SMART Goal (1): Duty Free Lunch for Teachers Provide a duty-free lunch period for every teacher on a daily basis. Strategic Plan Goal: #2: Recruit, develop, retain, and reward a premier workforce. Strategic Plan Focus Area: Teacher retention Data Used: Disciplinary referrals; attendance of monitors 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 lunch monitors to supervise students in the cafeteria Summer Rogers Teachers will regularly have duty-free lunch. State funding Lunch monitors August, 2017 2.Adults and students will provide models for appropriate cafeteria behaviors Summer Rogers will be a decrease in office referrals for inappropriate cafeteria behaviors. Teachers will teach students the appropriate behaviors in the cafeteria the first 10 days of school and provide resets throughout the school year. None needed Lunch monitors; character education committee August, 2017; Nov. 2017, March, 2018
SMART Goal (2): Duty Free Instructional Planning Time Provide duty-free instructional planning time for 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: #1: Maximize academic achievement in a personalized 21st century learning environment for every child to graduate College-and Career-Ready. Strategic Plan Area: College-and Career-Readiness Data Used: Master instructional schedule; team minutes/agendas; support during planning meetings 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. Provide weekly, duty-free instructional planning time for every teacher. Summer Rogers, Principal Instructional schedule; academic achievement No funding needed A-Team, Instructional Assistants September, 2017-May, 2018 Interim check dates-Nov. 2017; March, 2018 2. Utilize instructional assistants during planning meetings for grades K-1. Special Area teachers will provide coverage for Summer Rogers, Principal Weekly planning blocks will be scheduled around connect class schedules as much as possible, in order No funding needed Special area teachers; teacher September, 2017-May, 2018
well as through school activities and closed-circuit broadcasts at the start of the school day to keep students and parents informed 2018 2. Character Education Establish and maintain consistent behavior expectations throughout the school environment. Implement catching compliments initiative. Recognize students selected for good character at a monthly principal’s character celebration attended by parents and families Integrate character education in daily curriculum, highlighting positive behaviors and choices, by way of WBES, announcements, and nomination of students for various awards, and morning meetings. Classroom Teachers Ms. 4th grade teacher Summer Rogers, Principal At least 85% of fourth and fifth grade students surveyed on the CMS Student Survey will indicate that they know and follow the school rules/procedures. Morning Meetings will be implemented in 100% of the classrooms. Coaches will provide walkthrough feedback. Professional development will be provided throughout the year. No funding needed Character education committee; character ambassador September 2017-May 2018 Interim check dates-Nov. 2017; March, 2018
3. Healthy Active Child 30 min. K-1 students will participate in the Mind in Motion lab. Mind in Motion Strategies will be shared with in weekly emails. Aaron Plummer and Anne Sluder, physical education teachers Physical education teachers; classroom teachers; BES PTA executive board; BES families; community donors September 2017-May 2018 Interim check dates-Nov. 2017; March, 2018 4. School Health Team The school health team will meet at least quarterly to ensure implementation of the district’s wellness plan for staff and students The school health team will highlight healthy practices throughout the year and encourage partnerships with families and community agencies for healthy living Aaron Plummer, Anne Sluder, physical education teachers Nurse Griner Highlighting healthy practices such as encouraging all students to eat the free school breakfast, being physically active each day, and practicing proper hand washing and good hygiene skills will result in students and staff who attend school daily and are attentive to teaching and learning No funding needed School health team September 2017-May 2018 Interim dates-Nov. 2017; March 2018
a traded ADM position to provide support to K-2 staff and students and 3-5 staff and students. standards 2. Provide teachers with opportunities to observe colleagues engaged in and appropriately modeling components of balanced literacy instruction; grade levels will discuss and implement application of their observations Summer Rogers, Principal Learning Leaders: Dillon, Reagan, Lewis, Flowers Teachers will implement best practices within their classrooms as affirmed through formal/informal observation data; DIBELS Next, TRC data, and MAP data will demonstrate that students are making appropriate growth toward grade level standards No funding needed; teacher assistants will be needed for coverage during planning periods Literacy facilitator; classroom teachers, Lab Class with Michelle Vanderwerken November 2018 Interim check 2017; February 2018; April, 2018 3. Classroom teachers (K-5) will continuously analyze assessment data to inform all instruction and revise strategies to meet individual student flexible groupings will be utilized across grades 2-5 to address these needs and interim assessments will be administered approximately every six to eight weeks to measure progress with standards Summer Rogers, Principal Learning Leaders: Dillon, Reagan, Lewis, Smith, Flowers Weekly data discussion meetings will be held within PLCs; quarterly planning will be scheduled to allow teams to analyze interim assessment data and to inform instructional strategies No funding needed Literacy facilitator; classroom teachers; admin. team; support staff October 2017 January 2018 March 2018 April, 2018
appropriately for specialized teams in literacy, math, and/or science 6. Conduct workshops for parents/community on balanced literacy; provide updates and suggestions for home support of reading through weekly classroom teacher emails, the weekly “Bear Blast” published by the PTA, through the school’s website, and through Connect Ed messages Lacey Reagan, literacy facilitator; Gina Flowers, math facilitator Increased support from parents with a common understanding that reading Increased support from parents with a common understanding that reading is fundamental for school success and being college No funding needed Literacy and math curriculum committees; PTA; SLT October, 2017-May, 2018 7. Continue to implement the school transformation plan as one of the schools in the first cohort of the Student Success by Design Collaborative, adding second grade to the plan, implementing specialization in literacy and math; whereby teachers will be paired, having one teacher teach literacy/social studies and the other teach math/science. This specialization will help teachers focus on their content so that they can appropriate and effectively differentiate instruction for students School design team Using this school design model will allow all students to have access to excellent teachers; all teachers have career opportunities dependent upon their excellence, leadership, and student impact; this model will also increase collaboration time and make development toward excellence more attainable for staff working in PLCs No funding needed School design team; K-2 teachers October, 2017-May, 2018 Interim 2017; February, 2018; April, 2018
Way, leveled texts’ and technology which supports reading; hire two literacy intervention teachers this year using a traded ADM position to provide support to K-2 staff and students and 3-5 staff and students. Temika Lewis, Michelle Vanderwerken, Temika Smith, Gina Flowers MAP data will demonstrate that students are making appropriate growth toward grade level standards Karen Dillon, Lacey Reagan, Temika Lewis, Michelle Temika Smith, Gina Flowers 2017; February, 2018; April, 2018 2. Provide teachers will opportunities to observe colleagues engaged in and appropriately modeling components of balanced literacy instruction; grade levels will discuss and implement application of their observations Reagan, literacy facilitator Learning Leaders: Karen Dillon, Lacey Reagan, Temika Lewis, Michelle Vanderwerken, Temika Smith, Gina Flowers Teachers will implement best practices within their classrooms as affirmed through formal/informal observation data; DIBELS Next, TRC data, and MAP data will demonstrate that students are making appropriate growth toward grade level standards No funding needed; teacher assistants will be needed for coverage during planning periods Literacy facilitator; classroom teachers November, 2017-April, 2018 Interim check 2017; February, 2018; April, 2018 3. Classroom teachers (K-5) will continuously analyze assessment data to inform all instruction and revise strategies to meet individual student needs; flexible groupings ILT Weekly data discussion meetings will be held with PLCs; quarterly planning will be scheduled to allow teams to analyze interim No funding needed Literacy facilitator; classroom teachers; admin. October, 2017 January, 2018
will be utilized across grades 2-5 to address these needs and interim assessments will be administered approximately every six-eight weeks to measure progress with standards assessment data and to inform instructional strategies team; support staff March, 2018 April, 2018 4. The Multi-Tiered System of Support frameword (MTSS) will be effectively implemented by classroom teachers and monitored by support staff (EC, ESL, AIG) to assist students needing additional support in the learning process Professional development will be provided by our MTSS team in August for all instructional staff and follow-up will be ongoing throughout the school year. Karen Thayer, Joanne Anderson, school counselors Learning Leaders: Karen Dillon, Lacey Reagan, Temika Lewis, Michelle Vanderwerken, Temika Smith, Gina Flowers Documentation of intervention team meetings will demonstrate effective and appropriate interventions and progress monitoring strategies, on a student’s targeted area(s) for support No funding needed Intervention team; classroom teachers; support staff September, 2017-May, 2018 Interim 2017; February, 2018; April, 2018 5. Focus professional development on the continued implementation of the balanced literacy framework, the use of Date Driven Instruction (DDI) to improve instruction, and implementation of strategies learned from the monthly training by the ILT team ILT Learning Leaders: Dillon, Lacey Reagan, Temika Lewis, Michelle Vanderwerken, Professional development will be on staff needs as identified by exit tickets from 2015-2018 PD culmination, through formal/informal observation data by admin. team and facilitators, results of student assessments, and district/state mandates No funding needed (subs will be provided by the district for the two teacher leaders on Literacy facilitators; data leadership team; classroom teachers; support Special September, 2017-April, 2018 Monthly interim checks will be conducted October,
3. Conduct workshops for parents/community members on mathematics; provide updates and suggestions for home support of mathematics through weekly classroom teacher emails, parent conferences when needed, the weekly Bear Blast published by the PTA, through the school’s website, and through Connect Ed messages Gina Flowers, math facilitator Learning Leaders: Karen Dillon, Lacey Reagan, Temika Smith, Kerry Lewis, Michelle Vanderwerken. Math ILT Increased support from parents with a common understanding that math is fundamental for school success; success will be measured through parent participation at various workshops, as well as through conferences held beyond the October parent conference designated, if needed No funding needed Math curriculum committee; PTA; SLT; classroom teachers October 2017-May, 2018 4. Utilize the Envision Math Program as the core of mathematics instruction, supplementing instruction with other resources such as Do the Math, Math Olympiad (grades 4 and 5), The Problem Solver, problem-based learning; integrate technology with math Sumdog, First in Math, Aimsweb, and TenMarks Gina Flowers, math facilitator Learning Leaders: Karen Dillon, Lacey Reagan, Temika Smith, Kerry Lewis, Michelle Vanderwerken. Math ILT Students will demonstrate growth on math standards, as measured by MAP data, interim assessments, and end of assessments No funding needed Math teachers September 2017-May 2018 Interim check 2017; February 2018; April, 2018
Goal (7): Decrease the achievement gap in reading of students performing grade level on NC Reading EOG to those meeting GLP requirements by meeting or exceeding growth standard for students who scored a level 2 in 2016-2017 as measured by EVAAS. Strategic Plan 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: College-and Career-Readiness Data Used: North Carolina End-of-Grade assessments in reading Strategies (determined by what data) (PD) Person (title) Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates
1.Continue to implement the school transformation components will include intervention/enrichment blocks, and the utilization of flexible groupings to meet the needs of all students in reading instruction Learning Leaders: Karen Dillon, Lacey Reagan, Temika Smith, Kerry Lewis, Michelle Vanderwerken. Using this school design model will provide all students with access to excellent teachers; all teachers have career opportunities dependent upon their effectiveness, leadership, and student impact results; this model will also increase collaboration time and support teacher effectiveness as the model of specialization is utilized No funding needed School design team; ILT, classroom teachers 2017-May, 2018 Interim check 2017; February, 2018; April, 2018 2.Classroom teachers (K-5) will continuously analyze assessment data to inform all instruction and revise strategies as needed, to meet all students’ needs; flexible groupings will be utilized across all grade levels to address these needs; interim assessments will be administered to all grade levels approximately every six-eight weeks to measure progress with standards Learning Leaders: Karen Dillon, Lacey Reagan, Temika Smith, Kerry Lewis, Michelle Vanderwerken. Weekly data discussion meetings will be held within PLCs; quarterly planning will allow teams to analyze interim assessment data and to inform all instructional strategies; data from interim assessments and MAP data will show that students are making growth with standards No funding needed Literacy Facilitator; K-5 teachers October 2017 January 2018 2018 April, 2018
3. Utilize Research based programs to build student literacy skills such as LLI and Fundations. Literacy Facilitator, Lacey Reagan Learning Leader, Karen Dillon Classroom teachers and instructional assistants will receive professional development on these receive research based programs. Staff will receive on-going coaching throughout the year on teaching and learning. Fundations Kits Classroom Teachers Instructional Assistants, EC and ESL August-May 2018 4. Mind in Motion Strategies will be implemented to engage student brains and motivate students to engage in reading tasks. Anne Sluder, PE Aaron Plummer, PE Teachers will engagement strategies through professional development and modeling to engage student’s brains. No funding needed. Classroom Teachers August-May 2018 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: Assessments (common and interim); teacher-developed rubrics; report card data; retests and test corrections; recorded grades in PowerSchool Strategies (determined by what data) (PD) Point Person Evidence of Success (Student Impact) Funding (estimated cost / source) Personnel Involved Timeline (Start—End) Dates 1. Common assessments A minimum of four common formal assessments will be given in reading and math and will be aligned with content standards; a minimum of two common assessments will be given in other subject areas Teachers will utilize Mastery Connect and SchoolNet to develop common assessments Assessment components will be broken down by learning objective Students earning a grade below 84% on any of the four common formal assessments will be provided the opportunity to make Lacey Reagan, literacy facilitator; Gina Flowers, math facilitator Learning Leaders: Dillon, Reagan, Smith, Lewis, Vanderwerken. Literacy and Math ILT Common assessments developed by teachers will provide data to inform all instruction; teachers will group students flexibly according to individual needs identified by ongoing analysis of assessment results Improved student performance on common assessments through effective PLC collaboration No funding needed Literacy facilitator; math facilitator; classroom teachers September, 2017-May, 2018 Interim check 2017; February, 2018; April, 2018
target students’ learning needs through small group or individual instruction when appropriate; data will drive flexible grouping of all students Leveled Learning Intervention (LLI) groups will be implemented by the classroom literacy teachers and intervention teachers, for students requiring extra support teachers; support staff 2017; February, 2018; April, 2018 4. Additional learning opportunities If a student below an 84% on any of the 4 common assessments, the student may have the opportunity to make test corrections within one week of the original assessment administration date (or due date). The student must also complete a relooping assignment. Upon completion of both, the student will be given an opportunity to retest and replace the original grade up to 84%. Teachers Facilitators, Lacey Reagen and Gina Flowers Teachers more cognizant of learning taking place rather than teaching taking place, leading to greater student mastery of content. Increased content mastery and increased performance on state test results by ability grouping students Retest grades will replace the initial grade in powerschool. Highest possible grade on a retest to be recorded in powerschool is 84% No funding needed Teachers Principal, Summer Rogers Assistant Principal, Temika Smith Facilitators, Lacey Reagen and Gina Flowers On-going September to May 2018. 5. Late and make-up work Students missing work due to PLC leaders (grade chairs) Greater student accountability to make up work as measured by No funding needed SLT; classroom teachers September, 2017