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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 Elizabeth Lane Elementary School Improvement Plan Report

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Elizabeth Lane Elementary Contact Information School: Elizabeth Lane Elementary Courier #: 382

Address: 121 Elizabeth Lane Phone Number: 980-343-5700

Matthews, NC 28105 Fax Number: 980-343-5704

Learning Community: South School Website: http://schools.cms.k12.nc.us/elizabethlaneES/Pages/Default.aspx

Principal: Crystal Lail

Learning Community Superintendent: Avery Mitchell

Elizabeth Lane 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 Crystal Lail [email protected] 9/2014 Assistant Principal Representative Laura Bentley [email protected] 9/2013 Teacher Representative Leia Hurst

Amanda Brock Noelle Osborne

[email protected] [email protected] [email protected]

9/2016 8/2014 9/2016

Inst. Support Representative Amanda Daniels [email protected] 8/2017 Teacher Assistant Representative Londa Wilson [email protected] 8/2014 Parent Representative Emily Synder [email protected] 9/2016


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Parent Representative Francesca Totty [email protected] 8/2015 Parent Representative Justin Reese [email protected] 9/2016 Parent Representative Kathy Brown [email protected] 9/2016 Parent Representative Marty Metzel [email protected] 8/2015 Parent Representative ML Stewart [email protected] 8/2015 Parent Representative Stephanie Stallings [email protected] 8/2017

Vision Statement

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

School: ALL children are valued and respected members of the ELE family. We support our students’ diverse needs with high expectations for academic growth.

Mission Statement

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

School: ELE students are supported through a strong school partnership between families and school. We use best instructional practices to promote high academic growth and model excitement for learning. We provide a well-rounded curriculum that helps students develop healthy habits and appreciation for the arts. Our safe and nurturing culture helps students develop leadership, personal accountability, and strong character.

Elizabeth Lane Elementary School Shared Beliefs ● Children learn best when they feel loved, safe, and that mistakes are acceptable● Every child learns differently and we must teach them in a way that meets their needs.


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● All students backgrounds should be respected and we must work together to support them.

Elizabeth Lane Elementary School SMART Goals ● Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate

college- and career-ready ● 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.

● At Elizabeth Lane Elementary School, the percentage of students demonstrating proficiency on the Reading EOG will increase 5% from 85% in 2016-2017 to 90% in 2017-2018. The number of students demonstrating proficiency on Reading 3D in grades K-2 will increase by 5% from 85% in 2016-2017 to 90% in 2017-2018.

● At Elizabeth Lane Elementary School, the number of students demonstrating proficiency on the Math EOG will increase 2% from 91% in 2016-2017 to 93% in 2017-2018

● At Elizabeth Lane Elementary School, the number of students demonstrating proficiency on the Reading EOG in the lowest performing subgroups will increase 10% (EC from 31.6% to 41.6%, LEP from 52.2% to 62.2%, and EDS from 54.7% to 64.7%.


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Elizabeth Lane Elementary Assessment Data Snapshot

Assessment Subgroup2016-2017 2015-2016 2014-2015 2013-2014 2012-2013

% GLP % CCR % GLP % CCR % GLP % CCR % GLP % CCR % GLP % CCR

Grade 03 EOG Composite All 92.8 85.9 89.9 84.1 90.5 83.8 89.4 80.8 77.0

Grade 03 EOG Math All 95.2 89.9 91.3 86.7 94.5 89.0 89.1 80.1 77.6

Grade 03 EOG Reading All 90.4 81.9 88.4 81.5 86.6 78.7 89.7 81.4 76.4







Grade 05 EOG Science All 91.2 85.0 94.4 90.7 90.4 83.1 88.2 80.7 86.7

School EOG Reading Composite All 85.0 74.6 86.0 79.2 86.0 78.1 85.1 75.9 76.8

School EOG Math Composite All 91.0 86.8 89.3 85.9 90.7 86.4 84.5 78.1 80.2

School EOG Science Composite All 91.2 85.0 94.4 90.7 90.4 83.1 88.2 80.7 86.7

EOG Composite All 88.5 81.3 88.6 83.7 88.6 82.4 85.4 77.6 79.7

School Composite All 88.5 81.3 88.6 83.7 88.6 82.4 85.4 77.6 79.7


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

Participation Denominator 577 0 84 30 41 13 409 67 33 38 197

Participation Percent 100 0 100 100 100 0 100 100 100 100 100

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

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



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

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



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


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Elizabeth Lane Elementary Profile Elizabeth Lane Elementary School is located within the town limits of Matthews, NC, about 15 miles southeast of Charlotte. Elizabeth Lane is a neighborhood school with a population of 1,090 students in kindergarten through fifth grade. Racial and religious diversity are represented in our school with 67.7% white students, 5.1% African American students, 17.4% Asian students, 0.3% Native American, and 2.5% Multi-racial. Students with Disabilities represent 5.1% of the student population and 17.6% of students in grade 3-5 are identified as gifted. There are eight kindergarten classes, nine first grade classes, nine second grade classes, nine third grade classes, seven fourth grade classes and seven fifth grade classes. Class size averages are 20 for K-3 and 27-30 in fourth and fifth grades.

Over 80% of teachers have three or more years of experience, 54.4% have advanced degrees, and 25% are National Board Certified. Twelve instructional teacher assistants support classroom instruction. Support staff includes two full-time art, music and PE teachers, two counselors, school nurse, media specialist, literacy facilitator, three full time EC resource teachers, one EC assistant, two Talent Development teachers, one speech/language pathologist, full time ESL teacher, and a shared School Psychologist. An After-School staff provides childcare for more than 100 students each day.

Elizabeth Lane Elementary staff and students is supported by a very active PTA. Our school has been recognized by the state of North Carolina for high performance and meeting growth expectations. Partnerships with Providence High School, Matthews Police Department DARE program, Butler High School Dream Team, and other community organizations help to support the academic, social and emotional growth of our students. The School Leadership Team meets throughout the school year to help develop the School Improvement Plan, monitor the progress of all students and solve any school-wide issues.


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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/quality appraisals Data Used: Insight survey, Teacher Working Conditions Survey

Strategies (determined by what data)

Point Person

Evidence of Success (Student Impact)

Funding

Personnel Involved

Timeline

1. Design a schedule for lunch periods for each class ● Work with representatives

from each grade level on Master Schedule Committee to create with school schedule

● Publish lunch times and establish table assignments for each grade level and classroom

Crystal Lail (Principal) Laura Bentley (Assistant Principal) Missy McFarlane (Dean of students)

Student behaviors in the cafeteria will be appropriate resulting in few concerns expressed about the noise in the cafeteria and reduction in referrals from lunchtime issues.

N/A Administrators Cafeteria Manager Teachers Teacher Assistants

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018

2.Hire and train lunch monitors ● Utilize interview committee

to identify lunch monitors ● Provide training and written

expectations (with a map of cafeteria for monitors

Bentley McFarlane

Student behaviors in the cafeteria will be appropriate resulting in and reduction in referrals from lunchtime issues

N/A Dean of Students Nurse Lunch Monitors

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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3. Create schedule for lunch monitors and teacher assistants to follow for student supervision with administrative support ● Assign specific areas and

tasks for lunch monitors and teacher assistants in the cafeteria

● Assign administrative support in cafeteria to help with supervision

Lail Bentley McFarlane

Student behaviors in the cafeteria will be appropriate resulting in few concerns expressed about the noise in the cafeteria and reduction in referrals from lunchtime issues

N/A Administration Teacher Assistants Lunch Monitors

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018

4. Educate and model for students on cafeteria expectations ● Conduct opening of the

year cafeteria expectations talk on WELS (school announcement system)

● Teachers model and reinforce positive behaviors in the cafeteria


Student behaviors in the cafeteria will be appropriate resulting in few concerns expressed about the noise in the cafeteria and reduction in referrals from lunchtime issues

N/A Administration Teachers Teacher Assistants Lunch Monitors

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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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: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate college and be college ready.

Strategic Plan Focus Area: College and career readiness Academic growth/high academic achievement Access to rigor Closing achievement gaps

Data Used: Common Assessment Data, EOG, MAP, Reading 3D, Teacher Surveys


Point Person

Evidence of Success

Funding

Personnel Involved

Timeline (Start—End) Interim Dates

1. Through master schedule and special area class assignments, each teacher will have daily planning.

• Collaborate with schedule committee to determine instructional blocks, special area blocks, as well as lunch and recess assignments

● Develop schedule to

Lail (Principal) Bentley (AP) McFarlane (Dean of Students) Daniels (Literacy Facilitator)

Increased student growth as measured by formative and summative common assessments Formal teacher observations Staff retention and morale increases

Funding from state budget for special area classes that allow for planning time

Admini-strators Instructional Assistants Teachers

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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provide teachers with a minimum of 50 minutes/day of planning time

2. Each grade level will have common planning scheduled a minimum of four days a week ● Common Planning during

special area times ● Create a schedule for

classroom guidance and technology to provide for planning time during open specials times


Increased student growth as measured by formative and summative common assessments Formal teacher observations Staff retention rate maintains at less than 8%

State budget for special area classes that allow for planning time

Administrators Teachers

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018

3. Each grade level will have two ninety minute team planning meetings each month and at least one half-day planning per quarter to analyze data and plan instruction ● Facilitate an additional 90

minutes planning every other week which gives an additional 3 hours of planning per month beyond the daily 50 minutes

● Common agenda for planning

Lail Bentley McFarlane Daniels

Increased student growth as measured by formative and summative common assessments Formal teacher observations Staff retention and morale increases

PTA and County PD funding for substitutes $7,000

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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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: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: Physical safety Social and emotional health

Data Used: Student Surveys, office referrals

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

Point Person (title)


Funding (estimated cost / source)

Personnel Involved

Timeline (Start—End) ● Interim

Dates

1. Bully Prevention ● Establish a BP taskforce-A

taskforce is created to assist in the implementation and communication of BP efforts. The following stakeholders will be included: School administrator, BP liaison, parent(s), student(s), counselor, teacher(s), other as indicated by principal

● Initiate school-wide bullying prevention month activities. This is a national event that will help establish school culture and set tone for rest of

Lail (Principal) Bentley (AP) McFarlane (Dean of Students) Ott (Counselor) Schwickerwrath (Counselor)

A task force representing all stakeholders establishes clear objectives and modifies school-wide plan throughout the school year to meet the needs of students. Instructional activities (Leader in Me lessons) will promote student integration, a culture of respect and awareness of the impact of bullying on

Student rewards and incentives $1,000 from school pictures commission

Administration Counselors Teachers Teacher assistants

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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year ● Utlize Steps for Success

curriculum in targeted classrooms and for small groups

● Second semester bullying prevention activities will include bullying prevention during character education lessons

● Reward positive behavior choices through monthly classroom behavior program

● Address specific bullying topics through the DARE Program (5th grade)

● Teach the Leader in Me 7 Habits in classrooms

● Create leadership opportunities for all students

● Teach Title IX lessons in each grade level

victims Discipline referrals related to bullying and school environment continues to decrease due to safe school environment.

2. Character Education ● Establish character education

committee that oversees bullying prevention and character education curriculum

● Present, teach, and model the


Instructional activities (Leader in Me lessons) will promote student integration, a culture of respect and awareness of the impact of bullying on

Leadership badges, funding for student service projects

All Staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018


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Leader in Me habits ● Reward students and classes

that demonstrate the habits monthly

● Create and encourage leadership opportunities for all students

Ott Schwickerath

victims Discipline referrals related to bullying and school environment continues to decrease due to safe school environment.

$1,200 PTA funding

4/18/2018

3. Healthy Active Child 30 min. ● Through the master

schedule committee, a schedule will be developed where all classes receive 30 minutes of physical activity daily

● Expectations will be established for supervision for recess areas

● Plans will be set by team for indoor activities on inclement weather days and when recess cannot be held outdoors

● Purposeful movement in the classroom strategies will be shared and implemented in the classroom.

Lail Bentley McFarlane Sluder (PE teacher) Brock (PE teacher)

Students will participate in recess for 30 minutes every day outside of the schedule PE class. Students will demonstrate healthy living skills and promote active lifestyles

Equipment for recess and indoor physical activities

All staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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4.School Health Team ● Establish school health team

to plan school-wide activities to promote healthy living

● Schedule walk to school events (3 per year) to promote healthy living and activities within the community

● Request healthy snacks

Lail Sally Pruden (school nurse) Mandy Brock and Anne Sluder

There will be an increase in the number of families that participate in the walk to school events. Students demonstrate healthy living activities and eating in lunch, recess, class parties, snack, and school activities

N/A All Staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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SMART Goal (4): At Elizabeth Lane Elementary School, the percentage of students demonstrating proficiency on the Reading EOG will increase 5% from 85% in 2016-2017 to 90% in 2017-2018. the number of students demonstrating proficiency on Reading 3D in grades K-2 will increases by 5% from 85% in 2016-2017 to 90% in 2017-2018.

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

Strategic Plan Focus Area: I. College- and career- readiness II. Academic growth/high academic achievement III. Access to rigor

Data Used: Quarterly Assessments, Reading 3D, EOG, MAP


Point Person


Funding

Personnel Involved


Dates1.Schedule daily planning as well as common grade level planning ● Planning time built into

master schedule with each teacher will having daily planning

● Each grade level will have a minimum of four common planning sessions scheduled per week

● Each grade level will have a 90 minute planning bi-monthly for data analysis

Lail (Principal) Bentley (AP) McFarlane (DOS) Daniels (Literacy Facilitator)

Increased growth as measured by formative and summative common assessments Formal teacher observations

No funding needed-in house PD

All Staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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2. Analyze formative and summative assessment data in order to develop appropriate instructional strategies for all children in Reading ● Revise common core

standards aligned pre-assessments that provide usable data needed to effectively differentiate instruction

● Analyze data reflecting student learning and plan instruction accordingly

● Identify student needs and abilities to inform instructional grouping

● Assess student learning and employ flexible grouping

● Through Reader’s Workshop, teachers will provide differentiated instructional strategies in reading, utilize computer-based programs, as well as integrate other forms of technology and various

Lail, Bentley, McFarlane Daniels Eve Wallwork (Intervention teacher) Robison/Lloyd (TD Catalyst teachers) Payne/Walker/Waterstreet (EC teachers) Brabson (ESL teacher)

Increased growth as measured by formative and summative common assessments IEP progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved portfolio work samples Formal teacher observations

Extended day funds

All staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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resources from the facilitator to supplement instruction in order to meet students’ needs

● Utilize instructional assistants and academic intervention teacher to meet with skills-based groups of students in literacy

● Utilize provide SOAR time to target needs of individual students

● Facilitate professional development regarding text complexity, close reading, guided reading, explicit writing instruction in response to reading, academic conversations, and skill lessons in response to student data

● Research strategies to target male students’ interest in literacy


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3. Analyze data to monitor the progress of all students in kindergarten through second grade ● Revise common

assessments ● Utilize Reading 3D and

grade level common assessments to identify student learning needs and plan instruction accordingly

● Analyze data reflecting student learning and plan instruction accordingly ○ Reading 3D ○ Compass Learning ○ MAP (3-5) ○ Reading A-Z/Raz

Kids ○ Guided Reading ○ Reader’s Workshop

conference notes ○ Lexile Level Growth


● Assess student learning and employ flexible

Lail, Bentley, McFarlane Daniels Wallwork

IEP progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved portfolio work samples Formal teacher observations

K-2 staff 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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grouping ● Based on data analysis,

teachers will provide differentiated instructional strategies, utilize computer based programs, as well as integrate other forms of technology and various resources from the Facilitator to supplement instruction in order to meet students’ needs

● Provide explicit writing in response to reading

● Provide targeted support for at risk readers during SOAR time and use of North Star Volunteers

4. Analyze data to monitor the progress of all students in Third-Fifth Grade ● Revise Common

Assessments ● Utilize MAPS, Reading 3D

(3rd grade), running records, and grade level common assessment to identify student learning

Lail, Bentley, McFarlane Daniels Wallwork 3-5 Literacy Teachers

Increased growth as measured by formative and summative common assessments IEP progress-progress towards goals ESL Progress-improved proficiency scores

Extended Day funds

3-5 Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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needs and plan instruction accordingly

● Use data analysis protocols and plan instruction accordingly ○ Reading 3D-3rd only ○ Reading A-Z/Raz

Kids ○ MAP ○ Aimsweb ○ Compass Learning ○ Guided Reading ○ Reader’s workshop

conference notes ○ Google Classroom ○ NewsELA ○ Lexile Level Growth



● Based on data analysis, teachers will provide differentiated instruction strategies, utilize computer-based programs, as well as

TD Progress-improved portfolio work samples Formal teacher observations


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integrate other forms of technology and various resources from the Facilitator and extended day tutor to supplement instruction in order to meet students’ needs

● Provide targeted support for at risk readers in 3rd-5th grades during SOAR time

● Provide opportunities for Close Reading, text dependent questions, and academic conversations

5. Identify students who are not on track to meet grade level benchmarks and provide targeted interventions and support ● Create classroom

intervention plans with academic contracts

● Conduct parent conferences

● Incorporate remediation and enrichment activities during Reader’s Workshop and literacy block

● Develop small group

Lail, Bentley, McFarlane Daniels Wallwork Payne/Walker/Waterstreet Brabson

Increased growth as measured by formative and summative common assessments IEP progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved portfolio work samples

Extended day funds

Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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sessions for students who need additional support

● Use technology devices and programs to enhance student learning

● Provide intervention/enrichment support during SOAR time 4 days a week

Formal teacher observations


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SMART Goal (5): At Elizabeth Lane Elementary School, the number of students demonstrating proficiency on the Math EOG will increase 2% from 91% in 2016-2017 to 93% in 2017-2018.

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

Strategic Plan Focus Area: I. College- and career-readiness II. Academic growth/high academic achievement III. Access to rigor

Data Used: Quarterly Assessments, MAP, EOG, Compass Learning Math Assessments





Personnel Involved


Dates

1. Schedule daily planning as well as common grade level planning ● Through master schedule

and special area class assignments, each teacher will have daily planning

● Each grade level will have common planning scheduled a minimum of four days a week

● Each grade level will have a 90 minute planning every other week to analyze data and plan instruction

Lail, Bentley, McFarlane, Daniels

Increased proficiency as measured by MAP and common math assessments Formal teacher observations

$1,800 District PD funds for substitute teachers

Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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2.Analyze formative and summative assessment data in order to develop appropriate instructional strategies for all children in math. ● Utilize the district and

Pearson enVision assessments for data needed to effectively differentiate instruction

● Analyze data reflecting student learning and plan instruction accordingly.



● Through common planning and data analysis, teachers will provide differentiated instructional strategies, utilize computer-based programs, as well as integrate other forms of technology and various resources from the

Lail, Bentley, McFarlane Daniels Robison/Lloyd Payne/Walker/Waterstreet Brabson

Increased growth as measured by MAP and common Quarterly assessments IEP Progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved portfolio work samples Formal teacher observations


Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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facilitator to supplement instruction in order to meet students’ needs

3. Analyze data to monitor the progress of all students in kindergarten through second grade ● Utilize MAP and common

quarterly assessment to identify student learning needs and plan instruction accordingly

● Analyze data reflecting student learning and plan instruction accordingly ○ MAP ○ Aimsweb ○ Pearson enVision

assessments ○ District/School

Common Assessments


● Assess student learning

Lail, Bentley, McFarlane Daniels Wallwork K-2 teachers


$1,800 in District PD Funds

K-2 Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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and employ flexible grouping

● Based on data analysis, teachers will provide differentiated instructional strategies, utilize computer-based programs (Dreambox, Compass Math, Xtramath, enVision online platform), as well as integrate other forms of technology and various resources from the facilitator to supplement instruction in order to meet students’ needs in math.

4. Analyze data to monitor the progress of all students in Third through fifth grade ● Develop/revise common

assessments ● Utilize the district and

Pearson enVision assessments

● Utilize MAP and common assessments to identify student learning needs and plan instruction accordingly

Lail, Bentley, McFarlane 3-5 teachers

Increased growth as measured by MAP and common Quarterly assessments IEP Progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved

$1,800 District PD funds

3-5 Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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● Analyze data reflecting student learning and plan instruction accordingly ○ MAP ○ Aimsweb ○ Pearson enVision

assessments ○ School and District

assessments ● Identify student needs and

abilities to inform instructional grouping


● Based on data analysis, teachers will provide differentiated instructional strategies, utilize computer-based programs (Dreambox/Compass Math, Pearson enVision online platform), as well as integrate other forms of technology and various resources from the facilitator to supplement instruction in order to meet

portfolio work samples Formal teacher observations


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students’ needs in math.

5. Identify students who have scored below grade level and provide targeted interventions and support. ● Create academic

intervention plans ● Conduct parent

conferences ● Incorporate remediation

and enrichment activities during math workshop

● Develop small group sessions for students who need additional supports

● Use technology devices to enhance student learning

Lail, Bentley, McFarlane Daniels Wallwork Payne/Walker/Waterstreet Brabson K-5 Teachers


$1,800 District PD funds

Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


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SMART Goal (6): At Elizabeth Lane Elementary School, the number of students demonstrating proficiency on the Reading EOG in the lowest performing subgroups will increase 10% (EC from 31.6% to 41.6%, LEP from 52.2% to 62.2%, and EDS from 54.7% to 64.7%.

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

Strategic Plan Focus Area: Closing achievement gaps Data Used: Quarterly assessments, IEP Goal Progress, EOG, MAP, Reading 3D (K-3)





Personnel Involved


Dates

1. Analyze formative and summative assessment data in order to develop appropriate instructional strategies for EC and LEP students in Reading ● Develop and utilize

common core standards aligned assessments that provide usable data needed to effectively differentiate instruction

● Analyze data reflecting student learning and plan instruction accordingly

● Identify student needs and


Increased growth as measured by MAP and common Quarterly assessments IEP Progress-progress towards goals ESL Progress-improved proficiency scores TD Progress-improved portfolio work samples Formal teacher

No funding needed-in-house and district PD

Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


33



● Based on data analysis, teachers will provide differentiated instructional strategies, utilize computer-based programs, as well as integrate other forms of technology and various resources from the facilitator to supplement instruction in order to meet students’ needs in Literacy

● Implement inclusive practices for exceptional needs as well as second language students in grades K-5 in order to provide challenging curriculum

● Utilize instructional assistants to meet with skills-based groups of students

● Facilitate professional

observations


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development on co-teaching and SIOP practices for EC and ELL students

● Utilize the scheduled SOAR time for skill groups for targeted students

2.Analyze data to monitor the progress of all students in kindergarten through second grade ● Develop common

assessments ● Utilize Reading 3D and

grade level common assessments to identify student learning needs and plan instruction accordingly

● Analyze data reflecting student learning and plan instruction accordingly ○ Reading 3D ○ Compass Learning ○ MAP (3-5) ○ Reading A-Z/Raz

Kids ○ Guided Reading ○ Reader’s Workshop

Lail, Bentley, McFarlane Daniels Wallwork Payne/Walker/Waterstreet Brabson K-2 teachers



K-2 faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


35

conference notes ○ Lexile Level Growth



● Based on data analysis, teachers will provide differentiated instructional strategies, utilize computer based programs, as well as integrate other forms of technology and various resources from the Facilitator to supplement instruction in order to meet students’ needs

● Provide explicit writing in response to reading

● Provide targeted support for at risk readers during SOAR time and use of North Star Volunteers (2nd grade)


36

3. Analyze data to monitor the progress of all students in Third-Fifth Grade ● Develop Common

Assessments ● Utilize MAPS, Reading 3D

(3rd grade), running records, and grade level common assessment to identify student learning needs and plan instruction accordingly

● Analyze data reflecting student learning and plan instruction accordingly ○ Reading 3D-3rd only ○ Reading A-Z/Raz

Kids ○ MAP ○ Aimsweb ○ Compass Learning ○ Guided Reading ○ Reader’s workshop

conference notes ○ Google Classroom ○ NewsELA ○ Lexile Level Growth

● Identify student needs and




K-5 Faculty 8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018


37



● Based on data analysis, teachers will provide differentiated instruction strategies, utilize computer-based programs, as well as integrate other forms of technology and various resources from the Facilitator and extended day tutor to supplement instruction in order to meet students’ needs

● Provide targeted support for at risk readers in 3rd-5th grades during SOAR time

● Provide opportunities for Close Reading, text dependent questions, and academic conversations


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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: Quarterly assessments, IEP goal progress, EOG, MAP, REading 3D





Personnel Involved


Dates

1. Common assessments ● Administer common

assessments each quarter ● Analyze data from common

assessments to drive instruction

● Plan remediation or enrichment based on data analysis

● Study and create action plans for identified problems of practice

Lail, Bentley, McFarlane, Daniels

Increased student proficiency due to mastery learning approach Increased student proficiency due to alignment of assessment to standards

No cost, PD and work sessions scheduled on district early release days

School leadership, ILT team, K-5 teachers

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018

2. Data disaggregation ● Analyze data for individual

students by standard ● Create action plans for

individuals, small groups,

Lail, Bentley, McFarlane, Daniels, Wallwork

Increased student proficiency due to mastery learning approach

None K-5 teachers, EC and TD team, ESL

8/2017-6/2018 10/18/2017 12/6/2017


39

whole group based on data analysis

2/7/2018 4/18/2018

3. Flexible grouping ● Provide PD to K-3 teachers

on guided reading and flexible grouping based on sills/reading behaviors

● Review data with 3-5 teachers after interim assessments to review placement and plan for regrouping

● Review data from intervention groups monthly to adjust grouping and plans as needed


Increased student proficiency due to differentiation of instruction

None K-5 teachers

8/2017-6/2018 10/18/2017 12/6/2017 2/7/2018 4/18/2018

4. Additional learning opportunities ● Use SOAR time to provide

additional support to students at all levels

● Utilize extended day funds to provide additional support to students


Increased student proficiency due to differentiation of instruction

None All staff 8/2017-6/2018


40

5. Late and make-up work ● Late work (not as a result

of an excused absence) will result in a 5 point per day deduction

3-5 teachers Increased student accountability for assignments Increased student proficiency as a result of teacher monitoring of student work

None 3-5 teachers

8/2017-6/2018

6. Grade reporting ● Students who score below

at 70% on a formal assessment will be given the opportunity to retest following additional practice/instruction

● Teachers will post grade for assignments in Parent Portal within five days of due date (10 days for major projects)

● Teachers will provide parents with a mid quarter progress report and quarterly report card

3-5 teachers Increased student proficiency as a result of teacher monitoring of student work

None 3-5 teachers

8/2017-6/2018


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Elizabeth - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting ● Maximum Teaching Load and Maximum Class Size (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

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.

(Start—End)


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