school improvement plan - pages - homeschools.cms.k12.nc.us/crestdalems/documents/school... ·...

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 Crestdale Middle School Improvement Plan Report

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Crestdale Contact Information

School: Crestdale Middle School

Courier Number: 353

Address:

940 Sam Newell Rd Phone Number:

980-343-5755

Matthews NC 28105 Fax Number:

980-343-5761

Learning Community East

School Website: schools.cms.k12.nc.us/crestdaleMS

Principal: Katy Richert

Learning Community Superintendent: Kondra Ratley

Crestdale Middle 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 Katy Richert [email protected] 8/26/15

Assistant Principal Representative Heather Stark [email protected] 8/26/15

Teacher Representative Colton Gregg [email protected] 8/26/15

Teacher Representative Marie O’Hara [email protected] 8/26/15

Teacher Representative Kent Debolt [email protected] 8/26/15

Teacher Representative Anne Owens [email protected] 8/26/15

Teacher Representative Lisa Shaw [email protected] 8/26/15

Inst. Support Representative Jenni Thompson [email protected] 8/26/15

Teacher Assistant Representative Bonnie Batten [email protected] 8/26/15

Parent Representative Sean Strain [email protected] 9/25/15


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Parent Representative Jana Emerick [email protected] 8/26/15

Parent Representative Graham Pierce [email protected] 9/25/15

Parent Representative Nicole Browning [email protected] 9/25/15

Vision Statement

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

productive life.

School: Crestdale Middle School will establish an enriching environment with innovative and progressive educational

experiences. We will create life-long learners who are prepared to be productive, contributing members of society.

Mission Statement

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

School: Crestdale Middle School will prepare all students to become innovative problem solvers as they incorporate

critical thinking skills, advanced technological applications and effective communication skills to enable them to succeed in the 21st century.

Crestdale Shared Beliefs

1. Every student has the ability to achieve at high levels.

2. All students deserve the opportunity to learn with high quality educational experiences that are designed to skills.

3. A quality education is essential for success. 4. Cultural diversity is valued for the enrichment it

bring to the school environment. 5. All students can learn when motivated and held to

high expectations.

6. All students can learn when motivated and held to high standardss. 7. Parents, staff, and the community should inspire and enhance an appreciation of learning. 8. Students and educators are life-long learners.


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Crestdale Assessment Data Snapshot

2014-2015 Crestdale Middle Scholl EOY Assessment Sate

School Composite

# Assessments Administered % Tested # Level I % Level I # Level II % Level

II # Level

III % Level

III # Level

IV % Level

IV # Level V % Level V

# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

2,131 99.1 172 8.1 269 12.6 126 5.9 894 42.0 670 31.4 1,690 79.3 1,564 73.4

Grade 06 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

294 99.0 32 10.9 53 18.0 22 7.5 91 31.0 96 32.7 209 71.1 187 63.6

Grade 06 EOG Reading


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

295 99.3 32 10.8 53 18.0 12 4.1 113 38.3 85 28.8 210 71.2 198 67.1

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Grade 07 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

270 98.9 28 10.4 28 10.4 17 6.3 91 33.7 106 39.3 214 79.3 197 73.0



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

270 98.9 20 7.4 43 15.9 19 7.0 124 45.9 64 23.7 207 76.7 188 69.6

Grade 08 EOG Math


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

290 99.3 22 7.6 38 13.1 15 5.2 124 42.8 91 31.4 230 79.3 215 74.1



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

291 99.7 26 8.9 38 13.1 27 9.3 129 44.3 71 24.4 227 78.0 200 68.7


































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Grade 08 EOG Science


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

287 98.3 12 4.2 13 4.5 12 4.2 152 53.0 98 34.1 262 91.3 250 87.1

School EOG Math Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

854 99.1 82 9.6 119 13.9 54 6.3 306 35.8 293 34.3 653 76.5 599 70.1

School EOG Reading Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

856 99.3 78 9.1 134 15.7 58 6.8 366 42.8 220 25.7 644 75.2 586 68.5

School EOG Science Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

287 98.3 12 4.2 13 4.5 12 4.2 152 53.0 98 34.1 262 91.3 250 87.1

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Grade 06 EOG Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

589 99.2 64 10.9 106 18.0 34 5.8 204 34.6 181 30.7 419 71.1 385 65.4



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

540 98.9 48 8.9 71 13.1 36 6.7 215 39.8 170 31.5 421 78.0 385 71.3



II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

868 99.1 60 6.9 89 10.3 54 6.2 405 46.7 260 30.0 719 82.8 665 76.6

School EOG Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

1,997 99.1 172 8.6 266 13.3 124 6.2 824 41.3 611 30.6 1,559 78.1 1,435 71.9

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Math I


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

134 100.0 0 0.0 3 2.2 2 1.5 70 52.2 59 44.0 131 97.8 129 96.3

School EOC Composite


II # Level

III % Level

III # Level

IV % Level


# Level III/IV/V

% Level III/IV/V

# Level IV/V

% Level IV/V

134 100.0 0 0.0 3 2.2 2 1.5 70 52.2 59 44.0 131 97.8 129 96.3

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Crestdale Profile

Crestdale Middle School is located in the town of Matthews, a suburb on the southeast side of Charlotte. Established in August of 1998, it presently serves sixth, seventh and eighth grade students. The school opened in 1998, with a student population of 960. Over the next five years, the population increased to approximately 1,300 students with 8% free and reduced lunch. We currently serve 806 students. In 2014-2015 our College and Career Ready (CCR) composite score for reading was 68.46%, math was 69.69% and science was 87.15%, for a total CCR performance composite of 71.67%. Our Grade Level Proficiency (GLP) for reading was 75.23%, math was 75.96% and science was 91.32% for a total GLP performance composite of 77.86%. Our Math I CCR and GLP were above 95%. Since its inception, there has been a gradual, yet significant change, in the diversity of the student population throughout the past 16 years. Student population is comprised of the following ethnicities: 66.4% White, 16.5% African American, 5.7% Asian, .05% American Indian, 3.7% Multi-Racial, and .5% Native Hawaiian or Other Pacific Islander. Free and reduced lunch status constitutes 17% of our student population. Our current Exceptional Children’s population is 8.1% and certified Academically Gifted student population is 21.7%. Additionally, current data reflects 3.3% of our student population has been identified as Limited English Proficient. Crestdale has a total of 55 classroom teachers on staff, two administrators, two dean of students, two counselors and 25 support staff. Of the 55 certified staff, we have 23 National Board certified teachers, 2 National Board certified counselors, 1 National Board Certified Academic Facilitator and 1 National Board Certified Assistant Principal. There are 29 certified staff members with Master’s Degrees and 2 additional teachers enrolled in a Master’s programs. Teacher experience ranges from two to thirty-eight years. During 17 years of operation, Crestdale Middle School has regularly met or exceeded state and national goals as measured by the North Carolina End-of-Grade and End-of-Course tests. Each year Crestdale has performed above the school system and state averages. Crestdale Middle School has been awarded an Honor School of Excellence for the 2011-2012 school year. Crestdale was recertified as a School to Watch in 2012 and then again in 2015.

Crestdale Middle School offers a rigorous curriculum in the core areas of language arts, math, science and social studies. To meet the needs of all students and ensure that all students are exposed to a rigorous curriculum, all classes include


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differentiated and challenging instruction. Language Arts classes extend the balanced literacy approach to provide individualized instructional conferencing based on leveled student choice novels during reader’s workshop. Math classes utilizeConnected Math, which promotes student inquiry and collaboration. Placement in math is based upon student achievement and provides the opportunities for honors and on grade level courses. Students are able to enroll in Math I or Math I/II in their 8th grade year for high school credit. Social Studies and Science teachers use TechBooks, an online Discovery Education resource to ensure they are using the most up to date engaging content. Gifted students are clustered together within the grade level population in the core classes of science, math, language arts, social studies, and electives as teachers continue to embrace the middle school philosophy of heterogeneous grouping while ensuring all students are maximizing their potential. Enriching the core curriculum, Crestdale offers a full range of elective programs. Fine and performing arts provide students a wide variety of creative options. Our band program is highly rated and produces wonderful concerts and a very compelling jazz band and our drama club produces an excellent production each year. Our students’ exhibit exceptional performances in vocational career courses and our physical education / health program exemplifies the highest middle school standards. Foreign language classes offer experiences in French and Spanish. The full continuum of EC services are offered to meet the needs of every child. As a technologically advanced school, Crestdale is equipped with six computer labs for student use, 20 computers in the media center, 30 iPads, 6 presentations carts with laptop computers and LCD projectors, and a Smartboard in every classroom. This technology allows the students ample opportunity to explore and research various types of content through multiple facets. This year the students are also engaged in the 1:1 initiative where they are given a personal Chromebook to use throughout the day. Over the past year, the school has added a fitness lab that is utilized by both the staff and students, a walking trail that measures 1 mile through the wooded areas of the school and 3 renovated teacher lounges where teachers can plan, collaborate or just relax. This year the goal is to revamp the Media Center in order to make it more enticing for young learners and to build 3 student learning centers where students can engage in a collaborative work space. The Parent Teacher Organization (PTO), School Leadership Team, Band/Orchestra Club, Athletic Booster Club and


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Performing Arts Club are very active participants contributing to the success of Crestdale’s total school program. The athletic programs have proven to be an important aspect of campus life for students, staff and the community. Crestdale also offers a wide variety of other extra-curricular activities such as: Beta Club, National Junior Honor Society, Drama Club, National Academic League, Battle of the Books, Shakespeare Competitions, Chess Club, Math Counts and many other clubs and organizations. Student data is analyzed throughout the year utilizing teacher created formative assessments, quarterlies and MAP data. Data is disaggregated on an on-going basis – using the DDI concept and approach - at staff meetings, team meetings, and department meetings utilizing the concept of professional learning communities. The different subgroups are identified and any low performing areas are addressed. Teachers utilize the data to implement research based strategies to provide differentiated, rigorous, and relevant instructional practices in the classroom. Teachers at Crestdale Middle School vary greatly in experience, expertise, strengths and weaknesses. In order for professional development to truly meet the needs of a diverse teaching staff, it is necessary to offer and support a differentiated professional development plan. The staff is provided the opportunity to become active, collaborative participants in a learning community where areas of interest and need are explored in pursuit of individual growth. This year the staff completed a professional development survey and in response, we will also conduct ongoing professional development opportunities that will assist our teachers with reading and writing across the curriculum, instructional technology, differentiation, rigor, and classroom management. Our ILT is attending district training on complex text and close reading strategies. These strategies will be rolled out to teachers on the district provided early release days. Crestdale is responsive to student needs by creating strong home/school relationships. A variety of methods are utilized to keep students, parents and teachers abreast of school functions, expectations and performance. Student planning agendas, teacher websites, a principal weekly newsletter, PTO monthly newsletters, Connect Ed phone messaging, the Parent Portal and an updated school marquee all enhance effective communication between the home and school.


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Crestdale SMART Goals

Provide duty free lunch period 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 harassing behaviors.

Close the achievement gap experienced within our subgroups; Students With Disabilities (SWD), Limited English Proficient (LEP) and African American students by increasing the Grade Level Proficiency by 5% in Math and Reading (SWD- Reading 19.7% to 24.7% and Math 22.7 to 27.7; African American - Reading 45.8 % to 50.8% and Math 22.7 to 27.7%; LEP- Reading 13.8% to 18.8% and Math 20.6% to 25.6%).

Increase grade level math proficiency by 5% in 6th, 7th and 8th grade resulting in a school growth ratio of.1.(6TH 71.1% to 76.1%; 7TH 79.3% to 84.3; 8TH 79.3 to 84.3%).


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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: Recruitment, Retention

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used:

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. Create a positive environment within the cafeteria that promotes a wholesome atmosphere.

- Cafeteria has a smooth running process for student movement.

Administration Richert Stark Martelle Reese Grade Level Teachers

Organization of entrance, dismissal and cleanup of cafeteria. Administrators visible at lunches each day.

N/A All staff August 2015 - June 2016

2. Create a rotation schedule for cafeteria coverage. There must be a minimum of 3 teachers on duty per lunch period.

Administration Richert Stark Martelle Reese Grade Level Teachers

Teachers able to eat lunch in other areas of the building. Teachers working on other tasks during student lunches.

N/A Irvin Martin Gregg Monaco Easty Neil Parsley Menendez Travieso

August 2015 - June 2016


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Paytes Clark Farr Syfert Vertullo Hawk Thompson Debolt Anderson Freeman O’Hara Kuty Tinker Reavis-Bey Smith Gerson Gregory


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SMART Goal (2): Duty Free Instructional Planning Time

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

Strategic Plan Goal: Goal 2: Recruit, develop and retain a premier work force. Goal 4: Provide a system wide culture of safety and high engagement, customer service and cultural competence.

Strategic Plan Focus Area: Recruitment, Professional Development Retention, Effective and Efficient Processes and Systems.








Data Used:


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Develop a master schedule to ensure at least 80 minutes per day of planning for every teacher

Richert Stark Thompson

Teachers are able to plan high quality instruction during their provided 80 minutes a day.


2. Protect instructional planning time by scheduling specific meetings at preplanned times.

Admin Team AF/Thompson Gregory Vertullo Martin

Instructional planning times are not interrupted. Teachers are able to plan high quality instruction during provided instructional time.



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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 harassing behaviors.

Strategic Plan Goal: Goal 3: Cultivate partnerships with families, businesses and faith based or community organizations to provide a sustainable system of support and care for each child. Goal 4: Promote a system wide culture of safety, high engagement, customer service, and cultural competence

Strategic Plan Focus Area: Communications, Physical Safety, Social and Emotional Health








Data Used:


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Bully Liaison / Bully-prevention

Create an environment where students and staff understand what bullying is, how to prevent it and how to react to it to ensure that all students have a safe comfortable learning environment at all times.

L. Johnson V. Burger

-Anti-bullying presentations -Assemblies -Teacher pledges -Student pledges -Anti-Bullying Mailbox -Decreased amount of bullying referrals


2.Create an environment where students learn about making good choices and observe good character in action.

Admin Team Grade Level Teams

-Increased amount of good character examples in hallways, common areas and classrooms.



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-Quarterly good character awards/assemblies/bulletin boards

-Increased number of student’s recognized during quarterly assemblies

3. Healthy Active Child 30 min.

Provide students with the opportunity to be active for 30 minutes each day. - Grade level activity time - Organized activities to promote student’s being active - Club options that promote active lifestyles

Admin Team Grade Level Teachers

-Students actively participating in activity time (organized games, walking track) -Active Clubs- Track walking, yoga, kickball games


4. School Health Team

Increase awareness and educational opportunities regarding personal health and wellness programs Implement a School Health Team • Integrate health education across the curriculum • Develop action plan for asthma • Provide CPR training for staff •Install new fit lab for staff • Create “healthy/active” events for students

Gerspach Cambruzzi Williams

- Healthy lunch choices in cafeteria - Grade level staff healthy lunch days - Active school wide events (staff vs. student competitions)



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SMART Goal (4): Close the achievement gap experienced within our subgroups; Students With Disabilities (SWD), Limited English Proficient (LEP) and African American students by increasing the Grade Level Proficiency by 5% in Math and Reading (SWD- Reading 19.7% to 24.7% and Math 22.7 to 27.7; African American - Reading 45.8 % to 50.8% and Math 22.7 to 27.7%; LEP- Reading 13.8% to 18.8% and Math 20.6% to 25.6%).

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 data, MAP test data, Common Assessments, Exit tickets


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Provide targeted students with strategic, focused remediation. -Data driven groupings using MAPs, common assessments and prior EOG scores -Effective PEP interventions and progress monitoring through SchoolNet -small flexible grouping allowing for research based instructional strategies

Admin Team

Thompson/AF

Kuty Tinker Clark Farr Paytes Martin Gregg

PLC data discussions for subgroups Lesson plans with documented data decisions Research based interventions and strategies used with small groups

PD - $5000 All staff August 2015 - June 2016


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-PD for teachers to gain a greater working knowledge of working with a diverse student population.

Easty Vertullo Hawk Syfert Travieso Irvin O’Hara Freeman

2. Provide SWD, LEP, and African American students with additional support from the community and other programs -Community Reading Tutors -Community Math Tutors - Northstar Literacy Partnership - Leveled Literacy Program

Richert Thompson Stark

Individualized Instruction

Organization plans for

success in classrooms

Community advocates

N/A All staff Community members PTO


3. Conduct data deep dives within PLCs to determine at risk students, the root of the problem and develop a differentiated action plan. -PD -desegregate EVASS reports, Teacher portal data, and common assessment data trackers during team and PLC meetings -Monitor data desegregation through quarterly data meetings

Admin Team Thompson/AF PLCs

Data Notebooks Data Meetings PEP Documentation PEP Progress Monitoring growth Differentiated Lesson Plans Walk through Data Increased MAP Scores Increased performance on common assessments



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with teacher and admin team. -Create, implement and monitor specific interventions through PEPs -Identify specific students on each team who are at risk so that teachers are able to ensure classroom interventions. -PD-Provide teachers with differentiation strategies within PLC meetings -differentiated lesson plans based on data dives

4. Implement FUSION reading for our SWD students. - Develop a master schedule that allows a certified teacher to teach FUSION -Allows student to obtain additional reading and writing skills through the FUSION program. -Students are provided with additional vocabulary development instruction.

Bennett Russell Weaver

Fusion lesson plans

Fusion walk through data

Fusion growth data will

show at least 1 year growth



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SMART Goal (5): Increase grade level math proficiency by 5% in 6th, 7th and 8th grade resulting in a school growth ratio of.1.(6TH 71.1% to 76.1%; 7TH 79.3% to 84.3; 8TH 79.3 to 84.3%).

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:


Task

Task

Task (PD)




Personnel Involved


Interim Dates

All PLCs will collaborate weekly to design common assessments that are rigorous and align with the standards.

AF/Thompson AP/Stark Principal/Richert Math Chair/Martin

Overall increase in mastery on common assessments and interim assessments of at least 10% from initial to end of 2nd quarter.

N/A Gregg Martin Easty Farr Clark Paytes Kuty Tinker Thompson Stark Richert



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Teachers will participate in deep

data dives and develop

remediation and relooping plans

for students who are not attaining

mastery.


Teachers able to target individual students and objectives in need of reteaching.



Students will participate in self-analysis of student exit tickets and common assessment data to determine their strengths and growth areas.


Students accountability will increase.



Scheduled DDI PLC meetings after each assessment.


Overall increase in mastery on common assessments and interim assessments of at least 10% from initial to end of 2nd quarter.

N/A Gregg Martin Easty Farr Clark Paytes Kuty Tinker



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Thompson Stark Richert


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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: Common Assessments, EOG Data, PLC Minutes


Task

Task

Task (PD)




Personnel Involved


Interim Dates

1. Common assessments

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

All content leads

Increased student achievement on EOG/EOC exams Increased scores on MAP tests Common assessment data increases


2. Data disaggregation

Process of monitoring student achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

All content leads




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3. Flexible grouping

Process of grouping students according to academic need by objective

AF/Thompson Admin Team



4. Additional learning opportunities

Process of holding students accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 79%)

Admin Team Thompson Grade Level Chairs

Re-test data increases student mastery Student mastery is evident Tutoring numbers increase

N/A All Staff August 2015 - June 2016

5. Late and make-up work

School expectations for holding students accountable for completing assignments

Admin Team All Teachers

Students understand the expectations Fewer incompletes in gradebook

N/A All Staff August 2015 - June 2016

6. Grade reporting

Set expectations for the timeliness of recording grades in PowerSchool (initial grades

and final grades after retest if applicable)

Admin Team Powerschool updated regularly Grade reflects real time scores



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Crestdale - 600 Waiver Requests

Request for Waiver

1. Insert the waivers you are requesting

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

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

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

3. Please state how the waiver will be used.

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

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

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

requesting elective classes.

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

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


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