Survey Results

Strategies (determined by what data) ● Task ● Task ● Task (PD)

Point Person (title)

Evidence of Success (Student Impact)

Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End)

● Interim Dates

1. Develop a lunch schedule that utilizes the following personnel to provide appropriate supervision of students:

Cafeteria Monitor

Instructional Assistants

Administration

BMT

Family Advocate

Guidance Counselors

Principal Teacher morale is linked to performance and job satisfaction Survey Results: Insight and School-Based

CMS Funding for the Cafeteria Monitor position

Cafeteria Monitor Instructional Assistants BMT, APs, Dean, Principal, Counselors, & Family Advocate

August 2017 – June 2018 *Daily check-ins to ensure all personnel are on duty

2. Hire a Cafeteria Monitor to ensure there is supervision in the cafeteria, during the 3 hour lunch period

Principal Teacher morale is linked to performance and job satisfaction Survey Results: Insight and School-Based

CMS Funding for the Cafeteria Monitor position

Cafeteria Monitor

August 2017 – June 2018 *Daily check-ins


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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 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.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 2: Recruit, develop, retain and reward a premier workforce

Strategic Plan Focus Area: Academic growth/high academic achievement Individualized professional development; Retention/quality appraisals

Data Used: Assessment results Surveys





Personnel Involved


● Interim Dates

1. Develop a master schedule that provides every teacher with 60 minutes of uninterrupted instructional planning time every day.

Principal

Team Meeting Agendas, Lesson Plans, Data Trackers, Data Team Meeting Minutes, and Enrichment/Remediation Plans

Student Performance… Reading 3D (K-3):

N/A K-5 Teachers; Special Area Teachers; ESL Teachers; EC Teachers; and SAC

August 2017 – June 2018 *Weekly


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76.5% of students will meet the benchmark goal (Composite Score)

63.5% of students will meet the benchmark goal (TRC Proficiency Levels)

NC READY End of Grade (3-5):

50% of students will be proficient in Reading

70% of students will proficient in Math

65% of students will be proficient in Science

Achieve 59% proficiency – Total School Composite

Insight Survey Results

Teacher morale is linked to performance and job satisfaction

Teachers Facilitators Lead Teachers Magnet Coordinator TD Catalyst Teacher Administration

2. Ensure the facilitation of data driven instruction meetings; lesson planning team meetings; job-embedded PD all Teachers;

Principal

Team Meeting Agendas, Lesson Plans, Data Trackers, Data Team Meeting Minutes, and

State, Local, & Title I Funding

All Teachers All

August 2017 - June 2018


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and PD for the Instructional Assistants

Enrichment/Remediation Plans

Student Performance… same data goals as listed for Strategy 1



Instructional Assistants Core Team: -Literacy Facilitators -Lead Math Teachers -Title I Focus Coach -Lead EC/ESL Teacher -Magnet Coordinator Content Area Team Leads

*Weekly for Teachers *Monthly for Instructional Assistants

3. Provide opportunities for uninterrupted planning time in addition to the 60-minute daily planning sessions:

Quarterly Planning

Data-Driven Instruction

Early Release Planning Time & PD (see Early Release PD Plan)

Principal Team Meeting Agendas, Lesson Plans, Data Trackers, Data Team Meeting Minutes, and Enrichment/Remediation Plans

N/A All Teachers All Instructional Assistants Core Team: -Literacy

August 2017 - June 2018 *Quarterly *Oct. 18 *Dec. 6 *Feb. 7


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Student Performance… same data goals as listed for Strategy 1



Facilitators -Lead Math Teachers -Title I Focus Coach -Lead EC/ESL Teacher -Magnet Coordinator Content Area Team Leads

*Apr. 18

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; and Cultural Competency

Data Used: Surveys: Student, Staff, and Parents; Discipline Data in PowerSchool; Eagle Pride Data (Dojo Points); and Observations





Personnel Involved


● Interim Dates


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1. Bully Liaison / Bully-prevention

Share expectations of and processes related to the policy with students and parents via our website and during individual conferences as needed.

Making it Count Monday’s- School Counselors show videos each Monday on morning announcements that support an anti-bullying mindset and demonstrate the character trait of the month (aligned to K-2 and 3-5)

Use feedback from staff regarding behaviors that have a negative impact in the classroom and/or throughout the school that might lead to bullying. Conference with the involved students and their families as a preventative and restorative measure

Classroom guidance lessons with project-based learning

Anonymous Tip Box to report bullying confidentially

Assistant Principal

10% reduction in reported incidents related to bullying and/or harassment compared to previous school year

N/A School Counselors BMT Administration All Faculty & Staff Members

August 2017 – June 2018 *Weekly *Quarterly


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2. Character Education

Counselors will share the Character Trait of the Month on our morning news broadcast, The Eagle News Network

Counselors and BMT will teach the traits set by the Character Ed. Program during the mid-quarter and end-of-quarter Eagle Pride Celebrations each quarter and weekly for students who do not meet their Eagle Pride goal

Classroom guidance lessons based on teacher needs and reported incidents

Recognizing Random Acts of Kindness

“Do the Right Thing” program

Student Focus Groups for Targeted Support

Terrific Kids Celebration

Service Learning Projects & Outreach Involvement (community & global)

School Counselor

10% reduction in suspension days for insubordination.

Pre- and Post-Assessment results from group participants

Certificates of participation for Do the Right Thing

Pre- and Post-Assessments on school climate

Student Certificates for those who have been selected to participate in the Terrific Kids ceremony

N/A School Counselors Administration BMT All Staff

August 2017 – June 2018 *Weekly *Monthly


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3. Healthy Active Child 30 min.

30 minutes of active outside time is built into the daily schedule

Athletic-based programs for Cross-Country Track, Girls on the Run, Basketball, Step, and Cheerleading Team, Track, and Soccer

PE Teachers 10% improvement on FitnessGram data

10% improvement on Presidential Physical Fitness Assessment

N/A All Staff August 2017 – June 2018 *Daily *Weekly *Semester

4. School Health & Wellness Committee will focus on improving the social, emotional, and physical health/needs of students and staff.

Nurse supports the MTSS process and participates in IT meetings, when necessary

Promote healthy lifestyle tips for staff, students, families, & community members through the utilization of the Idlewild Pinterest account

Jump Rope for Heart and a variety of organized Runs/Walks in the community

Alliance for a Healthier Generation

Ensure the 8 Components of Coordinated School Health are

PE Teachers 100% compliance on

504 plan

Students will be able to

communicate what

they’ve learned

regarding making

healthy choices and

living healthy lifestyles

PE lesson plans include

the eight components of

school health

$200 – Faith-Based Partners

All Staff August 2017 – June 2018 *Weekly *Monthly


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included in our school wellness plan

Continue to connect parents with information and provide support in regards to 504 plans

5. Eagle Pride Plan – School-Wide Positive Reinforcement System

Track and monitor student behavior using the Class Dojo platform…weekly and quarterly incentives are built-in to reward students at each level and specific interventions (weekly and quarterly) are built-in to provide students with support

BMT and School Counselors will develop groups of students (based on Eagle Pride data) to work with on Character Education and the Idlewild Pillars of Success (respect, responsibility, and safety) each week—Champion for Kids mentoring

Use of Positive Referrals so students can spin the Principal’s Wheel of Wow for

Assistant Principal

Eagle Pride Points (monitored by Administrators, BMT, & School Counselors each week)

Implementation of interventions (classroom, grade level, and school-wide support)

Implementation of incentives (Eagle Pride Celebrations) in classroom weekly and as a school at mid-quarter and end of quarter

Completion of the Champion for Kids Google Form (BMT, School Counselors,

$500 – Faith-Based Partners

BMT School Counselors All Staff

August 2017 – June 2018 *Weekly *Mid-Quarter *Quarterly


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prizes and incentives for their demonstration of the 3 pillars of success from our Eagle Pride Plan (Respect, Responsibility, and Safety)

Family Advocate, & Support Staff are assigned to mentor students who aren’t meeting the points goal each week)

Agendas from each Eagle Pride Growth Session (BMT & School Counselors will work with students who did not meet the Eagle Pride Points goal during the mid-quarter and end of quarter Eagle Pride Celebrations for Character Education lessons, reflection, & goal setting)

SMART Goal (4): By June 2018, Reading Grade Level Proficiency Composite will increase from 56.1% to 61.1%

and College & Career Readiness Composite will increase from 42.6% to 47.6%, as measured

by the NC READY EOG.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems


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Strategic Plan Focus Area: College - and Career-Readiness; Academic Growth/High Academic Achievement; Access to Rigor; and Closing Achievement Gaps Effective and Efficient Processes and Systems; Strategic Use of District Resources; Data Integrity and Use; and School Performance Improvement

Data Used: NC READY EOG; Reading 3D; MAP; Common Assessments; Interim Assessments; Checklists; Reading A-Z; and Leveled Literacy Intervention results





Personnel Involved


● Interim Dates

1. Implementation of Strategic Planning: Assignment of K-5 Literacy

Team Leads who will work with the Principal and Facilitators to Develop Academic Planning Calendars and will serve as the lead Reading lesson planner for each grade level

The Academic Planning Calendars will strategically pace the Common Core State Standards (K-5) for the year and will include regular Common Assessments

Develop lesson plans that are aligned to the rigor of each

Literacy Facilitators

Data Trackers (student performance)

Common Assessments Lesson plans Team Planning & Data

Meeting agendas Academic Planning

Calendars Progress Monitoring

documentation MAP, Interim, & Reading 3D

Assessment results

Student Performance… Reading 3D (K-3)

N/A Principal Facilitators Content Area Team Leads Title I Focus Coach Magnet Coordinator All Reading Teachers



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CCSS and include high-yield strategies and resources with targeted instruction based on assessment data; lessons will be developed from the Academic Planning Calendars using Common Assessments and the Common Core Companion each week

The Content Area Team Leads will participate in the CMS ILT Sessions and will train all staff on the strategies & resources, ensure inclusion of strategies & resources in lesson plans, and monitor implementation through class visits

76.5% of students will meet the benchmark goal (Composite Score)


NC READY End of Grade (3-5) 61.1% of students will be

proficient in Reading (GLP) 47.6% of students will be

proficient in Reading (CCR) Achieve 59% proficiency

(School Composite)

2. Implementation of High-Quality Instruction: Reading Foundations

Prevention Plan (K & 1st) Letterland Guided Reading Small Group

Instruction Personalized Learning /

Workshop Integration of Science in

Literacy (non-fiction texts,



Lesson plans Team Planning & Data

Meeting agendas Data in Real-Time Progress Monitoring

documentation MAP Assessment results Running Records (K-2) Assessment results from

Reading Foundations Training / CMS Literacy Funds Letterland Materials & Training / CMS

Principal Facilitators Content Area Team Leads Title I Focus Coach



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vocabulary instruction, interactive notebooks, and use of the REAL School Garden)

Technology Integration:

Utilize a variety of web-based instructional sites, programs, and apps to enhance student learning and to personalize the content based on student performance data (Compass Learning, RAZ-Kids, Flocabulary, Tumblebooks, Accelerated Reader/Renaissance, Google Classroom, and Letterland)

Utilize interactive technology (SMART Boards, iPads, Chromebooks, & Clickers)

Implementation of Leveled Literacy Intervention to provide strategic reading support to students performing below grade level expectations (K-5)

Implementation of a Literacy Support Structure where every K-5 teacher receives 60

CORE Reading Tests (K & 1)

MAZE Assessments (3-5) Student data reports from

the various web-based instructional sites, programs, & apps

Agendas from training sessions

Agendas from LI/TD Strategies & Resources PD

Student Performance… Reading 3D (K-3) 76.5% of students will meet

the benchmark goal (Composite Score)




proficient in Reading (CCR) 65.5% of students will be

proficient in Science (CCR)

Literacy Funds and Title I Funds $1,200 for Flocabulary / Title I Funds $7,500 for AR / Title I Funds

Magnet Coordinator All Teachers Instructional Assistants


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minutes of strategic literacy support per block

Utilization of LI/TD strategies & resources in all classes

Development and implementation of an Idlewild Coaching Plan (Leverage Leadership)

Achieve 59% proficiency (School Composite)

3. Implementation of a Data-Driven Instruction System: Weekly Assessments (K-2)

Bi-Weekly to measure mastery of literacy standards, skills, & concepts; phonemic awareness; sight words; phonics; fluency; vocabulary; writing; and dictation

Bi-Weekly Standards-based common assessments to measure reading comprehension and mastery of the CCSS

Weekly Assessments (3-5)

Measure mastery of literacy standards, skills, & concepts; reading


Assessment results from a variety of platforms and measures (common assessments, exit tickets, observation checklists, MAP, Interim, Reading 3D, AR, etc.)

Data trackers DDI lesson plans for

enrichment & remediation

Student Performance… Reading 3D (K-3) 76.5% of students will meet

the benchmark goal (Composite Score)


Mastery Connect / Carryover Funds through Title I

Principal Facilitators Content Area Team Leads Title I Focus Coach Magnet Coordinator All Teachers Instructional Assistants



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comprehension, vocabulary, and writing

Utilize the school-wide DDI process of analyzing student performance to determine levels of mastery and to develop flexible groups for enrichment & remediation



proficient in Reading (CCR) 65.5% of students will be

proficient in Science (CCR) Achieve 59% proficiency

(School Composite)

SMART Goal (5): By June 2018, Math Grade Level Proficiency Composite will increase from 70.8% to 75.8% and College & Career Readiness Composite will increase from 65.2% to 70.2%, as measured by the NC READY EOG.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems

Strategic Plan Focus Area: College - and Career-Readiness; Academic Growth/High Academic Achievement; Access to Rigor; and Closing Achievement Gaps Effective and Efficient Processes and Systems; Strategic Use of District Resources; Data Integrity and Use; and School Performance Improvement

Data Used: NC READY EOG; MAP; Common Assessments; Interim Assessments; and Checklists


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Personnel Involved


● Interim Dates

1. Implementation of Strategic Planning: Assignment of K-5 Math Team

Leads who will work with the Principal and Facilitators to Develop Academic Planning Calendars and will serve as the lead Math lesson planner for each grade level

The Academic Planning Calendars will strategically pace of the Common Core State Standards (K-5) for the year and will include regular Common Assessments

Develop lesson plans that are aligned to the rigor of each CCSS and include high-yield strategies and resources with targeted instruction based on assessment data; lessons will be developed from the Academic Planning Calendars using Common Assessments and the Common Core

Math Coaches (K-2 & 3-5)


Common Assessments Lesson plans Team Planning & Data

Meeting agendas Academic Planning

Calendars Progress Monitoring

documentation MAP & Interim

Assessment results

Student Performance… NC READY End of Grade (3-5) 75.8% of students will be

proficient in Reading (GLP)

70.2% of students will be proficient in Reading (CCR)

65.5% of students will be proficient in Science (CCR)

N/A Principal Math Coaches Content Area Team Leads Title I Focus Coach Magnet Coordinator All Math Teachers



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Companion each week The Math & Literacy Team

Leads will adapt the CMS ILT strategies & resources for Math, ensure inclusion of the strategies & resources in lesson plans, and monitor implementation through class visit


2. Implementation of High-Quality Instruction: Use of Personalized Learning

(2-5) / Math Workshop (K-1) Envision Math Resources Technology Integration:

Utilize a variety of web-based instructional sites, programs, and apps to enhance student learning and to personalize the content based on student performance data (Khan Academy, Dreambox, Prodigy, IXL, Google Classroom, Envision 2.0, etc.)

Utilize interactive technology (SMART



Lesson plans Team Planning & Data

Meeting agendas Data in Real-Time MAP Assessment

results Student data reports

from the various web-based instructional sites, programs, & apps

Agendas from training sessions

Agendas from LI/TD Strategies & Resources PD

Student Performance…

N/A Principal Math Coaches Content Area Team Leads Title I Focus Coach Magnet Coordinator All Math Teachers Instructional



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Boards, iPads, Chromebooks, & Clickers)

Integration of Science in Math (interactive notebooks, vocabulary, STEM Lab Special Area Class, and use of the REAL School Garden)

Implementation of Do the Math & Intervention Kits to provide strategic math support to students performing below grade level expectations and Math Olympiads for students performing above grade level expectations

Utilization of LI/TD strategies & resources in all classes

Development and implementation of an Idlewild Coaching Plan (Leverage Leadership)


proficient in Math (GLP) 70.2% of students will be

proficient in Math (CCR) 65.5% of students will be



Assistants

3. Implementation of a Data-Driven Instruction System: Bi-Weekly Assessments (K-2)

and Weekly (3-5)

Measure mastery of math


Assessment results from a variety of platforms and measures (common assessments, exit tickets, observation

Mastery Connect / Carryover Funds through

Principal Math Coaches



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standards, skills, & concepts; math calculation; math comprehension; vocabulary; and writing

Utilize the school-wide DDI process of analyzing student performance to determine levels of mastery and to develop flexible groups for enrichment & remediation

checklists, MAP, Interim, etc.)

Data trackers DDI lesson plans for

enrichment & remediation

Student Performance… NC READY End of Grade (3-5) 75.8% of students will be

proficient in Math (GLP) 70.2% of students will be

proficient in Math (CCR) 65.5% of students will be



Title I Content Area Team Leads Title I Focus Coach Magnet Coordinator All Teachers Instructional Assistants

*Monthly

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: Common Assessments; Data Team Meeting Minutes; Enrichment & Remediation Lesson Plans for mastery, partial mastery, and non-mastery of the standards; Student Data Tracking Folders


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Personnel Involved


● Interim Dates

1. Common assessments Pre- and Post-Assessments

created in SchoolNet, aligned to CCSS

Weekly Common Assessments developed in alignment to the standards being taught each week (based on each grade level’s Academic Planning Calendar for each content area)

Literacy Facilitators & Math Coaches will lead weekly meetings using the Backwards Design approach (test in hand)

Literacy Facilitators & Math Coaches

Use of common assessments for planning will improve teaching and learning

Increased focus on standards-based mastery learning

Student Performance… Reading 3D (K-3) 76.5% of students will

meet the benchmark goal (Composite Score)



proficient in Reading (GLP)

N/A Admin. Facilitators Coaches Magnet Coordinator Teachers



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47.6% of students will be proficient in Reading (CCR)

75.8% of students will be proficient in Math (GLP)

70.2% of students will be proficient in Math (CCR)

65.5% of students will be proficient in Science (CCR)


2. Data disaggregation Teachers will utilize Mastery

Connect and SchoolNet to generate data trackers (mastery, partial mastery, and non-mastery), complete all pre-work data documents, and will participate in weekly Data Team Meetings for analysis and planning.

Data Team Meetings will allow us to monitor mastery of each standard in order to develop remediation / intervention lesson plans


Data used for planning personalized learning opportunities will improve teaching and learning

Student data analysis will empower students to take ownership of their learning

Increased focus on

standards-based mastery learning

Student Performance…




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Common Assessments reviewed by the team to ensure alignment to the rigor of the CCSS

Student Data Trackers – students monitor individual progress and grade level comparison

Teacher and student communication with families regarding student performance (mastery, partial mastery, & non-mastery)

(same data as outlined for Strategy of the Mastery Grading Procedures Plan)

3. Flexible grouping Remediation and Enrichment

period built into Master Calendar; student results on common assessments will be used to plan for these periods

Weekly Data Team Meetings to analyze common assessment results so teams can develop enrichment & remediation plans based on individual student performance and for personalized learning

Weekly Team Planning Meetings to develop


Data used for strategically planning flexible groups (mastery, partial mastery, & non-mastery) will improve teaching and learning

Increased focus on

standards-based mastery learning

Student Performance… (same data as outlined

for Strategy of the Mastery Grading Procedures Plan)




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standards-based lesson plans that address new and previously taught standards for small group instruction, pathways, playlists, workshop stations, etc.)

4. Additional learning opportunities Students earning less than

84% on an assignment or assessment will be given the opportunity to correct the work and/or retake the assessment, after small group or individual remediation/re-teaching occurs—correction and/or retake score shall not exceed 84%

Weekly data team meetings will occur to determine mastery, partial-mastery, and non-mastery of the content standards so effective remediation, re-teaching, and enrichment can be planned and implemented

Teachers Providing students with strategic, data-driven learning opportunities in addition to the initial delivery of core content will increase mastery

Focus on standards-based mastery learning

Student Performance… (same data as outlined for Strategy of the Mastery Grading Procedures Plan)



5. Late and make-up work When students are absent

from school, teachers will

Teachers Increased student accountability and responsibility, especially

N/A Admin. Teachers

August 2017 – June 2018


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provide the make-up work packet—arrangements made within 5 days of their return and sent home

All work/assignments will be accepted by the teacher whenever the student submits it:

Student was present, but work was late: a reduction in credit for each week the work/assignment is missing/late may be given

Student had an unexcused absence: a reduction in credit for each week the work/assignment is missing/late may be given

Student had an excused absence: full credit given if submitted within 5 days of receiving the work/assignment; however, after 5 days, a reduction in credit for each week the work/assignment is missing/late may be given

Students earn Eagle Pride points each week for

in regards to make-up, missing, and/or late work/assignments

Increased transparency around the CMS and school-wide grading procedures & expectations (staff, students, & families)

*Weekly


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participation, as well as completing and submitting work on time (points align to the Responsibility pillar of the school-wide positive reinforcement plan)

Teachers communicate with parents via progress reports, student folders, email correspondence, face-to-face conferences, phone conversations, and/or the Class Dojo platform to communicate late/missing work/assignments

6. Grade reporting APs, Dean of Students,

Facilitators, Coaches, & Magnet Coordinator will review and monitor grades in PowerSchool to ensure timeliness of grade posting: 40% of Quarter Grade =

Informal (classwork, exit tickets, informal assessments, homework, etc.)

APs & Dean of Students

Consistent and frequent grade reporting will increase and improve home-based interventions & support (tutoring, web-based programs/tutorials, etc.)

Reduction in rates of failure due to increased number of assessments and the additional opportunities students




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60% of Quarter Grade = Formal (tests, comprehensive writing assignments, projects, common assessments, etc.)

Within 10 days of an assignment due date, teachers will post/enter grades (Note: grades for long-term assignments/projects and work submitted late by students are excluded from the 10-day posting/entering requirement)

have to demonstrate mastery of the standards

{Idlewild Elementary School} - 600 Waiver Requests

Request for Waiver

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]


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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.


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