Strategies (determined by what data) (PD) Point Person (title) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates 1. Hire two cafeteria lunch monitors that work 2.2 hours daily Monday-Friday · Principal · Assistant Principal · Increase in student achievement as students will grow 1.5 years as measured by MAP, Reading 3D, EOGs · Decrease number of referrals in area of physical aggression and suspensions by 30% due to strong relationship building with students · Strong instructional plans for teachers aligned to student needs N/A Cafeteria monitors, administration, classroom teachers Start: 1st week of November End: June 2. Utilize community volunteers as monitors in cafeteria · Principal · Assistant Principal · Teachers are granted the option to have duty free lunch on a rotating basis · Students are safe in the cafeteria N/A Administration, Elevation Church, Hendrick 1st week of November End: June First volunteer training will be held the 2nd week of October; Volunteer
Strategies (determined by what data) (PD) Point Person Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline Dates 1. 50 minutes of duty-free instructional planning for all teachers K-5 Monday: Data Analysis/Action Planning Tuesday: Literacy Wednesday: Math & Science/S.S. Thursday: Data Analysis Friday: Intervention Team · Principal · Assistant Principal · Dean · Teachers collaborating and planning around instruction and analysis and use of student data as evidenced in grade level and teacher standards based lesson plans. · Increased student academic growth as measured by Reading 3D, common assessments, district assessments, MAP, MasteryConnect). Students will grow at least 1.5 years. Increasing student engagement/joy of learning as measured by walkthrough/ observation data and student surveys. N/A Administration, Facilitators, Classroom teachers, Special area teachers Already in place, will be ongoing all year ins at each progress report and report card date 2. Grade-level facilitators will ensure coverage and the processes/systems necessary to be in place for instructional planning · Facilitators · Teachers collaborating and planning around instruction and analysis and use of student data as evidenced in level and N/A Administration, Facilitators, Classroom teachers, Special area Already in will be ongoing all year Check ins at
3. Healthy Active Child 30 min. · K-5 physical activity scheduled into master schedule daily · P.E. for each child K-5 for 50 minutes · Spring Field Day · Girls on the Run · (basketball, cheerleading, step team) Prodigal Son workouts · Principal Healthy Schools Chairs · Decrease in childhood obesity · Increase in scores on school results in state-wide and national fitness testing · Increase in student desire to participate in physical activity as measured by student surveys and increased number of participants in physical activities N/A Classroom Teachers, Admin, P.E. Staff (physical activity for all students) Ongoing activities for students at various school events such as Title I nights and community events 4. School Health Team · School Health Fair in the Spring in conjunction with community partners such as Red Cross and CMC · Providing proper training at BOY and throughout staff PD on school health related issues · Dean · Nurse · Increase in staff health awareness · Increase in staff participation in healthy lifestyles ·Successful handling of all school health-related incidents (asthma, diabetes, etc) N/A Administration, PE Staff, Nurse, School Health Team Already in place; ongoing through April Goals: 90-Day Plan Goals. Strategic Plan Goal:
Strategic Plan Focus Area: Data Used: Strategies (determined by what data) (PD) Point Person Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates 1. 2. 3. 4.
proficiency to a minimum of 55% as measured by Math MAP from BOY to MOY. 6 By February 2018, students will have attained a 65% proficiency rating on common assessments. 50% of students demonstrated CCR on the NC Science EOG 66% of students demonstrated GLP on the NC Science EOG 59% of students will demonstrate College and Career Readiness on the NC Science EOG 73% of students will demonstrate Grade Level Proficiency on the NC Science EOG Students will maintain an average of 65% on all common assessments. This is equivalent to a level 4 on the NC Science EOG. 7 Nathaniel Alexander Elementary School will reduce chronic absenteeism, out of school suspensions by 30 % in order to create a great place to teach and learn under a common 17.64% (Chronically Absenteeism) 110 out of school suspensions 12.34% (Chronically Absenteeism) 70 out of school suspensions Decrease to 14.81% in chronic absenteeism by December 2017 Decrease to 93.5% in out of school suspensions by December 2017
Critical Action to Address Root Cause & Achieve Desired Outcome (Focus on teacher practice and systems & processes) Person Completing Action Timeline Resources Needed / Source Reading Foundations Training and Implementation K-2 Teachers, Support Staff Summer 2017, Ongoing Core Assessment resources, Reading Foundations content resources Consistent progress monitoring of TRC and DIBELS All Teachers October 2018 Ipads, Computers, Scheduling/Time management support Intentional coaching during progress monitoring on written response questions through the use of one-on-one feedback sessions with students after completing and scoring responses. All Teachers October 2018 Professional development in the area of conducting targeted one-on-one feedback sessions, professional development in scheduling/time management Incorporate written response tasks into literacy core instruction on a frequent and consistent basis. All Teachers October 2018 CCSS ELA unpacking documents Disaggregate TRC data in order to identify groups of students who will receive diagnostic CORE assessment testing. Facilitators, Teachers October 2017 mClass reports, Core Assessing Reading: Multiple Measures book, Phonological Awareness: Assessment Tools
2018 Create W.I.N block lesson plans based on analyzed relevant data Teachers September 2018 W.I.N. Lesson Plan Exemplars and Guided Planning Framework Teachers will show evidence of using classroom data to inform their instruction on all lesson plans Teachers November 2017 Evidence of using classroom data to inform instruction on lesson plans may vary (i.e. sticky notes, additional planning, etc) Grade levels will show evidence of pre-assessment data analysis through the guided planning framework note taker during instructional planning meetings. Teachers November 2017 Utilization of pre-assessment data to inform upcoming instruction may be differentiated within grade levels and throughout the school Provide ongoing coaching and support for teachers by conducting walkthroughs, learning walks, and facilitating individual data/feedback meetings Administrators, Academic Facilitator Ongoing, weekly Get Better Faster coaching guide, walkthrough form, data analysis reports PLCs will utilize the Rigorous Learning Toolkit during instructional planning in order to assess the level of rigor of tasks and create objectives, formative assessments, and tasks aligned to the level of rigor outlined in the standards. Academic Facilitator, Teachers Ongoing, weekly Rigorous Learning Toolkit
and data facilitator) Fifth grade teachers September 2018 analysis reports, action planning form(s) Provide ongoing coaching and support for science teachers by conducting walkthroughs, learning walks, and facilitating individual data/feedback meetings Administrators, Academic Facilitator Ongoing, weekly September 2018 Get Better Faster coaching guide, walkthrough form, data analysis reports Provide ongoing feedback and support for lesson planning practices Administrators, Academic Facilitators Ongoing, weekly September 2018 Google Drive, Get Better Faster coaching guide, NCESS Teachers will show evidence of using classroom data to inform their instruction on all lesson plans Teachers November 2017 Evidence of classroom data to inform instruction on lesson plans may vary (i.e. sticky notes, additional planning, etc) levels will show evidence of pre-assessment data analysis through the guided Teachers November Utilization of pre-assessment
Mastery Grading Procedures Plan – Required for All Schools Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for child to graduate college- and career-ready. Strategic Plan Focus Area: Academic growth/high academic achievement Data Used: EOG, Reading3D, MAP, PowerSchool, Staff Survey Data, MasteryConnect Strategies (determined by what data) (PD) Point Person (title) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates 1. Common assessments Pre- and post- assessments created in Mastery Connect aligned to standards · Principal · Assistant Principal · Dean · Facilitators · Increased mastery of CCSS K-5 · Growth in MAP scores (1.5 · Growth in Reading3D scores (1.5 years) · Growth in EOG scores, specifically in levels 4 and 5 · Stronger, more rigorous student writing samples N/A (Mastery Connect funded by CMS) Administration Instructional Leadership Team Teachers Already in place, ongoing throughout the year End June 2018 Quarterly checks Principal and facilitators
check and monitor at check-in meetings 2. Data disaggregation · Process of monitoring student achievement by standard in order to facilitate remediation/intervention plans (i.e. RTI) · Weekly item-analysis days with DDI in grade-level PLC planning following Instruction model by Paul Bambrick Santoyo · Principal · Assistant Principal · Dean · Facilitators · Increased mastery of CCSS K-5 · Growth in MAP scores (1.5 years) · Growth in Reading3D scores (1.5 years) - Growth in EOG scores, specifically in levels 4 and 5 · Stronger, more rigorous student writing samples · Number of I team referrals with success increased · Correlation between I team referrals and EC identification increased ·More parent participation at I team meetings N/A Administration Instructional Leadership Team Teachers Parents Already in place, ongoing throughout the year End June 2018 Checks quarterly (1st, 2nd, 3rd, 4th) Principal and facilitators and monitor at bi-monthly check-in meetings
3. Flexible grouping · Process of grouping students according to academic need by objective o Students are semi-departmentalized in 5th grade for math and science based upon data o Students in K-4 are being pulled in intervention groups daily o There is 1 interventionist and a Title I tutor for flexible group support · Principal · Assistant Principal · Dean · Facilitators · Increased mastery of CCSS K-5 · Growth in MAP scores (1.5 years) · Growth in Reading3D scores (1.5 years) · Growth in EOG scores, specifically in levels 4 and 5 · Stronger, more rigorous student writing samples Title I funding was used to buy CCSS resources by standard for grades K-5 for intervention groupings Administration Instructional Leadership Team Teachers Start: October End June 2018 Groupings are revisited in weekly planning meetings on Data Days 4. Late and make-up work · School expectations for holding students accountable for completing assignments o Students have one week to make-up work for excused absence o Students will receive reduced credit after turning work in late, the grade is deducted by 15% each day late ·Principal · Assistant Principal · Dean · Facilitators · Decrease in student missed assignments · Increased teacher/home communication as measured by documented parent contacts · Teacher/Facilitator contact home each time a student is absent N/A Administration Instructional Leadership Team Teachers Parents Start: October End June 2018 Checks at progress reports, report cards each quarter