East Elementary School Improvement Plan 2018-2019
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School Improvement Plan 2018-2019
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Needs Assessment Document
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Components 1: Comprehensive Needs Assessment and 8: Teacher's Decision Making Regarding Assessments
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School:East LEA: Cleveland County Schools
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Principal:Becky BaileyYear: 2018-2019
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From GS115C-105.27:
"The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot. Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff."
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School Improvement Team MembersPositionSIT Team school staff representatives were elected
to their position by our school staff on:
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Debbie GeorgeKindergartenAugust222018
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Robyn WootenFirst GradeSIT Team parent representatives members were elected
to their position by our parents on:
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Stephenie CauseySecond GradeSeptember132018
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Leah DavisThird GradeAll eligible staff members were given the opportunity to
review, provide input and vote on the School Improvement Plan.
The vote was conducted by means of a secret ballot.
The results of the vote are provided below.
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Susan BlackFourth Grade
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Liz BerrySupport Staff
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Karen Chishom Teacher Assistant
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Charlie RandallTitle 1
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Elisa LoweryTitle 1 Assistant
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Neely HillParentSchool Vote Date:September262018
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Alicia RabyParent
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Kelly WhitleyParentNumber Approved:28
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Kelly ScrogginsParent
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Lenna HymanParentNumber Disapproved:0
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Becky BaileyPrincipal
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Mission Statement
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East School is dedicated to working collaboratively with students, families and the community to ensure that ALL children grow and learn.
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Vision Statement
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Our vision is to fully equip students academically and socially so that they will have a strong foundation leading to graduation from high school and college.
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Core Values
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1. We are prominently displaying our mission statement.
2. We are implementing the NC Standard Course of Study and Essential Standards.
3. We are putting emphasis on higher order thinking skills.
4. We are monitoring student data regularly and re-teaching and re-assessing, as needed, for student success.
5. We are using best practices, research based programs, and technology in our classrooms.
6. We are striving to increase our number of home and family communications.
7. We are working to build engaging family and community partnerships.
8. We are educating parents on the importance of attendance for academic excellence and success.
9. We are encouraging reading by using the Accelerated Reader Program; our PTO supports this through a rewards program.
10. We are encouraging students to participate in Cub Scouts.
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Title I Ten Components
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1. Comprehensive Needs Assessment
2. Reform Strategies
3 . Instruction by Highly Qualified Teachers4. High Quality Professional Development5. Strategies to Attract High Quality Teachers
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6. Strategies to Increase Parental Involvement
7. Transition Practices
8. Teacher's Decision Making Regarding Assessments9. Effective & Timely Assistance to Students
10. Coordination of Federal/State/Local Programs
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Goal 1: Leadership
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Component 2: Reform Strategies
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Goal Description:
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The leadership team will regularly look at school data, particularly attendance and family partnerships, to make decisions about school improvement.
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Component 9: Effective and Timely Assistance to Students
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Tasks/Action StepsResponsible PersonnelResourcesTimelineDate Completed (if not ongoing)
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1The school Social Worker/Guidance Counselor will help define the attendance problem and need for improvement to both students and parents.School Social WorkerWeb Resources
Counselor Classes
OngoingSchool letter
9/4/2018
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2Use the school newsletter, website, and Facebook account to highlight the importance of attendance for student success.Administration, CTCWeb ResourcesOngoingSeptember Newsletter 9/4/2018
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3Staff will emphasize the importance of school attendance during school events, using all available opportunities to help families understand the impact of good attendance (Open House, PTO events, phone calls home, Parent/Teacher conferences, Award's Day, etc.).All StaffWeb Resources
Rewards
Ongoing
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4The Leadership Team will monitor and analyze attendance data to identify students who are at risk academically. As soon as students are identified as having an attendance problem, we will work to be proactive in helping families improve attendance.MTSS Leadership TeamPowerSchool Reports/Daily Attendance
Attendance Sheets of Tier 2 and 3 students
Quarterly
11/2/2018
1/11/2019
3/22/2019
6/7/2109
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5We will strive to develop strong family partnerships for improved school attendance by seeking family involvment through inviting and engaging school based activities.All StaffFamily Surveys
Title 1 Family Engagement Activities
Ongoing
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6We will create and implement a recognition system for both classes and individual students to emphasize to students the importance of good attendance.All StaffPowerSchool Reports/Daily AttendanceOngoing
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7We will participate in the accreditation process through AdvancEd. We will use the factors and conditions of the process to examine our goal to further engage parents and improve attendance. (Clear Direction, High Expectations, Impact of Instruction, Resource Management, Efficacy of Engagement, and Implementation Capacity)All StaffAdvancED SQF ResourcesOctober through February
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Component 8: Teachers' Decision Making Regarding Assessments
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Fall Progress Analysis (Sept-Nov): Describe the progress of each task/action step and how you plan to move forward.
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MTSS leadership met on 11/9/18 and discussed 1st nine weeks attendance data. We were able to target students who are beginning to show attendance problems. We found 20 students with 5+ absences already. A pattern of that kind of attendance could be detrimental to student learning.
We are beginning to notice parents are less apt to sign students out after awards, programs, etc. or are asking how sign outs would affect their attendance.
Data Manager will contact teachers after the 6th absence (when she sends the 6 day letter) to let them know they are at high absence rate. Teachers will then be on heightened alert to talk to parents when students are not at school (call personally, use remind app, talk about what instruction is being missed, etc)
MTSS believes we should Create “Tier” like plans to incentivize specific students for coming to school. Possible extra gym time, time on the Wii, special lunch with a teacher, lunch buddy, lunch out of the classroom (Thursday would be reward day so that Glenn could help with extra gym time)...will give some thought to this idea.
From the Dashboard on PowerSchool we examined some data that we have never looked at before; 8 students are high risk for grades and attendance; 14 are moderate risk; and 113 are some risk. This is new data that we need to examine more closely; there is some correlation between grades and attendance. The 20 students that we pinpointed for attendance are mostly all on the risk lists. Moving forward, we want to work on targeting the students with the most chronic attendance issues to see if we can change their attendance path.


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Winter Progress Analysis: (Dec-Feb): Describe the progress of each task/action step and how you plan to move forward.
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Goal 1: Attendance is not improving. Attendance groups will be formed & students will check in with Mrs. Reel & Mrs. Berry on a daily basis. If a student is on time to school every day, at the end of the week they can have extra gym time with Coach Glenn or lunch with a buddy. Mrs. Reel & Mrs. Berry will have sticker charts to help students track their progress. Tracking runs from Friday to Thursday. If students get 4 rewards in a row, they will work towards two weeks in a row & a different reward. Mrs. Reel will be forming attendance groups for the students with the most concerning attendance issues to address absences and tardies and help them form an action plan with a personal goal for their attendance.
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Spring Progress Analysis: (March-May): Describe the progress of each task/action step and how you plan to move forward.
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Most action steps have been worked on throughout the school year. Since the last review, we implemented identifying specific students with attendance issues to work on improving.

Liz Berry presented the data she collected on the attendance group that was created to offer incentives for weekly perfect attendance. Pre and Post attendance data was examined. Overall, 8/19 group members (one student moved) improved their attendance in the months of February and March (42%). Discussion led MTSS to helping some different students at this point in the school year. Students to include in the group for the next cycle were discussed by MTSS team members.

Proposed Group for April and May:
Mrs. Berry will communicate the new students to classroom teachers. The new students will begin check ins with Mrs. Berry and Mrs. Reel on April 5th. Fourth grade asked for more flexibility with the reward since gym time doesn’t work as well for their students’ schedules.

Rewards will include a choice from: Lunch with a buddy, Lunch with an adult, Lunch at the picnic table, and extra gym time for K-3.

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Annual Review
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Based on data collected from the MTSS Leadership Team and the attendance club, we saw an average of a 5% increase in attendance for those who participated in the club. We also highlighted the importance of good attendance at each of the PTO meetings. One solution may be to cut off serving breakfast at 8:00, but still allow them to eat in the cafeteria up to & beyond the bell (within a reasonable time). We will also look at attendance club after the first 9 weeks. We will also look at ways we can recognize students with consistently good attendance.
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Goal 2: Academics
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Component 2: Reform Strategies
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Goal Description:
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The school will implement a tiered instructional system that allows teachers to deliver evidence-based instruction aligned with the individual needs of students across all tiers for reading and math. The Leadership Team and Instructional Teams will monitor progress of the extended learning time programs and strategies being implemented, and use data to inform modifications.
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Component 9: Effective and Timely Assistance to Students
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Tasks/Action StepsResponsible PersonnelResourcesTimelineDate Completed (if not ongoing)
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1Begin Tier 2 and Tier 3 groups based on EOY data from 2017-2018 during the second week of school (before BOY 2018-2019) using appropriate MTSS protocols for reading and math.MTSS Leadership Team, TeachersDIBELS Data, EOG Data, Tier Data from 2017-20189/4/20189/4/18
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2The school will assess every student at Beginning of Year assessment window to determine any adjustments needed to tier groupings.PLC Grade Level Teams, CTC, AdministrationDIBELS Data
CBM Data
9/28/189/28/18
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3Implement monthly case colleague grade level data dive meetings for the purpose of continuously identifying students in need of instructional support or enhancement.PLC Grade Level Teams, CTC, AdministrationCommon Assessment Data
Progress Monitoring Data
Ongoing
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4Implement quarterly vertical case colleague school wide data dive meetings to collaborate and examine alignment of core and intervention instruction. PLC Grade Level Teams; Case ColleagueTier 2 and Tier 3 data
Literacy & Math Protocols
Vertical Alignment Standards
Core Resources
10/4/2018 12/13/2018 3/5/2019 5/16/2019
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5Certified Staff will participate in the professional development, "Balanced Reading Instruction," to improve knowledge of effective research based reading practices to help improve reading acheivement. CTC, AdministrationBalanced Literacy Canvas CourseNovember 5 - What is Balanced Literacy(1.5 hours)
December 3 - Interactive Read Aloud (1.5 hours)
February 4 - Shared Reading (1.5 hours)
March 4 - Guided Reading (1.5 hours)
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6We will participate in the accreditation process through AdvancEd. We will use the factors and conditions of the process to examine our procedures of MTSS and providing other quality evidence-based instruction. (High Expectations, Impact of Instruction, and Implementation Capacity)All StaffAdvancED SQF ResourcesOctober through February
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Component 8: Teachers' Decision Making Regarding Assessments
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Fall Progress Analysis (Sept-Nov): Describe the progress of each task/action step and how you plan to move forward.
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Each grade level took the recommendations from the previous year’s teachers to develop intervention groups. Data was also considered from other End of Year Benchmarks such as EOGs and K-2 Math Summatives. All grade levels, except Kindergarten, began IME Time on September 4, 2018. BOY benchmarks for reading and math were given to all K-4th grade students during the weeks of September 10th-28th. Teachers used this data to place students who are new to East in appropriate IME Time groups. They also made adjustments, as appropriate, to their existing groups. Grade levels have discussed progress monitoring data with Case Colleagues and the CTC. After at least 8 weeks of intervention instruction and 3 progress monitoring data points, grade level PLCs are making appropriate adjustments. Any changes to students needs and tiers will be brought to the Problem Solving Team on Friday, November 30th. After that meeting, further investigations into individual needs will be conducted. The first vertical case colleague meeting was held on October 18th. Fourth grade was not able to attend, but did send their input to be discussed at the meeting. The following topics were discussed: review of beginning IME Time the 2nd week of school, the new TRC component, improvement for the MOY testing calendar, additional needs or concerns. 1st-4th grades reported that they all liked starting IME Time earlier, but may only want to send their Tier 2 & Tier 3 groups instead of trying to figure out core groups before benchmarks. Grade levels felt that the TRC levels were more complex, and concerns were raised that students are not prompted to do a picture walk to reread books that are levels A-E (as had been done in the previous TRC version). Grade levels appreciated having more assessors for the benchmark, but want to continue to look at a better schedule that helps to keep the fidelity of IME Time and Core instruction throughout the benchmark process. Questions to answer - Case Colleagues would like to gather an oral question stem list to match the new TRC. At this point, no list is provided by Amplify, so we will need to come up with our own solution to create this list. Is it possible to set aside more time (ex: half day planning, coverage, etc.) so data dives can be done in one sitting and not drawn across several days? We have held one Balanced Literacy session, which covered an introduction to Balanced Literacy. During this session, good conversations came out centered on what some of the components mean and obstacles related to Balanced Literacy. The next session will focus on Interactive Read Alouds. Staff participated in the AdvancED Accreditation School Quality Factor Protocols. During this process, teachers and leadership looked at school wide resources that allowed us to examine the procedures that we have for MTSS. Through this investigation we looked at the following factors: High Expectations, Impact of Instruction, and Implementation Capacity. Grade levels are meeting on a regular basis. During these meetings, data is often the focus. However, we also discuss topics and hold mini PD sessions to address Core content needs. By addressing our Core Curriculum, we are working on the overall health of MTSS. All grade levels have met to discuss Tier 2 and Tier 3 progress. Most, if not all groups, are showing appropriate growth. Several students will discontinue or decrease services. A handful of students will continue to the PST process. Moving forward, we plan to continue to monitor data so that we keep our focus on growing students.
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Winter Progress Analysis: (Dec-Feb): Describe the progress of each task/action step and how you plan to move forward.
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Initial MTSS analysis was based on MOY data dive. However, the purpose of these data dives was to identify students who needed to move into the MTSS process. After the next 8 week cycle, student may change the services that they need to receive.

Reading
Core - Decrease from 71.6% to 62.1%
Strategic - Increase from 11.5% to 21.3%
Intensive - Decrease from 17% to 16.6%

Math
Core - Decrease from 74.8% to 70.1%
Strategic - Increase from 11.5% to 17.5%
Intensive - Decrease from 13.8% to 12.3%

Staff is continuing to be trained in the Balanced Literacy PD for the Reading Component
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Spring Progress Analysis: (March-May): Describe the progress of each task/action step and how you plan to move forward.
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Brett Tietz presented graphs indicating the number of current T2/T3 students who have already at the end of the 3rd quarter met their EOY goals at the 40th and 25th percentile, respectively. The link below shows those graphs. The overall health of the school’s MTSS was discussed amongst the group and interpreted with the graphs to predict Core, supplemental, and intensive needs for students at the end of the year. Mr. Teitz did mention that the T3 graphs were not working exactly right, but that Mr. Anselmo was working on that issue to resolve.

https://docs.google.com/spreadsheets/d/1Z3KAzrvYH8MxCjql1SOIYlCIFg_FXrYz9qBh-OoBAKg/edit?usp=sharing
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Annual Review
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Over the course of the 2018-2019 school year, the East staff worked diligently on their goal to support the MTSS process. Teachers looked at data on a more frequent basis, examining progress monitoring at least once a quarter and made adjustments as appropriate. Our leadership team felt that overall, beginning groups by the 2nd week of school had a positive impact on student growth, however we want to continue looking at ways to make that a smoother transition. In regards to our decrease those receiving core interventions, our team discussed the challenges within our school. Particularly, we would like to futher investigate ways that we can adjust our instruction across grade levels to increase our core. We look forward to time where we can work on this at the June 27th MTSS Leadership meeting. We also discussed ways that we can improve transition times during IME time, so that students can have more time for instruction. Vertical Case Colleague meetings were used to inform leadership about ways we could improve upon the process through and for the upcoming year.

Overall results from beginning of year to end of year:

Literacy
Core: Decrease of 4.6%
Strategic: Increase of 2.02%
Intensive: Decrease of 3.48%

Math
Core: Increase of 1.5%
Strategic: Increase of 3.42%
Intensive: Increase of 1.12%
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