SCHOOL IMPROVEMENT PLAN REPORT · associate. Additional support is provided by 2 academic facilitators, our 3 day school nurse, the ASEP coordinator and staff, and cafeteria staff

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School:

Smithfield Elementary School

Principal:

Allison Harris

Address:

3200 Smithfield Church Road

Charlotte, North Carolina 28210

Courier Number:

#534

Phone:

980-343-6550

Learning Community:

Southwest Zone

CMS School Improvement Plan 2008-11 <School>

2

Zone Superintendent: Kit Rea

We the undersigned have been actively involved in the process to develop this plan. We agree that it addresses system goals and is reflective of our school’s profile, mission statement, and beliefs. Our initials reflect our involvement in the plan’s quarterly reviews.

Principal Allison Harris ____________________________ Name (Please Print) Signature

School Leadership Team Members SIP Quarterly Reviews (Initials)

Name (Print) Position Signature (Draft)

October December March June

Jovana Edwards Academic Facilitator Year 2

Assistant Principal N/A

Amy Pharr Parent Year 1

Danielle Talford Parent Year 1

Kevin Keating Parent Year 1

Mary Watkins Parent Year 1

Missy Giles Parent Year 1


3

Nan Howard Parent Year 3

Otis Davis Parent Year 1

Myrlaine Julien Parent Year 1

Melanie Kupreanik Parent / PTA President Year 2

Christy Kirk Parent/ EC Assistant Year 3

Nancy Halvorsen Parent/Talent Development Catalyst Year 1

Allison Harris Principal N/A

Rose Lille Teacher, 2nd Grade Year 1

Beth Thackston Teacher, 5th Grade Year 1

Raina Xythalis Teacher, Kindergarten Year 1


4

Beliefs At Smithfield Elementary School, we believe that children learn best when: • They are engaged in rigorous, instructional learning experiences that address their individual

learning styles and academic needs. • Their teachers, parents, and community members work together to provide them with the tools

necessary to succeed, while establishing and maintaining high expectations for all students. • They are recognized as the leaders of tomorrow. • Their teachers help them to become aware of their innate talents and encourage them to act

with humanity. • Their teachers are committed to promoting creativity and individuality. • They are provided with a safe and nurturing learning environment where they have the

opportunity to become productive, knowledgeable, and responsible citizens. • They are immersed in an environment where teachers, parents, and community members are

committed to doing "whatever it takes" to ensure that each child learns.

Vision Our vision is to address the individual needs of all students, assure a strong academic foundation, and use technology in all facets of the instructional program.

Mission Statement Our mission is to ensure that all learners acquire the skills, knowledge, and attitudes necessary to succeed.

Outcomes of Focus Based upon analysis of data and needs assessment, our focus will be upon the following outcomes:

• To increase the percentage of students performing at or above proficiency in mathematics from 80.9% in 2009-2010 to 90% in 2010-2011 as demonstrated on the North Carolina End-of-Grade Test in Math, including retests

• To increase the percentage of students performing at or above proficiency in reading from 70.4% in 2009-2010 to 80% in 2010-2011, as demonstrated on the North Carolina End-of-Grade Test in Reading, including retests

• To decrease the percentage of students considered to be below grade level from 20.5% at the Beginning of the Year to 15% at the End of the Year as determined by mCLASS: DIBELS.


5

School Profile Smithfield Elementary is a kindergarten through fifth grade school located in the South Charlotte area, within 10 miles of downtown Charlotte, North Carolina. It is primarily a neighborhood school. Smithfield has a highly diverse population, with 25% African American, 40% White, and 24% Hispanic students. The remaining 11% is comprised of Asian/Pacific Islander, Multi-Racial, and American Indian students. Approximately 57% of our students are considered Economically Disadvantaged, as qualified by their free or reduced lunch status. Our 580 students are served by 6 kindergarten, 5 first grade, 4 second grade, 5 third grade, 3 fourth grade, and 4 fifth grade teachers. Children who qualify for Exceptional Children’s services are afforded the full continuum of services, provided by our 3 self-contained Specialized Behavioral Support teachers, 2 Resource teachers, 4 Exceptional Children’s assistants, 1 Speech Pathologist, 1 School Counselor, and 1 School Psychologist. Our full-time Talent Development Catalyst is engaged in the planning for and implementation of critical thinking strategies across all grade levels, kindergarten through 5th grade. Our English Language Learners are supported by an English as a Second Language Teacher. Students are supported by 8 Instructional Assistants. The Instructional Assistants facilitate the Intensive Reading Model, small group math instruction, and the science lab. Our special area staff includes full-time art, music, media, and physical education teachers, as well as a technology associate. Additional support is provided by 2 academic facilitators, our 3 day school nurse, the ASEP coordinator and staff, and cafeteria staff. Our custodial staff and secretarial staff play a vital role in the overall management of the school. Our Parent Teacher Association is actively involved in ensuring that our children and staff members have the resources needed to be successful. Our School Leadership Team is comprised of 15 dedicated members including 8 parents, 2 additional parents who are also staff members, and 6 staff members. The School Leadership Team serves to develop and maintain our School Improvement Plan, to encourage, support, and create opportunities for involvement from parents and the community, and to coordinate the activities associated with the design and implementation of the School Improvement Plan. Continuing to embrace the ideals of the Data Wise Process and the Professional Learning Community and incorporating Thinking Maps into our daily instruction are our 2010-2011 school focuses. We continue to embrace “Whatever It Takes” as our school-wide theme. Our entire staff is participating in a study of the book, Teaching with Poverty in Mind. This book, written by Eric Jensen, delves into cutting edge neuroscience, as it relates to how students of poverty learn. Collaborative grade-level planning has an instructional focus and includes participation from our EC teachers, TD Catalyst, Academic Facilitators, and Principal. Technology integration continues to be a focus at Smithfield. After beginning the 08-09 school year without SMART Board technology, by the end of October, we will have a total of 14 SMART Boards. All classes are allotted scheduled technology times in both the computer lab and SMART Board lab. The media center was redesigned to provide an additional learning space with


6

Data Utilized to Formulate Outcomes of Focus for Smithfield Elementary School

Math Smithfield Elementary

Sub Groups

2010-2011 Target 88.6 06-07 07-08 08-09 09-10 10-11

Prof

icienc

y

AYP

Grow

th

Prof

icienc

y

AYP

Grow

th

Prof

icienc

y Ta

rget

Prof

icienc

y Act

ual

AYP

Grow

th

Prof

icienc

y Ta

rget

Act

ual

AYP

Grow

th

Prof

icienc

y Ta

rget

Act

ual

AYP

Grow

th

All 68.6 26/29 .0496 72.8 21/22 0.219 80 81.8 YES .0983 77.2 82.9 Met Met EG 88.6

sixteen networked computers. Two computers can be found in each of our classrooms Kindergarten through 5th grade. Each of the initiatives set forth for this school year is designed to affect instruction and therefore impact the overall academic success of our students. Each certified staff member maintains a current Web site, which is updated weekly and a plethora of parent and student resources can be found on the Smithfield Web site as well. Email communication and ConnectEd messages will continue to be the main source of communication with our Smithfield families.


7

African American 52.1 NO -.0592 61.9 YES 0.1513 69 68.7 YES -.0844 77.2 69.4 Met .0234 Met EG 88.6

Asian 83.3 NSD .1589 NSD NSD 0.3898 100 .06998 77.2 .0908 Met EG 88.6

Hispanic 65.2 YES .0771 68.2 YES 0.2442 76 73.7 YES .11615 77.2 77.3 Met .0650 Met EG 88.6

White 83.2 YES .0663 88.2 YES .02459 94 98.8 YES .20864 77.2 Above 95 Met .0587

Met EG 88.6

Multi Racial 76.5 NSD .2482 NSD NSD 0.1323 90.9 YES .24337 77.2 -.0122 Not Met 88.6

American Indian 88.6

Limited English Proficient 56.8 YES -.1871 67.5 YES 0.3130 74 66.1 YES .11326 77.2 72.5 Met w/ SH

.11404 Met EG 88.6

Students With Disabilities 29.6 NO -.0751 46.6 YES 0.0969 56 58.5 YES .0242 77.2 .03283 Met EG 88.6

Economically Disadvantaged 60.7 YES .0212 64.7 NO 0.1718 71 70.1 YES .00965 77.2 72.7 Met w/ SH

.04817 Met EG 88.6

Data Utilized to Formulate Outcomes of Focus for Smithfield Elementary School

Reading 2010-2011 Target 71.6 06-07 07-08 08-09 09-10 10-11


8

Smithfield Elementary

Sub Groups

Prof

icienc

y

AYP

Grow

th

Prof

icienc

y

AYP

Grow

th

Prof

icienc

y Tar

get

Prof

icienc

y Act

ual

AYP

Grow

th

Prof

icienc

y Tar

get

Act

ual

AYP

Grow

th

Prof

icienc

y Tar

get

Act

ual

AYP

Grow

th

All 84.4 26/29 0.0146 57.0 92 68.7 YES -0.0125 43.2 71.8 Met EG 71.6

African American 78.5 YES -0.017 41.7 92 57.8 YES -0.300 43.2 63.9 Met -.0743 Not Met 71.6

Asian 90.0 NSD -0.076 75.0 92 100 0.0596 43.2 .14733 Met HG 71.6

Hispanic 81.8 YES 0.0926 46.6 92 57.6 YES 0.0191 43.2 60.6 Met .1924 Met HG 71.6

White 90.9 YES 0.0062 78.7 92 92.9 YES 0.2188 43.2 84.1 Met .01407 Met EG 71.6

Multi Racial 88.2 NSD -0.091 51.9 92 68.2 -0.062 43.2 .10844 Met EG 71.6

Limited English Proficient 70.4 YES -0.051 50.9 92 41.4 YES -0.005 43.2 52.5 Met .30183 Met HG 71.6

Students With Disabilities 58.2 NO 0.0128 28.8 92 47.2 YES -0.118 43.2 .12483 Met HG 71.6

Economically Disadvantaged 79.4 YES -0.015 46.9 92 52.4 YES -0.088 43.2 52.4 Met 71.6


9

2009-2010 Growth Composite

Subject

2009 Average growth

2009 met

expected growth?

2009 met high growth?

2010 Average growth

2010 Met

expected growth?


4TH GRADE MATH -0.018 NotMet NotMet 0.165 Met Met 5TH GRADE MATH 0.117 Met NotMet -0.072 NotMet NotMet TOTAL MATH 0.046 Met NotMet 0.045 Met NotMet 4TH GRADE READING -0.078 NotMet NotMet 0.086 Met Met 5TH GRADE READING 0.100 Met NotMet 0.012 Met NotMet TOTAL READING 0.006 Met NotMet 0.048 Met NotMet TOTAL EOG 0.026 Met NotMet 0.047 Met NotMet

2009-2010 Percent of Students Proficient

Subject

2009 Percent Proficient Without Retests

2009 Percent Proficient

With Retests



With Retests

3RD GRADE MATH 74.8% 83.5% 81.3% 88.0%

4TH GRADE MATH 69.9% 82.5% 69.3% 78.2%

5TH GRADE MATH 71.3% 78.7% 70.3% 78.2%

TOTAL MATH 72.0% 81.7% 72.9% 80.9%


10

3RD GRADE READING 60.2% 71.8% 65.3% 70.7% 4TH GRADE READING 50.5% 65.0% 66.3% 77.2% 5TH GRADE READING 58.5% 73.4% 51.5% 63.4% TOTAL READING 56.3% 70.0% 60.6% 70.4%

5TH GRADE SCIENCE 41.5% 55.3% 44.6% 59.4%

TOTAL EOG 61.1% 73.1% 63.4% 73.1%

Reading AYP * = not calculated due to insufficient data (less than 40

students in the subgroup) All

Stud

ents

Am

eric

an

Indi

an

Asi

an

Blac

k

His

pani

c

Mul

ti-R

acia

l

Whi

te

Econ

omic

ally

D

isad

vant

aged

Lim

ited

Eng

lish

Prof

icie

nt

Stud

ents

Wit

h D

isab

iliti

es

Number of Students 279 <5 14 87 74 14 90 169 50 43

Number of Students Tested 279 <5 14 87 74 14 90 169 50 43

Percent Tested 100% * * 100% 100% * 100% 100% 100% 100%

Met 95% Target Goal? Met No

Data Insuf Data Met Met

Insuf Data Met Met Met Met

Number of Tested Students (Full Academic Year) 245 <5 12 72 66 13 82 144 40 37


11

Target Goal Percent Proficient (At or Above Grade Level) 43.2% 43.2% 43.2% 43.2% 43.2% 43.2% 43.2% 43.2% 43.2% 43.2%

Percent Proficient (At or Above Grade Level) 71.8% * * 63.9% 60.6% * 84.1% 63.2% 52.5% *

Percent Proficient with Growth 77.1% * * 70.8% 71.2% * 84.1% 70.8% 65.0% *

Met AYP Proficiency Goal? Met No


Insuf Data Met Met Met

Insuf Data

Number of Students Included in Growth 166 <5 7 46 46 9 58 93 21 28

Percent Met Growth Expectation 51.8% * * 37.0% 65.2% * 50.0% 49.5% * *

OAI Attendance% 96.0% * * 96.8% 95.1% * 95.8% 95.9% 95.0% *

OAI Attendance Met? Met No


Insuf Data Met Met Met

Insuf Data


12

Math AYP * = not calculated due to insufficient data (less than 40

students in the subgroup) All

Stud

ents

Am

eric

an

Indi

an

Asi

an

Blac

k

His

pani

c

Mul

ti-R

acia

l

Whi

te

Econ

omic

ally

D

isad

vant

aged

Lim

ited

Eng

lish

Prof

icie

nt

Stud

ents

Wit

h D

isab

iliti

es

Number of Students 279 <5 14 87 74 14 90 169 50 43

Number of Students Tested 279 <5 14 87 74 14 90 169 50 43

Percent Tested 100% * * 100% 100% * 100% 100% 100% 100%

Met 95% Target Goal? Met No Data

Insuf Data

Met Met Insuf Data

Met Met Met Met

Number of Tested Students (Full Academic Year) 245 <5 12 72 66 13 82 144 40 37

Target Goal Percent Proficient (At or Above Grade Level) 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2% 77.2%

Percent Proficient (At or Above Grade Level) 82.9% * * 69.4% 77.3% * >95% 75.7% 72.5% *

Percent Proficient with Growth 85.3% * * 73.6% 81.8% * >95% 79.2% 77.5% *

Met AYP Proficiency Goal? Met No Data

Insuf Data

Met w/CI

Met Insuf Data

Met Met w/SH

Met w/SH

Insuf Data


13

Number of Students Included in Growth 168 <5 7 47 47 9 58 95 21 29

Percent Met Growth Expectation 53.6% * * 53.2% 48.9% * 58.6% 50.5% * *

OAI Attendance% 96.0% * * 96.8% 95.1% * 95.8% 95.9% 95.0% *

OAI Attendance Met? Met No Data

Insuf Data Met Met Insuf

Data Met Met Met Insuf Data


14


15

Outcome 1: To increase the percentage of students performing at or above proficiency in mathematics from 80.9% in 2009-2010 to 90% in 2010-2011 as demonstrated on the North Carolina End-of-Grade Test in Math, including retest

Strategic Plan 2014 Areas of Focus: Effective Teaching and Leadership Performance Management Increasing the Graduation Rate Teaching/Learning through Technology Environmental Stewardship Parent/Community Connections

School Quality Review Criteria: Achievement Learning/Teaching Learning Environment Curriculum Leadership/Management Parent and Community

Strategies Point Person

Deliverables/Assessment (evidence-SQR rubric) Leadership

Standards

Professional Development

Focus

Parental Involvement

Timeline End Date Process Outcome

Continue full implementation of the Investigations math program with supplemental resources provided by CMS • Utilize the newly-developed CMS math pacing guide and supplemental

units to ensure that all NCSCOS objectives are thoroughly covered and revisited through spiraling. Include real life application/examples in instruction.

Develop performance-based bi-quarterly math pre-assessments & post assessments • Utilize Think Gate questioning database to develop appropriately aligned

mathematics assessments and to effectively disaggregate the data so it can be utilized to drive instruction

• Align assessments to the North Carolina Standards and utilize an End of Grade test format to ensure that transference can occur between the Investigations program and standardized testing

Increase technology integration in math instruction • Continue utilizing Study Island as a resource for both school and home

practice of math skills • Utilize SMART Board Technology to enhance math instructional practices

by incorporating SMART plans into lessons

Integrate literacy skills into instructional plans for mathematics instruction • Integrate Daybooks into daily instruction ensuring students write about their

Academic Facilitators Bjorneboe/ Edwards

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Strate gic Leadership

Instructional Leadership

Managerial Leadership

Teaching with Poverty in Mind Each staff member

is involved in a book and has access to

the strategies contained in the

book.

Think Gate Staff training on the

assessment database

Thinking Maps Each staff member has a copy of the resource book and was involved in a day long training. Staff meetings will

• Parents support implementation of the Investigations program by providing volunteer time to create games and make copies for teachers.

• Parents support the technology initiatives by utilizing Study Island and the Web site services

October 2010

December 2010

February 2011

Assistant Principal

Principal Harris

TD Catalyst Halvorsen

K-5 Grade Chairs


16

learning each day • Integrate “exit cards” as a strategy to encourage students to “think aloud on

paper” and put their math thoughts in writing • Integrate Thinking Maps in area to ensure students understand the thought

processes behind the Thinking Maps and to create a vertical language k-5 • Integrate brain-friendly strategies from the book study Teaching with

Poverty in Mind • Integrate Math Superstars, Kathy Richardson Assessment, and Study

Island into the daily practice/ assessment as is appropriate for students • Utilize appropriate integration of math in special area classes

Technology Associate

be devoted to ongoing training on Thinking Maps

June 2011

• Outcome 2: To increase the percentage of students performing at or above proficiency in reading from 70.4% in 2009-2010 to 80% in 2010-2011, as demonstrated on the North Carolina End-of-Grade Test in Reading, including retests

Strategic Plan 2014 Areas of Focus:

Effective Teaching and Leadership Performance Management Increasing the Graduation Rate Teaching/Learning through Technology Environmental Stewardship Parent/Community Connections


Strategies Point Person

Deliverables/Assessment (evidence-SQR rubric) Leadership

Standards

Professional Development

Focus

Parental Involvement

Timeline End Date Process Outcome

Develop performance-based bi-quarterly reading pre-assessments & post assessments • Utilize Think Gate questioning database to develop appropriately aligned

reading assessments and to effectively disaggregate the data so it can be utilized to drive instruction

Increase utilization of vertically aligned instructional programs and practices • Include Reading A-Z Web site to differentiate instructional practices


As

sess

ments

base

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Strategic Leadership

Instructional




book.

• Parents support the technology initiatives by utilizing Study Island and the

October 2010

December

Assistant Principal


17

• Formalize communication between the Data Wise vertical team and staff to ensure alignment of objectives and assessments.

• Maintain the school-wide Partner Fluency program o Monitor students progress on a weekly basis to ensure consistent

support is in place & progress is made at all reading levels o Provide teachers with leveled reading passages to ensure the program

is carried out effectively • Utilize Accelerated Reader software to monitor student reading and

comprehension o Celebrate students and staff AR accomplishments through award

ceremonies, Dolphin Chatter, personal notes to students o Utilize the Smithfield Web site to keep parents and students apprised of

progress with AR • Ensure classroom teachers maintain an AR bulletin board in classroom to

provide students with a visual for their progress Integrate

• Thinking Maps in each subject area to ensure students understand the thought processes behind the Thinking Maps and to create a vertical language k-5

Utilize brain-friendly instructional practices in all subject areas • Integrate brain-friendly strategies from the book study Teaching with Poverty

in Mind and Teaching with the Brain in Mind • Integrate Day Books into the core curricular areas kindergarten- 5th grade • Utilize Brain Gym strategies to encourage brain stimulation throughout

lessons • Incorporate a lesson plan format that requires reflection with regard to the

level of rigor/relevance of instructional strategies in reading

Principal Harris

Leadership



assessment database

Thinking Maps Each staff member has a copy of the resource book and was involved in a day long training. Staff meetings will be devoted to ongoing training on Thinking Maps

Web site services

2010

February 2011

June 2011

TD Catalyst

Halvorsen

K-5 Grade Chairs


• Outcome 3: To decrease the percentage of students considered to be below grade level from the Beginning of the Year 20.5% to the End of the Year 15% as determined by mCLASS: DIBELS reporting.

Strategic Plan 2014 Areas of Focus:

Effective Teaching and Leadership Performance Management Increasing the Graduation Rate Teaching/Learning through Technology Environmental Stewardship Parent/Community Connections


Strategies Point Deliverables/Assessment (evidence-SQR rubric) Leadership Professional Parental Timeline


18

Person Process Outcome

Standards Development Focus

Involvement End Date

Facilitate an effective Intensive Reading program based on students’ academic needs • Utilize a system of targeted interventions to provide specialized support in reading

for K-3 students • Provide teachers and assistants with the necessary resources and professional

development to ensure that the K-3 Intensive Reading Model is implemented with fidelity

• Utilize a strategic staffing plan to maximize specialized support (Orton Gillingham, Reading Foundations, Project Read)

Increase utilization of vertically aligned instructional programs and practices • Maintain the school-wide Partner Fluency program o Monitor students progress on a weekly basis to ensure consistent support is in

place & progress is made at all reading levels o Provide teachers with leveled reading passages to ensure the program is

carried out effectively • Utilize Accelerated Reader software to monitor student reading and

comprehension o Celebrate students and staff AR accomplishments through award ceremonies,

Dolphin Chatter, personal notes to students o Utilize the Smithfield Web site to keep parents and students apprised of

progress with AR • Ensure classroom teachers maintain an AR bulletin board in classroom to provide

students with a visual for their progress Integrate

• Continue staff development and implementation of the Big 6 of Research • Thinking Maps in each subject area to ensure students understand the thought

processes behind the Thinking Maps and to create a vertical language k-5 Utilize brain-friendly instructional practices in all subject areas • Integrate brain-friendly strategies from the book study Teaching with Poverty in

Mind and Teaching with the Brain in Mind • Integrate Day Books into the core curricular areas kindergarten- 5th grade • Utilize Brain Gym strategies to encourage brain stimulation throughout lessons • Incorporate a lesson plan format that requires reflection with regard to the level of

rigor/relevance of instructional strategies in reading


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book.


assessment database

Thinking Maps Each staff member has a copy of the resource book and was involved in a day long training. Staff meetings will be devoted to ongoing training on Thinking Maps

• Parents support the technology initiatives by utilizing Study Island and the Web site services

October 2010

December 2010

February 2011

June 2011

Assistant Principal

Principal Harris

TD Catalyst Halvorsen

K-5 Grade Chairs



19

School-Based Management and Accountability Program

Summary of School-Based Waiver Requests for 2010-2012 LEA: Charlotte-Mecklenburg Schools LEA code: 600 School Codes

Request for Waivers

Code School Name Please enter codes of all schools requesting the waiver described on this form.

1. Insert the waivers you are requesting.

2. Please identify the law, regulation or policy from which you are seeking an exemption.

3. Please state how the waiver will be used.

4. Please state how the waiver will promote achievement of performance goals.


20

Smithfield Elementary School Improvement Plan Bully Prevention, Character Education, School Health Team, & Healthy Active Child

Strategies/Rationale Task Point Person

Evidence of Success Names of Participants

Information related to task Timeline

Outcome Measures

Bully

Pre

vent

ion

Plan

201

0-20

11

• Review/Share policy of expectations & processes with students & parents

• Initiate school-wide Bullying Prevention Month

Activities o This is a national event that will help establish school

culture & set tone for rest of year. o Include activities from Discovery Education

• First semester Bullying-Prevention activities

begin with Mix-It Up Day o Mix-It up day is a national event to promote better

relationships across all segments of the student population (& staff).

• Second semester bullying-prevention activities begin

o Bullying activity & discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders & sustain BP efforts.

Scho

ol St

aff an

d BP

Liaiso

n • Parents & students will have an

understanding of expectations & BP efforts & discipline management at the school.

• Activities during this month will promote student integration, a culture of respect & awareness of the impact of bullying

. • School environment is greatly

improved when students have established at least some basic knowledge & communication with someone from a different background

• Discipline referrals related to bullying & school environment continues to improve. BP Liaisons meet to compare best practices & support.

• All School staff • Ryan Ramadan, Counselor

• All school staff

• Allison Harris Principal, • Jovana Edwards Facilitator • Ryan Ramadan, Counselor • Nancy Halverson, Parent

• Teachers will share information with parents via their websites and with students during class. BP Taskforce will share information with students on closed circuit TV

• www.pacer.org/bullying/index.asp

• www.mixitup.org

• By 10/30/10 • October 2010

• By December

2010 • By May 2010

http://www.pacer.org/bullying/index.asp�

http://www.mixitup.org/�


21

Char

acte

r Ed

ucat

ion

• • •

•

•


22

Scho

ol H

ealth

Team

s

• • •

•

•


23

Hea

lth

Act

ive

Child

• • •

•

•

CCMMSS SSCCHHOOOOLL IIMMPPRROOVVEEMMEENNTT SSUUBB--PPLLAANN


24

School: Smithfield Elementary School

Principal: Allison Plunkett Harris

Grade Level/Area: Kindergarten

Chairperson: Kathleen Coleman

Department Members:

Emma Hall

Ronnie Hood

Karen Reid

Lacey Van Every

Raina Xythalis

Sharon Smaston

Outcome 1: To increase the percentage of students reading or decoding a CVC word up to 100%

PLC SMART Goal: Reading

Strategies Point Person title/name

Evidence of Success • Formative Measures

• Student work

Professional Development Focus/ Participants

Timeline End Date

Orton Gillingham Hood Coleman Reid

Quarterly assessment data

workshop

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Imagine It! Big 6 workshop

K Teachers

Student work samples

Training Discussions at Grade Level Planning

Reading A-Z Florida Sight for Reading Research Dibels-MClass ideas for remediation

K Teachers

Dibels Data Work Samples

MClass computer program


26

Outcome 2: To increase the percentage of students performing at or above profiency in mathematics to 90% on end of year assessments

PLC SMART Goal: Math



• Student work

Professional Development Focus/

Participants

Timeline End Date

Investigations Pearson

K Teachers

Investigations assessments ThinkGate data from CMS math assessments

Training for ThinkGate Teacher Academy

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Kathy Richardson strategies

K Teachers

File folder enrichment activities

Teacher academy

Didax Math Assessments to drive instruction (data) K teachers

Track ability Develop differentiated lesson plans

Math Pilot (AMC)


27




Grade Level/Area: First Grade

Chairperson: Patricia Page

Department Members:

Brooke Cashion

Alicia Felix

Stacy Hunter

Amanda Jordan

Stephanie Miller


28

Charmie Gomaa

Outcome 1: Accurately incorporate content-specific vocabulary 90% of the time to explain the process/strategy they used to problem solve.

PLC SMART Goal: To increase the percentage of students performing at or above proficiency in mathematics from 80.9% in 2009-2010 to 90% in 2010-2011 as demonstrated in the North Carolina End-of-Grade Test in Math, including retests.



• Student work


Timeline End Date

1. Utilize math word walls in the classroom to incorporate content-specific vocabulary into verbal and written explanations when problem-solving.

1st grade team

Uses math word wall to successfully verbalize their strategies 90% of the time.

1st grade team, ESL teacher, instructional assistant

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

2. Produce written products/explanations of the problem-solving process/strategy they used.

1st grade team

Once a week, student will accurately explain their problem-solving strategy using content-specific vocabularyin written form.


3. Initially use content-specific vocabulary verbally to explain specific strategy they used to problem solve.

1st grade team

3 times a week, student will use content-specific vocabulary to explain the strategy used.



30

Outcome 2: All students will test above intensive in DIBELS, and all students currently strategic will meet benchmark by EOY. PLC SMART Goal: To decrease the percentage of students considered to be below grade level from 20.5% at the Beginning of the Year to 15% at the End of the Year as determined by mCLASS: DIBELS.



• Student work


Timeline End Date

1. Students will read and practice with fluency passages.

1st grade team

At MOY, intensive students will read 19 wpm and strategic students will read 20+ wpm. At EOY, intensive students will read 39 wpm and strategic students will read 40+ wpm.


9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

2. Students will correctly identify/produce sounds in nonsense words during practice.

1st grade team

At MOY, intensive students will have 49 for NWF and strategic students will have 50 for NWF. At EOY, intensive students will have 49 for NWF and strategic students will have 50 for NWF.


3. Students will be assigned fluency partners.

1st grade team

Students will show an increase of wpm between their practice on Monday and their assessment on Friday.



31

Smithfield Elementary School Improvement Plan Bully Prevention, Character Education, School Health Team, & Healthy Active Child

Strategies/Rationale Task Point Person

Evidence of Success Names of Participants

Information related to task Timeline

Outcome Measures

Bully

Pre

vent

ion

Plan

201

0-20

11


• Initiate school-wide Bullying Prevention Month

Activities o This is a national event that will help establish school

culture & set tone for rest of year. o Include activities from Discovery Education

• First semester Bullying-Prevention activities

begin with Mix-It Up Day o Mix-It up day is a national event to promote better

relationships across all segments of the student population (& staff).

• Second semester bullying-prevention activities begin

o Bullying activity & discipline issues tend to increase during the last semester of school. It is important to reconnect with stakeholders & sustain BP efforts.

Scho

ol St

aff an

d BP

Liaiso

n

• Parents & students will have an understanding of expectations & BP efforts & discipline management at the school.


. • School environment is greatly

improved when students have established at least some basic knowledge & communication with someone from a different background







• www.mixitup.org

• By 10/30/10 • October 2010

• By December

2010 • By May 2010




32

Char

acte

r Ed

ucat

ion

• • •

•

•

Scho

ol H

ealth

Team

s

• • •

•

•


33

Hea

lth

Act

ive

Child

• • •

•

•


34

Smithfield Elementary Bully Prevention, Character Education, School Health Team, & Healthy Active Child Strategies/Rationale Task Point

Person Outcome Measures Participants Related Information Timeline

Bully

Pre

vent

ion

Plan

2010

-11


• Initiate school-wide Bullying Prevention Month Activities o National event that helps establish school culture & set tone of year. o Include activities from Discovery Education

• Bullying-Prevention activities begin with Mix-It Up Day o Mix-It up day is a national event to promote better relationships

across all segments of the student population (& staff).

• Second semester bullying-prevention activities begin o Bullying activity & discipline issues tend to increase during the last

semester of school. It is important to reconnect with stakeholders & sustain BP efforts.

Scho

ol St

aff/ B

P Lia

ison

• Parents & students will have an understanding of expectations & BP efforts & discipline management at the school.


• School environment is greatly improved when students have established at least some basic knowledge & communication with someone from a different background







• www.mixitup.org

• By 10/30/10 • October 2010

• By December

2010 • By May 2010




35

Char

acte

r Edu

catio

n

Build understanding of Character Program with Teachers, Students & Parents • Staff meetings • Weekly ConnectEd newsletters • Website Build awareness, understanding & life skills associated with Character Traits • This year we are using “Faces of Character” as our vehicle to illustrate and teach the month’s character trait. These “Faces of Character” are

represented on Character Buttons and shown in Posters provided to each classroom. Each week, the Faces of Character are discussed during our morning announcement

• Teachers incorporate character education into their lessons and readings. A list of books, activities and questions are provided to classroom teachers each month

Bulletin Boards: Two Character bulletin boards are in student hallways • Board highlights faces of character, CMS All Star nominee Class Dolphin winners • The second highlights the month’s character traits

Look for the teachable moment and specific behaviors to highlight. • Four character buttons are provided to teachers each month. These buttons illustrate and follow the “faces of character” • Teachers are asked to award 1 student each day that is found to be exemplifying the character trait & student keeps that button for week

One of the four student is selected to receive a special recognition for week: • Small card / certificate to take home • Invitation to attend week’s dancing with the Principal • Each student receiving a Character Card will be recognized during Quarter Student Recognition Assembly

Purposefully recognize students/teachers embracing character traits. CMS Character All Stars • Each teacher nominates one student for month’s Character All Stars • Each student nominated receives a certificate for nomination • Student selected to represent Smithfield, receives T-Shirt from CMS

Do the Right Thing • Each team nominates 1 student to be part of the Charlotte Police /Fire program

Class Recognition • We utilize “Dolphin” cards to reinforce Character Trait for Month • These cards are tied specifically to the month’s character trait • Each teacher is supplied with small business card sized “Dolphin Cards” each month with the name of the character trait for the month. • When awarding a Dolphin Card, teaches name the behavior demonstrated and writes it on the back. How was the class Respectful? Caring? Honest?

These cards are turned in each Friday morning and sorted by grade level. • Each week, a Dolphin Character Class of the week is selected from each grade level

Outcome Measures • Use survey Monkey to survey random sampling of

parents and teachers to measure their understanding and awareness

Outcome Measures

• Character Buttons worn • Character Cards given by Teachers • Character Ribbons Awarded Quarterly • CMS All Star Recipients

Outcome Measures • Number of Nominations • Poll students on whether they understand why they were

chosen • Publish with all awards a brief background so students,

parents and others will understand what is behind award


36




Grade Level/Area: First Grade

Chairperson: Patricia Page

Department Members:

Brooke Cashion

Alicia Felix

Stacy Hunter

Amanda Jordan

Stephanie Miller


37

Charmie Gomaa

Outcome 1: Accurately incorporate content-specific vocabulary 90% of the time to explain the process/strategy they used to problem solve.

PLC SMART Goal: To increase the percentage of students performing at or above proficiency in mathematics from 80.9% in 2009-2010 to 90% in 2010-2011 as demonstrated in the North Carolina End-of-Grade Test in Math, including retests.



• Student work


Timeline End Date

4. Utilize math word walls in the classroom to incorporate content-specific vocabulary into verbal and written explanations when problem-solving.

1st grade team

Uses math word wall to successfully verbalize their strategies 90% of the time.


9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

5. Produce written products/explanations of the problem-solving process/strategy they used.

1st grade team

Once a week, student will accurately explain their problem-solving strategy using content-specific vocabularyin written form.


6. Initially use content-specific vocabulary verbally to explain specific strategy they used to problem solve.

1st grade team

3 times a week, student will use content-specific vocabulary to explain the strategy used.



39

Outcome 2: All students will test above intensive in DIBELS, and all students currently strategic will meet benchmark by EOY. PLC SMART Goal: To decrease the percentage of students considered to be below grade level from 20.5% at the Beginning of the Year to 15% at the End of the Year as determined by mCLASS: DIBELS.



• Student work


Timeline End Date

4. Students will read and practice with fluency passages.

1st grade team

At MOY, intensive students will read 19 wpm and strategic students will read 20+ wpm. At EOY, intensive students will read 39 wpm and strategic students will read 40+ wpm.


9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

5. Students will correctly identify/produce sounds in nonsense words during practice.

1st grade team

At MOY, intensive students will have 49 for NWF and strategic students will have 50 for NWF. At EOY, intensive students will have 49 for NWF and strategic students will have 50 for NWF.


6. Students will be assigned fluency partners.

1st grade team

Students will show an increase of wpm between their practice on Monday and their assessment on Friday.



40




Grade Level/Area: Second Grade

Chairperson: Rose Lille

Department Members:

Brian Bleil

Kate Fitzpatrick

Susan Outen

Heather Przybylski


41

Donna Reynolds

Outcome 1: For students to master the use of 5 out of 8 Thinking Maps




• Student work

Professional Development Focus/

Participants

Timeline End Date

Introduce a new Thinking Map weekly

Grade Level Team Facilitator

Students successfully use in their journals or daybooks

Thinking Maps

9/26/10 10/11/1

0 1/24/11 4/21/11 6/7/11

Incorporate activities that utilize Thinking Maps

Grade Chairs Facilitator

Independent student work

Thinking Maps


43

Outcome 2: Increase Oral Fluency




• Student work


Timeline End Date

Use of Orton-Gillingham

Facilitators

DIBELS scores will go up

Teaching with Poverty in Mind

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Partner Fluency

All teachers

AR improved DIBELS

Teaching with Poverty in Mind

Book Study or Reader’s Theater

TD teacher Grade Level Chairs

AR levels go up Formative scores increase

Thinking Maps


44




Grade Level/Area: Third Grade

Chairperson: Jolene Stewart

Department Members:

Deborah Comeau

Heather Curtis-Sowell

Sandra Garner

Wanda Shah

Gina Pecora


45

Christy Kirk

Outcome 1: Integrate literacy skills into instructional plans for mathematics instruction

PLC SMART Goal: (Math – “To increase the percentage…”)



• Student work


Timeline End Date

Integrate Math Superstars, Kathy Richardson Assessment, and Study Island into the daily practice/assessment as is appropriate for students

Nancy Halverson (TD) Team teachers

Completion of work, assessments, and tests Study Island reports

Study Island training Sharing and planning with team & staff 9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Utilize Think Gate questioning database to develop appropriately aligned mathematics assessments and to effectively disaggregate the data so it can be utilized to drive instruction

Admin. Staff

Completion of tests and assessments Think Gate workshop

Integrate Daybooks into daily instruction ensuring students write about their learning each day

teacher Daybook entries Daybook training


47

Outcome 2: All students will have an 85% or higher average each quarter.

PLC SMART Goal: (Reading – “To increase the percentage…”


Evidence of Success • Formative

Measures • Student work


Timeline End Date

Monitor students progress on a weekly basis, and conference with students, to ensure consistent support is in place & progress is made at all reading levels

Richard Stone (technology) teachers

AR reports STAR reports/tests

Staff meetings AR training manual Team members Teaching with Poverty in Mind (setting goals) 9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Celebrate students and staff AR accomplishments through award ceremonies, personal notes to students, Book It! Program, and in class rewards

Admin. Staff PTA teachers

AR reports

Staff meeting Staff Teaching with Poverty in Mind (celebrate)

Buddy readers to assist with AR Peer readers Peer teachers community

AR reports Volunteers Students Middle & high school students


48




Grade Level/Area: Fourth Grade

Chairperson: Jill Mitchell

Department Members:

Katy Hollar

Thomas Oliver

Michelle Acuff

Nancy Halvorsen


49

Barbara Schoen

Outcome 1: Utilizing the newly developed CMS math pacing guides and supplemental units to ensure all NCSCOS objectives are met

PLC SMART Goal: 90% of all 4th grade students achieve a Level 3 or 4 on the Math EOG



• Student work


Timeline End Date

Using pre and post common assessments to develop small groups

4th grade classroom teacher

• On math formatives, 90% of students will perform at par for all subgroups

• Creative Authentic Assessments using higher level questions 9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Continuing use of Investigations and supplemental programs, such as Math Superstars

Grade Chair TD Catalyst Academic Facilitator 4th grade teachers

• On math formatives, 90% of students will perform at par for all subgroups

• Thinking Maps • Teaching With

the Brain in Mind • Smart board

trainings

Isolating and identifying specific skill weaknesses and strengths

4th grade classroom teacher Resource and TD Catalyst Teachers

• Post/pre assessments • Data DIVES • Anecdotal Records

• Datawise


51

Outcome 2: Integrating Daybooks into all Content Areas

PLC SMART Goal: 90% of all 4th grade students will achieve a Level 3 or 4 on the Math EOG



• Student work


Timeline End Date

Students may write in Daybooks as an exit ticket

4th Grade Classroom Teacher

• Post assessments • Formatives • Completed Day Book

entries

• Thinking Maps • Assessment

strategies and best practices

9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Thinking Maps- Students will use their Day Book as a Response


• Completed entries Thinking Maps

10 minute Math response in Day Book once a week


• Completed entries • Student’s recorded

understanding of concept

• Level of students’ independence growth

Integrating writing into the curriculum Math Investigations


52




Grade Level/Area: Fifth Grade

Chairperson: Michele O’Connell

Department Members:

Robin Boulware

Liz Lamb

Bill Purcell

Beth Thackston

Jacque Johnson

Lori Walsh

Outcome 1: Integrate more technology into daily instruction




• Student work


Timeline End Date

Utilize SmartBoard technology to enhance instructional practices by incorporating SmartBoard plans into lesson plans

Thackston Include activities in lesson plans Increased student participation

SmartBoard training 9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Continue utilizing Study Island as a resource for both school and home practice

Lamb Formative Assessments Study Island

Utilize more computer software (i.e. Microsoft Excel/Word) to represent data Purcell Student work

samples MyPD courses on technology


54

Outcome 2: Increase % of students performing at or below grade level PLC SMART Goal: Literacy



• Student work


Timeline End Date

Maintain school-wide partner fluency program Bjorneboe Student fluency graphs

Fluency 9/26/10

10/11/10 1/24/11 4/21/11 6/7/11

Thinking Maps to ensure students understand reading examples

R.Stair Weekly Imagine It! tests Formative tests

Thinking maps training Resource book

Utilize Accelerated Reader to monitor student reading and comprehension R.Stone

Quarterly STAR tests Individual students tests

AR STAR


55




Grade Level/Area: Special Area

Chairperson: Karen Moore

Department Members:

Sarah Lindberg

Christina Gleaves

Rhonda Stair

Barbara Skriloff


56

Richard Stone

Outcome 1: Integrate literacy skills into instructional plans for mathematics instruction in Special Area classes.

PLC SMART Goal: Increase the percentage of students’ proficiency in mathematics from 80.9% to 90%.



• Student work


Timeline End Date

Integrate Thinking Maps in special area to ensure students understand the thought processes behind the Thinking

Maps, and to create a vertical language K-5. Special Area

Team

- Thinking Map products

- Appropriate student thought processes

- Participation in faculty training (professional development)

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Utilize appropriate integration of math in special area classes

Special Area

Team

- Art products - Musical notes’ and

rests’, fractional names/ meter

- Oral evaluation - Dewey decimal

system - AR reading levels - Study Island

- Resource books - NCSCOS - Question Strategies

from New Bloom’s Taxonomy (Public Drive)

Continue utilizing Study Island as a resource for both school and home practice of math skills in technology

class Richard Stone

Student proficiency report(s)

(possible) Staff Development (3-5)


58

Outcome 2: Integrate reading skills into instructional plans in Special Area classes.

PLC SMART Goal: Increase the students’ proficiency percentage in reading from 70.4% to 80%.



• Student work


Timeline End Date

Thinking Maps in each subject area to ensure students understand the thought processes behind the Thinking


Team


- Transfer process to real life situation

Attend Thinking Maps workshops, follow-ups.

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Integrate vocabulary specific to each special area curriculum.

Special Area

Team

- On-going formative assessment

- Student products (pre/post assessment)

NCSCOS

Management of AR program, recognition, and celebration of achievements.

-Richard Stone (chair)

- Special AreaTeam

- High percentage of students participating and making their goal

Resource: Renaissance Company


59




Grade Level/Area: Special Area

Chairperson: Karen Moore

Department Members:

Sarah Lindberg

Christina Gleaves

Rhonda Stair

Barbara Skriloff


60

Richard Stone

Outcome 1: Integrate literacy skills into instructional plans for mathematics instruction in Special Area classes.

PLC SMART Goal: Increase the percentage of students’ proficiency in mathematics from 80.9% to 90%.



• Student work


Timeline End Date

Integrate Thinking Maps in special area to ensure students understand the thought processes behind the Thinking


Team


- Appropriate student thought processes

- Participation in faculty training (professional development)

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Utilize appropriate integration of math in special area classes

Special Area

Team

- Art products - Musical notes’ and

rests’, fractional names/ meter

- Oral evaluation - Dewey decimal

system - AR reading levels - Study Island

- Resource books - NCSCOS - Question Strategies

from New Bloom’s Taxonomy (Public Drive)

Continue utilizing Study Island as a resource for both school and home practice of math skills in technology

class Richard Stone

Student proficiency report(s)

(possible) Staff Development (3-5)


62

Outcome 2: Integrate reading skills into instructional plans in Special Area classes.

PLC SMART Goal: Increase the students’ proficiency percentage in reading from 70.4% to 80%.



• Student work


Timeline End Date

Thinking Maps in each subject area to ensure students understand the thought processes behind the Thinking


Team


- Transfer process to real life situation

Attend Thinking Maps workshops, follow-ups.

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Integrate vocabulary specific to each special area curriculum.

Special Area

Team

- On-going formative assessment

- Student products (pre/post assessment)

NCSCOS

Management of AR program, recognition, and celebration of achievements.

-Richard Stone (chair)

- Special AreaTeam

- High percentage of students participating and making their goal

Resource: Renaissance Company


63




Grade Level/Area: Instructional Assistants

Chairperson: Jane McGowan

Department Members:

Elise Devlin

Randi Monacell

Niru Patel

Shelia Russell

Barbara Sanders

Lori Sanhueza


64

Outcome 1: To increase the reading proficiency




• Student work


Timeline End Date

Reading Mastery and Corrective Reading Direct Instruction with Small Groups Pre-teach Intervention Guide

Blanche Bjorneboe, Randi Monacell

Dibels Fluency Reading AR Star reading level increases

On-going staff development and training. Observation of peers.

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Book club with 3rd and 4th graders. Develop comprehension strategies and the love of reading.

Russell, Devlin, Sanders, Sanhueza

Participation AR level movement

Jump Start Read for the Record Devlin

Enjoyment is evident; looking for author of the book in the library to read more.

Training for read-a-louds


65

Outcome 2: To increase math proficiency




• Student work


Timeline End Date

Incorporate math strategies on reflection of experiments outcome. McGowan

Growth at year’s end in EOG and through student’s work.

Training for Math Investigations

9/26/10 10/11/10 1/24/11 4/21/11 6/7/11

Collection of data Assessment of results

McGowan

Assessment and accountability of students written lab work

Small groups for math strategies in 3rd grade

Bljorneboe, Russell, Sanders, or available assistants

Improvement in math assessments


66

Appendix 2 Charlotte-Mecklenburg School Quality Review School Self-Evaluation Form Updated October 1, 2010

Name of principal: Allison Harris

Name of school: Smithfield Elementary School

Phone Number 980-343-6550

Address 3200 Smithfield Church Road Charlotte, NC 28210

March 2009 Percent September 2009 Percent September 2010 Percent

Grades: 27 K-5 Classrooms 3 Specialized Behavioral Support

27 K-5 Classrooms 3 Specialized Behavioral Support

27 K-5 Classrooms 3 Specialized Behavioral Support

Students enrolled: 580 100% 561 100% 587 100%

General education students: 467 79% 492 88%

EC students:

123 Total= 80 Exceptional

Children 43 Talent Development

Children

21%

Total= Exceptional Children 69

Talent Development Children 26

17%

Total= Exceptional Children 59

Talent Development

Children

LEP students: 114 19% 97 17%

Principal suspensions: 11 different

children 14 total days

1.8% 1 child .1% 2 different

children 3 total days

.3%

Superintendent suspensions: 0 0% 0 0% 0 0%

Free/Reduced-Price Lunch: 337 57% 302 54% 316 54%

Ethnic make-up (by percentage):

March 2009 September 2009 September 2010

White Black Hispanic Other White Black Hispanic Other White Black Hispanic Other

Total # 181 166 173 70 Total # 206 143 152 60 Total # 235 147 147 58

Percentage 31% 28% 29% 12% Percentage 37% 36% 27% 10% Percentage 40% 25% 25% 10%

A. What is distinctive about your school? What Makes Smithfield

Distinctive Outcome for Students

Documentation of Evidence How do you know?

Demographics


67

Specialized Behavior Support classes • Provides an inclusive setting in which students with behavioral and emotional needs learn • Provides a wider variety of positive behavior strategies as we have behavioral experts on campus

• Inclusion Schedules • Behavior Plans

Bi-lingual students-18 Languages • Afforded the opportunity to learn about various cultures and languages • LEP Roster Diverse Population • Exposure to a cross section of culturally diverse classmates that is reflective of Charlotte as a whole • Class Rosters

Instructional Staff Instructional Assistants • Opportunity to work with many different adults throughout the day, giving them many advocates—

assistants work almost exclusively for instruction • Assistant Schedules

Staff-Highly Qualified • Exposure to highly educated professionals • Breakdown of staff-Master’s Degrees, National Boards

Technology Teacher Full Time • Instruction provided to all students every other week • Technology Schedule

Science Lab Assistant • Provides students with a true lab experience in a room separate from their classroom • Allows students to have 2 instructors available to facilitate the lab • Science Lab Schedule

Talent Development teacher-Full Time • Students benefit from higher level strategies in kindergarten through fifth grade, as the TD teacher is involved in grade level planning kindergarten through fifth grade • Talent Development Teacher’s Schedule

District Level Trainers on Site • Provide on-site training and resources for staff, ultimately improving lesson design and delivery • List of trainers & specialty

Student Incentives (incentives with lavender highlighting were added for the 2009-2010 school year)

School Clubs • Provides alternative learning experiences for students based on students’ interests • Enhances social development and critical thinking skills • Affords economically-disadvantaged students the opportunity to participate through scholarships

• List of Clubs • List of Scholarships

Dolphin Talk Waves • Gives children a chance to participate in public speaking and film-making • Encourages school spirit • Rotation of students participating

Boys Club / Right Moves for Youth • Allows students have difficulty in school (academically/behaviorally) to participate in a character-

building and team-building opportunity • Improved student behavior and academics • Provides additional advocates (teacher sponsor) for students who need support

• List of students participating • Weekly behavior and academic logs from

teachers

Recognition Ceremonies • Promotes student academic, character, and special area achievement • Builds students self esteem • Fosters positive family relationships

• Response from parents • Response from teachers • Significant number of awards given at

ceremonies Accelerated Reader Celebrations-Quarterly

• Promote student academic achievement by encouraging students to read and work on their comprehension • Schedule of AR Celebrations

School Spirit Days-Weekly • Students are given an opportunity to express themselves in different ways • Friendly competition among the grade levels provides incentive to participate • Schedule of Spirit Days

Character Education Initiative • Students will be given the opportunity to receive the character button for their class (each of the 30 classes will have buttons for each of the character traits) based on their behavior • Sample buttons

Do the Right Thing • Teachers are required to submit a students name to our counselor each quarter to represent

Smithfield—one child from each grade level, one selected by the EC Team, ESL Team, Administrative Team, and Special Area Team

• List of Do the Right Thing Names

School song • Provides students with a sense of school pride • Words to School Song

Dancing with the Principals • Gives students an opportunity to see principals in a different light • Provides the student of the week with an reward for good behavior • Schedule of Dancing with the Principals

Joke of the Day • Students submit age-appropriate jokes—children whose jokes are read on Dolphin Talk Waves receive a sticker indicating “Ms. Harris & Ms. Miller read my joke on Dolphin Talk Waves” • Log of Jokes

Guest Speakers • Gives students an opportunity to hear role models and learn a variety of topics • Calendar of events

Curriculum Programs

South Mecklenburg High School Tutors • Provides students with additional support from a high school student interested in a teaching career • Provides students with a mentor / buddy • Tutoring Schedule

Quail Hollow Middle Falcon Leaders • 20 Quail Hollow students support our K-2 students and teachers by working in classrooms and the media center. • Falcon Leaders Schedule


68

Partner Fluency School-Wide • Students practice their fluency on a daily basis and chart their progress • Sample of passages and folders

Thinking Maps • Students will benefit from the vertical language and visual prompts provided by the 8 Thinking Maps • Schedule for Thinking Maps training and implementation

Discovery Education • Teachers have access to both Discovery Education to enhance instruction by providing curriculum relevance and alternate media sources

• Training Roster • Implementation in lesson plans

Investigations Implementation K-5 • Provides an inquiry-based, hands-on learning approach to mathematics • Builds a strong foundation for number sense

• Training Rosters • Implementation in lesson plans • Increase in math achievement

Technology Night • PTA Event showcasing students technological talents • Schedule of the Event Art Gallery Walk • PTA Event celebrating students art talents • Schedule of the Event

International Night • Provides students with an opportunity to learn about the different cultures and customs represented at

our school • Encourages cultural awareness, teaches tolerance for differences and respect for others • Fosters positive family relationships

• Schedule / program of event

Grade Level Planning in SMART Board Lab

• Provides teachers with the opportunity to plan dynamic and interactive lessons for students that utilize the SMART board, Hot Chalk and Discovery Education resources

• Schedule of grade level planning meetings

Grade Looping • Students have reduced apprehension at starting a new school year, increased continuity, and more in-depth relationships with teacher and with peers-10 Classes • Rosters of classes that have looped

Co-taught ESL classes • Improves ESL student access to the curriculum • Schedule Grants and Partnerships

Grants Target Field Trip Grant • Applied for 9/30/2010 • Application

Donors Choose 3 grants have been funded to enhance the classroom by providing additional materials • Copies of Grants • Evidence of purchases

Partnerships Smoothie King • Incentives for students and staff • Schedule of events Carmel Family Physicians • Incentives for students and staff • Schedule of events Huntington Learning Center • Incentives for students and staff • Schedule of events South Charlotte Primary • Incentives for students and staff • Schedule of events Quail Hollow Championship • $2500 donation for the use of our parking lot • Schedule of events Jason’s Deli • Incentives for students • Schedule of events Kilwan’s Ice Cream • Incentives for students • Schedule of events Harris Teeter • Incentives for students • Schedule of events McDonalds • Dining out Night/Incentives for Students • Schedule of events Sticky Fingers • Dining out Night • Schedule of events Outback Steak House • Incentives for students • Schedule of events Showmars • Dining Out Night • Schedule of events Technology

Smart Boards • Students currently receive one hour of instruction (minimum) every week • SMART board technology is engaging and exciting for children • By the end of October, we will have 14 total Smart Boards

• SMART Lab Schedule

Computer Lab-30 Computers • Instruction provided to all students by a technology associate • Technology Lab Schedule SMART Board Lab • Lab for students to be able to access the SMART Board • Schedule for Lab Computer Lab in Media Center • Additional space for whole classrooms to work on computers • Schedule for Lab Computers in Classroom • Access to computers is provided for all students as there are 2 computers in each class • Map of computers in classes

Public drive access • Effective teaching strategies are shared through a public domain for all Smithfield staff • Lesson plans are available on line by 7am each Monday morning • Public Drive Files


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Email list serve for parents • Utilized for the majority of parents rather than making hard copies of newsletters • Email list

Web Sites • Access to many various learning sites be going on to the teachers’ sites • Opportunity for students to get homework information on line at night • Parents are aware of current curricular information

• Web sites

Academic Expectations School-Wide Theme

“Whatever it Takes” • Students have a larger pool of advocates, as staff is responsible for ALL children, not just the children

whom they teach • Students experience a diverse learning atmosphere, as teachers share best practices/strategies

• Discussion during teachers’ planning sessions

Accelerated Reader • Teachers will document and track students success with the AR program • AR Documentation

Thinking Maps • Students will benefit from the vertical language and visual prompts provided by the 8 Thinking Maps • Schedule for Thinking Maps training and implementation

Partner Fluency School-Wide • Students practice their fluency on a daily basis and chart their progress • Sample of passages and folders

Vertical team book club • All staff members involved in reading and implementing ideas from Teaching with Poverty in Mind book club

• Book Club Schedule • Lesson Plans

Brain Friendly Research Practices • Ensure that lessons include brain friendly practices • Lesson Plan Format

Lesson Plans • Available on the public drive by 7am each Monday morning so that all teacher have access to one another’s plans • Public drive

Brain Gym Training • Brain friendly strategies are taught to the entire staff • Agenda from training School-Wide Brain Breaks • Twice daily everyone in the building stops and takes a brain break • Brain break schedule Morning Exercise Routine • All students are involved in morning exercise to get their brains ready for learning • Exercise videos Day Books • Day books are incorporated into our instruction for students to record and connect with their learning • Day Book Training Agenda Flexible Academic Grouping K-5 for Literacy

• Differentiates students’ learning based on individual students’ needs • Allows for movement from one group to another based on pre-assessment and formative data

• Children are not tracked, rather placed according to actual current data

Parental involvement • Students are positive impacted as the parents do many managerial tasks for teachers, allowing

teachers to spend more time on lesson planning • Parents assist in the Accelerated Reader Program, providing an additional adult to read with • Parents assist in the media center, giving students individual attention

• Volunteer Database • Volunteer schedules

Rigor and Relevance Training • Higher level, engaging lessons provided as teachers calibrate their lesson plans for both rigor and relevance • Planning sheets

Planning- EC Teachers / Facilitators Attend • Synergy becomes a part of the planning, giving students better instruction • Planning Observation

Quarterly Extended Planning • More impactful lessons as a course of action is developed • Quarterly plans Lesson Plan Format-School-wide • Exposure to best practices, as teachers are reflecting on each lesson • Lesson plan format

Facilities Clean/Well-Maintained Building • Encourages students to maintain their classrooms

• Instills a sense of school pride • Building cleanliness when you enter

How effective is your school overall?

School Self-Evaluation: High quality 4 3 2 1

Undeveloped X

How Effective is Smithfield

Outcome for Students Documentation of Evidence How do you know?

What are its notable strengths? Flexible grouping in literacy and math Allows students to move from one group to another based on academic needs School Schedule


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Sheltered Instruction Observation Protocol

Provides additional best practices for teachers to utilize with students, in particular English as a Second Language student s Lesson plans

Tutors Gives students a chance to learn from a different adult in a small group setting Tutor schedules Inclusion Ensures that all students have access to the spectrum of services EC and General Education teachers’ schedules

Intensive reading model Gives a smaller group atmosphere that is immersed in research based instructional strategies Intensive reading schedule

Parent / Community volunteers Allows students greater opportunity for working with an adult Volunteer database and schedule Qualification of teachers, assistants, Special area teachers Fosters a positive and professional learning environment for students Data on qualifications for teachers and assistants

School safety plan 101% on audit Provides a safe learning environment for children Safety Audit Report

Character education program Opportunity for recognition of good character Self esteem boosted by Dolphin of the Day award Character Education Committee feedback

Student Clubs Provides extracurricular opportunities, reflecting a variety of interests for many students Club rosters and schedules

What are its main areas for improvement? Intervention Efforts need to be streamlined Planning time needs to be used more effectively Special area classes and lunch-longer amount of time Differentiation professional development Flexibility in Schedule Strategies for students with chronic behavioral issues Assistance in the Inclusive setting Accelerated Reader Program oversight Vertical Team Opportunities to collaborate on NCSCOS More teacher input to align with a PLC

1. How effective is your school in ensuring high quality achievement for students in all grades, especially in the core subjects?


Undeveloped X

In which subjects and grades do students do best, and why?

What Subjects Why

Fourth Grade Literacy Fourth grade teachers implemented critical thinking strategies for both literacy and math based on a workshop that one of the fourth grade teachers attended. He used the Train the Trainer Model to ensure his grade level team had access to the strategies. Fourth Grade Math

In which subjects and grades is improvement needed, and what action is being taken? Subject Action Taken


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2009-2010 Growth Composite

Subject 2009

Average growth

2009 met

expected growth?


2010 Average growth

2010 Met

expected growth?


4TH MATH -0.018 NotMet NotMet 0.165 Met Met

5TH MATH 0.117 Met NotMet -0.072 NotMet NotMet

TOTAL MATH 0.046 Met NotMet 0.045 Met NotMet

4TH READING -0.078 NotMet NotMet 0.086 Met Met

5TH READING 0.100 Met NotMet 0.012 Met NotMet

TOTAL READING 0.006 Met NotMet 0.048 Met NotMet

TOTAL EOG 0.026 Met NotMet 0.047 Met NotMet

Subject 2009

Percent Proficient Without Retests


With Retests



With Retests 3RD GRADE MATH 74.8% 83.5% 81.3% 88.0% 4TH GRADE MATH 69.9% 82.5% 69.3% 78.2% 5TH GRADE MATH 71.3% 78.7% 70.3% 78.2% TOTAL MATH 72.0% 81.7% 72.9% 80.9% 3RD GRADE READING 60.2% 71.8% 65.3% 70.7% 4TH GRADE READING 50.5% 65.0% 66.3% 77.2% 5TH GRADE READING 58.5% 73.4% 51.5% 63.4% TOTAL READING 56.3% 70.0% 60.6% 70.4% 5TH GRADE SCIENCE 41.5% 55.3% 44.6% 59.4% TOTAL EOG 61.1% 73.1% 63.4% 73.1%

Science

Creation of science lab with a full time science facilitator and science lab assistant Science facilitator plans with teachers to ensure proper curriculum alignment, rigor and relevance 3 adults in science lab to provide instruction and support Personalized Education Plans are developed to target and document interventions being utilized Science Activity Books that are in the EOG format and help students prepare for the Science test all year long—each student receives a book

Writing All certified staff required to participate in North Carolina Online Moodle training Content-specific writing prompts are assessed by two scorers Development of School Writing Plan to address Writing Across the Curriculum Personalized Education Plans are developed to target and document interventions being utilized

5th EOG Math and Reading Will utilize SASEVAAS data system, local assessment data, Formative Data and teacher input to target students with greatest needs in reading and math


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Hired tutors to work with small groups during the school day Inclusion classes for both EC and TD

EC Students Less pull out, more inclusive

EC and TD teachers co-teach with the regular education teachers in literacy and math EC teachers trained in Reading Foundations EC teachers trained in Orton Gillingham TC and EC teachers trained in Thinking Maps EC teachers participate in book club for Teaching with Poverty in Mind

Is there evidence of disparities in student achievement by subgroups? If so, what action being taken? Area of Disparity Action Taken?

Subgroup 2007-2008 % Proficient

2008-2009 % Proficient

2008-2009 % Proficient

Level III and IV Reading African-American 41.7 % 57.8 % 63.9 %

White 78.7 % 92.9 % 84.1 % Level III/IV Math

African-American 61.9 % 68.7 % 69.4 % White 78.7 % 92.9 % Over 95%

Level III and IV Reading Limited English

P fi i t 67.5 % 66.1 % 52.5 %

White 78.7 % 92.9 % 84.1 % Level III/IV Math

Limited English P fi i t

50.9 % 41.4 % 72.5 % White 78.7 % 92.9 % Over 95%

Weekly Data meetings for teachers, counselor and facilitator Teachers and facilitators generate pre-assessments and post-assessments based on objectives to identify specific areas of strength and weaknesses in learning Teachers utilize formative data to drive instruction throughout units of study Teachers use a flexible grouping model in order to provide the most impactful learning environment for students Full time literacy facilitator provide curriculum support to teachers and students Co-teaching strategies with the TD, EC, and ESL teachers are used to enhance instruction and provide differentiated learning experiences Extended day tutorial program targets students with high academic needs and offers remediation Personalized Education Plans are developed to target and document interventions being utilized Utilized SASEVAAS data system, THINK GATE reports and teacher input to target students with greatest needs in reading and math Students are brought before the Intervention team to develop alternate strategies and interventions

How is the school addressing the specialized needs of EC and LEP students? The inclusion model and co-teaching strategies with the TD, EC, and ESL teachers are used to enhance instruction and provide differentiated learning experiences Instructional assistants are utilized to provide small group pull outs for the K-3 Reading Model as well as to provide small group instruction in the classroom Teachers address multiple learning styles in their lessons (new lesson plan format) 30 staff members have received Sheltered Instruction Observation Protocol training and implement SIOP strategies in their lessons. Teachers meet with the Intervention Team to develop additional strategies and interventions to address specific learning needs How does the school use student performance data to take and adjust actions to improve student achievement? Teachers provide input in conjunction with data to determine the most appropriate course of action for students. Teachers use a flexible grouping model based on progress monitoring data in order to provide the most impactful learning environment for students Data is used to drive instruction – pacing, remediation needs, enrichment needs, etc. The LEP team meets with general education teachers to discuss student progress as well as to determine the appropriate accommodations for students Our full time talent development catalyst attends grade level planning meetings and provides rigorous lessons, activities, and instructional strategies for all students EOG scores are consistently reviewed and utilized to make instructional decisions (curriculum planning and in obtaining additional resources) Individual student growth on the DIBELS is reviewed to adjust student groupings, placement (intensive vs. strategic), programs Facilitators and teaches use DIBELS data to drive instruction, monitor student progress, and adjust teaching


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Teachers use a flexible grouping model based on progress monitoring data in order to provide the most impactful learning environment for students Full time literacy facilitator oversees program Instructional assistants utilized to provide:

45 minutes of additional reading instruction for strategic students 90 minutes of additional reading instruction for intensive students

Co-teaching strategies with the TD, EC, and ESL teachers are used to enhance instruction and provide differentiated learning experiences

2.How effective is Smithfield in providing relevant & appropriate curriculum for all students, grades, sub-groups?


Undeveloped X How is alignment with the NCSCOS ensured? Evidence Pacing guides (CMS and grade level) are utilized to plan for instruction Pacing Guides Lesson plans include calibration of Bloom’s Taxonomy, Marzano’s Top Nine Instructional Strategies, Learning Activity Retention, Cognitive Level of Questions, and Rigor/Relevance Lesson Plan Format/Planning Sessions

Quarterly planning time is provided for all staff members who provide instruction calendar Extended Planning Time Schedules Quarterly Planning Calendars

Daily objectives aligned to the NCSCOS and are posted on the board, stated, & restated at the end of the lesson Classroom Objectives Lesson Plan Objectives

Walk- through visits determine course of action for professional development Data from Walk Through Visits Professional Development Schedule

Assessments directly correlate to NCSCOS: Pre- and Post assessments, Formatives, Acuity, DIBLES Copies of Assessments

How does the school ensure a broad range of learning experiences? Focus on best practices for each lesson Progress monitoring for DIBELS assessments Flexible grouping Individualized Education Programs given to special area teachers for all students Integration across the curriculum Rigor and Relevance Calibration of lessons Extracurricular activities/clubs Utilization of Data to drive instruction Pull out and inclusive tutoring opportunities Staff meetings focused on professional development Thinking Maps Book Clubs for students and staff

3. How effective is the quality of teaching/instruction in ensuring high quality learning, progress & achievement?


Undeveloped X How Effective is Smithfield

Which are the strongest features of teaching and learning and why? Collaborative planning using rigor and relevance Multiple resources to help students learn (Manipulatives, SMART board, Touch Math, Orton-Gillingham) Core curriculum is integrated into special area classes and across the core curricular areas Data utilized to drive instruction and adjust teaching as necessary Flexible groups implemented to promote higher level thinking skills and maximize student engagement Instructional staff had vast knowledge of curriculum Assessments (DIBELS, formatives, etc.)utilized for on going monitoring of instruction Differentiated, small group instruction allows students to have more one-on-one attention What aspects of teaching and learning most need improvement and what action is being taken?


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Area Needing Improvement Action Being Taken Communication between pull-out teachers and classroom teachers

Planning time for EC/ General Education teachers Planning time for TD/General Education teachers

Inclusion of EC/TD teachers in weekly planning Inclusion of EC /TD teachers-extended planning

Time on Task (classroom management, behavior issues, transitions)

Rewards for good behavior and meeting expectations Plans for “save one student” being considered Strategies suggested based on formal/informal observations School Psychologist plays role in development of behavior plans On-Campus Behavioral Health Therapist Character lessons developed by SBS teacher

Hallway dolphins Cafeteria Dolphins Character education rewards Awards at recognition ceremonies Dolphin of the Day concept

Flexible Grouping consistency NCSCOS based assessments-pre/post test information Teacher observation utilized as a vital component of the grouping

Maintenance of data logs to ensure knowledge of which teachers had students Discussion of students during planning time

Vertical dialogue among grade levels regarding curriculum

Summer plans for streamlining “big ideas” for each subject/grade Book clubs will continue to be based on vertical teams

Plans formulated to cross-reference objectives to look for consistencies and inconsistencies

Large number of pull-outs that effect classroom instruction

Plans to streamline groupings to validate which students are being pulled and for what areas to ensure that there is no conflict

Tutors, ESL teachers, some assistants involved in a more inclusive model rather than pull out

Engagement of struggling/reluctant learners Discussion of strategies to meet differentiated learning styles of Idea in the works for “save one student”

Higher level questioning strategies Discussion of questioning levels during planning Required pre-planning of questions for cognitive levels

Blooms taxonomy supplied to all staff Training for questioning strategies

How do teachers assess students’ achievement of learning objectives and adjust instruction with assessment information? NCSCOS based assessments to assess progress, determine readiness, develop flexible groups, determine enrichment and re-teach grouping/strategies Practice with End of Grade Test type questions Pre and post assessments On going observations Writing across the curriculum Reteach groups Flexible grouping

4. How effective is the school in ensuring high quality leadership and management?


Undeveloped X Which are the strongest aspects and why? Seek input from the staff on decisions Organization skills to run the school Visible in school Community relations is part of their push Attend and give input at weekly and extended planning Passionate about learning and effective instruction Keep us informed by providing timely information (emails, Dolphin Chatter) Quick response time to concerns Utilize staff meetings as professional development opportunities Caring with students and staff Coach and support teacher improvement and provide feedback to assist with changes Holds everyone accountable (staff, students, and parents) Selected effective grade level leaders Positive notes and comments given frequently Knowledge of best practices, brain-research, and curriculum

5. How effective is the school in creating a high quality learning environment?


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Undeveloped X Which are the strongest aspects and why? Teachers have a level of respect for each other Recognition Assemblies honor students for improvement, academics, behavior, physical activity, art Yearbook Cover Contest gave students who are creative in the art the opportunity to submit a cover for the yearbook Fall Festival is a celebration time for families PTA Movie Night brings together parents, students, staff and staff members’ families Winter Dance gave parents, students, staff and staff members’ families a chance to have fun together Spirit Days increase the level of pride across the building Office staff is welcoming and helpful making the entrance into the school a positive place to be Safety and Discipline – PAT rotation, safety patrol, staff monitoring in AM, bully prevention, 101% safety audit, school wide behavior system (ladder) Technology – SMART Boards, Dolphin Talk Waves, Web sites, computers in classroom, technology class, PDA’s, Airliners Positive Behavior – Dolphins for hall behavior, Dolphin Flag, Ladder, Dolphin of the day, Dolphins in the cafeteria, administrative and teacher notes to students Extra Curricular Clubs and Activities – clubs, dancing with the principal encourage students to explore new experiences and celebrate successes Posters and student work displayed with NC objectives attached—showing calibration of work products to academic expectations Nametags and/or visitor badges required for students and visitors, allowing staff to know when someone has checked in at the office Clear procedures for safe school – know exactly what to do in an emergency Service projects-Heifer International, Jump Rope for Heart, Steve’s Coat Drive, Magical Toy Drive all help develop character for our students Anti-bullying plan teaches students to deal with situations where they are tempted to be the bully or they are being bullied Character ed program celebrates students for their good character

What most needs improvement and what action is being taken? What needs improvement What action is being taken

School wide consequences for behavior Create team of teachers who effectively work with students with behavioral issues without punitive strategies Involving school psychologist/behavioral health in plans to support students

Bully program with classroom teacher Schedule will be discussed for next school year 45 minute special area classes Depends on our allotment for special area teachers Institute classroom meetings – positive discipline, need more time in schedule Team will look at this for next year

Student uniforms PTA can consider this Help in media center Parent, community member, and student volunteers are trained and assisting No grade level planning in morning Team will look at this for next year

6.How effective is the school in establishing high quality partnership with parents, other schools & the community?


Undeveloped X

What are the strongest features of communication between home/school about the school student achievement? Connect Ed messages go out to all parents frequently to alert parents to upcoming events Communication through email goes out to all parents who are on NCWise and often from teachers Individual teacher websites keep parents up to date with regard to curriculum and upcoming events Student agendas are effective in keeping parents informed of academics and behavior


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Weekly folders sent home each Wednesday for all students school wide—most pertinent paperwork and academic information is included PTA newsletters are sent out bi-monthly to let parents and students know about curriculum, events, and celebrations Quarterly progress reports keep parents informed about academics and social growth Parent Assist allows 3rd-5th grade parents to stay informed about children’s progression Volunteer opportunities are available for parents and community Individual student conferences help to ensure that children are cared for and valued Personalized Education Plans are in place to support students who are functioning below grade level Dolphin Chatter is sent out each week to keep staff members about the Behavior logs are maintained for students who need extra support What most needs improvement and what action is being taken? Parent Workshops are needed Will recruit staff to oversee particular workshops for parents Translators Translators are available; however, it is a process Update emergency cards more frequently Emergency cards can be updated at any time Clear expectations for volunteers Teachers train volunteers for their classrooms/Academic support team train school-wide volunteers Consistent use of agendas across the school Grade chairs will be asked to be more involved in looking for this consistency Home to school behavior collaboration Staff is asked to call any time a behavioral issue occurs What aspects of the school’s work to involve parents/guardians/community in the life of the school work best? Connect Ed Messages Fitness Testing Junior Achievement Family Dining Out Night Boys’ Club Basketball Games Weekly newsletters Fields Days Fall Family Festival School Leadership Team Family dinner night at school Progress Reports Family Dance Jump Rope 4 Heart School Web site Recognition Award Ceremony Curriculum Night PTA Programs CMS Web site Teacher Web site Active Dolphins After Hours Documentation Wednesday Folders Donor’s Choose What needs improvement and what action is being taken?

What improvements need to be made Action being taken How to talk with parents regarding kids behavior and be proactive/helpful Staff level experts on the behavior team will be resources

Teacher Incentives Dolphin of the Day for staff just started Jeans pass for completing tasks/attending events

Happy notes from administrators Principal Positives just added to Dolphin Chatter

Volunteers in school library Media Specialist is recruiting—can go to the PTA to ask for more help ESL parent communication An ESL parent night was held in the fall, we may have another in the spring Connect Ed in Spanish Volunteer from the staff will be recruited Volunteers for academic help Staff is asked to seek volunteers from their classroom parents


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Documents

SCHOOL IMPROVEMENT PLAN REPORT · associate. Additional support is provided by 2 academic facilitators, our 3 day school nurse, the ASEP coordinator and staff, and cafeteria staff