school improvement plan · 2018-11-20 · school improvement plan 2018-2019. the school improvement...
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School Improvement Plan
2018-2019
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The School Improvement Plan serves as a road map that provides clarity to specific priorities and actions that are most important during the continuous improvement process. School Improvement Plans remain in effect for three years, but a School Leadership Team may amend as often as necessary or appropriate. The template is adapted with permission from UVA Partnership for Leaders in Education.
First Ward Creative Arts Academy
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Contact InformationSchool:
Address:
Learning Community:
Principal:
Learning Community Superintendent:
CMS BOE Representative: CMS BOE District Number:
SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom 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
Courier #:
Phone Number:
Fax Number:
Website:
[email protected] Grade Teacher
Parent
4th Grade TeacherShauntie Johnson
Renee Collins
9-5-18
Denise Watts
1st Grade Teacher
9-5-18
5th Grade Teacher
Ruby Jones
715 North Caldwell Street
368
9-5-18Chasity Twitty
District 3
Matthew McDonnell
http://school.cms.k12.nc.us/firstwardES/pages/default.aspx
Christine Deffet
Support Team
Evetta Lawrence-Davis
Mary McDonough
9-5-18
First Ward Creative Arts Academy
Sherry [email protected]
9-5-18
Support Team
Assistant Principal
9-5-18
9-5-18
Charlotte, NC 28202
Breonda Sparks
Carol Hannah
Selestine Young Adams
9-5-18
3rd Grade Teacher
Sherril Bradey
9-5-18
Central City I
Support Team
Steven Wilder 9-5-18
Principal
9-5-18
MTSS Support
Jamie ranklin
Keisha Boodie
980-343-5485
Support Team
980-343-5587
Parent
Special Area Teacher
10-1-18
9-5-189-5-18
Selestine Young Adams
Nina Franklin
10-1-18
9-5-18Kindergarten Teacher
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SCHOOL IMPROVEMENT TEAM MEMBERSHIPFrom 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
[email protected] Sparks
10-1-18Parent
Renee Collins [email protected] 9-5-18Dianne Alford [email protected] Assistant
[email protected] WilderSupport [email protected] HannahSupport [email protected] Team Keisha [email protected] McDonoughSupport Team [email protected] 9-5-18Support Team Chasity Twitty
[email protected] BradeySpecial Area [email protected] Hannah5th Grade [email protected] Grade Teacher Nina Franklin9-5-18Shauntie Johnson [email protected] Grade Teacher
Jamie Franklin
2nd Grade Teacher
Assistant [email protected]
Kindergarten [email protected]
[email protected] 9-5-18Christine [email protected]
[email protected] Lawrence Davis 9-5-18Selestine Adams
1st Grade Teacher9-5-18Matthew McDonnel
9-5-189-5-18
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PURPOSE OF THE CONTINUOUS IMPROVEMENT PLAN: Articulate in a few sentences what you hope to achieve by participating in the continuous improvement process.
# Goals 2017-2018 Results
2018-2019 Goals
Goal Indicators (Metric to indicate progress)
1
2
3
4 To provide a duty-free lunch period for every teacher on a daily basis.
5
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.
6 Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
All students at First Ward Creative Arts Academy will be prepared for their next year of academic learning.
English Language Arts Proficiency will increase by 10 points from 52.4% to 62.4%.
52.4% GLP 62.4% GLP Quarterly Assessments: Q1-54.9%; Q2-57.4%; Q3-59.9%; Q4-62.4%
Math Proficiency will increase by 10 points from 61.5% to 71.5%. 61.5% GLP 71.5% GLP Quarterly Assessments: Q1-64%; Q2-66.5%; Q3-69%; Q4-71.5%
Science Proficiency will increase by 10 points from 70.1% to 80.1%.
70.1% GLP 80.1% GLP Quarterly Assessments: Q1-72.6%; Q2-75.1%; Q3-77.6%; Q4-80.1%
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ACTION PLAN – PRIORITY #1 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
Ensure every student has access to a rich, diverse and rigorous curriculum.
The staff at FWCAA has grown complacent in using lessons and other instructional material from previous years. Staff assume they have autonomy in deciding on an individual basis what instructional material will be used daily. Although, teachers participate in common planning weekly, after completing walkthroughs there is very little evidence of common planning across grade levels. The absence of an accountability system connected to instructional planning and instructional expectations has also contributed to this problem
Principal Assistant Principal Facilitators Teachers
There will be a shift in instructional planning. Teachers have created a long range plan for instructional units. At the beginning of each unit, each grade level team will review the assessment and unpack the standards. A content lead at each grade level will supply a skeleton lesson plan with the date, standard, do-now and direct instruction completed. The team will spend time during planning selecting strategies for guided practice and selecting appropriate independent practice. This shift in planning structure will allow teachers to spend more time on "how" content is going to be taught. The end goal will be teachers will create and effectively implement lessons that are aligned to the depth of the content standard (internally and externally) for daily rigorous learning with consideration of vertical conversations with different grade levels.
During instructional planning, the school mostly focuses on "what" is being taught and very little focus has been placed on the alignment of instruction and on sharing "how" to teach to meet the rigor of the standards.
Instructional Core Planning and Execution
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ACTION PLAN – PRIORITY #1 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
Focus on teacher practice and systems & processesPerson Completing
Action Timeline Resources Needed / Source
Principal/AP: Selestine Young Adams and Evetta Lawrence-Davis
FWCAA Instructional Expectations
Sept. 2018- June 2019
Clearly identify instructional expectations and develop a system of accountability/support for teachers consistently not meeting the instructional expectation.
NC Revised Standards FWCAA PLC Protocol
October - January 2019
Walkthrough analysis protocol
Classroom Teachers and Facilitators / CoachEach member must review and interpret their understanding of the standards to be discussed. PLCs should leave planning with an agreement regarding the strategies and materials you all will use for the lessons that are taught. PLC members should be prepared and willing to model the strategies and teaching that will occur.
September 2018-June 2019 Checkpoints- Weekly during Admin Team meetings
Principal: Selestine Y. Adams and Kimberly Roberts
Create a walkthrough calendar and establish calendar time to conduct walkthroughs with administrators and facilitators to look for evidence of common planning across grade levels. Each teacher will receive at least one formal or informal walkthrough per week that will include individual or grade level feedback from an administrator or facilitator.
IPA Materials/ModulesAugust 2018-June 2019 Checkpoimts - October 2018 January 2019 March 2019 May 2019
Facilitators: Keisha Boodie, Mary McDonough and Sherry Hannah and Teachers
Clearly identify what students need to know, understand and do to demonstrate mastery of a standard. Before planning, teachers will review the standards in preparation of planning. During PLC meetings, teachers and facilitators will unpack their content standards as well as show how to teach the content to increase the level of rigor for students.
FWCAA Protocol PLC Agendas
August 2018-June 2019 Checkpoimts - October 2018 January 2019 March 2019 May 2019
Principal/AP: Selestine Young Adams and Evetta Lawrence-Davis
Develop a new protocol for instructional planning that outlines changes in facilitator and teacher responsibilities. Facilitators will take the lead of planning and teachers will bring resources for collaboration.
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ACTION PLAN – PRIORITY #1 PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward
Achieving Desired Outcome Potential Adjustments Status at Review Date
Feedback to teachers will provide evidence that strategies and resources are shared and that common rigorous practices occur at every grade level.
As feedback is provided, additional support may be needed for select grade levels and/or individual teachers.
October 2018 November 2018 December 2018 January 2019 February 2019 March 2019 April 2019 May 2019
Based on walkthrough data, lesson plans may need adjusting as identified by administrators and facilitators.
Analyze walkthrough data to ensure consistency across grade levels with internal and external alignment, execution of lessons and that lessons are scaffolded to meet the needs of students.
November 2018 December 2018 January 2019 February 2019 March 2019 April 2019 May 2019
Facilitators may need to support individual teachers with content implementation.
PLC agendas will be created weekly by the facilitators to guide the teachers content planning implementation
September 2018 November 2018 January 2019 March 2019 May 2019
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ACTION PLAN – PRIORITY #2 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
Data Driven Instruction
The DDI process is not being fully implemented with fidelity at each grade level. Teachers are analyzing data but not using data to guide instructional decisions.
Teachers will be able to analyze data and create action plans that provide reteaching and enrichment opportunities. These action plans will address specific targeted subgroups (EC, All, AA) that will be monitored. These subgroups will be proficient which will help in attaining our goal.
Principal Assistant Principal Facilitators Teachers
Most teachers are knowledgeable of certain components of the DDI process (i.e Do Nows, Exit Tickets and global analysis) but need additional support creating action plans and analyzing data deeper by looking at subgroups and individual students.
Every student will graduate with opportunities for meaningful employment and or higher education. Ensure every students has access to a rich, diverse and rigorous curriculum.
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ACTION PLAN – PRIORITY #2 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome
Focus on teacher practice and systems & processesPerson Completing
Action Timeline Resources Needed / Source
~ Data Driven Instruction by Paul Bambrick ~ List of Data Driven tenants to review - Department of Accountability
Sept. 2018- June 2019 and Checkpoints Monthly
December 2018
All staff will be trained on action planning around a data set with one standard as well as multiple standards. Specific attention will placed on responding to students individually and during small group. Administration will develop a monitoring plan to ensure action plans are being implemented with fidelity across the school.
August 2018-May 2019 Checkpoint November 2018
Choose a protocol for analyzing student work to look for alignment and rigor with multiple standards. We will roll out to staff the importance of analyzing student work and how to develop a plan of action from analysis.
Principal/AP: Selestine Young and Evetta Lawrence-Davis
In an effort to meet end of year goals, Title I or Extended Day Funds will be used to provide additional instructional support for targeted students
September 2018-June 2019 Checkpoints- PLC Data Meeting Days
~ ILT Student Work Protocol CC1 Student Work Analysis Protocol IPA Materials
-Title I Budget
Principal/AP: Selestine Young and Evetta Lawrence-Davis, Keisha Boodie (Data Coach)
Principal/AP: Selestine Young and Evetta Lawrence-Davis and Facilitators
According to ESSA targets, First Ward has been designated as a TSI because of SWD. In an attempt to address this. EC teachers will be trained on all tenants of DDI. They will be expected to join a grade level data meeting with a grade level of students they support. They will incorporate all aspects of DDI into their instructional practices.
Principal/AP: Selestine Young and Evetta Lawrence-Davis
September 2018-June 2019 Checkpoints- PLC Data Meeting Days
-EC Subgroup Data (Current and Previous Years)
All staff will participate in a review the tenants of Data Driven Instruction by Paul Bambrick. The Department of Accountability will train staff on how to read and interpret multiple data reports (EVAAS, MAP, and Navigator Portal)
Principal/AP: Selestine Young and Evetta Lawrence-Davis
~ Action Planning process and steps to follow ~ Monitoring document/ Schedule
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ACTION PLAN – PRIORITY #2 PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward
Achieving Desired Outcome Potential Adjustments Status at Review Date
The agendas from PLC data meetings will show evidence of planning for the DDI process.
October 2018 November 2018 December 2018 January 2019 February 2019 March 2019 April 2019 May 2019
Specifically identify when components of the DDI process are discussed and review what staff are expected to accomplish as result of the discussion .
PLCs will create data driven action plans based on the needs of individual students as well as small groups.
Provide additional feedback on the action planning process as needed for each PLC.
December 2018 January 2019 February 2019 March 2019 April 2019 May 2019
September 2018Construct a monitoring plan that will be shared with all PLCs to ensure implementation of the DDI process.
Add additional monitoring and opportunities for feedback to teams as needed.
October 2018The agendas from PLC data meetings will reflect an analysis of subgroup data.
Might be necessary to specifically identify and target subgroups from various PLCs.
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ACTION PLAN – PRIORITY #3 Continuous Improvement Plan Focus Area (Big Rock):
School’s Priority: Given the goals identified, what problem needs to be addressed to achieve these goals?
School Leader Responsible:
Desired Outcome: What will be different if you are successful in addressing this priority?
Root Cause(s) to Address Hypothesis of Priority: What do you believe is at the heart of this problem? What evidence do you have to support this hypothesis?
CMS Strategic Plan 2024 Focus Area Alignment:
Climate and Culture
We have introduced Restorative Practices and No Nonsense Nurturing. All staff will need to maintain a focus on building relationships while maintaining a disciplined environment that is directly related to academic achievement.
All staff will be more consistent with addressing behaviors across the building. Teachers will be able to spend more time teaching and less time discipling students.
Principal Assistant Principal Facilitators Teachers
Lack of consistent processes school wide and limited accountability from staff.
Increase social and emotional supports for students so that they can thrive in school. Ensure every students has access to a rich, diverse and rigorous curriculum.
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Focus on teacher practice and systems & processes
ACTION PLAN – PRIORITY #3 ACTIONS Critical Action to Address Root Cause & Achieve Desired Outcome Person Completing
Action Timeline Resources Needed / Source
Revise and edit school wide behavior plan. Each PLC will provide input on expectations and consequences for students. Staff will be able to address student behaviors and hold students and themselves accountable.
Principal/AP: Selestine Young and Evetta Lawrence-Davis, Behavior Team, Teachers
August 2018- June 2019
~ Current Behavior Plan ~ No Nonsense Nurturing training materials ~ Restorative Practice workbook and training materials Nonsense Nurturing training materials ~ Restorative Practice workbook and training materials
For the 2018-2019 school year, a Students Success Committee along with the Student Leader Committee will work on increasing school wide recognitions that focuses on acknowledging student behavior.
September 2018- June 2019
Student Success and Student Leader Committee
~ List of Committee Responsibilities~ Committee Minutes~ School Calendar
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Indicator Review Date Achieving Desired Outcome
ACTION PLAN – PRIORITY #3 PROGRESS MONITORING Evidence to Determine Progress To
ward Potential Adjustments Status at Review Date
~ Ensure that parents and other stakeholders are aware of the celebrations~ Identify additional avenues for acknowledging when individual and groups of students should be celebratedCommittee notes and the committee's agenda will reflect the dates of planned activities and student celebrations.September
2018-June 2019
~Provide strategies and support for the grade levels or individual teachers whohave an increse in the nubmer of referals~Compare data by PLCDecrease the number of out of school and in school suspensions by 20% when comparing 2018-2019 data to 2017-2018 data.
October 2018 and Monthly Checkpoints
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STATE AND LOCAL REQUIRED PLANS Duty-Free Lunch The NC SBE’s statutory provision 115C-105.27 (b) (6) requires all schools to include a plan to provide a duty-free lunch period for every teacher on a daily basis or as otherwise approved by the SIP.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Make changes to schedule to ensure that duty free lunch is provided for all teachersCopy of Master ScheduleAugust 2018Revisit the school's PD planCopy of Professional Development (PD) Plan
Request behavior Team to edit the Behavior PlanSeptember 2018
Copy of School-wide behavior and additional behavior resources that have introduced for the 2018-2019 school yearOctober 2018Identify if lunch monitor plans to remain in the role throughout the school yearLunch Monitor is hired at reports to workSeptember 2018
~ Master ScheduleAugust 2018-January 2019Establish a common lunch period for each PLC & communicate any changes to all stakeholders when changes in scheduling is necessary Principal and Assistant Principal
~ Copy of PD calendar~ List of newly implemented behavior resourcesAugust 2018-January 2019Principal,
Teachers Train staff to implement new behavior support practices - No Nonsense Nurturing and Restorative Practices that are reinforced in the cafeteria during lunch (i.e zero voice level, entering and exiting expectations, etc.)
~ Copy of the Behavior Playbook~ Copy of additional behavior resources introduced for the 2018-2019August 2018-
Behavior Support Team, All Staff
Review and implement school - wide behavior plan
List of Lunch Monitor's ResponsibilitiesAugust 2018 - June 2019
PrincipalHire a lunch monitor to supervise students in the cafeteria.
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STATE AND LOCAL REQUIRED PLANS Duty-Free Instructional Planning Time for Teachers
The NC SBE’s statutory provision 115C-105.27 (b) (7) requires a plan to provide duty-free instructional planning time for every with the goal of providing an average of at least 5 hours of planning time a week. [Note that the statute referenced provides that all classroom teachers are to be provided duty-free instructional planning time during regular student contact hours, to the extent that the safety and proper supervision of student may allow.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONTORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Continue to monitor PLC meetings to ensure that meetings are not interrupted. PLC are engaged in two (2) 90 minute planning sessions between Days 1-6August 2018
~ Master Schedule~ Special Area Teacher SchedulesAugust 2018-September 2019PrincipalProvides Special Area Teachers with 45 minutes of PLC planning time
~ Master Schedule~ Individual Teacher SchedulesAugust 2018-September 2019PrincipalAllot four days of planning for 45 minutes for each PLC
August 2018-September 2019 ~ Master Schedule~ Special Area Teacher SchedulesSpecial Area TeachersSpecial Area Teachers transition students to their second special on the 90 minute planning days
~ Master Schedules~ Individual Teacher SchedulesAugust 2018PrincipalImplement two consecutive special area classes that allow teachers to have two 90 minute planning sessions
August 2018 Classroom Teachers are able to plan as Special Area Teachers supervise students as they transition on double special area dayss Submit transition plan to principalAugust 2018 Teachers have three additional days of planning and one flexible planning day Remind staff of the purpose of each additional day of planningAugust 2018 Special Area Teachers have a common Team Planning or a 45 minute block of planning each day of the week Revisit Master Schedule
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STATE AND LOCAL REQUIRED PLANS Bullying Prevention
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
ACTIONS
Critical Action to Address Root Cause & Achieve Desired Outcome Focus on teacher practice and systems & processes
Person Completing
Action Timeline Resources Needed / Source
PROGRESS MONITORING Indicator
Review Date Evidence to Determine Progress Toward Achieving Desired Outcome Status Potential Adjustments
Staff training conducted by the SS team providing information and strategies to teachers on Bullying Prevention in the classroom.
Zahil Caraballo, Dr. Endora Crawford
October 2018-November 2018
stopbullying.org; CMS Bullying Prevention Specialist
October Bullying Prevention Month activities (Bullying/Harassment information via closed circuit, BP Door Decorating Contest, Bullying Prevention week [Oct.29 - Nov.2])
Zahil Caraballo, Jon Concelman (Bully Prevention Specialist)
October 2018
stopbullying.org; PACER's National Bullying Prevention Center
K-5 Bullying Prevention Guidance Lessons Zahil Caraballo
October 2018 to November 2018
stopbullying.org; PACER's National Bullying Prevention Center
Title IX Classroom Lessons Classroom teachers, Stephanie McKinney
September 2018
Title IX Lesson Plans
School Wide Character Traits Activities - January "Kindness Challenge" for Stomping Out Bullying Through Kindness; Implement Leader In Me Celebrations
Zahil Caraballo, Classroom teachers, Student Success Committee
September 2018-January 2019
randomactsofkindness.org; stopbullying.org; "How filled is your bucket?" children's book
November 2018 Increase in the number of students who receive Soar Tickets and Verbal Recognition about bully prevention Conduct individual and small group counseling to student as needed
December 2018 Decrease in the number of students need individual or small group counseling due to bullying or due to being bullied Identify resources from Bully Prevention Specialist
September 2018 Title IX lessons will aid students in better understanding individual differences Increase the number of lessons in select classrooms