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 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service Strategic Plan Focus Area: Social and emotional health (Goal 4); Staff Retention (Goal 2) Navigator Pathway: Kindergarten ready Advanced Reading in K-2 Grade Level in Reading/Writing Grade 3 At/Above Grade Level in Reading/Writing Grade 7 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) Point Person (title/name) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Interim Dates Hire Lunch Monitor Susan Wilson Principal Teachers will be given “released’ lunch time each day during their class’ regularly scheduled lunch time. To be determined by HR Principal HR September 2014 – June 2015 Schedule additional coverage from the Instructional Assistants (30 minute increments) Susan Wilson Principal Teachers will be “released’ lunch time each day during their class’ regularly scheduled lunch time. N/A Instructional Assistants September 2014 – June 2015 SMART Goal (2): Duty Free Instructional Planning Time Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and 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 5: Optimize district performance and accountability by strengthening data use, processes and systems. Strategic Plan Focus Area: Data integrity and use (Goal 5) Academic growth/high academic achievement (Goal 1) Navigator Pathway: 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 9 Take and pass at least 1 AP/IB/Post-Secondary class & exam 1550 on SAT or 22 on ACT Data Used: Master Schedule, Planning Notes, 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. The master schedule will be created to accommodate duty-free planning time for teachers. Susan Wilson Principal - Various Assessment Data Team Planning Minutes N/A All Staff 2015 2. Teachers will also be weekly planning to analyze student assessment data. Susan Wilson Principal - Various Assessment Data - Team Planning Minutes N/A All Staff 2015 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. 2014-June 2014-June
Math, Kathy Richardson & DreamBox Curriculum Night -Data from Kathy Richardson Assessments 2. Grades 3-5 will implement a fixed common “flex” time for remediation and enrichment. K-2 classes will use flexible grouping within classrooms based on student assessment data. Use flexible, small group instruction based on assessment data Latresha Wilson Academic Facilitator Grade level Chairs - Common Assessment Data - MAP Data - Team Planning Minutes - Walkthrough Observations N/A Classroom Teachers Academic Facilitator Grade Level Administrator 2015 Interim Checkpoints: 10/24/14 1/20/15 3/31/15 6/11/15 3. Instructional assistants will pull small groups in grades K-5 to work on targeted skills based on assessment data Flexible small groups Data from groups will be tracked by TAs Latresha Wilson Academic Facilitator Grade level Chairs - Common Assessment data - MAP Data - Flexible Groups - Data from small group instruction (progress monitoring) N/A Classroom Teachers Academic Facilitator 2015 Interim Checkpoints: 10/24/14 1/20/15 3/31/15 6/11/15
SMART Goal (6): By the end of the 2014-2015 school year, students in grade 3-5 will demonstrate an overall increase in proficiency from 61.61% to 70% proficient as determined by the North Carolina End-of-Grade tests. (2013-14 Score: 61.61%; Goal for 2014-15: 70% ) 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: Academic Growth/High Academic Achievement, Access to Rigor 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 1 AP/IB/Post-Secondary class & exam Score 1550 on SAT or 22 on ACT Data Used: MAP Assessment Data, Common Assessment Data, EOG data 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. Implement extended day tutoring for students identified for remediation Target the students who are level 2 and low level 3 Latresha Wilson Academic Facilitator -Common assessment data for students who participate in tutorial - MAP data/progress monitoring data for students in the tutorial program TBD Academic Facilitator Tutors Classroom Teachers 2015 2. Implement a systematic intervention process to quickly identify students who are not successful (Student Success Team). Arika Bateman School Counselor -Teacher documentation for flex grouping -SST minutes from meetings N/A Academic Facilitator Classroom Teachers Tutors 2015 Interim Checkpoints: 10/24/14 1/20/15
During weekly grade level data meetings, students performing below grade level in any content area will be targeted for interventions -Intervention and teacher documentation of implementation 3/31/15 6/11/15 3. The Academic Facilitator, along with the Curriculum & Instructional Rigor Committee, will implement school-based professional development regarding Balanced Literacy. Latresha Wilson Academic Facilitator - Monthly PD - Informal/Formal Observations - Data planning - Common Assessments - MAP Assessment Data N/A Academic Facilitator Instructional Staff Committee Members 2015 Interim Checkpoints: 10/24/14 1/20/15 3/31/15 6/11/15
(7): By the end of the 2014-15 school year, we will cultivate and increase partnerships from 6 to 7 with families, businesses, and faith-based or community organizations to provide a sustainable system of support and care for each child. Goal 3 : Partnership Development : 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 : Periodic meetings with faith-based/business leaders to reassess effectiveness of partnership and needs of students and families (determined by what data) Task Task Task (PD) (title/name) (Student Impact) (estimated cost / source) Personnel Involved (Start—End) Interim 1. Continue to build Faith-based partnerships: Bridge Church and Mecklenburg Community Church Wilson Principal - Resources provided for staff, students, and families N/A All Staff August 2015 2. Continue to build Business Partnerships: Marco’s Pizza and Chick-Fil-A Julie Moore PTA President - Funding received from Spirit Nights benefit instructional needs of the school (i.e. technology) N/A All Stakeholders August 2015 3. New Partnership: Charlotte Susan Wilson Principal Planting of trees on campus N/A All October, 2014 New Partnership: Ryland Homes Julie Moore PTA President -Provide school supplies for students in need. -Provide staff luncheon. -Volunteer at school events N/A All Staff August 2015
Navigator Pathway: 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 Data Used: MAP Assessment Data, Common Assessment Data, EOG data 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 Interim 1. Common assessments Pre and Post assessments created by grade level teams Common assessments that are aligned to content standards Academic facilitator reviews and monitors grade level common assessments Latresha Wilson Academic Facilitator Grade level chairs Common assessment data Plans for re-teaching Lesson plans N/A Academic Facilitator Classroom Teachers August 2014 October 2014 January 2015 March 2015 May 2015 2. Data disaggregation Weekly RTI data planning meetings Review of Pre/Post Assessment data Review MAP and TRC data Data used to group and differentiate instruction to meet individual student needs. Latresha Wilson Academic Facilitator Arika Bateman School Counselor -Teacher documentation for small groups -Intervention team & RTI minutes -Intervention plans and teacher documentation of implementation -Students goal setting sheets N/A Academic Facilitator Classroom Teachers Tutors August 2014 October 2014 January 2015 March 2015 May 2015
Individual student goal setting 3. Flexible grouping Daily small group instruction conducted by Instructional Assistants and classroom teachers RTI Departmentalized instruction based on RIT (Monday/Tuesday = Reading) (Wednesday/Thursday = Math) Latresha Wilson Academic Facilitator -Assessment data from MAP, TRC, classroom assessments, pre/post assessments N/A Academic Facilitator Classroom Teachers August 2014 October 2014 January 2015 March 2015 May 2015 4. Additional learning opportunities Implementation & utilization of iPad labs (RAZ Kids, Compass Learning, Dreambox) If a student below an 84% on any common assessment, the student may have the opportunity to make test corrections within a week of the original assessment date. Students will also complete a activity or participate in a re-teaching group Classroom teachers Chairs Heidi Copeland Assistant Principal -MAP data -TRC data -Data from RAZ Kids, Compass Learning and Dreambox N/A Classroom teachers August 2014 October 2014 January 2015 2015 May 2015
lesson. Upon completion of both the student will be given an opportunity to retest and replace the original grade up to an 84%. 5. Late and make-up work All teachers will accept late and make-up work from absent students. All work must be completed within 5 days of an absence. In all circumstances, homework and other assignments should be accepted, even when turned in after the designated date. Credit for late work will be awarded according to the following guidelines: If the student was present in class on the due date, the work may be given less credit. If the student was not present in on the due date because of an excused absence, full credit must be Classroom teachers Grade Level Administrator -Teacher documentation -Teacher grade book N/A Classroom teachers August 2014 October 2014 January 2015 March 2015 May 2015