Cabarrus County Schools School Improvement Plan Winecoff ...€¦ · 2014-2015 School Year School Name: Winecoff Elementary School Strategy: Co-Teaching 1 | P a g e 7-17-13 What data

7-2-14

Cabarrus County Schools School Improvement Plan

Winecoff Elementary School

2014-2015

Vision Students will be prepared to enter middle school and be successful with academics, while at the same time make a positive

impact within their community.

Mission Statement Love Kids, Support Teachers, Involve Parents… Pass it On

Belief Statements

We believe in…. Education of the whole child. Personalized educational approaches for each child. Caring and respectful relationships. Safe, motivating, and inviting learning environments. Integrity and honesty.

Parent and community partnerships. Fiscal responsibility and efficient operations. Data-driven decisions. Achievement of success and educational excellence.

2014-2015 School Improvement Assurances Checklist Sheet Cabarrus County Schools

Key Requirements for the School Improvement Plan Indicate

Yes or No

1. The School Improvement Team (SIT) and School Improvement Plan (SIP) for Winecoff Elementary (school) meets all of the requirements set forth in North Carolina General Statute 115C-105.27.

Yes

2. The members of the SIT and their positions are included with this plan. Minimum # of Parent and/or Community Representatives 0-750 students: 4; 751-1000 students: 5; 1001-1600 students: 6; 1601-2000 students: 7

Yes

3. The school follows the district’s safe schools plan and keeps an updated copy easily attainable in the office.

Yes

4. A duty free lunch period has been established for every teacher on a daily basis, a vote from the SIT not to have duty-free lunch, or there is a record of the SIT’s plan.

Yes

5. A duty-free planning time is provided for every teacher with the goal of providing at least five hours of planning time per week or there is a record of the current planning time allotted and why. (The duty-free instructional planning time shall be provided to the maximum extent that (i) the safety and proper supervision of children may allow during regular student contact hours and (ii) insofar as funds are provided for this purpose by the General Assembly.)

Yes

6. Faculty and staff are aware of any teacher assistant positions that have been converted to teacher positions. Conversions may only happen through attrition.

Yes

7. An “open” meeting was held on August 21, 2014 to address the SIP goals and strategies with parents and the community.

Yes

8. All eligible staff members were given the opportunity to vote on the SIP by means of a secret ballot on August 18, 2014. The results of the vote were as follows: # 38 For # 0 Against # 0 Abstain

Yes

Signature of Principal: ______Lisa Hartman________________________________ Date: 10/7/14 Signature of SIT Chairperson: _______Richard Wells___________________________ Date: 10/7/14

7-2-14

Demographics

Females: Approximately 383 students Males: Approximately 435 students

White: Approximately 42.3%

Non-White: Approximately 57.7%

Free and Reduced Lunch: Approximately 76%

School Improvement Team Members

Name Position Signature Lisa Balevic Teacher, K-2

Karen von Klahr Multi- Classroom Teacher

Tim Gwynn TF Randi Skaggs Music Teacher Sarah Ervin Teacher, 3-5 Stacy Hulen Lead Teacher

Susan Frazier Lead Teacher Kim Stewart Parent

Debbie Watkins Parent Eugenia Simmons-

Dennies Parent

Michelle Trombley Parent James Davis Parent Beth Duncan AP Richard Wells API

Mary Newsome Principal

Winecoff Elementary School 2014/2015 SIP at a Glance

SIP Goal 1: Co-Teaching

Administrative Liaison: Mary Newsome Why is this one of our SIP Goals? WES believes each student should be educated in the most inclusive learning environment possible. For most students, this learning environment is the general education classroom. To that end, WES is including Co-Teaching as its primary EC service delivery model for students who are identified as having a learning disability. This model grants each student access to the general education classroom and curriculum while still enabling them to receive specialized instruction by an EC-certified Teacher. Currently, only 18.2% of our students with learning disabilities are reading on grade level, and there is a decrease in the percentage of students in grades 1-4 reading on grade level. Impact Goal: By June 2016, 52% of Winecoff Elementary students who are identified as having a learning disability will be reading on or above grade level as measured by mClass TRC levels and (2nd-5th grade) Discovery Ed Data. How will progress be measured? Formative Measure: mClass TRC (K-3), Discovery Education Benchmark (2-5) Summative Measure: mClass TRC (K-3), 3-5 Reading EOG scores, Discovery Education (2nd)

SIP Goal 2: STAR Discipline Program

Administrative Liaison: Beth Duncan Why is this one of our SIP Goals? At WES, we have clearly defined expectations that are designed to yield student success. When teachers explicitly teach, practice, and reteach school and classroom expectations, students know what is expected of them. However, when a student makes a choice that fails to meet those expectations, it can negatively impact the learning environment. Through the STAR framework, our goal is to empower students to make choices that allow them to remain in the classroom, receive the full benefit of classroom instruction, and have a positive impact on the learning environment. Last year’s trends demonstrated a gradual increase in referrals throughout the week with Friday holding the highest rate of referrals. The highest times of referrals were 7:30am, 8:00am, and 10:45am, the primary location of referrals was the classroom, and referrals were predominantly written for disruptive behavior. Our SIP will address these trends as we continue our work to maintain the safe and orderly operation of our school. Impact Goal: By June 2016, Winecoff Elementary School will implement the school-wide STAR Discipline Program with fidelity to impact a reduction in Office Discipline Referrals according to SWIS data. How will progress be measured? Formative Measure: Discipline Walk-Through Data, SWIS Data Summative Measure: SWIS Data

SIP Goal 3: Conferring to Support Fluency and Comprehension

Administrative Liaison: Richie Wells Why is this one of our SIP Goals? Through the implementation of the Workshop model, students are increasingly responsible for their own learning with the teacher as the facilitator of that learning. WES has embraced the Workshop model, and our school has demonstrated exceptional growth in Reading proficiency scores over the past few years. In fact, since the renorming of the NC Reading EOG, each tested grade level has demonstrated positive growth in proficiency scores. However, there is a growing proficiency gap between WES and other students in the District. To address this growing proficiency gap, we will focus our efforts on conferring – a one-on-one private conversation with each child – to support the development of fluency and comprehension within the daily routine in all grades. Impact Goal: By June 2016, students at Winecoff Elementary School will have an overall fluency and comprehension proficiency rate of 83% proficient as measured by mClass TRC and DORF, and an overall comprehension proficiency rate of 67% as measured by the DE Benchmark Assessments. How will progress be measured? Formative Measure: mClass TRC and DORF (K-3), Discovery Education Benchmark (2-5), Progress Monitoring of Students below 50% proficiency (mClass TRC and DORF) Summative Measure: NC Reading EOG, DE Spring Benchmark (Test C/D)

CABARRUS COUNTY SCHOOLS PLAN OF ACTION

2014-2015 School Year

School Name: Winecoff Elementary School

Strategy: Co-Teaching

1 | P a g e 7-17-13

What data supports the strategy? (Insert data or put data in summary form.)

2013-14 Reading Extend II and End of Grade Proficiency:

2012-13 and 2013-14 Final Running Record/TRC Data:

Grade Level 2012-13 Below

Grade Level

2013-14 Below

Grade Level

2012-13 On

Grade Level

2013-14 On

Grade Level

2012-13 Above

Grade Level

2013-14 Above

Grade Level

Current Kindergarten: ----- ----- ----- ----- ----- -----

Current 1st Grade: 33% 50% 22% 25% 44% 25%

Current 2nd

Grade: 47% 100% 16% 0% 37% 0%

Current 3rd

Grade: 71% 92% 12% 0% 18% 8%

Current 4th

Grade: 76% 89% 6% 5% 6% 5%

Current 5th

Grade: 83% 77% 5% 15% 5% 8%

Overall: 62% 82% 12% 9% 22% 9.2%

**NOTE: Assessment Tool changed from Running Records to Mclass TRC Levels from 2012-13 to 2013-14





2 | P a g e 7-17-13

Discovery Ed Final 2012-13 and 2013-14 Comparison Reading Data:

** 2012-13 Final DE was assessed in May of 2013, 2013-14 Final DE was assessed in Feburary of 2014 for grades 3-5.

Grade Level (2012-13)

2012-13 % Level 1

2013-14 % Level

1

2012-13 % Level 2

2013-14 % Level

2

2012-13 % Level 3

2013-14 % Level

3

2012-13 % Level 4

2013-14 % Level 4

2012-13 OVERALL

3/4

2013-14 OVERALL

3/4

Kindergarten (Current 1st Grade)

0 N/A 44% N/A 44% N/A 11% N/A 56% N/A

1st Grade (Current 2nd Grade)

25% N/A 19% N/A 50% N/A 6% N/A 56% N/A

2nd Grade (Current 3rd Grade)

18% 46% 65% 54% 12% 0% 6% 0% 18% 0%

3rd Grade (Current 4th Grade)

18% 78% 53% 17% 29% 5% 0% 0% 29% 5%

4th Grade (Current 5th Grade)

33% 3% 43% 46% 14% 23% 10% 0% 24% 23%





3 | P a g e 7-17-13

What strengths were noted from that data?

What opportunities for improvement were

noted in that data?

Information/Data needed that you do not have.

* 50% of Upcoming 1st grade EC students are on

grade level according to the TRC levels.

* Decrease in % of EC students in current grade

5th

grade below grade level according to TRC

data.

* Increase in the current % of 5th

Grade EC

students on TRC grade level

* Decrease % of EC students in current 5th

grade

scoring Level 1 on Discovery Ed. Benchmarks.

100% of upcoming 2nd

grade students

are below grade TRC level.

Decrease in % of EC students in

current 1st, 2

nd, 3

rd and 4

th on grade

level according to TRC data.

Increase % of EC students Below

Proficient in Current Grade Levels:

K, 2nd

, 3rd

and 4th

.

Decrease in % of EC students

proficient in Reading Discovery Ed.

EVASS student growth

Goal Team Chair: Lisa Hartman Date: 7-16-14

Who is primarily responsible to ensure the work of the plan is completed? Lisa Hartman





4 | P a g e 7-17-13

SMART Impact Goal

(3-year projection)

By 2016, 52% of Winecoff Elementary students who are identified as having a learning disability will be Reading on or

above grade level as measured by mClass TRC levels and (2nd

-5th

grade) Discovery Ed Data. Currently only 18.2% of

our exceptional children are reading on grade level.

2012-13 BASELINE 2013-14 2014-15 2015-16

Current 1st Grade 66% 50% 70% 80%

Current 2nd

Grade 53% 0% 30% 50%

Current 3rd

Grade 30% 8% 30% 40%

Current 4th

Grade 12% 10% 30% 40%

Current 5th

Grade 10% 23% 40% 50%

Overall 34% 18.2% 40% 52%

SMART Fidelity Goal

(3-Year Projection)

By June 2015, Winecoff Elementary School will continue to implement Co-Teaching in K-5 Reading classrooms with

100% fidelity as measured by the co-teaching fidelity walkthrough.





5 | P a g e 7-17-13

Identify the measures you will use to determine the effectiveness of the strategy.

A. List the measure(s) the team will use to

determine if the strategy was implemented/

completed? (Completion Data)

Measure Reported

When Master Schedule 7-16-14

EC PLCs Agenda Weekly

Designated EC and Regular

Ed. Teacher planning time

8-20-14

Percent of Action Steps

Completed

12-5-14,

March 1,

2015 and

June 11,

2015

B. List the measure(s) the team will use to

determine if the strategy was implemented

correctly? (Fidelity)

Measure Reported

When CCS Walkthrough Monthly

C. List the measure(s) the team will use to

determine if the overall goal was met?

(Impact)

Summative Measure Reported

When mClass TRC (K-3) Spring

3-5 Reading EOG scores Spring

Discovery Education (2nd

) Spring

Formative Measure Reported

When mClass TRC (K-3) Beginning

of Year,

Winter and

Spring

Discovery Education Benchmark

(2nd

grade-5th

grade)

2nd

Grade

(Beginning

of Year,

Winter,

Spring)

3rrd-5th

Grade -

(Beginning

of Year,

Fall and

Winter)





6 | P a g e 7-17-13

Indicate the steps you will need to take to implement this strategy.

Plan is to be written from Summer 2014 to December 5, 2014.

Step Action Steps Evidence of Completion Start Date Completion

Date

Completed

?

#1 Newsome and Duncan- Analyze 2013-14

mClass and Discovery Ed

Exceptional Children Data

Comparison charts and created to

share with the co-teaching

team.

7-16-14 7-16-14 Yes

#2 Newsome- Create master schedule to

support the implementation of co-

teaching

Master Schedule supports EC

teacher schedules built to

support co-teaching setting.

7-16-14 8-14-14 Yes

#3 Newsome- Create class list to support the

implement of co-teaching and share

plan with M. Clark (EC Lead)

Class Lists are created so that EC

students are placed in 1 of the

2 co-teaching classrooms on

each grade level.

7-16-14 8-14-14 Yes

#4 Hartman- Celebrate Data Growth for 1st

semester and plans/planning

expectations for 2nd

semester with the

EC co-teaching team.

Meeting Agenda, SIP at Glance

document and powerpoint.

1-27-15 1-27-15 No

#5 Hartman- Meet with Mary Carol Clark and

Beth Duncan to plan calendar of

professional developments during 2nd

semester for the co-teaching teams.

Creation of 2nd

semester calendar

for Co-teaching PDs.

1-27-15 1-27-15 No

#6 Hartman, Duncan, and Wells - Complete 1

EC co-teaching walkthroughs a week

for first semester.

Teachscape Walkthrough

instrument completion.

8-25-14 1-16-15 No

#7 Hartman/Duncan/Clark- analyze co-

teaching walk-through data from

Teachscape

Reports from Teachscape 8-25-14 1-9-15 No

#8 Hartman/Duncan/Clark- share results with

Co-teach teams from Teachscape

Reports/charts from Teachscape

data

8-25-14 1-27-15 No





7 | P a g e 7-17-13

walk-through data results for co-

teaching

#9 Ricker, Walters and Babb- Assess and

complete beginning of the year TRC

assessments and Discovery Ed

assessments.

Results will be turned into

Hartman/Duncan/Clark

1-27-15 1-27-15 No

#10 Co-Teach teams and

Clark/Duncan/Hartman- analyze

results from first semester data and

create year-end goals.

Create charts to represent data

findings and compare with

year-end goals.

1-27-15 1-27-15 No

1st Check/Act Cycle – to be completed around December 6, 2014 due to Mathew on December 12, 2014

Insert the data for completion, fidelity, and impact.

Completion Data

Percent of Steps Completed: 30%

Other Completion Data: Master Schedule, Weekly EC PLC Agendas, Class Lists of Co-teaching

teams, EC teacher schedules

Fidelity Data

100% of EC students are in co-teaching classroom as allowed for in Individual Education Plans. EC teachers participating in co-teaching models have schedules that reflect this partnership with regular education teachers. EC PLC agendas/notes reflect co-teaching methods/review as applicable in meeting discussions.





8 | P a g e 7-17-13





9 | P a g e 7-17-13

Impact Data School Report for NC_CABARRUS CO SCHOOL DISTRICT, NC

Disaggregated Subject Report for WINECOFF ELEMENTARY SCHOOL Grade Reading/Language Arts Students with Disabilities Disaggregation

%

Correct State %ile

Scale Score

Levels

Grade 2 Test 2 (B) Results % Median Avg. Number of Students

Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 50.1 0 1371 3 2.3 39 29.8 55 42.0 34 26.0 131 100

School Results 34.7 0 1310 0 0.0 2 22.2 2 22.2 5 55.6 9 100

Y 34.4 0 1314 0 0.0 0 0.0 0 0.0 1 100.0 1 100

N 52.1 0 1379 3 3.2 28 29.5 44 46.3 20 21.1 95 100

No Value 48.9 0 1366 0 0.0 9 34.6 9 34.6 8 30.8 26 100





10 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 50.4 0 1424 6 4.1 40 27.2 74 50.3 27 18.4 147 100

School Results 46.7 0 1411 0 0.0 2 25.0 3 37.5 3 37.5 8 100

Y 17.6 0 1297 0 0.0 0 0.0 0 0.0 1 100.0 1 100

N 51.7 0 1429 5 5.2 25 26.0 53 55.2 13 13.5 96 100

No Value 49.1 0 1419 1 2.4 13 31.0 18 42.9 10 23.8 42 100

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 54.9 0 1509 10 6.9 64 44.1 38 26.2 33 22.8 145 100

Y 25.0 0 1388 0 0.0 0 0.0 1 25.0 3 75.0 4 100

Y 43.8 0 1467 0 0.0 3 23.1 6 46.2 4 30.8 13 100

N 58.0 0 1521 9 9.5 46 48.4 21 22.1 19 20.0 95 100

No Value 53.7 0 1504 1 3.0 15 45.5 10 30.3 7 21.2 33 100





11 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 56.5 0 1527 3 2.7 37 33.0 37 33.0 35 31.2 112 100

Y 45.5 0 1483 0 0.0 3 21.4 4 28.6 7 50.0 14 100

N 59.1 0 1538 2 2.8 26 36.6 24 33.8 19 26.8 71 100

No Value 55.3 0 1522 1 3.7 8 29.6 9 33.3 9 33.3 27 100

%

Correct State %ile

Scale Score

Levels

Grade 4 Test 1 (A) Results % Median Avg. Number of Students

Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 50.7 46 1489 6 4.2 40 28.0 60 42.0 37 25.9 143 100

Y 23.3 8 1384 0 0.0 0 0.0 0 0.0 4 100.0 4 100

Y 39.7 22 1447 0 0.0 1 8.3 5 41.7 6 50.0 12 100

N 54.0 54 1502 5 5.3 29 30.9 43 45.7 17 18.1 94 100

No Value 48.3 41 1481 1 3.0 10 30.3 12 36.4 10 30.3 33 100





12 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 56.7 48 1538 8 7.3 34 31.2 39 35.8 28 25.7 109 100

Y 37.1 18 1461 0 0.0 1 7.1 5 35.7 8 57.1 14 100

N 59.6 48 1550 8 11.1 23 31.9 26 36.1 15 20.8 72 100

No Value 59.4 58 1546 0 0.0 10 43.5 8 34.8 5 21.7 23 100

School Report for NC_CABARRUS CO SCHOOL DISTRICT, NC Disaggregated Subject Report for WINECOFF ELEMENTARY SCHOOL

Grade Mathematics Students with Disabilities Disaggregation

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 48.7 45 1310 0 0.0 20 14.3 78 55.7 42 30.0 140 100

School Results 37.2 13 1261 0 0.0 0 0.0 4 36.4 7 63.6 11 100

Y 50.0 53 1316 0 0.0 0 0.0 1 100.0 0 0.0 1 100

N 50.6 53 1319 0 0.0 15 15.3 59 60.2 24 24.5 98 100

No Value 46.4 41 1300 0 0.0 5 16.7 14 46.7 11 36.7 30 100





13 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 41.8 46 1371 0 0.0 16 10.7 79 53.0 54 36.2 149 100

School Results 40.9 46 1367 0 0.0 1 10.0 6 60.0 3 30.0 10 100

Y 37.5 37 1356 0 0.0 0 0.0 1 100.0 0 0.0 1 100

N 43.4 55 1378 0 0.0 12 12.2 55 56.1 31 31.6 98 100

No Value 38.1 33 1355 0 0.0 3 7.5 17 42.5 20 50.0 40 100

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 51.8 45 1465 1 0.7 29 20.1 76 52.8 38 26.4 144 100

School Results 46.6 20 1446 0 0.0 2 15.4 5 38.5 6 46.2 13 100

Y 43.4 18 1434 0 0.0 0 0.0 2 50.0 2 50.0 4 100

N 54.2 51 1474 1 1.1 22 23.4 52 55.3 19 20.2 94 100

No Value 48.2 32 1451 0 0.0 5 15.2 17 51.5 11 33.3 33 100

% State Scale Levels





14 | P a g e 7-17-13

Correct %ile Score


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 42.6 37 1503 1 0.9 19 17.4 58 53.2 31 28.4 109 100

Y 36.3 20 1478 0 0.0 1 7.1 6 42.9 7 50.0 14 100

N 44.3 37 1510 1 1.4 15 20.8 38 52.8 18 25.0 72 100

No Value 40.9 37 1496 0 0.0 3 13.0 14 60.9 6 26.1 23 100

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 57.4 0 1356 3 2.2 37 27.2 81 59.6 15 11.0 136 100

School Results 42.3 0 1296 0 0.0 0 0.0 7 63.6 4 36.4 11 100

Y 56.2 0 1346 0 0.0 0 0.0 1 100.0 0 0.0 1 100

N 58.7 0 1361 3 3.1 27 28.1 58 60.4 8 8.3 96 100

No Value 58.9 0 1360 0 0.0 10 35.7 15 53.6 3 10.7 28 100





15 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 52.8 0 1439 0 0.0 65 43.6 73 49.0 11 7.4 149 100

School Results 55.9 0 1453 0 0.0 6 66.7 1 11.1 2 22.2 9 100

Y 46.9 0 1416 0 0.0 0 0.0 1 100.0 0 0.0 1 100

N 53.9 0 1443 0 0.0 42 43.3 52 53.6 3 3.1 97 100

No Value 49.6 0 1426 0 0.0 17 40.5 19 45.2 6 14.3 42 100

%

Correct State %ile

Scale Score

Levels

Grade 3 Test 2 (B) Results (Spanish) % Median Avg. Number of Students

Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 12.5 0 1257 0 0.0 0 0.0 0 0.0 1 100.0 1 100

N 12.5 0 1257 0 0.0 0 0.0 0 0.0 1 100.0 1 100





16 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 57.1 0 1502 2 1.4 53 37.6 73 51.8 13 9.2 141 100

Y 43.4 0 1448 0 0.0 0 0.0 3 75.0 1 25.0 4 100

Y 50.5 0 1480 0 0.0 3 23.1 6 46.2 4 30.8 13 100

N 58.8 0 1509 2 2.2 37 39.8 48 51.6 6 6.5 93 100

No Value 56.5 0 1496 0 0.0 13 41.9 16 51.6 2 6.5 31 100

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 20.6 0 1355 0 0.0 0 0.0 0 0.0 1 100.0 1 100

No Value 20.6 0 1355 0 0.0 0 0.0 0 0.0 1 100.0 1 100





17 | P a g e 7-17-13

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 46.8 0 1533 0 0.0 30 27.8 63 58.3 15 13.9 108 100

Y 37.8 0 1498 0 0.0 1 7.1 6 42.9 7 50.0 14 100

N 48.9 0 1542 0 0.0 21 30.0 44 62.9 5 7.1 70 100

No Value 45.7 0 1529 0 0.0 8 33.3 13 54.2 3 12.5 24 100

%

Correct State %ile

Scale Score

Levels


Achievement

Level 4 Achievement

Level 3 Achievement

Level 2 Achievement

Level 1 Totals

# % # % # % # % # %

School Results 20.6 0 1430 0 0.0 0 0.0 0 0.0 1 100.0 1 100

No Value 20.6 0 1430 0 0.0 0 0.0 0 0.0 1 100.0 1 100





18 | P a g e 7-17-13



noted in that data?

Information/Data needed that you do not

have.

Over 50% of classroom walk-through data from

Teachscape reflects “station teaching” which

indicates both EC and Reg ed teachers are

delivering instruction to small, specific groups of

students through our Reader’s Workshop model.

Increase the percentage of the classroom walk-

through data reflecting “parallel” or “team

teaching” from 10% to 50% by the end of the

school year.

MOY mClass TRC data (Testing Window is

open January 7-29)

Plan is to be written from December 6, 2014 to March 1, 2015.


Date

Completed?

#1 Hartman- Celebrate Data Growth for 1st

semester and plans/planning

expectations for 2nd

semester with the

EC co-teaching team.

Meeting Agenda, SIP at Glance

document and powerpoint.

1-27-15 1-27-15





Creation of 2nd

semester calendar


1-27-15 1-27-15





Creation of 2nd

semester calendar


1-27-15 1-27-15

#4 Hartman/Duncan/Clark- analyze co- Reports from Teachscape 8-25-14 1-9-15





19 | P a g e 7-17-13

teaching walk-through data from

Teachscape

#5 Hartman/Duncan/Clark- share results with

Co-teach teams from Teachscape

walk-through data results for co-

teaching

Reports/charts from Teachscape

data

8-25-14 1-27-15

#6 Ricker, Walters and Babb- Assess and

complete beginning of the year TRC

assessments and Discovery Ed

assessments.

Results will be turned into

Hartman/Duncan/Clark

1-27-15 1-27-15

#7 Co-Teach teams and

Clark/Duncan/Hartman- analyze

results from first semester data and

create year-end goals.

Create charts to represent data

findings and compare with

year-end goals.

1-27-15 1-27-15

#8 Hartman/Duncan/Clark- create survey for

PD needs in order to prepare for

spring PD sessions

Results from co-teaching teams’

survey

2-9-15 2-13-15

#9 Hartman/Duncan/Clark present March co-

teaching PD

Agenda and presentation notes 3-10-15 3-10-15

#10 Hartman/Duncan/Clark present May co-

teaching PD

Agenda and presentation notes 5-26-15 5-26-15

2nd

Check/Act Cycle – to be completed around March 1, 2015. Due to Mathew March 9, 2015.

Completion Data





20 | P a g e 7-17-13

Percent of Steps Completed:

Other Completion Data:

Fidelity Data

Impact Data



noted in that data?


have.

Plan is to be written from March 2 to the end of the year.


Date

Completed?

#1

#2

#3

#4

#5





21 | P a g e 7-17-13

#6

#7

#8

#9

#10

#11



School Name: Winecoff Elementary

Strategy: Implementation of Strategies to Support Fluency and Comprehension

1 | P a g e 7-17-13


Winecoff 2013-14 Final RR Levels

Kindergarten to 1st

Above 31% (47)

On 24% (35)

Below 45% (68)

1st to 2nd

Above 23% (27)

On 31% (37)

Below 56% (45)

2nd to 3rd

Above 44% (65)

On 31% (45)

Below 25% (37)

3rd to 4th

Above 44% (58)

On 23% (31)

Below 33% (44)

4 Year Proficiency Comparison 2010-2014 (Reading)

2011 2012 2013 2014

Cabarrus County Schools

3 69.5 71.6 50.2 66.4

4 70.3 70.9 47.7 60.6

5 75.4 71.5 43.4 59.6

2011 2012 2013 2014

Winecoff Elementary School

3 61.5 49.6 33 45.8

4 61.3 66.4 30.1 40

5 68.8 60.4 36.9 42.6





2 | P a g e 7-17-13

2nd

Grade DE Spring Benchmark Data

3rd






3 | P a g e 7-17-13

4th


5th






4 | P a g e 7-17-13



noted in that data?


The percent of rising 1st, 3

rd, and 4

th graders

on or above grade level is greater than the

percent of students below grade level.

Rising 3rd

grade has the fewest number and

percentage of students below grade level.

Since renorming, each tested grade level

demonstrated positive growth in proficiency

scores.

Growing proficiency gap between school

and district since renorming year

DE data in grades 2-5 demonstrate

highest need in areas of literature and

information

Reading EOG was renormed in 2013

EVAAS data for most recent year to

determine growth index for students and grade

levels

Goal Team Chair: Richard Wells Date: July 17, 2014

Who is primarily responsible to ensure the work of the plan is completed? Richard Wells

SMART Impact Goal

(3-year projection)

By June 2015, students at Winecoff Elementary School will have an overall fluency and comprehension proficiency rate

of 83% proficient as measured by mClass, and an overall comprehension proficiency rate of 67% as measured by the

DE Benchmark Assessments.

SMART Fidelity Goal

(3-Year Projection)

By June 2015, each Literacy Teacher at Winecoff Elementary will confer with every student a minimum of 1 time per

week with 100% fidelity as measured by the Winecoff Elementary Conferring Google Doc.





5 | P a g e 7-17-13





Measure Reported

When Master Schedule July 2014


Completed

December

5, 2014


Completed

March 1,

2015


Completed

June 11,

2015




Measure Reported

When Winecoff Elementary

Conferring Google Doc Weekly



(Impact)


When NC Reading EOG June 2015

DE Spring Benchmark

(Test C/D)

April/May

2015


When

mClass TRC and DORF

Fall,

Winter,

Spring

DE Benchmark

Fall,

Winter,

Spring

Progress Monitoring of Students

below 50% proficiency (mClass

TRC and DORF)

Monthly

https://docs.google.com/a/apps.cabarrus.k12.nc.us/spreadsheet/ccc?key=0ApkdA6xsQARjdElINzl0MV83TWpmT01JNHRzUmxzZ0E&usp=drive_web#gid=0






6 | P a g e 7-17-13




Date

Completed

?

1. #

1

Newsome/Duncan/Wells Create a master

schedule and 7-day Rotation that

allows for 90-minute PD planning

blocks

Master Schedule and 7-Day

Rotation

July 1, 2014 August 22,

2014

Yes

2. #

2

Wells/Hulen Create Google Doc for each

Literacy Teacher to use for anecdotal

notes following conference

Conferring Google Doc August 7, 2014 August 7,

2014

Yes

3. #

3

Wells/Hulen Develop school-wide PDP

goal for conferring

School-wide PDP Goal August 7, 2014 September

10,

2014

Yes

4. #

4

Wells Meet with Literacy Lead Teacher to

develop PD plan

PD Planning Sheet September 12, 2014 September

12,

2014

Yes

5. #

5

Wells/Hulen/von Klahr Create Conferring

guidelines and expectations for staff

List of Guidelines and Expectations

for Conferring

September 12, 2014 September

12,

2014

No

6. #

6

Hulen/von Klahr Deliver Conferring PD

during 7-day Rotation

Agenda September 15, 2014 September

26,

2014

Yes

7. Wells/Hulen/von Klahr Monitor

Conferring Google Doc entries and

provide coaching as necessary

Conferring Google Doc weekly

entries

September 15, 2014 December 5,

2014

Yes

8. #

8

Hartman/Duncan/Wells/Hulen Discuss

ways to celebrate achievement and

model shared lessons with staff

Minutes from meeting December 3, 2014 December 5,

2014

No






7 | P a g e 7-17-13

9. #

9

Wells Ensure 100% of steps completed Checklist July 1, 2014 December 5,

2014

Yes (73%)

10. #1

0

Wells Organize celebration Celebration December 5,

2014

No

11. #1

1

Wells and Hulen Analyze DE Benchmark

data and mClass TRC data and

determine improvement

73% of steps completed December 1, 2014 December 5,

2014

Yes



Completion Data


Other Completion Data: 2014/2015 Winecoff Elementary School Master Schedule

Fidelity Data

100% of staff members entered conferring data. We are working to create an alternative Conferring Google Doc that makes it much easier to determine with which students the Teacher has or has not conferred. This will also make it easier to monitor the fidelity data.





8 | P a g e 7-17-13

Impact Data District Report for NC_CABARRUS CO SCHOOL DISTRICT, NC

Drilldown Report for WINECOFF ELEMENTARY SCHOOL by Subject Reading/Language Arts

%

Correct

Median State %ile

Avg. Scale Score

Achievement Level 4

Achievement Level 3

Achievement Level 2

Achievement Level 1

Totals

# % # % # % # % # %

Test 1 Results Common Core Grade 4 Reading (ABCD)

Grade 4 50.7 46 1489 6 4.2 40 28.0 60 42.0 37 25.9 143 100


Grade 5 56.7 48 1538 8 7.3 34 31.2 39 35.8 28 25.7 109 100


Grade 2 50.1 n/a 1371 3 2.3 39 29.8 55 42.0 34 26.0 131 100


Grade 3 50.4 n/a 1424 6 4.1 40 27.2 74 50.3 27 18.4 147 100


Grade 4 54.9 n/a 1509 10 6.9 64 44.1 38 26.2 33 22.8 145 100


Grade 5 56.5 n/a 1527 3 2.7 37 33.0 37 33.0 35 31.2 112 100



noted in that data?


have.

https://pas.discoveryeducation.com/pas/schools/reports_district_drilldown.php?f_schoolkey=157622&f_format=by_subject&f_subject=RE&f_grade=4&state=grade&sk=157622&dk=1139&sn=WINECOFF%20ELEMENTARY%20SCHOOL










9 | P a g e 7-17-13

In 4th

grade, the number of Level 3s and

Level 4s increased while the number of Level

1s and Level 2s decreased.

4th

grade follows the District trajectory from

Test A to Test B.

In 5th

grade, the number of Level 3s

increased, and the number of Level 2s

decreased.

5th

grade has a steeper decline than the

District trajectory from Test A to Test B.

In 5th

grade, the number of Level 4s

decreased, and the number of Level 1s

increased.

MOY mClass TRC data (Testing Window is

open January 7-29)



Date

Completed?

#1 Wells/Dawe/von Klahr Create alternative

Conferring Google Doc for Teachers

who are having difficulty monitoring

weekly conferring requirement

Alternative Conferring Google Doc December 15, 2014 January 9,

2015

#2 Wells/Hulen/von Klahr Monitor

Conferring Google Doc entries and

provide coaching as necessary

Conferring Google Doc weekly

entries

January 5, 2015 March 1,

2015

#3 Wells/Dawe/von Klahr Create Conferring

guidelines and expectations for staff

List of Guidelines and Expectations

for Conferring

January 7, 2015 January 21,

2015

#4 Wells/Dawe/von Klahr Meet to develop

PD plan for Conferring

PD Planning Sheet January 7, 2015 January 21,

2015

#5 Wells Survey Literacy Teachers to gather

input regarding conferring,

significant gains, and needed support

Conferring Reflection Google Doc January 12, 2015 January 16,

2015

#6 Wells Check progress of Teachers using PDP Mid-Year Reviews in NCEES January 30, 2015 February

https://docs.google.com/a/apps.cabarrus.k12.nc.us/spreadsheets/d/1ANvu6hbWaoSyggke22w1INb_0Fn2zj65Nax9Eys3suU/edit#gid=0

https://docs.google.com/a/apps.cabarrus.k12.nc.us/forms/d/1PCUTGqZWvMnsHZPPBoDKO8FTSXfnuwQVeDxbFgu-z_U/viewform





10 | P a g e 7-17-13

School-Wide Conferring PDP Goal 27,

2015

#7 Hartman/Duncan/Wells/Hulen Discuss

ways to celebrate achievement and

model shared lessons with staff

Minutes from meeting February 25, 2015 February

25,

2015

#8 Wells Organize celebration Celebration February 25, 2015 March 1,

2015

#9 Wells Ensure 100% of steps completed Checklist March 1, 2015 March 1,

2015

#10 Wells/Dawe/von Klahr Analyze DE

Benchmark data and mClass TRC

data and determine improvement

_______% of steps completed March 1, 2015 March 1,

2015

2nd


Completion Data



Fidelity Data

Impact Data





11 | P a g e 7-17-13



noted in that data?


have.



Date

Completed?

#1

#2

#3

#4

#5

#6

#7

#8

#9

#10

#11

Goal Action Steps Expected

Outcomes/Evidence of Completion

Resources Needed Timeline

In order meet students’

needs and to provide

individualized coaching

within the Workshop

model, I will engage in

weekly conferences with

each student that include

the following:

Compliment

Teaching Point

Notes/Next Steps

Attend PD

Record anecdotal

notes using the

document in Google

Apps

Reflect upon the

impact conferring is

having on my

students’ reading

proficiency

Use the data from

anecdotal notes to

make instructional

decisions.

Sign in sheets and

CARE registrations

Anecdotal notes in

Google Apps

demonstrate

evidence of

assessment and

coaching.

Quarterly reflections

in Google doc

highlight impact on

students’ reading

proficiency

Formative Measure:

Students will

demonstrate growth

as measured by their

Guided Reading

level

Summative Measure:

Students will exceed

expected growth as

measured by the NC

EOG Reading Test

in 2015.

Monthly PD sessions

with a focus on

conferring and

recording anecdotal

notes

Conferring

Anecdotal Notes

Google doc

Quarterly Reflection

Google doc

Conferring anecdotal

notes entered on the

Google doc for each

student weekly

beginning in

September and ending

in May

Reflections will be

entered quarterly on

the Google doc by the

following dates:

o October 27

o January 20

o March 27

o May 22

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

7:30-8:10

2nd Grade

Music- Conley

Art- Grant

PE- Media- Efird

Guidance- Black

Computer- Stack Spanish- Whitley

Music- Whitley

Art- Conley

PE-Grant Media-

Guidance- Efird

Computer- Black Spanish- Stack

Music- Stack

Art- Whitley

PE-Conley Media-Grant

Guidance- Small groups

Computer- Efird Spanish- Black

Planning

Music- Efird

Art- Black

PE- Stack Media- Whitley

Guidance- Conley

Computer- Grant Spanish-

Music-

Art- Efird

PE- Black Media- Stack

Guidance- Whitley

Computer- Conley Spanish- Grant

Music- Grant

Art-

PE- Efird Media- Black

Guidance- Stack

Computer- Whitley Spanish- Conley

8:15-8:55

1st Grade

(Andrews class will split between Jordan and

McClain)

Music- Jordan

Art- Craig

PE- Kalinski Media- McClain

Guidance- La Croix

Computer- Dowling

Spanish- Keable

Music- Keable

Art- Jordan

PE- Craig Media- Kalinski

Guidance- McClain

Computer- La Croix

Spanish- Dowling

Music- Dowling

Art- Keable

PE- Jordan Media- Craig

Guidance- Kalinski

Computer- McClain

Spanish- La Croix

Music- La Croix

Art- Dowling

PE- Keable Media- Jordan

Guidance- Craig

Computer- Kalinski

Spanish- McClain

Planning

Music- Kalinski

Art- McClain

PE- La Croix Media- Dowling

Guidance- Keable

Computer- Jordan

Spanish- Craig

Music- Craig

Art- Kalinski

PE- McClain Media- La Croix

Guidance- Dowling

Computer- Keable

Spanish- Jordan

9:10-9:50

4th Grade

Music- Dawe

Art- Cocherell PE- Davis

Media- Loftin

Guidance- Mathews Computer- Leach

Spanish- (K-2) BED

Planning

Music- Leach

Art- (K-2) BED PE- Dawe

Media- Cocherell

Guidance- Davis Computer- Loftin

Spanish- Mathews

Music- Mathews

Art- Leach PE- (K-2) BED

Media- Dawe

Guidance- Cocherell Computer- Davis

Spanish- Loftin

Music- Loftin

Art- Mathews PE- Leach

Media-(K-2) BED

Guidance- Dawe Computer- Cocherell

Spanish- Davis

Music- Davis

Art- Loftin PE- Mathews

Media- Leach

Guidance-M. Johnson (K-2) BED

Computer- Dawe

Spanish- Cocherell

Music- Cocherell

Art- Davis PE- Loftin

Media- Mathews

Guidance- Leach Computer-(K-2) BED

Spanish- Dawe

9:55-10:35 Kindergarten

Music- Yacono Art- Balevic

PE- Raffaldt Media- DiFoggio

Guidance- Poplin

Computer- Say Spanish- Floyd

Music- Floyd Art- Yacono

PE- Balevic Media- Raffaldt

Guidance- DiFoggio

Computer- Poplin Spanish- Say

Music- Say Art- Floyd

PE- Yacono Media- Balevic

Guidance- Raffaldt

Computer- DiFoggio Spanish- Poplin

Music- Poplin Art- Say

PE- Floyd Media- Yacono

Guidance- Balevic

Computer- Raffaldt Spanish- DiFoggio

Music- DiFoggio Art- Poplin

PE- Say Media- Floyd

Guidance- Yacono

Computer- Balevic Spanish- Raffaldt

Planning

Music- Balevic Art- Raffaldt

PE- DiFoggio Media- Poplin

Guidance- Say

Computer- Floyd Spanish- Yacono

10:40-11:20

5th Grade

Planning

Music- Gardner

Art- Trick

PE- Ervin Media- Kent

Guidance- Extra Small

Group time Computer- (3-5) BED

Spanish-Johnson

Music- Johnson

Art- Gardner

PE- Trick Media-Ervin

Guidance- Kent

Computer- Technology Work Orders

Spanish- (3-5) BED

Music- (3-5) BED

Art- Johnson

PE- Gardner Media-Trick

Guidance- Ervin

Computer- Kent Spanish- School Store

Music- CCS lead teacher

planning

Art- (3-5) BED PE- Johnson

Media- Gardner

Guidance- Trick Computer- Ervin

Spanish-Kent

Music- Kent

Art- Take Andrew’s

Class to lunch PE- (3-5) BED

Media-Johnson

Guidance- Gardner Computer- Trick

Spanish-Ervin

Music- Ervin

Art- Kent

PE- Take Balevic’s Class to lunch

Media- (3-5) BED

Guidance- Johnson Computer- Gardner

Spanish- Trick

11:40-12:20 3rd Grade

Music- Kane Art- Mazzaro

PE- NEW

Media- Take Conley’s

class to lunch

Guidance- Pierce

Computer- Stoudt Spanish- Crisco

Music- Crisco Art- Kane

PE- Mazzaro

Media-NEW

Guidance- Take Ervin’s

class to lunch

Computer- Pierce Spanish- Stoudt

Music- Stoudt Art- Crisco

PE-Kane

Media- Mazzaro

Guidance-NEW

Computer- Technology

Work Orders Spanish Pierce

Music- Pierce Art- Stoudt

PE- Crisco

Media- Kane

Guidance- Mazzaro

Computer-NEW

Spanish- School Store

Music- Art-Pierce

PE-Stoudt

Media- Crisco

Guidance- Kane

Computer-Mazzaro

Spanish- NEW

Music- NEW Art-

PE-Pierce

Media-Stoudt

Guidance- Crisco

Computer-Kane

Spanish- Mazzaro

Music- Mazzaro Art- NEW

PE- Take Dawe’s Class

to lunch

Media- Pierce

Guidance- Stoudt

Computer- Crisco Spanish- Kane

12:30-2:00

90 Min

Music- Trick

Art- Ervin

PE- Kent Media- Pick up with

Clubs @ 1:10 Guidance-(3-5) BED

Computer- Johnson

Spanish- Gardner

Music- (K-2) BED

Art- Dawe

PE- Cocherell Media- Davis

Guidance- Loftin Computer- Mathews

Spanish- Leach

Planning

Music- Black

Art- Stack

PE- Whitley Media- Conley

Guidance- Grant Computer- Pick up with

Clubs @ 1:10

Spanish-Efird

Music- McClain

Art- La Croix

PE- Dowling Media- Keable

Guidance- Jordan Computer- Andrews

Spanish- Kalinski

Music- Raffaldt

Art- DiFoggio

PE- Poplin Media- Say

Guidance- Floyd Computer- Yacono

Spanish- Balevic

Planning




Strategy: STAR Discipline Plan

1 | P a g e 7-17-13






2 | P a g e 7-17-13



noted in that data?


From March to May, we have seen a gradual decrease in referral rate of problem behavior. The weather (snow & ice) in February and March has likely contributed to the gradual increase. Teachers began to reteach and practice school and classroom expectations once the students returned following winter storms. The results of this intervention are very positive. Figure 6: Physical aggression and major contact were two of the higher problem behaviors, which suggests that good work has happened to help staff appropriately determine what is minor and major problem behavior. Figure 2: Monday was the lowest referral day of the week. Figure 5: There was a marked decrease in referral rate from 4th and 5th grades.

Figure 2: There was a gradually increasing trend throughout the week, with Friday as the highest rate of referrals. Figure 3: Illustrates that the time blocks with the greatest numbers of referrals were 7:30, 8:00, and 10:45. Many of the 7:30 referrals were due to behaviors that began during morning work and continued throughout the day. It will be important for the STAR Team to dig deeper into the data to problem solve for next step. Figure 4: Illustrates that the highest referral location was the classroom. We saw that this is the highest referral location, when time is considered. Figure 5: 2nd grade has the highest rate of referrals. This is not consistent with the data from last year, which indicated that kindergarten, 3rd, and 5th grades had the highest number of referrals. The high incidents of 2nd grade referrals are due to 3 students having multiple referrals. These students have since been placed on





3 | P a g e 7-17-13

alternate behavior plans and participated in modified CICO. Figure 6: Our highest referral was for disruptive behavior. We may need to do some work around this behavior- identifying what the disruptive behavior looks like- and then fall targeted training on the example of what we want to see instead. Figure 7: There are 5 students that appear to need intensive support. A good resource for this training will be one-on- one training by our Support Specialist with the teachers. There are currently 22 students that appear to need secondary support.





4 | P a g e 7-17-13

Goal Team Chair: Beth Duncan, Jodi Lauria Date: 7/17/2014

Who is primarily responsible to ensure the work of the plan is completed? Jodi Lauria

SMART Impact Goal

(3-year projection)

By June 2016, Winecoff Elementary School will implement the school-wide STAR Discipline Program with fidelity to

impact a reduction in Office Discipline Referrals according to SWIS data.

SMART Fidelity Goal

(3-Year Projection)

By June 2016, Winecoff Elementary will implement the school-wide STAR Discipline Program with fidelity as

measured by the STAR School-wide Evaluation Tool.





Measure Reported

When Percent of Action Steps

completed.

12/5/2014


completed.

3/1/2014


completed.

6/11/2014




Measure Reported

When Discipline Walk-Through Tool Monthly



(Impact)


When SWIS Data 6/2015


When Discipline Walk-Through Data Monthly

SWIS Data Monthly





5 | P a g e 7-17-13




Date

Completed?

#1 Lauria and Duncan will schedule STAR

Meetings for the year and add to

Master Calendar.

Master Calendar 7/17/2014 7/17/2014 Completed

7/17/2014

#2 Lauria and Duncan will meet with STAR

Team in the summer to tweak school-

wide discipline plan and add a

teacher incentive plan component.

Meeting agenda and minutes 7/31/2014 7/17/2014 Completed

7/31/2014

#3 Lauria will create Walk-Through Tool for

Discipline Plan implementation.

Walkthrough Tool 8/17/2014 8/17/2014

#4 Teachers will create an individual

classroom discipline plan that

correlates with the STAR Discipline

Plan.

Parent information sheet 8/17/2014 8/25/2014 Completed

8/25/2014

#5 Teachers will review the STAR Plan that

has been updated by the STAR

Discipline Team.

Presentation by STAR Team

chairperson at opening

meeting

8/18/2014 8/18/2014 Completed

8/18/2014

#6 Lauria and designated others will teach

appropriate behavior at designated

areas of the school to students.

Schedule of demonstrations of

expected behaviors

8/25/2014 9/5/2014 Completed

9/5/2014

#7 Teachers will reteach appropriate behavior

for individual rule infractions.

Walk-through data 8/25/2014 12/5/2015 12/5/14

and ongoing

#8 Lauria will check-in with 5 students that

had high incidents of inappropriate

behaviors.

Ms. Lauria’s documentation 8/25/2014 12/5/2015 12/5/2014

ongoing with

student

changes

#9 Lauria and Gwynn will add STAR

Program information to the school

website.

School website 8/25/2014 8/25/2014 Completed

8/25/2014

#10 STAR Team will dig deeper into the data

to problem solve for inappropriate

Plan to reduce the behaviors 10/28/2014 12/5/2014 12/05/14

ongoing





6 | P a g e 7-17-13

behavior occurring more frequently

during morning hours.

#11 Lauria and Duncan will review current

SWIS data with STAR Team to share

at grade level PLCs.

Meeting agenda and SWIS data 10/28/2014 10/28/2014 ongoing

#12 The STAR Team will review end-of-

quarter SWIS data.

Meeting agenda and SWIS data 10/28/2014 10/28/2015 ongoing

#13 Administrators will recognize “Top Star

Classes” at Awards Day Ceremonies.

Awards Day Agenda 11/5/2014 12/5/2014 12/5/2014

each quarter

#14 Lauria and Duncan will analyze data and

determine improvement.

_----__% steps completed 12/1/2014 12/5/2014 1/5/2014



Completion Data


Other Completion Data: Other goals are ongoing throughout the school year. They are discussed

at monthly meetings. They are reflected in our action steps.

Fidelity Data

100% of referrals have been entered into SWIS

Lauria is in classrooms daily (CICO, giving teacher feedback, book-study, mentoring teachers specified by administration)





7 | P a g e 7-17-13

Impact Data





8 | P a g e 7-17-13



noted in that data?


have.

~ continue to see the number of referrals

consistent with last year which was a significant

decrease.

~ by digging deeper by student, we were able to

determine that 4 students make up the majority

of referrals. 2/4 have been moved to a more

restrictive environment (BFSC or day treatment)

due to behavior.

~ teachers are using better descriptors to

distinguish between classroom behaviors in

writing out referrals

~fighting has decreased from 8 incidences to 1

incident during same time frame of this year vs.

last year

~ inappropriate use of technology seems to be

emerging as a problem area. We feel there is a

correlation to the wider use of technology in the

classrooms. Monitoring will be made more

accountable.

~ Inappropriate behaviors in the classroom are

comparable to last year. Support specialist will

concentrate on teachers that have the most

problematic students in their classes.





9 | P a g e 7-17-13



Date

Completed?

#1 Lauria will create Walk-Through Tool for

Discipline Plan implementation.

Walkthrough Tool 8/17/2014 2/1/2015

#2 Teachers will reteach appropriate behavior

for individual rule infractions.

Walk-through data 8/25/2014 3/31/2015

#3 Lauria will check-in with 5 students that

had high incidents of inappropriate

behaviors.

Ms. Lauria’s documentation 8/25/2014 3/31/2015

#4 STAR Team will dig deeper into the data

to problem solve for inappropriate

behavior occurring more frequently

during morning hours.

Plan to reduce the behaviors 10/28/2014 3/31/2015

#5 Lauria and Duncan will review current

SWIS data with STAR Team to share

at grade level PLCs.

Meeting agenda and SWIS data 10/28/2014 3/31/2015

#6 The STAR Team will review end-of-

quarter SWIS data.

Meeting agenda and SWIS data 10/28/2014 3/31/2015

#7 Administrators will recognize “Top Star

Classes” at Awards Day Ceremonies.

Awards Day Agenda 11/5/2014 3/31/2015

#8 Lauria and Duncan will analyze data and

determine improvement.

_----__% steps completed 12/1/2014 3/31/2015





10 | P a g e 7-17-13

2nd


Completion Data



Fidelity Data

Impact Data



noted in that data?


have.



Date

Completed?

#1

#2

#3

#4

#5





11 | P a g e 7-17-13

#6

#7

#8

#9

#10

#11

School Improvement Plan Level 2 Objectives

Key Steps to accomplish strategy

Professional Development Needed to Support Strategies:

Measure

Current Status: Math End of Grade Percent Proficient (WES/ CCS) 3rd Grade Math: 65.6% / 69.8% 4th Grade Math: 46.6% / 59.5% 5th Grade Math: 41.0% / 60.5% Objective: Increase End of Grade Math Proficiency to: 3rd Grade Math: 70% 4th Grade Math: 60% 5th Grade Math: 60% Strategy: * Blended Learning: DreamBox Daily Implementation Aligned District Priority: CCS Goal 1.2 and CCS Goal 4.1

#1: Professional Development on “How to use” Dreambox #2: Using Dreambox data to drive small group needed instruction #3: Small groups will address particular key math concepts that a student is not proficient in. #4: Susan Frazier, lead math teacher, will lead 4th grade math PLCs and Tim Gwynn, lead reading/math/technology teacher, will lead 5th grade math PLCs.

“How to use Dreambox within

math workshop.” “How to pull Dreambox data

and use to drive instruction”

Quarterly Discovery Ed Benchmarks Proficiency Data in comparison to the curriculum maps.

PLC GoogleDoc.

Current Status: Reading End of Grade Percent Proficient (WES / CCS) 48.1% / 66.4%

#1: Create a vision for this “pilot” and the role of a multi-classroom teacher. #2: Hire and train for the multi-classroom position.

“How to co-teach within the regular ed classroom."

Diagnostic Assessment training

mClass TRC results: Beginning of year, winter and spring.

Discovery Education: Beginning of the year, fall and winter

BOG and EOG results

School Improvement Plan Level 2 Objectives

Objective: Increase 3rd grade percent proficient in reading through the use of a mutli-classroom teacher to increase individualized student success plans and decrease student: teacher ratio. Increase End of Grade Reading Proficiency to: 3rd Grade Reading: 65% Strategy: Multi-classroom teacher Aligned District Priority: CCS. Goal 1.2

#3: Create a schedule that allows for multi-teacher support in all 3rd grade classrooms and planning. #4: Continue to monitor TRC data and Discovery Education data. #5: All 3 dministrators will complete at least 1 walkthrough in every 3rd grade class a week.

PLC GoogleDoc.

Documents

Cabarrus County Schools School Improvement Plan Winecoff ...€¦ · 2014-2015 School Year School Name: Winecoff Elementary School Strategy: Co-Teaching 1 | P a g e 7-17-13 What data