SIP Template 2014-2015schools.cms.k12.nc.us/berryhillES/Documents/School Imp… · Web viewContinue to implement Balanced Literacy curriculum in PK-8 with a focus on writing workshop

School Improvement Plan

2014-20152013-2014 through 2014-2015

School Improvement Plans remain in effect for two years, but a School Leadership Team may amend as often as necessary or appropriate.

Draft Due: September 26, 2014 Final Copy Due: October 24, 2014

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2014-2015 Berryhill School Improvement Plan Report Berryhill School Contact Information

School: Berryhill Courier Number:

319

Address:10501 Windy Grove Road Phone Number: 980-343-6100

Charlotte, NC 28278 Fax Number: 980-343-6146

Learning Community

West School Website: http://schools.cms.k12.nc.us/berryhillES/Pages/Default.aspx

Principal: Cara Heath

Learning Community Superintendent: Paul Pratt

Berryhill School Improvement Team MembershipFrom GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members of the building-level staff.”

Committee Position Name Email Address Date Elected

Principal Cara Heath [email protected] 08/2014Assistant Principal Representative Leroy Wray [email protected] 08/2014Dean of Students Ashley Giblin [email protected] 08/2014Inst. Support Representative Lauren Wade [email protected] 08/2014Inst. Support Representative Melanie Bell [email protected] 08/2014Inst. Support Representative Kris Gorman [email protected] 08/2014Parent Representative Shelly Davis [email protected] 08/2014Parent Representative Alice Green [email protected] 08/2014

mailto:[email protected]

http://schools.cms.k12.nc.us/berryhillES/Pages/Default.aspx

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2014-2015 Berryhill School Improvement Plan ReportParent Representative Dan West [email protected] 08/2014Teacher Representative Courtney Broocks [email protected] 08/2014Teacher Representative Justin Kennedy [email protected] 08/2014Teacher Representative Tina Brandalik [email protected] 08/2014Teacher Representative Charlene Williams [email protected] 08/2014Teacher Representative Chantal Bircher [email protected] 08/2014Teacher Representative/Chairperson Colleen McQuade [email protected] 08/2014Teacher Representative Chelsea Harley [email protected] 08/2014Teacher Representative Sarah Gibson [email protected] 08/2014Teacher Representative Sean Bostelman [email protected] 08/2014Teacher Representative Melissa Veloz [email protected] 08/2014Teacher Representative Laura Bartos [email protected] 08/2014

Vision Statement

District: CMS provides all students the best education available anywhere, preparing every child to lead a rich and productive life.

School: To provide students at Berryhill School with 21st Century skills and a Global Awareness that will better enable them to be digital citizens in a technology advanced society.

Mission Statement

District: The mission of CMS is to maximize academic achievement by every student in every school.

School: “Child, parent, teacher, community… each a teacher, each a learner, each a success.”

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2014-2015 Berryhill School Improvement Plan Report

Berryhill School Shared Beliefs All children learn differently All children can learn at high levels (in spite

of challenges) Student learning drives all decision-making We assess our effectiveness of achieving

high levels of learning for all on the basis of results rather than intentions. Faculty and staff seek relevant data and information and use that information to promote continuous improvement

Mutual respect among parents, students, and staff enhances self-esteem

Every child should be treated with respect and valued as an individual

Berryhill’s Learning Community will be inviting, respectful, supportive, inclusive, and flexible for student success

Berryhill School SMART Goals

SMART Goal 1: Provide a duty-free lunch period for every teacher on a daily basis. SMART Goal 2: Provide duty-free instructional planning time for every teacher under G.S. 115C-

105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

SMART Goal 3: 90% of teachers will strongly agree or agree on the 2014-15 Teacher Survey with

the following or related statement.o When I get feedback after an observation, I receive support to implement those

changes (i.e. someone models suggestions for me, I have time to practice outside of class).

SMART Goal 4: 90% of teachers will strongly agree or agree on the 2014-15 Teacher Survey with the following of related statement.

o I think I am safe when I am at school.80% of students will strongly agree or agree on the 2014-15 Student Survey with the following or related statement.

o I think I am safe when I am at school.Discipline referrals will decrease by 5% from the 2013-14 school year.

SMART Goal 5: 85% of all Berryhill students will meet or exceed a year’s growth in math, as measured by the End-of-Grade test and/or Measures of Student Learning, as well as Measures of Academic Progress.

SMART Goal 6: 85% of all Berryhill students will meet or exceed a year’s growth in reading, as measured by the End-of-Grade test and/or Measures of Student Learning, as well as Measures of Academic Progress.

Berryhill School Assessment Data Snapshot

Berryhill School

Berryhill School Profile The Berryhill faculty is comprised of experienced, stable staff. Because Berryhill is located in the

southwestern corner of Mecklenburg County, Berryhill staff drive past other schools in order to get to Berryhill. All teachers and paraprofessionals are highly effective as well as highly qualified based on the No Child Left Behind Act. Based on the NC School Report Card, the percentage of teachers who have completed advanced college degrees (41.5 %) exceeds the district and state percentages. Berryhill currently has ten staff members who have achieved National Board certification. The teacher turnover rate is significantly lower than the district and the state rate. (Title I Component #5)

2013-2014 Teacher/Teacher Assistant Survey results indicate that the freedom and flexibility that staff are given is a major reason for our stability. Another reason for staff stability, as measured by teacher interviews and surveys is the strong mentoring program offered by Berryhill.

Berryhill is a Phase II Inclusive Practices School. Faculty and staff embrace a philosophy or set of beliefs based on the idea that students with disabilities have the right to be members of classroom communities with non-disabled peers, whether or not they can meet the traditional expectations of those classrooms. Inclusion is based on the notion that all students can make valuable contributions to a class.

Berryhill annually implement a “Checkers” program aimed at pairing Berryhill staff with identified students. Criteria include but are not limited to: behavior, academics, social/emotional concerns, and attendance. The adult “Checker” assumes the responsibility for establishing a rapport with the student and “checking” on the student. For 2014-2015 we will begin to implement “Checkers 2.0”, which targets 6-8 grade students who need a caring adult to start their day off in a positive way.

Due to the low staff turnover rate at Berryhill, we will offer professional development geared to the more experienced teacher. A focus will be to provide opportunities for teachers to learn how to track student results from teacher-made common formative assessments. The emphasis will be on disaggregating a numerical score on as assessment and communicating to each student how he/she did on each objective. A continuing focus for 2014-2015 will be the expansion of our Balanced Literacy program. Balanced Literacy is in place and functioning well in our primary grades and this year we are expanding to our upper elementary and middle school grades. Vertical PLCs will meet each week, allowing subject area teachers to meet vertically. Monthly curriculum and instruction faculty meetings will continue to focus on Number Sense in Math and Comprehension in Reading. (Title I Component #4 High Quality and Ongoing Professional Development)

District accountability measures as seen on the CMS Managing for Performance Portals, NC School Report Card, and AMO results support annual student growth. Berryhill will also use MAP results to guide our individual and classroom instruction. 2013-2014 Teacher/Teacher Assistant survey results, along with parent and student survey results, support the level of commitment by staff and the level of satisfaction felt by parents and students. The performance of students scoring on grade level in reading and math as measured by the North Carolina End of Grade Test has risen steadily from 2004 to 2013. Berryhill has been recognized as a “School of Progress - High Growth. Since our transition to PK-8 Berryhill has maintained “expected growth”. Our focus for 2014-2015 will be writing workshop and reading comprehension to close and eliminate the K-2 achievement gap. Through effective implementation of Professional Learning Communities we have developed a strong collaborative culture. Every Thursday afternoon from 3:30 p.m. until 4:15 p.m. grade levels meet to discuss how they will address individual student needs. (Title I Component 2a, 4b)

Insight Survey results indicate that:

79% of respondents agree that they are satisfied with the support they receive at school for instructional planning. (Title I Component 5b)

82% of respondents agree that the school is committed to improving their instructional practice. (Title I Component 5b)

86% of respondents agree that the expectations for effective teaching are clearly defined at their school. (Title I Component 5b)

Parent survey results indicate that:

100% of respondents feel that school wide expectations around policies, rules and structures are clearly communicated at our school.

90.5% of respondents agree that school goals for instruction and achievement are clearly communicated.

95.2% of respondents are comfortable seeking help from staff at my child’s school.

Student survey results indicate that:

100% of students think what they are learning at school is (or will be) useful.

Based on the above information we feel that Berryhill is a learning environment that celebrates diversity, staff and student achievement. Berryhill is a safe and orderly environment where all students are expected to perform to the best of their ability.

Notable strengths include:

Weekly Professional Learning Community meetings every Thursday afternoon from 3:30 p.m. until 4:15 p.m. to analyze individual student data and re-group students for individualized instruction.

Mastery of technology to disaggregate and analyze student data as a means of communicating to multiple audiences (individual teachers, school level support staff, grade levels, Berryhill staff, parents, and district level staff). Berryhill teachers, staff and administration are developing the expertise required to access and analyze information about our students. The administrative team uses this information to place our most effective teachers in the area(s) of most need. (Title I Component 5a)

Unencumbered duty-free lunch for all licensed Berryhill staff.

A.M. tutorial for identified K-8 students to accelerate student learning in reading and/or math and to decrease the achievement gap. (Title I Component #2b, c, and d)

Extended school year opportunities for identified primary, elementary, and middle school students through Title I to accelerate student learning in reading and/or math. (Title I Component #2b, c, and d)

Skillful use of technology to engage students in new ways, providing rich content and opportunities to work collaboratively. In addition, technology is used as an instructional tool to:

Provide background information and academic vocabulary (Discovery Education)

Address the needs of multiple learning styles within a classroom by using Title I funds to purchase iPads or Chrome Books for every K-8 classroom.

Provide daily or weekly access for all students to our computer lab

Use Character Education and recognize positive character traits over the closed-circuit television channel throughout the school to create a positive academic and social learning environment. Teachers and students serve as positive role models.

Use Title I funds to support computer-assisted instruction through the purchase of computer hardware and software programs such as iPad Apps to support and enhance classroom instruction. Staff members analyze test results during weekly Professional Learning Community meetings by populating our Berryhill Common Core Data Tracker. Use the data to identify student strengths and needs and to regroup students for individualized instruction. (Title I Component 8a)

Identified areas for improvement include:

A need for professional development for teachers to create formative assessments in SchoolNet aligned with the NC End of Grade format. (Title I Component #6)

Math – Vertical alignment of Number Talks and Balanced Math throughout K-8 mathematics.

Writing – All ELA blocks will include implementation of writing workshop.

Reading – Continue with the transition to Balanced Literacy as we expand from primary grades to elementary and middle school grades. Use Title I funds to continue to purchase leveled books for our classroom libraries.

Academic Vocabulary – Expect students and staff to use the academic vocabulary of the subject area and grade level as defined by the Common Core State Standards.

Develop strategies to increase parent involvement. Our Berryhill Parent Involvement Policy was attached to our Welcome Back Newsletter and our Title I Parent Policy is included in each student’s planning agenda. At the bottom of the policy we ask for feedback from our parents. An ongoing goal at Berryhill is to improve our efforts to educate Berryhill staff in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners to implement parent programs and to build ties between parents and our school. At our Thursday, September 12 Welcome Back Open House and Annual Title I Parent Meeting, the principal delivered the annual State of the School Address. Topics included expectations for this year, an overview of our Family Reading Initiative and an update on Berryhill’s Title I status. This

was followed by hands-on parent education workshops demonstrating how to help students with reading. We will again be offering a Parent English Class, funded by Title I, focusing on English to help parents help their child in school. These will be held Wednesday mornings for interested Berryhill Parents. (Title I Component 6a, b, j, k)

Teaching reading/writing in the content area. This provides relevance to the child and enhances the student’s awareness of the world and people around him. Non-fiction builds background knowledge and is a genre that children need exposure to. Exposure to “the news” allows children to make connections with world events as part of comprehension strategies. Students who receive explicit instruction and modeling of comprehension strategies and skills develop comprehension of text. In support of our school-wide goal of closing and eliminating the K-2 achievement gap and “85% of all Berryhill students will meet or exceed a year’s growth in reading, as measured by End of Grade test and/or Measures of Student Learning,” we will use Title I funding for annual subscriptions to Scholastic Science World, Weekly Reader, and Time for Kids.

“Integrating literacy through the Fine Arts. With the implementation of the Common Core Standards and CMS’s focus on argumentative writing, literacy in all areas is a focus. Integrating literacy through the Fine Arts, defined here as “being able to accurately interpret artistic works including visual images and musical compositions for the purpose, meaning, and intentions of the artist and the impact of the work itself”, will be taught throughout all grade levels. This strategy will allow students to decipher all other works of the Fine Arts associated with and displayed in other content areas and make connections with the meaning of the artistic works in other content to the material being delivered by other teachers. In support of making connections between the integration of literacy through the Fine Arts and Fine Arts courses, we will use Title I funding to install appropriate software to better deliver the instruction of Fine Arts literacy.

Berryhill will continue to use Title I funding to phase in a digital 1:1 initiative by purchasing chrome books for each middle school student and iPads for elementary students that began in the 2013-2014 school year. Students will be able to use their chrome books for English Language Arts, Math, Science and Social Studies as well as CTE. Our goal will be to expand this initiative in future years to

include our upper elementary grades. Technology will allow Berryhill students to expand beyond the bricks and mortar of our school walls. Online learning will enable our students to become global learners. Learning at new levels will be within every student’s reach, regardless of ability. Students will be learning in less formal ways. Technology, great teaching, support for struggling students, diversity and global citizenship – all of these will be fixtures in classrooms of the future. These things are possible and are already part of some U.S. schools and there is growing interest among CMS schools to enter the digital 1:1 initiative.

Continue to implement Balanced Literacy curriculum in PK-8 with a focus on writing workshop. All teachers will receive additional training on the components of Balanced Literacy, independent reading, supported reading, word work, and writing. Through trainings, grade levels will identify their strengths in each area and areas that need improvement/support. We will use Title 1 funds to purchase materials and attend trainings needed to support the instruction of Balanced Literacy.

Strategic Plan 2018: For a Better Tomorrow

Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready

Four focus areas:I. College- and career-readiness

II. Academic growth/high academic achievementIII. Access to rigorIV. Closing achievement gaps

Goal 2: Recruit, develop, retain and reward a premier workforce

Five focus areas:I. Proactive recruitmentII. Individualized professional development

III. Retention/quality appraisalsIV. Multiple career pathwaysV. Leadership development

Goal 3: Cultivate partnerships with families, businesses,faith-based groups and community organizations to provide a sustainable system of support and care for each child

Three focus areas:I. Family engagement

II. Communication and outreachIII. Partnership development

Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Five focus areas:I. Physical safetyII. Social and emotional health

III. High engagementIV. Cultural competencyV. Customer service

Goal 5: Optimize district performance and accountability bystrengthening data use, processes and systems

Four focus areas:I. Effective and efficient processes and systems

II. Strategic use of district resourcesIII. Data integrity and useIV. School performance improvement

Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign

Four focus areas:I. Learning everywhere, all the timeII. Innovation and entrepreneurship

III. Strategic school redesignIV. Innovative new schools

SMART Goal (1):Duty Free Lunch for Teachers

Provide a duty-free lunch period for every teacher on a daily basis.

Strategic Plan Goal: Goal 2: Recruit, develop, retain and reward a premier workforceStrategic Plan Focus Area: Individualized professional developmentNavigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in

Reading/Writing Grade 3 At/Above Grade Level in

Reading/Writing Grade 7

At/Above Grade Level in Math Grades 3-5

Successful completion of Math I in grade 9

Take and pass at least 1 AP/IB/Post-Secondary class & exam

Score 1550 on SAT or 22 on ACT

Data Used: 2013-14 Teacher/Teacher Assistant Survey Results

Strategies (determined by what data) Task Task Task (PD)

Point Person(title/name)

Evidence of Success(Student Impact)

Funding(estimated cost / source)

Personnel Involved

Timeline(Start—End) Interim

Dates

1. Provide staff in the cafeteria during the lunch period in order to provide a duty-free lunch for teachers.

Principal/Cara HeathAP/Leroy Wray

Teachers will have an opportunity to collaborate during lunch in the cafeteria or outside the cafeteria with their grade level.

Lunch Room Monitor-Part time position

Principal, AP, Lunch Room Monitor, Teacher Assistants

August 2014-June 2015

2. Provide quarterly catered lunch in the conference room for staff who have perfect attendance

Principal/Cara HeathAP/Leroy Wray

Promotes teacher attendance and the goal of finding and retaining highly effective teachers.

$1000/Berryhill

Principal,AP, Senior Admin

QuarterlyAugust 2014-June 2015

SMART Goal (2): Duty Free Instructional Planning Time

Provide duty-free instructional planning time for every teacher under G.S. 115C-105.27 and -301.1, with the goal of proving an average of at least five hours of planning time per week, to the maximum extent that the safety and proper supervision of students may allow during regular student contact hours.

Strategic Plan Goal: Goal 2: Recruit, develop retain and reward a premier workforceStrategic Plan Focus Area: Individualized professional developmentNavigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in



Math Grades 3-5 Successful completion of

Math I in grade 9 Take and pass at least 1

AP/IB/Post-Secondary class & Score 1550 on SAT or 22

on ACT

exam

Data Used: 2013-14 Teacher/Teacher Assistant Survey Results





Personnel Involved


Dates

1. Provide daily common planning time for every grade level, support staff, and special area teachers.

AP/Leroy Wray Teachers will collaborate on what they are teaching based on CCSS and assessment data each week. This will ensure that students at every grade level are receiving instruction based on CCSS and individualized instruction based on assessment data.

None All licensed employees


2. Weekly Professional Learning Communities where grade levels can meet and collaborate with other grade levels, content areas, and support staff to analyze data and share best practices. (PD)

Academic Facilitators/Shannon Commerford and Rachelle Fink

Analysis of (EOG scores, Running Record data, Imagination Station monthly assessments , MAP testing data, grade-level common assessments) data and plan for re-teaching and regrouping in math and reading using best practices. Sharing effective and current best practices for implementing CCSS and Essential Standards.

None All licensed employees


3. Quarterly Planning Days Principal/ Cara Analysis of (EOG scores, None PK-8 August

Heath Running Record data, Imagination Station monthly assessments , MAP testing data, grade-level common assessments) data and plan for re-teaching and regrouping in math and reading using best practices. Teachers will plan for quarterly units of study and assessments.

teachers 2014-June 2015

SMART Goal (3): Anti-Bullying / Character Education

Provide a positive school climate, under CMS regulation JICK-R, by promoting a safe learning environment free of bullying and harassing behaviors.

Strategic Plan Goal: Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service

Strategic Plan Focus Area: physical safety, social and emotional health, high engagement, cultural competency, customer service

Navigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in Reading/Writing Grade 3

At/Above Grade Level in Reading/Writing Grade 7





Data Used: 2013-14 Student/parent survey results, 2013-14 Teacher/Teacher Assistant survey results and needs assessments from teachers completed during Meet the Counselor classroom sessions.





Personnel Involved


Dates

1. Bully Liaison / Bully-preventionA taskforce will be created to assist in the implementation and communication of BP efforts. The following stakeholders should be included: School administrator; BP liaison; parent(s), student(s); counselor, teacher(s), other as indicated by principal. School liaisons will attend bullying-harassment support training.

Principal, Counselors, Dean of Students

A taskforce representing all stakeholders establishes clear objectives as indicated by Making It Better: District Bully Prevention and Character Development Plan.

None Cara Heath, Leroy Wray, Ashley GiblinMelanie Bell, Diane Senn

2. Character EducationBerryhill Essentials will be shared during morning news and students will receive Berryhill Bucks based on their demonstration of inclusive (anti-bullying) behaviors.

Principal, Counselors

Berryhill Bucks will be collected and students will be able to choose from various incentives that they have earned.

None Cara Heath, Leroy Wray,Melanie Bell, Diane Senn

3. Healthy Active Child 30 min.The team meets once a month and shares information in order to increase awareness of CMS programs and policies that address the health and wellbeing of students, staff, and families. The team shares this information with the School Leadership Team

Physical Education Teacher

The team will use end of year student surveys to assess how students perceive the school environment. Additionally, the team will evaluate the fitness tests of students in grades 3 through 8 to assess student’s physical

None Cara Heath, Flynn O’Hagan, Melanie Bell, Diane Senn, Kristin Jones, Dwayne

health and wellbeing. Haywood4. School Health TeamThe School Health Team responds to various crises that may arise within the school house (fires, tornadoes, unauthorized visitors, injuries, etc).

Principal and Assistant Principal

Successful completion of crisis team trainings and emergency drills (fire, lockdown, tornado, etc).

None Cara Heath, Leroy Wray, Wendy Neisler, Leah Carsten, Shannon DeJohn, Monica Gabriel, Chelsea Harley, Janelle Manning, Melissa Veloz, Laura Bartos, First Responders

SMART Goal (4): Academic growth in mathematics

85% of all Berryhill students will meet or exceed a year’s growth in math, as measured by the End-of-Grade test and/or Measures of Student Learning, as well as Measures of Academic Progress.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college and career ready.

Strategic Plan Focus Area: Academic growth/high academic achievement, access to rigor, and closing the achievement gap





Take and pass at least 1 AP/IB/Post-Secondary class &


exam

Data Used: Measures of Academic Progress (MAP) testing, Measures of Student Learning, NC End of Grade tests in 3-8.





Personnel Involved


Dates

1. Create vertical alignment for the development and presentation by Berryhill staff of Number Talks, use of language in math (K-8), and differentiation extending Balanced Math into upper elementary (3-5).

Cara Heath -Monthly Berryhill Curriculum and Instruction faculty/staff meetings that address best practices in math instruction with an emphasis on Number Sense, use of language in math, and multiple representations/strategies/visuals(Title I component 4a)-Design instruction based on disaggregated data. Staff will analyze common formative assessment data, CMS-created fall, winter, and spring formative assessment results (if applicable, and MAP beginning, middle, and end of year data during weekly PLC meetings. Staff will use data to identify students’ strengths and needs in

None Berryhill administration, faculty, and staff

August 2104-June2015

order to guide instruction-Teacher –made common assessments-Investigations and CMP3 and their data reports-Grade level teams’ electronic data presentations for staff to disaggregate and analyze student data to drive instruction-Measures of Academic Progress (MAP) testing

2. Provide differentiated instruction in each core math lesson that is based on common assessments.

a. Include multiple opportunities for hands-on learning

b. Include multiple opportunities for use of language

c. Include differentiation strategies in lesson plans

d. Provide feedback to teachers on their differentiation via observation notes

e. Survey upper-grade students to ask them how teachers can better meet

Rachelle Fink -Teachers use of common assessment and Measures of Academic Progress (MAP) data to group students for math instruction-Grade 3-5 teachers utilize SchoolNet for teacher-made formative and summative assessment in math

None August 2104-June2015

their needsf. Integrate technology

3.Utilizing support staffa. Small group instruction

with grade level teachers and assistants, EC teacher, EC assistant, ESL teacher, and Talent Development teacher

b. Generate and implement a schedule for support staff including EC and ESL teachers

c. Reflect monthly with support staff to check-in on progress and possible changes needed

Rachelle Fink -school wide differentiated math workshop/REACH classes-Talent Development teacher sponsoring Chess Club and Math Olympiad for identified 3rd, 4th, and 5th grade students-Dedicate an hour every week to grade level professional learning community meetings

None August 2104-June2015

4.Monitor instruction of math lessons a. Create and utilize common pre- and post- assessments in number sense/base ten and operations and algebraic thinking to track student growth

b. Observe and give feedback to teachers on their math instruction

Rachelle Fink, PLC Facilitators

-Following the CMS expectation for lesson plan format to include all components of an effective lesson plan-Continued use of OnCourse online lesson planning for k-8 and support staff

August 2104-June2015

SMART Goal (5): Academic growth in Reading

85% of all Berryhill students will meet or exceed a year’s growth in reading, as measured by the End-of-Grade test and/or Measures of Student Learning, as well as Measures of Academic Progress.

Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college and career ready.

Strategic Plan Focus Area: Academic growth/high academic achievement, access to rigor, and closing the achievement gap







Data Used: Teachers developed common formative assessments, Measures of Academic Progress (MAP) testing, Measures of Student Learning, NC End of Grade tests in 3-8, Reading 3D, Teacher’s College Running Records assessments.





Personnel Involved


Dates

1. All teachers will implement CCSS through the components of Balanced Literacy, independent reading, supported reading, word work, and writing. a) Independent reading will be

supported with Lucy Calkins Units of Study for Reading, Reading 3D and Teacher’s College assessments and leveled texts.

b) Supported reading will be

Principal/Cara Heath, Academic Facilitator/Shannon Commerford

-Designed instruction based on disaggregated data. Staff analyze common formative assessments, CMS-created fall, winter and spring formative assessment results during weekly PLC meetings and quarterly in-house grade level planning days; they then use data to identify student strengths and needs.

None Berryhill Staff

August 2014 through June 2015 with quarterly updates

implemented using complex texts from Imagine It!, Holt McDougal Literature, leveled texts, and teacher selected texts from CCSS Text Complexity Appendix.

c) Word Work will be implemented using Words Their Way, Imagine It! Green Band, and Month-by-Month Phonics.

d) Writing will be implemented using Lucy Calkins Units of Study

e) Integrate technology into each component

-Dedicated hour every week for grade level professional learning communities with minutes recorded.

-Teachers use of common assessment data and running records to group students for reading instruction.

-Teacher-made Common Assessments.

-Measures of Academic Progress (MAP) testing.

2. Provide differentiated instruction in each lesson that is based on common assessments.

a. Include multiple opportunities for hands-on learning

b. Identify students during weekly PLC meetings to participate in our Intensive Reading Program or REACH (Title I Component 9b)

c. Include differentiation strategies in lesson plans

d. Provide feedback to teachers on their differentiation via observation notes

e. Survey upper-grade students to ask them how teachers can better meet their needs

Principal/Cara Heath, AP/Leroy Wray, Academic Facilitator/Shannon Commerford

-School Data Team to create electronic data presentations for staff to disaggregate and analyze student data to drive instruction.

None Berryhill Staff


3. Utilizing support staff

a. Facilitate small-group instruction with grade level teachers and assistants, EC teacher, EC assistant, Talent Development teacher , ESL teachers.

b. Use Title I funding to


-Monthly Berryhill Curriculum and Instruction faculty/staff meetings that address best practices in reading instruction with an emphasis on Balanced Literacy.

None EC, ESL, TD teachers


support an additional teacher (if needed) to help maintain small student/teacher ratio.

c. Generate and implement a schedule for support staff including EC and ESL teachers.

d. Reflect monthly with support staff to check-in on progress and possible changes needed

4. Monitor Instruction of English Language Arts Lessons

a. Create and utilize common pre- and post-assessments to track student growth during the year

b. Observe and give feedback to teachers on their reading instruction


-Following the CMS expectation for lesson plan format to include all components of an effective lesson design-Continued use of OnCourse online lesson planning for PreK-8 and support staff

None All Berryhill Staff


5. Teaching reading in the content area provides relevance to the child and enhances the student’s awareness of the world and people around him. Non-fiction builds background knowledge and is a genre that

Academic Facilitator/Shannon Commerford

-Grade 3 – 8 teachers to utilize SchoolNet for teacher-made formative and summative assessments in reading.-Imagination Station for K-3 students

None All K-8 teachers


children need exposure to. Exposure to “the news” allows children to make connections with world events as part of comprehension strategies. Students who receive explicit instruction and modeling of comprehension strategies and skills develop comprehension of text. In support of our school-wide goal of “100% of all Berryhill students will meet or exceed a year’s growth in reading, as measured by End of Grade test and/or Measures of Student Learning,” we will use Title I funding for annual subscriptions to Scholastic Science World, Weekly Reader, and Time for Kids.

-Running Records – Reading 3D and Teacher’s College

6. Provide summer acceleration opportunities to identified students

Academic Facilitator/Rachelle Fink, Summer School Coordinator/Ashley Giblin

-Running Records – Reading 3D and Teacher’s College-Measures of Academic Progress (MAP) testing.

25,000 Selected Berryhill Teachers

June 2014-August 2014

Execute a Mastery Grading Procedures Plan Strategic Plan Goal: Goal 1: Maximize academic achievement in a personalized 21st-century learning

environment for every child to graduate college- and career-ready.

Strategic Plan Focus Area: Focus Areas: Academic growth/high academic achievementNavigator Pathway: Enter Kindergarten ready Advanced Reading in K-2 At/Above Grade Level in


Reading/Writing Grade 7





Data Used:Strategies (determined by what data)

Task Task Task (PD)




Personnel Involved


DatesCommon assessments: Pre- and post- assessments

created in School Net aligned to objectives

Facilitators/ S. Commerford and R. Fink

Students and teachers will use data to reteach/regroup.

2nd-8th teachers

October 2014 - May 2015

Data disaggregation: Process of monitoring student

achievement by objective in order to facilitate remediation/intervention plans (i.e. RTI)

Facilitators/ S.Commerford, R. Fink, and K. Clements

Use data during PLCs to regroup/reteach.

Data trackers will be used to house data for students and teachers.

K-8 teachers and support staff

September 2014 - June 2015

Flexible grouping: Process of grouping students

according to academic need by objective


Weekly PLC meetings will include time to group and regroup students based on recent data.



Additional learning opportunities: Process of holding students

accountable for learning via re-teaching, re-assessment and assigning a final value (i.e. 84%)


Students will record data in their personal data tracker.

Teachers will conference with students regarding data.



Late and make-up work: School expectations for holding

students accountable for completing assignments

Dean of Students/ Ashley Giblin

Grade levels will communicate with students and parents expectations for late and make-up work.


October 2014 - June 2015

Grade reporting: Set expectations for the

Principal/ C. Heath

Dates placed on Outlook calendar for all staff.

3rd-8th teachers

September 2014 – June

timeliness of recording grades in PowerSchool (initial grades and final grades after retest if applicable)

Students will receive grades in a timely manner.

2015

Berryhill School - 600 Waiver Requests

Request for Waiver- NA

1. Insert the waivers you are requesting

Maximum Teaching Load and Maximum Class Size (grades 4-12) [required for all schools with grades 4-12]

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

115C-301 (c and d) Maximum Teaching Load and Maximum Class Size [required for all schools with grades 4-12]

3. Please state how the waiver will be used.

Class size will be adjusted to address student individual instructional needs through flexible grouping of students in the most effective utilization of teaching teams. Maximum teaching load will be used to allow teachers in specific areas of the curriculum to teach students designated for specific skill needs and to address the large number of students requesting elective classes.

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

This waiver will allow more flexibility in grouping students to meet their abilities and needs and thus should enhance their achievement on the performance goals.