School Improvement Plan 2013-2014 through 2014-2015 School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate. Selwyn Contact Information School: Selwyn Elementary School Courier Number: 522 Address: 2840 Colony Road Charlotte, NC 28211 Number: 980-343-5835 Fax Number: 980-343-5864 Learning Community Central School Website: Principal: Mr. Shane Lis
Goal 4: Promote a system-wide culture of safety, high engagement, customer service, and cultural competence. Focus Areas: Physical Safety, Social and Emotional Health, High Engagement, Customer Service, Cultural Competency Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems. Focus Areas: Effective & Efficient Processes and Systems, Strategic Management of District Resources, Data Integrity and Utilization, School Performance Improvement, Disproportionally Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design. Focus Areas: Learning everywhere, all the time, Innovation and Entrepreneurship, Strategic School Design 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 Navigator Pathway: 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: Attendance report for monitor Strategies (determined by what data) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) 1. Hire a lunch room monitor Mr. Lis Human Resource District Principal / Monitor October - June
Data Used: Schedules Strategies (determined by what data) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline 1. Efficiently manage transition to ensure maximum planning. Administrators 1. Balance between classroom instructional time and special area instructional time. 0 Special areas teachers, classroom teachers, administration, teacher’s assistants Quarterly check-in 2. Effectively incorporate double block special area class planning periods. Administrators 1. Balance between classroom instructional time and special area instructional time. 2. Increase in student engagement because of increased level of teacher preparation. 0 Special areas teachers, classroom teachers, administration, teacher’s assistants Quarterly check-in 3. Schedule double special areas planning periods on Tuesdays, Wednesdays and Thursdays to prevent interruption from holidays and teacher’s workdays. Administrators 1. Balance between classroom instructional time and special area instructional time. 2. Increase in student engagement because of increased of teacher preparation. 0 Special areas teachers, classroom teachers, administration, teacher’s assistants Quarterly check-in
4. Maximize use of time during double planning periods by requesting “meeting minutes” and “agendas” from teachers. Administrators 1. Balance between classroom instructional time and special area instructional time. 2. Increase in student engagement because of increased level of teacher preparation. 0 Special areas teachers, classroom teachers, administration, teacher’s assistants Quarterly check-in 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. Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through the expansion of strategic school design. Strategic Plan Focus Area: Social and Emotional Health, Learning everywhere, all the time Navigator Pathway: 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 1550 on SAT or 22 on ACT Data Used: Discipline Data Strategies (determined by what data) Point Person Evidence of Success (Student Impt) Funding Personnel Involved Timeline (Start—End)
1. Liaison / Bully-prevention Institute regular, scheduled meetings to discuss classroom issues and concerns Survey the students to determine perceptions and needs of the school Use lessons from “Don’t Laugh at Me” to teach tolerance and acceptance to students Lunch Buddies Classroom Teachers Bullying Prevention Committee Classroom Teachers Mrs. Phifer Open, accepting environment, created in the classroom Survey results used to guide lunch bunch and small group interventions Lesson plans reflect anti-bullying lessons Students selected on a flexible needs basis and given access to group time N/A N/A N/A N/A Classroom Teacher, students, counselor Tech Associate, Counselor Classroom Teacher, students Students, Mrs. Phifer 8/23-6/10 1/3-6/10 8/23-6/10 1/3-6/10
2. Character Education Work with PTA committee on Character Education to provide strategies for instruction and language into Character Ed lessons Implement Conflict Resolution strategies and lessons into classroom instruction Clearly define terms used to describe bullying (e.g. humiliation, zero-tolerance, compassion, etc). so student can easily delineate every day disagreements from bullying Provide PD on Paideia seminar techniques as a way to teach higher level thinking skills and character- ed lessons Bullying Prevention Committee Classroom Teachers Beth Phifer Jenny Bonack Lecia Shockley Select Character Education assemblies include messages Lesson plans reflect “conflict resolution” as a topic; student can articulate techniques to use in disagreements List of common terms and definitions that teachers use in lessons plans Schedule of PD meetings to teach Paideia techniques N/A $250 N/A N/A Counselor Classroom Teachers, Counselor Classroom Teachers Counselor, Classroom Teachers Counselor, Classroom Teachers 11/1-6/10 1/3-6/10 1/3-6/10 1/3-6/10 3. Healthy Active Child 30 min. Institute a 50/50 rule at of the time is an organized game or activity with the whole class, 50% is free play time, for 50% of the time the class goes to recess. Classroom Teachers/ PE Teachers Recess schedule for all grades N/A Classroom Teachers, PE Teachers 1/3-6/10
Reading/Writing Grade 3 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 1550 on SAT or 22 on ACT : MAP, Reading 3D, EOG, Classroom create pre/post common assessments (determined by what data) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) 1. Expand grade level collaboration through increased grade level planning sessions A minimum of one 90 minute session/week Administration Grade level teaching teams Master schedules showing sessions Lesson sharing ensures equitable classroom experiences and alignment to long range plans None Faculty Weekly, August to May 2. Expand sharing of best practices teaching techniques. Implement peer walk-throughs and compile lists of teacher skills One 30 minute observation/walk-through per month (during planning periods) Faculty Form filed for walk-throughs Peer observations shared at monthly meetings – highlighting teacher skills and strengths, thus providing opportunity for best practice sharing Students experience best practice teaching None Faculty Monthly, January to May 3. Expand vertical planning opportunities Administration Faculty Agenda sharing Newsletters None Faculty Ongoing, August to May
Utilize facilitators, administrators and other teachers to interpret data results Administrators Level Teams Master Schedule Unit Assessments: ongoing 2. Set student goals with students using MAP template Familiarize teachers with MAP structure and goal setting procedures Meet with students to set high goals for progress from one benchmark to the next Evaluate success on goals with individual students Facilitators RtI Classroom Teachers Completed growth setting worksheets and student knowledge of individual goals Data walls to track progress and success meeting goals Facilitators RtI Coach, Classroom Teachers, students October, 2014 MAP Benchmarks: September, December, March (6): Increase Reading Proficiency By the end of the 2013-2014 school year 72.2% of our students in grades 3-5 will demonstrate proficiency in reading as determined by the North Carolina Reading End of Grade test. This reflects a 5% increase from the 2012-2013 North Carolina Reading End-of-Grade test. Goal 1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate career and college ready
: College and Career Readiness, Academic Growth/High Academic Achievement, Access to Rigor : Enter Kindergarten ready Advanced Reading in K-2 Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 At/Above Grade Level in Math Grades 3-5 Successful completion of Math I in 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT : MAP, Reading 3D, EOG, Classroom create pre/post common assessments (determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Interim Dates 1. Provide staff with ongoing training and development to support the implementation of the Balanced Literacy program. Administration Literacy Facilitators MAP, Lexile and EOG measures, Reading 3D PTA PD All staff 8/13 – 6/14 2. Provide opportunity and training to utilize formal and informal assessment of students to better inform literacy and writing instruction, both laterally within each grade level and longitudinally across grade levels. Administration level teams MAP, Lexile and EOG measures, Reading 3D District (MAPS) and State (3D) provided funds Administration Classroom teachers Support staff (EC + TD) Counselor 8/13 – 6/14
School Improvement Plan Annual Review Tentative Due Date June 2014 2013-2014 SMART Goal (1): By the end of the 2013-2014 school year 35% of our students classified as black and Hispanic in grades 3-5 will demonstrate overall proficiency as determined by the North Carolina End of Grade tests. This reflects a 6% increase from the 2012-2013 North Carolina End-of-Grade test. Strategic Plan Goal: Strategic Plan Focus Area: 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 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3. 4. SMART Goal (2): Strategic Plan Goal: Strategic Plan Focus Area:
Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 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 1550 on SAT or 22 on ACT Data Used: Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3. 4. SMART Goal (3):
SMART Goal (4): Strategic Plan Goal: Strategic Plan Focus Area: 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 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 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3. 4.
Goal (5): Strategic Plan Goal: Strategic Plan Area: Navigator Pathway: Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3 Grade Level in Reading/Writing Grade 7 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 1550 on SAT or 22 on ACT Data Used: Strategies (determined by what data) Task Task Task 2012-2013 Result 2013-2014 Target 2013-2014 Current Reality Use quantitative terminology to describe school’s progress towards outcome. Describe the effectiveness of each strategy. 1. 2. 3. 4.