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School Improvement Plan
2015-2016 2015-2016 through 2016-2017
School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.
Draft Due: September 28, 2015 Final Copy Due: October 26, 2015
2015-2016 Huntersville Elementary School Improvement Plan Report
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Huntersville Elementary Contact Information
School: Huntersville Elementary
Courier Number: 420
Address:
200 Gilead Rd
Phone Number: 980-343-3835
Huntersville, NC 28078 Fax Number:
980-343-6954
Learning Community
North School Website:
http://schools.cms.k12.nc.us/huntersvilleES/Pages/Default.aspx
Principal: Jeff Ruppenthal
Learning Community Superintendent: Dr. Matt Hayes
Huntersville Elementary School Improvement Team Membership From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”
Committee Position Name Email Address Date
Elected
Principal Jeff Ruppenthal jeffrey.ruppenthal@cms.. Aug.
2014
Assistant Principal Representative Stephanie Ennis Stephanie.ennis@cms... Aug.
2001
Teacher Representative Jennifer Goonan Jenniferj.goonan@cms. Aug.
2012
Teacher Representative Jennifer Johnson Jenniferm.johnson@cms... Aug.
2013
Teacher Representative Kim Chaiken Kimberlyc.chaiken@cms... Aug
2015
Inst. Support Representative Cindy Callahan Cynthia.callahan@cms.... Aug.
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2015
Teacher Assistant Representative Tracy Russell Tracy.russell@cms..... Aug.
2012
Parent Representative Amy Hutchison [email protected] Aug.
2012
Parent Representative Sonnet Bonelli [email protected] Sep.
2014
Parent Representative Denise Cusick [email protected] Aug.
2011
Parent Representative Debra Cassidy [email protected] Aug.
2015
Parent Representative Joanna Kunz [email protected] Aug.
2013
Vision Statement
District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and
productive life.
School: We, at Huntersville Elementary will collectively, as a school, develop ways to motivate our students to learn. We
will model respect and courtesy at all times and monitor the behavior of students to ensure an optimal climate for learning.
We will improve daily/weekly planning and work as teams at each grade level to better facilitate instruction. We will
provide a caring and nurturing environment to ensure students reach their full potential.
Mission Statement
District: The mission of CMS is to maximize academic achievement by every student in every school.
School: Huntersville Elementary is a learning place of high expectations where students, staff, parents and the
community work toward the common goals of academic excellence, positive self-esteem, personal responsibility and
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respect for self and others. We will challenge the individual to reach his/her full potential within a safe and supportive
environment.
Huntersville Elementary Shared Beliefs
Caring and inclusive environment
Character Education
Academic and Emotional Needs Addressed
Emphasis on Safety
Supportive Environment/Risk Taking for students
Family Atmosphere and Involvement
Encouragement and Support of Teachers
Challenging Curriculum
Celebration of Creative Teaching and Learning
Differentiated/Instruction
High Expectations at School and at Home
Encouraging Independence for Learners
Huntersville Elementary SMART Goals Provide a duty-free lunch period for every teacher on a daily basis.
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at
least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular
student contact hours.
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing
behaviors.
Increase students at or above the grade level mean by 10 percentage points in reading for all 2nd grade students as measured by MAP from
81% at or above grade level to 91%, and for all 3-5 students from 73.4% CCR to 83.4% CCR as measured by 2015-16 EOG scores.
Increase proficiency in reading for all students in our lowest performing subgroups: Increase the proficiency for our 3-5 EC students from 42%
GLP to 52% GLP as measured by EOG scores and raise our average % of 3-5 Hispanic students at or above grade level from 43.4% CCR to
54% as measured by EOG scores.
Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade
level.
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Huntersville Elementary Assessment Data Snapshot
Huntersville Elementary School
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Reading ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG
Participation Denominator 383 3 13 41 55 7 263 94 17 32 90
Participation Percent 99 0 0 100 96 0 100 99 0 97 100
Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met
Proficiency Denominator 363 3 12 35 52 7 254 88 15 30 87
Proficiency Percent 73.8 0 0 54.3 44.2 0 83.1 50.0 0 33.3 96.6
Goal Percent 55.1 43.2 69.3 40.4 43.0 56.5 65.2 42.9 27.6 30.3 92.5
Proficiency Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met
Math ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG
Participation Denominator 383 3 13 41 55 7 263 94 17 32 90
Participation Percent 100 0 0 100 100 0 100 100 0 100 100
Participation Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met
Proficiency Denominator 363 3 12 35 52 7 254 88 15 30 87
Proficiency Percent 81.5 0 0 45.7 59.6 0 90.9 53.4 0 30.0 100.0
Goal Percent 53.9 41.6 77.0 37.8 46.1 53.6 63.0 42.1 34.0 30.0 93.3
Proficiency Status Met Insuf. Insuf. Met Met Insuf. Met Met Insuf. Met Met
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Science ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG
Participation Denominator 118 0 1 14 15 3 85 29 4 13 40
Participation Percent 100 0 0 0 0 0 100 0 0 0 100
Participation Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met
Proficiency Denominator 111 0 1 11 14 3 82 25 3 11 38
Proficiency Percent 75.7 0 0 0 0 0 85.4 0 0 0 100.0
Goal Percent 61.8 0 76.5 46.0 51.7 63.3 71.7 50.0 33.2 36.4 94.4
Proficiency Status Met ~ Insuf. Insuf. Insuf. Insuf. Met Insuf. Insuf. Insuf. Met
Attendance ALL AMIN ASIA BLCK HISP MULT WHTE EDS LEP SWD AIG
Rate 99.7 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Status Met ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
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Huntersville Elementary Profile
Huntersville Elementary is located on one of the main streets in the older section of the historic town of Huntersville in northern Mecklenburg County near Lake Norman. The K-5 program is currently staffed by 2 administrators, 32 classroom teachers, 6 teacher assistants and 18 support staff who address the academic, social and emotional needs of all students. Other full-time employees include 2 secretaries, 3 custodians and 6 cafeteria staff. Huntersville Elementary School has a student population comprised of 750 students in grades K through 5. Racial composition is approximately 69.5% White, 11.3% Black, 18.8% Hispanic, 3.1% Asian and 3.6% other. The Exceptional Children’s Programs include 57 students identified as educationally disabled, excluding speech impaired. Huntersville Elementary serves approximately 65 LEP students. In addition, the school has 3 SAC classes with 13 children currently enrolled in the self-contained classrooms. Huntersville has 6 Kindergarten classes, 5 First Grade classes, 6 Second Grade classes, 5 Third Grade classes, 5 Fourth Grade classes and 5 Fifth Grade classes. Huntersville follows the state curriculum in all areas. A supplemental math program, Excel Math, is used in grades 2-5 for an additional 30 minutes daily, providing reinforcement and challenge of skills such as computation and multiple-step problem solving. Students are flexibly grouped for math and reading, allowing targeted skills to be addressed at individual students’ performance level. Our teachers have recently been trained and are demonstrating SIOP and Cooperative Learning strategies. The CMS Balanced Literacy model is used in all grades K-5. The catalyst model of the Talent Development Program provides opportunities for many students to experience a more challenging curriculum, and technology and co-curricular activities such as Chess Club, Book Club, Odyssey of the Mind and Math Olympiad also support our strong instructional focus. A major strength at Huntersville is the high level of parental involvement, which is coordinated through the PTA and SLT. These volunteers serve in many roles and are always looking to improve Huntersville Elementary. Staff, families and community demonstrate an outstanding commitment to the education of Huntersville students. Huntersville Elementary earned ‘Expected Growth’ on the 2014-15 EOGs and an A+ rating on the North Carolina School Grade Performance Grade system. In Reading, 85.3% were proficient in Grades 3-5 and 87.4% were proficient in Math. 82.9% of 5th graders were proficient in Science. The staff survey indicated that differentiating of instruction to meet the needs of students is a definite strength (100%). The survey also indicated that 100% of staff agreed that the principal had high expectations of them and that they were held accountable for student achievement. A safe environment for students and staff is also recognized (100%). The Family Survey indicates that 91% of families believe the school keeps them informed and 93% believe their teachers have high
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expectations for their children. Ninety eight percent feel their children are safe and 98% feel that homework challenges their children. Huntersville Elementary School has 55 certified positions on staff, including 2 administrators, 1 licensed counselor and 1.5
speech pathologists. All are degreed. Twenty percent of staff hold National Board Certification, and 40% have advanced
degrees (Masters or higher). All hold the status of highly qualified as designated by No Child Left Behind. The teaching
staff is geographically diverse with all regions of the United States represented.
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Strategic Plan 2018: For a Better Tomorrow
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready Four focus areas:
I. College- and career-readiness II. Academic growth/high academic achievement
III. Access to rigor IV. Closing achievement gaps
Goal 2: Recruit, develop, retain and reward a premier workforce Five focus areas:
I. Proactive recruitment II. Individualized professional development
III. Retention/quality appraisals IV. Multiple career pathways V. Leadership development
Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for each child Three focus areas:
I. Family engagement II. Communication and outreach
III. Partnership development
Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Five focus areas:
I. Physical safety II. Social and emotional health
III. High engagement IV. Cultural competency V. Customer service
Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems Four focus areas:
I. Effective and efficient processes and systems II. Strategic use of district resources
III. Data integrity and use IV. School performance improvement
Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign
Four focus areas: I. Learning everywhere, all the time II. Innovation and entrepreneurship
III. Strategic school redesign IV. Innovative new schools
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SMART Goal (1): Duty Free Lunch for Teachers
Provide a duty-free lunch period for every teacher on a daily basis.
Strategic Plan Goal: Goal 2: Recruit, develop, and retain a premier workforce.
Strategic Plan Focus Area: Retention/quality appraisals
Data Used: Teacher Survey, Retention rates
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. 1. Ensure that all teachers receive a duty-free lunch period daily.
schedule/lunch schedules
teacher assistants to supervise cafeteria
Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal
Master Schedule
HR – Lunch Monitors
Principal Teacher Assistants Lunch Monitors
August 2015 –June 2016 October 2015 January 2016 May 2016
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SMART Goal (2): Duty Free Instructional Planning Time
Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of providing an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.
Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps
Data Used: EOG, MAP Reading 3D, CASE assessments, common assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Ensure that all teachers receive at least 45 minutes of daily planning time during the school day.
Master schedule will reflect common grade level planning time
Common Planning time occurs while students are in their Special Area classes.
Use of assistants to cover classes
Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal
Student data will show significant growth on identified goals. walk-thru data and documented observations
Time
Principal, Asst. Principal, Assistants; Special Area teachers
August 2015–June 2016 October 2015 January 2016 May 2016
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2. Provide additional common planning time for data analysis (half of a day per quarter (4 hours x 4 quarters = 16 additional hours).
Adjust special areas schedule for coverage
Request support Personnel to attend (ie. EC, ESL, etc.)
Utilize PD funding for substitutes for planning days.
Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal
Student data will show significant growth on identified goals. master schedule as documentation of push-in, sign-in sheets and materials used for PD sessions
Professional Development funds $1000 Early Release Days provided through the district
Teachers, Substitutes Assistants Special Area teachers
August 2015–June 2016 October 2015 January 2016 May 2016
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SMART Goal (3): Anti-Bullying / Character Education
Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.
Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence.
Strategic Plan Focus Area: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency
Data Used: Disciplinary Data Collection Report, discipline referrals, Student Survey
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Bully Liaison / Bully-prevention
for all grade levels. • Communicate the on-going expectations to staff and students • Recognize good student role models in school.
Brittney Alexander, Guidance Counselor Stephanie Ennis, AP
Reduction of office referrals by 5%. Student Survey will evidence that students feel safe. Increase student awareness of positive character and bully awareness and prevention during Morning News Show.
School and PTA funds ($200)
Guidance Counselor Admin. Classroom
August 2015 –June 2016 October 2015 January 2016 May 2016
2. Character Education
Continue Quarterly Student
Recognition Assembly. •3rd – 5th grade will include Honor Roll Reading goals, Character Trait Recognition •K – 2nd will include awareness of character traits and recognition of classes who earn ribbons for good character
Stephanie Ennis, AP
Student Survey will evidence that students feel safe. Increase student awareness of positive character and bully awareness and prevention during Morning News Show.
School funds PTA funds ($1200)
Classroom teachers Character committee Media Specialist Parent Volunteers Admin PTA
August 2015 –June 2016 October 2015 January 2016 May 2016
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•Character traits recognized on morning news show and bulletin boards.
3. Healthy Active Child 30 min.
recess time to increase activity level
three active exercises daily.
Jeff Ruppenthal, Principal Jamie Griggs, PE Teacher
Student engagement and performance on PACER tests will show positive student growth and outcomes.
School and PTA funds ($200)
PE teachers Classroom teachers Morning News Show PE teachers
August 2015 –June 2016 October 2015 January 2016 May 2016
4. School Health Team
periodically.
Epi pen, etc.
with severe food allergies and health conditions
Ashleigh Julian, Nurse
Student and staff absences will decrease Meeting agenda/presentation materials/minutes or lesson plans
School and PTA funds ($50)
School Health Team Teachers Nurse Guidance Counselor
August 2015 –June 2016 October 2015 January 2016 May 2016
5. Conduct the CMS Culture of Caring Conversation Series
Attend district training
Follow through with staff training
Jeff Ruppenthal Stephanie Ennis
Improve on the culture of our school where all staff feel welcomed, valued and appreciated every day.
School funds
Administrators
August 2015 –June 2016 October 2015 January 2016 May 2016
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SMART Goal (4): Increase students at or above the grade level mean by 10 percentage points in reading for all 2nd grade students as measured by MAP from 81% at or above grade level to 91%, and for all 3-5 students from 73.4% CCR to 83.4% CCR as measured by 2015-16 EOG scores.
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.
Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps
Data Used: 3-5 EOG, 3rd BOG, CASE assessments, MAP and Reading 3D assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1.Use of Instructional Leadership Team (ILT) to attend district training and collaborate with plans for distributing high leverage literacy strategies across grade levels and content areas to impact the instructional core.
Attend ILT trainings provided by district
Collaborate with ILT PLC
Train entire staff in identified areas of needed Instructional Practice
Provide safe practice, peer observation and coaching.
Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters Jenn Goonan Jennifer Shoczolek Kim Ring Carman Le
Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD attendance logs and PD agendas Schedules to evidence peer observation time
District Sub days
ILT Team All staff
August 2015 –June 2016 October 2015 January 2016 May 2016
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2- Faciliate the use of 21st Century Teaching Practices in lesson planning.
Use of curriculum and materials to meet higher order thinking skills through Common Core and Essential Standards
Use CMS Common Assessments across grade levels to help determine which students need remediation or enrichment.
TD teacher will collaborate with PLC teams to enrich the curriculum through Team Teaching and pull out services.
Professional Development for Balanced Literacy and Personalized Learning with Technology Integration
Flexible grouping in Grades 3-5 that reflect ongoing data analysis
Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters
Lesson Plans will evidence use of 21st Century teaching practices, Balanced Literacy components, and use of technology in teaching Grade Level Minutes Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD agendas, presentations Power school class rosters and Class Data
School Funds
Lit. Facilitator Administrators TD teacher Reading Teacher Teachers Assistants
August 2015 –June 2016 October 2015 January 2016 May 2016
3-Professional Development for this school year will continue our focus on Balanced Literacy and incorporate ILT training focus of Close Reading and Complex Text selection and use
Ongoing PD for Balanced Literacy
Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters
Lesson Plans will evidence use of Balanced Literacy components Attendance at CMS ILT trainings 4 times this year PD Agendas, presentations
School Funds District-provided subs
Literacy Facilitator Teachers Administrators
August 2015 –June 2016 October 2015 January 2016 May 2016
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Weekly grade level planning with Literacy Facilitator
Master Schedule will reflect daily blocks of time for Balanced Literacy
Walkthroughs and observations during Literacy block
ILT Plans for Close Reading with Complex Informational Text will be carried out as planned through ILT meetings and PLC work.
and Attendance logs Grade Level Minutes Master Schedule Walkthrough and Observation feedback
ILT Team
4-Integrate Technology into daily teaching practices
Use ADM position for a Technology Facilitator/Teacher
Students have access iPads, Chrome Books, desktops, or other personal learning devices for research, work products, projects, etc.
Incorporate 1:1 Chrome Books into 5th grade classrooms for all subject blocks
Monthly training for 4th/5th teachers by North Area IT Specialist.
Students have weekly access to Chrome books in the Media Center and desktops in the
Denise Beers, Technology Facilitator 5th grade teachers Cindy Callahan, Media Teacher
Weekly lesson plans for classroom teachers, Media Specialist and Computer Teacher Student Data from Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. Google Doc collaboration Grade Level minutes of Chromebook training
Chrome Books for 5th grade provided by district PTA funds used to purchase additional Chrome Books
Teachers Technology Facilitator 4th and 5th grade teachers Media Specialist IT Specialist
August 2015 –June 2016 October 2015 January 2016 May 2016
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Computer Lab for new learning experiences
Incorporate Google, gaggle, RAZ Kids, Discovery Education, Dreambox, Compass Learning, etc. into teaching practices.
5. Provide Reading Remediation to any student not meeting grade level competency.
Include Remediation time in the Master schedule for grades K-3.
Provide additional Read To Achieve block of Remediation for 3rd grade
Use one ADM to provide Reading Teacher to work with K-3 students for Remediation
Use of Special Area Teachers to work with 3rd grade students using North Star Initiative
Use of Instructional Assistants during K-5 Literacy block to assist with remediation
Decrease student:teacher ratio in every Literacy block during IDR through Inclusion teaching with EC teacher, ESL teacher and/ or Instructional Assistants
Shannon Staton Kim Ring
Master Schedule will evidence at least 45 minutes of time for Reading Remediation for each grade level K-3 Assistant Schedule will evidence that almost every teacher has support in their Literacy block. Instructional Support time built into Master Schedule for Special Area teachers
ADM for Reading Teacher
Literacy Facilitator Administrators Reading Teacher Teachers Assistants
August 2015 –June 2016 October 2015 January 2016 May 2016
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SMART Goal (5): Increase proficiency in reading for all students in our lowest performing subgroups: Increase the proficiency for our 3-5 EC students from 42% GLP to 52% GLP as measured by EOG scores and raise our average % of 3-5 Hispanic students at or above grade level from 43.4% CCR to 54% as measured by EOG scores.
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready.
Strategic Plan Focus Area: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor, Closing Achievement Gaps
Data Used: 3-5 EOG, BOG, MAP, CASE assessments, Reading 3D, Common Assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
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1. Monitor LEP student test data to determine instructional needs
Use of WAPT scores, Access and WIDA data to identify tiers of support and create LEP support schedule to serve students at each tier.
Use of Avenues curriculum and Inclusion model where possible.
Continue with the Backpack Ministry (weekend food) with Davidson United Methodist Church and The Vineyard to meet the growing needs of our LEP population
Use of Portfolios for 3rd grade students identified for Read to Achieve
Use of iPads and desktops for educational apps
Nalda Seidman Zulma Velasco Jeff Ruppenthal Stephanie Ennis Shannon Staton Kim Ring Brittany Alexander
LEP students will show expected growth as measured by the MAP. Proficiency levels as measured by the W-APT will increase by at least one level Lesson plans will evidence intentional teaching strategies for our students needing Remediation Portfolios
Davidson United Presbyterian Church
ESL teachers Administrators LF Guidance Counselor Reading Teacher
August 2015 –June 2016 October 2015 January 2016 May 2016
2. Monitor EC students test data to determine instructional needs:
Adjust IEP goals as needed
Monitor and use data from all assessments to determine areas of difficulty needing more individualized instruction
Use of specialized programs in the EC Resource classrooms such as NumberWorlds, Orton-Gillinham, Touch Math,
Dominique Wright Mindy Williams Jeff Ruppenthal Stephanie Ennis Shannon Staton
EC students will show 10% growth as measured by the MAP scores and 3D scores and proficiency score will increase from 34% to 50% on EOGs. Lesson plans will evidence intentional teaching strategies
District funds
EC teachers Administrators
August 2015 –June 2016 October 2015 January 2016 May 2016
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Letterland, etc. to best meet individual student needs.
Provide planning time for EC teachers and regular education teachers
Use of iPads and desktops for educational apps
for our EC students needing Remediation
3-Use of Instructional Leadership Team (ILT) to attend district training and collaborate with plans for distributing high leverage literacy strategies across grade levels and content areas to impact the instructional core.
Attend ILT trainings provided by district
Collaborate with ILT PLC
Train entire staff in identified areas of needed Instructional Practice
Provide safe practice, peer observation and coaching.
Jeff Ruppenthal Stephanie Ennis Shannon Staton Sabrina Walters Jenn Goonan Jennifer Shoczolek Kim Ring Carman Le
Reading 3D scores for K-3 and MAP and CASE scores in grades 3-5 CMS Common Assessment Data PD attendance logs and PD agendas Schedules to evidence peer observation time
District funds
ILT Team All teachers
August 2015 –June 2016 October 2015 January 2016 May 2016
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SMART Goal (6): Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade level.
Strategic Plan Goal: Increase student achievement in 5th grade science as measured by EOG scores from 82% at or above grade level to 92% at or above grade level.
Strategic Plan Focus Area: Academic growth/high academic achievement
Data Used: EOG, CASE assessments, common assessments
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Facilitate the use of 21st Century Teaching Practices in lesson planning.
Use of curriculum and materials to meet NC Essential Standards in science.
Create use of common assessments across grade levels to help determine which students need remediation or enrichment.
Hands on labs
Spiraling of concepts with the use of weekly POD's (Problem of the Day)
TD Teacher will collaborate with PLC's to enrich the curriculum.
Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal Sabrina Walters, TD Teacher Crissy Payne, 5th Grade Science and Math Teacher
Lesson Plans will evidence use of 21st Century teaching practices with a focus on science vocabulary and concepts. Grade Level Minutes Common Assessment Data Student Interactive Science Notebooks CASE Assessment Results
School will purchase CASE assessments
Principal, Assistant Principal, Classroom teachers, Teacher Assistants,
August 2015-June 2016 October 2015 January 2016 May 2016
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2. Create and utilize a school wide science concept wall based on the seven strands of science taught in elementary school, focusing on vocabulary.
The STEM Committee will guide the school in the design and use of the wall.
PTA volunteers will paint the area decided upon.
Student volunteers from Christ the King High School will assist with the design of visuals to support each strand.
K-5 teachers will use the wall to display and have students interact with the various vocabulary concepts under each strand.
Jeff Ruppenthal, Principal Stephanie Ennis, Assistant Principal Crissy Payne, 5th Grade Science and Math Teacher STEM Committee
Science Concept Wall
PTA, STEM Committee, Classroom Teachers, Student volunteers from Christ the King High School
August 2015-June 2016 October 2015 January 2016 May 2016
3. Train and coach all teaching staff on strategies for teaching science vocabulary.
PD for science guided by the CMS Elementary Science Specialist
Weekly grade level planning with STEM committee member
Integration of science vocabulary into special area classes
Science Alliance opportunities
Jeff Ruppenthal, Principal, Assistant Principal Stephanie Ennis, Wayne Fisher, CMS Science Specialist for Elementary Schools
Lesson Plans will show evidence of science vocabulary focus PD Agendas, presentations and attendance logs Grade level minutes
STEM Committee Wayne Fisher Classroom Teachers Principal and Assistant Principal
August 2015-June 2016 October 2015 January 2016 May
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for classroom teachers throughout CMS
Crissy Payne, 5th Grade Math and Science Teacher STEM Committee
Mastery Grading Procedures Plan – Required for All Schools
Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.
Strategic Plan Focus Area: Academic growth/high academic achievement
Data Used: MAP, Common Assessments, DIBELS/Reading 3D, CASE assessments, EOG’s
Strategies (determined by what data)
Task
Task
Task (PD)
Point Person (title/name)
Evidence of Success (Student Impact)
Funding (estimated cost / source)
Personnel Involved
Timeline (Start—End)
Interim Dates
1. Common assessments
Pre- and post- assessments created in School Net and Compass Learning aligned to objectives
Shannon Staton – Lit. Facilitator
Data will demonstrate student mastery of objectives
N/A Classroom teachers
Given on identified CMS Learning Cycle assessment dates throughout the 2015-2016 school year
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2. Data disaggregation •“Data Mondays” utilized on a weekly basis to identify students in need of remediation/enrichment •Grade level “data days” – ½ day data planning sessions - Utilize MAP, DIBELS Reading 3D, SchoolNet, Compass Learning and CASE data points
Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -
Data will determine flexible based grouping – Assessment data will indicate high student growth – MAP, CASE, EOG’s
School based funds will pay for CASE assessments
Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers
August 2015 –
June 2016
Given on identified CMS Learning Cycle assessment dates throughout the 2015-2016 school year
3. Flexible grouping •3-5 students are flexibly grouped for literacy and math – determined by 3 data points •K-2 students are flexibly grouped within the homeroom class •Reading Teacher will work with lowest performing small student groups
Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -
Assessment data will indicate high student growth – MAP, CASE, EOG’s
Trade LEA for 1 Reading Teacher
Literacy Facilitator AG Teacher EC Teachers ESL Teachers Classroom Teachers
August 2015 –
June 2016
October 2015 November 2015 January 2016 April 2016 May 2016
4. Late and make-up work
Our policy will be consistent with the CMS Elementary Grading Policy. Students will receive 10 points off on any assignment for each day it is turned in late. The lowest score entered should be a 50. Students who are absent from class (excused or unexcused) have 5 days to turn in an assignment from the day they
Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -
Teacher grades in Power School
N/A Classroom teachers
August 2015
–June 2016
October 2015
November
2015
January 2016
April 2016 May 2016
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return.
5. Grade reporting Grades must be put in to
PowerSchool within 7-10 days of the task completion.
If a child scores an 79 or lower they are allowed to re-test in that area (after a teacher or TA led re-teach). The child should receive the higher of the 2 scores. This score CAN NOT be higher than a 79. This is CMS policy. This policy pertains only to 3-5 literacy, 3-5 math and 5th science. Teams will decide when reteaching will occur and will provide the schedule to the grade level administrator.
Jeff Ruppenthal _Principal Stephanie Ennis – Assistant Principal -
Teacher grades in Power School
N/A Classroom teachers
August 2015–
June 2016
October 2015 November 2015 January 2016 April 2016 May 2016
{School Name} - 600 Waiver Requests
Request for Waiver
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1. Insert the waivers you are requesting
Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]
2. Please identify the law, regulation or policy from which you are seeking an exemption.
115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]
3. Please state how the waiver will be used.
Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the
most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of
the curriculum to teach students designated for specific skill needs and to address the large number of students
requesting elective classes.
4. Please state how the waiver will promote achievement of performance goals.
This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.
Approval of Plan
Committee Position Name Signature Date
Principal
Assistant Principal Representative
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Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 2 Review
Committee Position Name Signature Date
Principal
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Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 3 Review
Committee Position Name Signature Date
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Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Quarter 4 Review
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Committee Position Name Signature Date
Principal
Assistant Principal Representative
Teacher Representative
Inst. Support Representative
Teacher Assistant Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative
Parent Representative