School Improvement / Parent Involvement Plan 2014-2016

Lenoir County Public Schools

 

 

Contentnea Savannah K-8 School

3400 Ferrell Road

Kinston, NC 28501

252.527.8591

 

 

School Improvement Plan

2014 through 2016

 

 

Frances J. Herring

fherring@lenoir.k12.nc.us

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Contentnea Savannah School

School Improvement Plan

Goals and Vision

 

 

 

 

State Board of Education Goals:
Goal 1 – North Carolina public schools will produce globally competitive students.

Goal 2 – North Carolina public schools will be led by 21st Century professionals.

Goal 3 – North Carolina Public School students will be healthy and responsible.

Goal 4 – Leadership will guide innovation in North Carolina public schools.

Goal 5 – North Carolina public schools will be governed and supported by 21st Century systems.

 

 

 

District Goals for Lenoir County Public Schools (540)
District Goal 1 – LCPS Students will graduate from high school prepared to begin a career in the workforce or with a plan to complete their preparation for a career in an institution of higher education or the military.

District Goal 2 – LCPS students will all have the opportunity to complete two years of college work while in high school.

District Goal 3 – LCPS students will enter into ninth grade ready to complete their core high school classes within the first five semesters of high school.

District Goal 4 – LCPS students will complete Integrated math I while in either seventh or eighth grade.

District Goal 5 – LCPS students will transition from the fifth to the sixth grade without a dip in their academic and behavior performance.

District Goal 6 – LCPS students will be proficient in reading by the end of the second grade.

District Goal 7 – LCPS students will enter kindergarten ready to complete the standard course of study work required for the kindergarten year.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

District Mission and Vision for Lenoir County Public Schools (540)
Mission – Lenoir County Public Schools, in partnership with families and the community, educates all students to be successful in an ever-changing world.

Vision – Lenoir County Public Schools aspires to be the school system of choice by introducing, exploring, and specializing in a variety of educational and career opportunities.

 

School Vision and Mission for Contentnea Savannah School
Vision:  

The staff at Contentnea-Savannah K-8 School believes that we can accomplish a collaborative learning environment by providing opportunities for intellectual growth, physical well-being, emotional maturity and social responsibility.   We are committed to nurturing these traits within each student through collaboration with staff, parents, and community to ensure our students become work force ready.

Mission:

Enriching our students today to find solutions for tomorrow.

 

 

Cover Sheet – Contentnea Savannah School

 

LEA or Charter Name/Number: Lenoir County Public Schools – 540
School Name/Number: Contentnea Savannah School/ 308
School Address: 3400 Ferrell Road; Kinston, NC 28501
Plan Year(s): 2014-2016

 

School Improvement Team Membership
Committee Position Name
Principal Frances Herring
Assistant Principal Janet Stivers-Blaebaum
Teacher Representative Sara Edwards
Teacher Representative Juanita Sutton
Teacher Representative Katie Langston
Teacher Representative Dunyil Morris
Teacher Representative Lisa Jenkins
Teacher Representative Kristian Dawson-Chadwick
Teacher Representative Mary Riddick
Teacher Representative Stephanie Harrell
Teacher Representative Nicolette Morgan
Teacher Representative Gayla Vermillion
iLCPS Katy Benton
Resource/Electives – Jana Powell
Guidance – Ashley Jones (K-5)
Guidance – Elizabeth Lancaster (6-8)
Custodians – T. Arnold
Front Office – Teresa Younger
Parent Representative Clifton & Chiquita Hargett
Parent Representative Jessica Hill
Parent Representative Gabriela Trejo
Teacher Assistant Stephanie Smith

 

Percentage of Staff Approval: 100%
Principal Signature: Frances J. Herring 9-30-14
Local Board Approval Date: 11/3/14
Date

 

 

Meeting Date Meeting Time Posted Date
August – TBD 3:15 pm NO meeting
9/3/14 3:15 pm August 25, 2014
10/1/14 3:15 pm August 25, 2014
11/5/14 3:15 pm August 25, 2014
12/3/14 3:15 pm August 25, 2014
1/7/15 3:15 pm August 25, 2014
2/4/15 3:15 pm August 25, 2014
3/4/15 3:15 pm August 25, 2014
April – TBD 3:15 pm  
5/6/15 3:15 pm August 25, 2014
6/3/15 3:15 pm August 25, 2014

 

 

Executive Summary – Contentnea Savannah School

 

Synopsis of School Demographics

 

Contentnea Elementary School and Savannah Middle School merged in 2008 to the new facility at 3400 Ferrell Road, becoming Contentnea-Savannah K-8 School. Contentnea-Savannah K-8 School is located in a rural setting in the Northern portion of Lenoir County. The school population is generally comprised of 50% Black, 40% White, 9% Hispanic and 1% Other or Mixed. At the beginning of the 2012-2013 school year, approximately 820 students were enrolled and 71.2% of the student population was receiving a free or reduced meal. The school has been over capacity since it opened and a two classroom mobile unit was added to the property in 2011. During the 2011-2012 school year, Contentnea-Savannah K-8 School opened the first Pitsco Algebra I/Math I math center in a middle school in the state of North Carolina. Since then, CSS has worked closely with Pitsco to redesign the delivery platform and curriculum in the Math Center to properly reflect the Common Core Standards. The focus of the Math Center is to increase student engagement and proficiency in middle grades math and, in turn, greater success in Math I prior to entering high school. In 2012-2013, Contentnea-Savannah collaborated with the NC STEM Learning Network collaboration with the NC Science, Mathematics and Technology Education Center and the Department of Public Instruction to pilot the state’s first STEM recognition program. During the 2013-2014 school year, CSS applied for STEM certification and advanced to stage two of the application process and will host a site visit by the recommendation committee October 10, 2014. The Project D.I.G. (Discover, Investigate, Grow) initiative is in its third year of implementation. The purpose of Project DIG is to positively impact student proficiency in both reading and math, increase student awareness of healthy eating, and decrease childhood obesity. Over the past year, Project D.I.G. has expanded to include a walking track funded by a Kate B. Reynolds Foundation in the amount of $49,000.00. Currently, an outside learning environment is under construction made possible by a Whole Kids Project grant and Lowe’s Toolbox for Education grant. Project DIG now incorporates 17 raised beds, walking track, and outdoor learning space. Project DIG underscores our STEM initiative by providing a project-based opportunity for students in science, technology, engineering and math. CSS has also forged a partnership with Spirit Aerosystems. Our middle school aged students have mentoring opportunities with Spirit employees and CSS administration has an opportunity for support and encouragement for our STEM initiatives.

 

 

 

 

 

 

 

 

 

 

 

Contentnea-Savannah School – (Focus School)
AMO Report 2014
Met 30 (or 76.9%) out of 39 target goals

School Test Subgroup 2014 Target 2013
% Proficient
2014
% Proficient
Status
CSS Math ALL 48.1 28.0 28.5 Not Met
BLACK 30.0 19.8 22.0 Not Met
HISP 39.4 31.7 32.6 CI
WHITE 58.4 37.0 36.3 Not Met
EDS 34.9 22.9 23.5 Not Met
SWD 21.2 9.3 10.8 CI
AIG 92.5 76.4 67.3 Not Met
Reading ALL 49.5 36.6 39.1 Not Met
BLACK 33.0 26.0 27.6 Not Met
HISP 35.9 34.1 47.8 Met
WHITE 60.9 50.8 52.0 Not Met
EDS 35.8 30.7 32.8 CI
SWD 21.6 9.3 18.5 CI
AIG 91.6 84.3 88.8 CI
Contentnea-Savannah School READY Status 2013-2014
READY Status:
Reading Other Middle School Assessment
CSS LCPS
13/14
CSS LCPS
13/14
12/13 13/14 12/13 13/14
Grade 3 45.2 45.9 48.8 Math I 38.6 86.7 39.1
Grade 4 40.0 53.0 48.3
Grade 5 25.3 46.8 42.6
Grade 6 41.1 46.3 44.5
Grade 7 44.3 56.0 52.9
Grade 8 22.9 52.9 45.1
Mathematics Science
CSS LCPS
13/14
CSS LCPS
13/14
12/13 13/14 12/13 13/14
Grade 3 35.7 44.7 46.0 Grade 5 40.5 56.4 54.9
Grade 4 41.4 61.4 41.3 Grade 8 42.7 68.2 57.9
Grade 5 26.6 41.0 45.7
Grade 6 27.8 20.0 23.2
Grade 7 21.6 28.0 24.0
Grade 8 16.7 32.9 26.7
Overall Composite 13-14 46.8

 

 

 

 

Data Analysis

 

Data Component Patterns and Trends Strengths Areas of Concern
Student Achievement Growth trend in 4th grade; decline begins in 5th and plummets in 6th and students rebound by 8th grade

 

4th and 8th grade growth and proficiency is increasing

Hispanic and SWD subgroups are showing growth

Dip in 6th grade math and reading

Math proficiency is a systemic problem

Instructional Strengths/Strategies Kagan

STEM focus

Hands-on/real world problem solving

Kagan

STEM focus

Hands-on/real world problem solving

Vertical Alignment Planning and PLC protocol training
Perception the 6th grade decline is all 6th grade’s issue Cohesive Faculty

 

 

Not enough time in the day

 

Programs math consultant

improved math PLCs

 

PLC Training

 

Data Summary

 

What does the analysis tell you about your school’s strengths?

  • Contentnea-Savannah K-8 School met expected growth in EVAAS during the 2013-2014 school year.
  • The College and Career Ready (CCR) percentage increased from 33.6 % performance composite in 2012-2013 to a 35.2% performance composite in 2013-2014.
  • CSS met 30 out of 39 Annual Measurable Objectives – 76.9% of targets met
  • EOG data indicated that CSS was above the County tests scores in reading in grades 4th through 8th.
  • EOG data indicated that CSS was above the County and State tests scores in math in 4th grade.
  • EOG data indicated that CSS was above the County test scores in 7th grade and 8th grade math.
  • EOG data indicated that CSS was well above the County test scores in Math I and 8th grade science. CSS EOG data also indicated that CSS was above the County in 5th grade science
  • The Hispanic subgroup at CSS grew in proficiency in both reading and math from 2013 to 2014.
  • The Students with Disabilities (SWD) subgroup grew in proficiency in both reading and math from 2013-2014.
  • The AIG subgroup grew in proficiency in math from 2013-2014.
  • 8th grade math group at CSS was the only 8th grade class in the District that has increased in proficiency two years in a row.
  • 8th grade ELA group at CSS has increased in proficiency two years in a row
  • CSS has been named an Exemplar School for PBIS implementation for the first time in the 2013-2014 school year
  • Integration of technology to improve learning and engagement is present on a daily basis
  • Two teachers are PBIS trainers for Lenoir County
  • Several teachers serve at the County level to develop curriculum mapping, policies, and training opportunities
  • One Teacher is a CMP3 and InSpire Calculator trainer for Lenoir County
  • Math and STEM Consultant, Carol Midgett, works with teachers in an individualized basis to address weaknesses in math instruction.

 

CSS is a beacon for STEM integration in a K-8 setting. The staff is dedicated, professional and determined to do what it necessary to create the best learning environment for our students.

 

What does the analysis tell you about your school’s gaps or opportunities for improvement and their root causes?

CSS must continue to focus instruction to increase math understanding for the whole school. The gap between students with disabilities subgroup and our White subgroup continues to be higher than the state average in reading and math. The historical and current data indicate that we must stay focused and driven to ensure academic gains with our highest achieving students while simultaneously providing direct individualized instruction to our SWD and at-risk students.

 

 

Based upon the analysis conducted, what 3-5 top priorities emerge for the school?

CSS must focus on growth for students with disabilities in reading and math.

CSS must focus on proficiency in math for the whole school.

CSS must strengthen and focus on effective PLCs.

CSS must increase parent involvement.

 

 

 

 

 

 

Priority Goal 1 and Associated Strategies

 

School Goal 1: By the end of the 2015-16 school year, the percentage of students proficient in reading and math at Contentnea-Savannah School will increase by 10 percentage points from the 2013-14 school year with particular emphasis on Students with Disabilities subgroup by consistently analyzing performance data to adjust instruction
Supports this District Goal: District Goal 1 – LCPS Students will graduate from high school prepared to begin a career in the workforce or with a plan to complete their preparation for a career in an institution of higher education or the military.

District Goal 3 – LCPS students will enter into ninth grade ready to complete their core high school classes within the first five semesters of high school.

District Goal 4 – LCPS students will complete Integrated math I while in either seventh or eighth grade.

District Goal 5 – LCPS students will transition from the fifth to the sixth grade without a dip in their academic and behavior performance.

District Goal 6 – LCPS students will be proficient in reading by the end of the second grade.

Assigned Implementation Team: Frances Herring, Kristian Dawson-Chadwick, Mary Riddick, Sarah Edwards, Stephanie Harrell, Katie Langston

 

Goal 1 Improvement Strategies

 

 
Strategy 1: Monitor academic progress to determine remedial needs specific for each student.
Action steps: Timeline: Status:
Teachers will analyze data to determine student weaknesses during weekly Grade Level Meetings Ongoing <Enter Status here – Not Started, In Progress, Completed>
Teachers will analyze data to determine student weaknesses during weekly vertically-aligned PLC Meetings Ongoing
SIT will analyze school-wide performance data during monthly SIT Meetings Ongoing
Utilize software programs available school-wide: STAR Testing, Dibels, Study Island, SchoolNet, Accelerated Math, Accelerated Reading Ongoing

 

 

 
Strategy 2: Adjust instruction and provide remediation according to data analysis (Strategy 1).
Action steps: Timeline: Status:
Teachers will discuss/critique specific lessons/lesson plans/student products to determine effectiveness of instruction during weekly Grade Level Meetings.

 

Ongoing <Enter Status here – Not Started, In Progress, Completed>
Teachers will discuss/critique specific lessons/lesson plans/student products to determine effectiveness of instruction during weekly vertically-aligned PLC Meetings. Ongoing
Leaders will provide time for remediation within the instructional day for students October 2014-May 2015
GEAR-UP staff will provide for remediation during an after-school program October 2014-May 2015
Utilize Dibels data for modified class instruction Ongoing
CMP3 Math Program (6-8) September 2014-June 2016
SRA Reading Program for at-risk readers (1st and 2nd grades) Ongoing

 

 

 

 
Strategy 3: Increase student engagement through cooperative learning environments and project-based learning strategies
Action steps: Timeline: Status:
Maximize effective use of Kagan Cooperative Learning strategies throughout the school Ongoing <Enter Status here – Not Started, In Progress, Completed>
Provide training for Kagan Cooperative Learning to new teachers September 2014-May 2015
Project DIG will provide resources for hands-on learning, outside classroom, and STEM related content Ongoing
Team Building sessions through The Refuge provide instruction in cooperative learning August/September 2014
Provide instruction time for Science Fair and Math Fair projects Ongoing
iLCPS initiative implemented in K-5 classrooms November 2014

 

 
What data will be used to determine whether the strategies were deployed with fidelity?
Measure Jan June Jan June
Formative/Summative Assessments (SchoolNet) <Enter Result of data here>
K-3 Dibels results
AM and AR results

 

What are the artifacts used to document the strategies and action steps?

  • Grade Level Mtg. Minutes
  • PLC Meeting Minutes
  • Master Schedules
  • Lesson Plans
  • Teacher Evaluation (Observations, PDPs)

 

 

What does data show regarding the results of the implemented strategies?

<Write a narrative summary of the results of the 2-3 data measure identified above>

 

 

 

 

Priority Goal 2 and Associated Strategies

 

School Goal 2: By the end of the 2015-2016 school year, teachers at Contentnea~Savannah School will effectively employ Professional Learning Communities to aid in the planning and teaching of the North Carolina approved curriculum, develop formative and summative assessments, and use data to meet student needs as measured by Data Assistance Team meeting minutes/products, lesson plans, and intervention/enrichment plans.
Supports this District Goal: District Goal 1 – LCPS Students will graduate from high school prepared to begin a career in the workforce or with a plan to complete their preparation for a career in an institution of higher education or the military.

District Goal 3 – LCPS students will enter into ninth grade ready to complete their core high school classes within the first five semesters of high school.

District Goal 4 – LCPS students will complete Integrated math I while in either seventh or eighth grade.

District Goal 5 – LCPS students will transition from the fifth to the sixth grade without a dip in their academic and behavior performance.

District Goal 6 – LCPS students will be proficient in reading by the end of the second grade.

Assigned Implementation Team: Janet Stivers-Blaebaum, Katy Benton, Nicolette Morgan, Dunyil Morris

 

Goal 2 Improvement Strategies

 

 
Strategy 1: Develop common assessments through SchoolNet to accurately measure student growth
Action steps: Timeline: Status:
Provide SchoolNet training September 2014 <Enter Status here – Not Started, In Progress, Completed>
Provide scheduled time within instructional day for Data Analysis Teams to meet September 2014-June 2015
Monitor implementation by administrative attendance Ongoing

 

 

 
Strategy 2: Adjust instruction and provide remediation according to data analysis
Action steps: Timeline: Status:
Teachers will discuss/critique specific lessons/lesson plans/student products to determine effectiveness of instruction during weekly Grade Level Meetings. Ongoing <Enter Status here – Not Started, In Progress, Completed>
Teachers will discuss/critique specific lessons/lesson plans/student products to determine effectiveness of instruction during weekly vertically-aligned PLC Meetings. Ongoing
Leaders will provide time for remediation within the instructional day for students October 2014-May 2015
GEAR-UP staff will provide for remediation during an after-school program October 2014-May 2015
Utilize Dibels data for modified class instruction Ongoing

 

 

 

 
Strategy 3: Use effective Professional Learning Community protocols
Action steps: Timeline: Status:
Train staff in effective Professional Learning Community protocols October 2014 <Enter Status here – Not Started, In Progress, Completed>
Provide scheduled time within instructional day for extended planning and PLC meetings September 2014

 

 
What data will be used to determine whether the strategies were deployed with fidelity?
Measure Jan June Jan June
SchoolNet data <Enter Result of data here>
Accelerated Math
Dibels

 

What are the artifacts used to document the strategies and action steps?

  • PLC Minutes and rosters
  • Common Assessments
  • Intervention and Enrichment Plans i.e. PEPs
  • Lesson Plans

 

 

What does data show regarding the results of the implemented strategies?

<Write a narrative summary of the results of the 2-3 data measure identified above>

 

Priority Goal 3 and Associated Strategies

 

School Goal 3: By the end of the 2015-2016 school year, parent involvement will increase by means of a social media presence, parent portal, face-to-face opportunities, and organized flow of information between home and school.
Supports this District Goal: District Goal 1 – LCPS Students will graduate from high school prepared to begin a career in the workforce or with a plan to complete their preparation for a career in an institution of higher education or the military.

District Goal 3 – LCPS students will enter into ninth grade ready to complete their core high school classes within the first five semesters of high school.

District Goal 4 – LCPS students will complete Integrated math I while in either seventh or eighth grade.

District Goal 5 – LCPS students will transition from the fifth to the sixth grade without a dip in their academic and behavior performance.

District Goal 6 – LCPS students will be proficient in reading by the end of the second grade.

Assigned Implementation Team: Lisa Jenkins, Elizabeth Lancaster, Jana Powell, Teresa Younger, Theavon Arnold

 

Goal 3 Improvement Strategies

 

 
Strategy 1: Maintain a Facebook page and website to increase timely and regular communication with parents and the school community
Action steps: Timeline: Status:
Monitor Facebook page daily with updates, reminders and responses Ongoing <Enter Status here – Not Started, In Progress, Completed>
Monitor website daily with updates, reminders and responses Ongoing

 

 

 
Strategy 2: Create face-to-face opportunities for parents and the community to join us at school
Action steps: Timeline: Status:
Orientation August 23, 2014 <Enter Status here – Not Started, In Progress, Completed>
Open House/Title I Night September 25, 2014
Fall Festival November 2014
Grandparents Week October 2014
PTA mtgs. Ongoing
Volunteer Programs (Book Fair, AR, Project DIG, field trips, Ongoing
Mentoring programs (Spirit AeroSystems, GEAR-UP) Ongoing

 

 

 

 
Strategy 3: Increase communication with parents and community
Action steps: Timeline: Status:
Take Home Tuesday Folder August 2014-June 2015 <Enter Status here – Not Started, In Progress, Completed>
Monthly Calendar August 2014-June 2015
Student Agendas August 2014-June 2015
Connect Ed messages August 2014-June 2015
Edmodo and eBackpack August 2014-June 2015

 

 
What data will be used to determine whether the strategies were deployed with fidelity?
Measure Jan June Jan June
Number of people reached/liked on Facebook <Enter Result of data here>
Number of Connect Ed messages sent and data indicating how many people were reached

 

What are the artifacts used to document the strategies and action steps?

  • Title I, Open House, PTA mtg. sign-in sheets
  • Agendas
  • Connect Ed archives
  • Monthly Calendars

 

 

What does data show regarding the results of the implemented strategies?

<Write a narrative summary of the results of the 2-3 data measure identified above>

 

 

 

 

 

 

 

Priority Goal 4 and Associated Strategies

 

School Goal 4: By the end of the 2015-2016 school year, the entire school, kindergarten through eighth grade, will be fully immersed in the iLCPS initiative resulting in higher student engagement, increased collaboration among teachers and a measurable change in learning habits and expectations.
Supports this District Goal: District Goal 1 – LCPS Students will graduate from high school prepared to begin a career in the workforce or with a plan to complete their preparation for a career in an institution of higher education or the military.

District Goal 3 – LCPS students will enter into ninth grade ready to complete their core high school classes within the first five semesters of high school.

District Goal 4 – LCPS students will complete Integrated math I while in either seventh or eighth grade.

District Goal 5 – LCPS students will transition from the fifth to the sixth grade without a dip in their academic and behavior performance.

District Goal 6 – LCPS students will be proficient in reading by the end of the second grade.

Assigned Implementation Team: Katy Benton, April Modlin, Mary Riddick, Kristian Dawson-Chadwick, Frances Herring and Janet Blaebaum

 

Goal 4 Improvement Strategies

 

 
Strategy 1: Provide professional development for implementation of the iLCPS initiative
Action steps: Timeline: Status:
Provide small group PD by DLS during planning times and after school September 2014-June 2016 <Enter Status here – Not Started, In Progress, Completed>
Engage faculty in iLCPS Committee participation September 2014-June 2016
Provide ongoing support by DLT September 2014-June 2016

 

 

 
Strategy 2: Monitor implementation of iLCPS initiative
Action steps: Timeline: Status:
Conduct walk-through observations January 2015-June 2016 <Enter Status here – Not Started, In Progress, Completed>
Video tape teaching January 2015-June 2016
Review/discuss/critique lessons through PLCs January 2015-June 2016

 

 

 

 

 
What data will be used to determine whether the strategies were deployed with fidelity?
Measure Jan June Jan June
Walk-through observation data <Enter Result of data here>

 

What are the artifacts used to document the strategies and action steps?

  • PLC Meeting Minutes
  • Walk-through observation data
  • Student work product
  • Lesson Plans
  • DLT Committee sign-in rosters
  • Video clips

 

 

What does data show regarding the results of the implemented strategies?

<Write a narrative summary of the results of the 2-3 data measure identified above>

 

 

State and Local Mandates

 

Annual Measurable Objectives (AMO) Targets: Status: 76.9% targets met

Targets not met: 9 out of 39

 

This school improvement plan addresses meeting AMO requirements.   Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal 4 Priority Goal 5
Strategy 1 X X X X  
Strategy 2 X X X X  
Strategy 3 X X X    
Our school uses the following strategies to improve student achievement in order to meet AMOS for each subgroup in addition to those in the School Improvement Plan.
Grades 6-8 teach across grade levels to ensure vertical alignment of curriculum

PD on effective PLCs to analyze assessment data

Math teachers have common planning

Use of math consultant and embedded PD

Continued use of Kagan strategies to increase student engagement

Multiple opportunities for remediation during instructional day and after school

Inclusion classes for 4th and 6-8th grades

 

 

 

Strategies for Improving Academic Performance of At-Risk Students

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan that specifies the effective instructional practices and methods to be used to improve the academic performance of students identified as at risk of academic failure or at risk of dropping out of school;

Improving Academic Performance of At-Risk Students:
This school improvement plan addresses meeting performance of at-risk students requirements. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal 4 Priority Goal 5
Strategy 1 X X   X  
Strategy 2 X X X X  
Strategy 3 X X X    
Our school uses the following strategies to improve at risk student achievement in addition to those in the School Improvement Plan.
 

PEPs

Student Success Team

Waterford

 

 

 

 

 

 

 

 

 

 

 

 

 

Strategies for Providing Duty-Free Times

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to provide a duty‑free lunch period for every teacher on a daily basis or as otherwise approved by the school improvement team; and shall include a plan to provide duty‑free instructional planning time for every teacher under G.S. 115C‑301.1, with the goal of providing an average of at least five hours of planning time per week.

 

  • Duty free lunch for K-2
  • Daily common planning for K-5 (45 minutes)
  • Ninety minute planning time for middle school grades (includes 30 minute lunch)
  • Thirty minutes duty free time (fifteen minutes in AM and in PM)

 

Strategies for Eliminating Unnecessary and Redundant Reporting Requirements

 

Pursuant to General Statute §115C-105.27(b), All schools shall include a plan to identify and eliminate unnecessary and redundant reporting requirements for teachers and, to the extent practicable, streamline the school’s reporting system and procedures, including requiring forms and reports to be in electronic form when possible and incorporating relevant documents into the student accessible components of the Instructional Improvement System.

 

  • PowerSchool (Attendance, grade reports, discipline data, health and demographics)
  • Accident/Field trip forms submitted electronically
  • Work orders submitted electronically
  • ConnectEd
  • LCPS website
  • Facebook page and school website
  • Google Docs – sharing through Google

 

 

Additional Required Plans

 

Parent Involvement Plan

Requirement Strategies
Meaningful two-way communication between school and home Student agendas

ConnectEd

Parent Conferences

Phone calls and emails

Classroom newsletters

Take Home Tuesday folder

Promotion of responsible parenting Open House

PTA meetings

Involvement in student learning Open House/Title I

Edmodo

eBackpack

Awards Day Ceremonies

Honor Society Induction Ceremonies

Promotion of volunteering Facebook requests

Teacher classroom requests

Online Volunteer sign-up (LCPS webpage)

Involvement of school decisions that affect children and families PTA Meetings

SIT membership

PBIS team member

Parental training STEM Night

iLCPS Parent Training

Teresa Anderson’s workshops

Community collaboration Partnership with Gordon Street Church, Sharon UM Church

Eastern Region

STEM East

Spirit AeroSystems

Lowe’s Home Improvement

Community Transformation Grant

Kate B. Reynolds Grant

Whole Kids Grant

Farm Bureau

Master Gardeners

Bayer Corporation

SMT Center/Burroughs Wellcome

East Carolina/Katie Schwartz

Lenoir Memorial Hospital

Vidant Medical Center

Promotion of student health awareness Project DIG

17 Raised garden beds

Walking Track

1000 donated water bottles

Walk at School Program

Recycling Program

Dissemination of Health Information

 

 

Professional Development Plan

 

Professional Development Activity Date SIP/District Goal Targeted Participants State Conference/District-wide/In- school Fund Source
Kagan Goal 1 Whole staff district LCPS
SchoolNet Aug, Sept 2014 Goal 1,2 Whole staff In school In house
Reading Foundations Goal 1 Whole staff district LCPS
Dibels Goal 1 K-3 district LCPS
Google Drive September 2014 Goal 2,3,4 Whole staff In house In house
iLCPS Initiative ongoing Goal 4 Whole staff In house In house
Math Consultant Ongoing Goal 1,2 Whole staff In school In house- grant funds
Social Studies Leadership Conference October

2014

Goal 1 Middle school social studies state Title I
Bridging the Gap: Uniting North Carolina K-16 STEM Education Oct. 28 -29

2014

Goal 1,2,4 Leadership team, Project DIG state Title I
SAS Core Curriculum Fall 2014 Goal 1, 2 Middle school core curriculum teachers state GEAR-Up
DAT/PLC Training Oct. 2014 Goal 1, 2 Select staff members state Title I

 

 

 

LEA Funding Flexibility

 

Pursuant to General Statute115C-105.25, When a school improvement plan is accepted under G.S. 115C-105.22, the local board of education may transfer and approve transfers between funding allotment categories requested below.
Program Description Flexibility Relationship to SIP Goals
Classroom Material / Instructional Supplies / Equipment Transfer allowed to textbooks only if in SIP
Teacher Assistants Transfer into teacher assistants is acceptable. If included in SIP, transfers form teacher assistants to dollars for classroom teachers are allowed. Teacher assistant positions must be vacant to transfer.
Textbooks Transfers only to classroom Materials/ Instructional Supplies / Equipment allowed if included in SIP. LEAs do not have to obtain a waiver to purchase off the state adopted list.

 

 

 

Title I School-Wide Compliance Review and Plan

 

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act (Section 1114(b) of Title I). Each required component is described below, with an explanation of how each contributes to the creation of a successful school-wide program. The goals and strategies you’ve already developed may fulfill many of these requirements.
School-wide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all students in the school.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1 X X X X  
Strategy 2 X X X X  
Strategy 3 X X X    
Our school is addressing the need for school-wide reform in the following ways, in addition to our focus on the priority goals listed in this plan:   Our School Improvement Plan includes research based programs that strengthen core curricula and addresses the academic needs of struggling students.
·      SRA Program for at-risk readers

·      Accelerated Reader

·      Accelerated Math

·      iLCPS planning

·      Dibels/Dibels groups

·      My Sidewalks

·      Co-teaching

·      Math Consultant

·      SchoolNet

·      PLCs

·      Waterford

·      Remediation (after school and during instructional day)

·      Daily Five

 

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a school-wide program school meet the qualifications required by section 1119.   Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1 X X   X  
Strategy 2 X X X X  
Strategy 3 X X X    
Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority goals listed in this plan:   Our staff interviews candidates for new positions and only considers those individuals who are highly qualified or will become highly qualified after completion of required coursework.
·       Professional Development

·       Professional Learning Communities

·       New facility

 

 

 

 

High-quality and ongoing professional development: Teachers and other staff in school-wide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the school-wide plan, and receive the sustained, high-quality professional development required to implement them. The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1   X   X  
Strategy 2          
Strategy 3 X X      
Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the priority goals listed in this plan: Professional development is considered critical for supporting teachers in their efforts to positively affect academic growth. Our school’s leadership only considers PD that is research-based and centers on raising student engagement and achievement.
·       Attend state conferences

·       Attend district level PD

·       Provide in-house PD

 

 

Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers. Therefore, the school-wide plan must describe the strategies it will use to attract and retain highly qualified teachers.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1   X   X  
Strategy 2          
Strategy 3   X      
Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on the priority goals listed in this plan: Our school attracts highly qualified teachers because of our use of research-based , proven programs, our accelerated use of technology within each classroom and our goal to train teachers with effective, relevant PD and PLCs.
·       Provide mentors for beginning teachers

·       Provide common planning

·       Strong social media presence

·       Clean and up-dated facility

·       Current PD opportunities

·      STEM focus

·      Technology rich

·      iLCPS Initiative

·      Community Support

·      Awesome Administrators!

 

 

 

 

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and sustained levels of parental involvement. Therefore, it is important that school-wide plans contain strategies to involve parents in the school community. Additionally, state law requires parent representation on every school’s improvement team, and federal requirements specify that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for training parents to better understand how to help their children excel in school.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1     X    
Strategy 2     X    
Strategy 3     X    
Our school uses a wide variety of one-way and two-way methods of communication to increase parental involvement, in addition to our focus on the priority goals listed in this plan: Agendas and homework folders, digital communication and social media, scheduled conferences, and membership in leadership groups.
See parent involvement plan

Parent-student-school staff compacts

Distribution to parents of information of expected proficiency levels and school’s academic performance occurs through….

Collection and dissemination of information on effective parent involvement techniques occurs through….

Parents were involved in planning TI activities by….

Barriers to parent involvement were eliminated by…..

School staff has been educated in the value of parental involvement and how to communicate with parents by….

 

 

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary school-wide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective school-wide programs capitalize on this strong start.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1 X X      
Strategy 2 X X X    
Strategy 3 X X X    
Our school uses pre-school-to-elementary transition strategies that help our young students move seamlessly from pre-school to kindergarten and beyond, in addition to our focus on the priority goals listed in this plan.
·       Early Childhood Registration

·       Staggered enrollment

·       Child Care Centers visits

·       Transportation to pre-school

 

 

 

 

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement.   These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.  
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1 X X   X  
Strategy 2 X X      
Strategy 3   X      
Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the priority goals listed in this plan by scheduling time, PD and support for effectively analyzing assessment data.
PLC training

Nine Weeks Testing

Progress on PEPs

Dibels/Reading 3D

Accelerated Math data

EVAAS data

SchoolNet Assessment data

 

 

 

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional assistance: The school-wide program school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs.   This assistance must be available to all students in the school who need it.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1   X      
Strategy 2 X X      
Strategy 3          
Our school uses research-based programs, transition classes, and remedial instruction as differentiation strategies, in addition to our focus on the priority goals listed in this plan.
Remediation during instructional day

After school remediation

SRA Reading Program for at-risk readers

EC Services/IEPs

Second grade transition class

Fourth grade transition class

PBIS interventions

PEP interventions

 

 

 

 

Coordination and integration of Federal, State, and local services and programs: School-wide program schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, school-wide program schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the resources available to carry out the school-wide program.
This school improvement plan addresses this requirement. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1   X X X  
Strategy 2 X X X X  
Strategy 3 X   X    
Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition to our focus on the priority goals listed in this plan:
Technology is supported by local, state, and federal funds.

Teachers are supported by state and federal funds.

PBIS is supported by state and federal funds.

Instructional materials and supplies are supported by local, state and federal funds.

 

 

Focus School Intervention Plan

 

Focus Schools will include in their school plans a description of the interventions that will be implemented to improve the performance of student subgroups that are furthest behind. These interventions must be based on the academic and non-academic needs of the student subgroups. Rather than focus on implementing a “program,” districts must ensure that schools implement interventions that reflect evidence-based best practices aligned to overall school improvement efforts.

 

Describe the reason that the school has been designated as a Focus School:

CSS is a Focus School because the gap between our lowest achieving (SWD) and highest achieving (White) students is greater than the state’s average gap.

 

 

 

 

 

Strategies to address reasons for focus status.
This school improvement plan addresses the school’s focus status. Please see the priority goals and strategies noted to the right:   Priority Goal 1 Priority Goal 2 Priority Goal 3 Priority Goal4 Priority Goal 5
Strategy 1 X X X    
Strategy 2 X X X    
Strategy 3 X X X    
Our school uses early reading interventions, multiple remedial opportunities and transition classes to target struggling students, in addition to our focus on the priority goals listed in this plan.
Provide early interventions in K-2 for Reading and Math

Provide remediation opportunities during and after school

Have weekly services of Math Consultant across all grades

Provide targeted transition classrooms in 2nd and 4th grade

Utilize research-based programs for teaching reading and math

Teachers teach across grade levels to ensure vertical alignment (6-8 grade)

Co-teaching in math and reading (4 and 6-8 grade)

 

 

Plan for the use of additional focus money:

 

 

Intervention

Strategy

Item(s) to be purchased Amount SIP Goal and Strategy Subgroup(s) Addressed
Tutoring/Remediation/Research-based Programs 500 hours 10,000 Goal 1 SWD/At risk
SRA Reading Consumable books 3,500 Goal 1 SWD/ At risk

 

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